Category: Sociology

  • Soc 468 theory 2

    A big concern for the social sciences is the extent to which individuals and groups can actively (i.e., agency) transform or create our selfs and our social world in general. In other words, do you shape the world or does the world shape you? Symbolic Interactionism and Critical Theory are often seen has having opposing views of such questions. Indeed, they do have some very different views regarding this question in general; however, if you look closely there are also similarities.

    Here is the setup:
    1) In your own words, compare and contrast the views of each theory (not each theorists), in general, regarding this question. (9 pts)
    2) Then, using Habermas and Goffman, and their concepts (you should not try to incorporate all of their concepts), explain in more detail where the theories diverge and how they are similar, with respect to the question (This will require you to find at least 2 pertinent quotes from each theorist to aid in your explanation). These quotes need to come from the readings by Habermas and Goffman (the primary reading), respectively, in your textbook, as opposed to from the author’s of your textbook. If this does not make sense to you then ask me. *be sure to use quotation marks and provide a proper in-text citation (15 pts).
    3) Lastly, discuss your opinion, about which theorist (Habermas or Goffman) you think best explains the question at hand and why. (6 pts)

    Note 1: You may not use any outside resources and DO NOT use any type of AI to help or write your essay.

    Note 2: This is a compare and contrast so make sure you are not just saying “this is what Habermas thinks and this is what Goffman thinks”. I need to see you are able to convey a compare and contrast, so although this includes “this is what Habermas thinks and this is what Goffman thinks,” it goes beyond this. You should be utilizing compare and contrast language (i.e., “Unlike Habermas, Goffman blah blah blah” or “Habermas says blah blah, whereas Goffman says yada yada”, or “Like Habermas, Goffman says blah blah blah “, etc. Also, words such as, similarly, by contrast; etc.)

    Format: There is not a length requirement (but if you are a student that needs an approximateId say about 3 to 5 pages), but you should answer all that is required above, wholly and thoughtfully, without rambling. This should be typed, normal margins, double-spaced, Cambria or Times New Roman, 12pt font. A cover page with your Name/Soc. 468/Due date of midterm, therefore, your writing of the essay should start on the first page at the top.

  • discussion post

    • b) Read Chapter 5, sections on Bureaucracies, “Working for the Corporation and Technology, and Maximum Security Society.”
    • c) watch the TED lecture, (also in the folder for Learning Module 8), and pay special attention to the role that (AI) and robotics are playing in taking peoples jobs and the challenges societies are facing to keep up with creating new jobs.

    Then respond:

    1. You are likely to work for a bureaucracy. How do you think working for a bureaucracy affects your orientation to life or life experience? How can you make the hidden corporate culture work to your advantage?
    2. How is the current use of technology resulting from the Coronavirus pandemic going to shape the future of jobs? Do you see yourself competing with a robot or computer for a job due to this influx of technology? Or how has technology disrupted hands-on jobs to replace them with AI (artificial intelligence) driven robots and computerized applications?
    3. Post a minimum of one question related to readings from Chapter 5.

    Use a minimum of two in-text citations from the assigned chapter to support your points.

    Textbook: Essentials Os Sociology

    Sold By: Pearson

    ISBNs:9780137873739, 9780137873432, 0137873735, 0137873387, 09780134738505, 09780137873739

    Language: English

    Edition: 14th

    File Type: EPUB

  • Chapter 7 discussion

    Please dont use ChatGPT or AI because my professor will be using turn in for this assignment also the name of the book is

    Revel Social Gerontology: A

    Multidisciplinary Perspective, 10e

    SOCIAL GERONTOLOGY

    A MULTIRICIPUINARY PERSPECTIVE

    Author

    Nancy Hooyman, Kevin Kawamoto, H. Kiyak

    I will be sharing some screenshots from chapter and I will also be sharing the PowerPoint that you need to use for this discussion.

    I will also be sharing a sample for you to do my discussion board like it. Also make sure you bold the questions and the concepts from

    the PowerPoint

    Chapter 7: Discussion Board Assignment Instructions

    Objectives:

    • Show what you know by demonstrating comprehensive, detailed and correct understanding of key concepts, theories and trends from the course via meaningful discussion board interaction with peers.
    • Engage students with course material (E-text, PowerPoints, etc.) to deepen comprehension and demonstrate detailed and correct knowledge of key theories, concepts and trends discussed in each chapter.
    • Demonstrate critical thinking and analytical writing through reading, writing and peer interaction.

    Due: Your initial post is due on Friday at 11:45pm; peer response posts are due by the following Monday 11:45pm.

    Instructions:

    1. Preparation:
    • Gather your materials – Have in front of you the assigned Chapter and PowerPoint slides along with these instructions
    • Read these instructions and the assigned Chapter and PowerPoints slides, and…
    • Take notes – on content relevant to the prompts listed below (see #2)
    • Utilize – the Concept list provided in the PowerPoint slides (typically the third slide in the deck).
    • IMPORTANT NOTE: The PowerPoint slides provide a roadmap/outline for your discussion post, as well as give updated information/statistics not included in the text. In your discussion posts, be sure to use the concepts and updated information/statistics in the PowerPoint slides as appropriate-.
    1. Initial Post:
    • Topic Prompts: Love, Intimacy and Sexuality in Old Age (Chapter 7):
    • What are stereotypes about aging and sexuality? How have ageist stereotypes shaped perceptions of and research about elders sexuality?
    • What has more recent research shown are the real trends in terms of sexual behaviors for elders?
    • How does gender, sexual orientation, health status (physiological changes and chronic illness) and living arrangements shape sexual behavior.
    • Content Requirements:
    • Respond fully to all prompts/questions (see above)
    • Concept Integration:
    1. For a C grade, must integrate a minimum of four concepts from the chapter into your response. For a B, must demonstrate knowledge of 8+ concepts; for an A, 10+ concepts.
    2. Must use the concepts from list provided in PowerPoints for each chapter.
    3. Demonstrate knowledge of each concept by including detailed definitions and examples/statistics taken directly from the text AND PowerPoints. Include the definition in parentheses the first time you mention the concept in your response.
    • Analysis: Discuss sociological connections, implications, or insights regarding concepts, theories, trends, statistics, etc. you have gained from the text and PowerPoints.
    • Conclusion: Very briefly summarize your main points and pose a question to your peers to encourage further discussion.
    • Formatting and Length:
    • The initial post should be between 400-800 words, 12-point font, single spaced.
    • Responses to peers (see #2 below) should be between 150-400 words.
    • Highlight and/or Bold concepts for clarity of written expression and ease of grading.
    • Include original prompts in response and use paragraph breaks where appropriate.
    • Proofread and grammar/spellcheck.
    • Timeliness: Your initial post is due on Friday at 11:45pm; peer response posts (see below) aredue by the following Monday 11:45pm.

    3. Response Posts:

    • Engagement: Respond to at least two of your peers’ posts. Aim to engage with posts that discuss different topics or concepts than your own.
    • Content Requirements:
    • Concept Application: Relate your response to at least one additional course concept not covered in your original post.
    • Constructive Feedback: Provide thoughtful and respectful feedback. Comment on strengths and suggest areas for further exploration.
    • Further Discussion: Pose a follow-up question or provide an additional perspective to keep the conversation going.
    • Length: Each response should be between 150-400 words.
    • Timeliness: Your initial post is due on Friday at 11:45pm; peer response posts are due by the following Monday 11:45pm.
    1. Grading Criteria:
    • Respond fully to all Prompts: Response thoroughly addresses all elements of each prompt.
    • Understanding of Concepts: Demonstrates clear, detailed and accurate understanding of a minimum of four course concepts/theories/trends for a C grade. For a B or better, must demonstrate knowledge of additional concepts.
    • Critical Thinking: Shows depth of analysis and insight in applying concepts, theories, examples and/or trends to the topic.
    • Communication/Writing Quality: Writes clearly and effectively, adhering to content, length and formatting requirements.
    • Follows instructions: Responses indicate students have read, understood and followed instructions.
    • Engagement: Actively participates in the discussion with meaningful contributions.

    Grading Criteria

    Score

    Excellent (Full Credit)

    Proficient (Partial Credit)

    Needs Improvement (Little/No Credit)

    Thoroughly Addresses All Prompts

    (2)

    Thoroughly answers all prompts with depth and detail.

    Addresses most prompts but one may be underdeveloped.

    Several prompts missing or only briefly addressed.

    Detailed knowledge of Concepts (listed in PPTs)

    (2)

    Clearly and accurately integrates 10+ course concepts.

    Uses 4 to 8+ concepts but definitions are somewhat unclear.

    Fewer than 4 concepts used; minimal or mostly inaccurate.

    Concept Examples

    (1)

    Provides strong, relevant examples for concepts when appropriate.

    Examples provided for some but may lack depth.

    Few or no examples, or examples unrelated.

    Quality of Analysis

    (1)

    Demonstrates sociological insights, connections, and implications.

    Some analysis beyond definitions but limited depth.

    Minimal or no analysis; only restates definitions.

    Conclusion (.5) & Peer Question (.5)

    (1)

    Strong summary and engaging peer question posed.

    Some summary but question may be weak or missing.

    Lacks summary and/or no peer question.

    Writing Quality

    (1)

    Clear, well-organized, grammatically correct.

    Minor errors, somewhat unclear writing.

    Many errors, unclear writing.

    Follows Instructions, Timeliness

    (1)

    Follows all instructions, meets deadline.

    Follows most instructions, meets deadline.

    Follows few instructions; misses deadline.

    Peer Reponses

    (1)

    Two responses.

    Introduces at least one new concept effectively.

    Two responses.

    Mentions a new concept but weakly developed.

  • power point

    A. Accomplishing the Objectives (How to complete the presentation)

    To complete your presentation, follow these steps:

    1. Assigned Topic Overview (4 slides):

    • Use the assigned textbook section to provide an overview of your topic (e.g., Economy).
    • Cover:
    • Concept definitions.
    • Interpretation of the assigned institution in the context of one of the sociological theories (symbolic interactionism, functional analysis, or conflict theory).
    • Impact of the assigned institution on society.

    2. Practical Case Research (6 slides):

    • Use the internet or the library databases to find information related to the practical case related to your topic (e.g., Inflation for Economy).
    • Include:
    • Concept definitions.
    • Causes (timeline with main events).
    • Impacts/effects/consequences.
    • A video clip explaining the causes and consequences.

    3. Group Perspective and Critical Thinking:

    • Share your groups view on the practical case (agree/disagree, explain).
    • Pose a critical thinking question for class discussion.

    Remember to cite your sources using MLA style. When using the Internet, use reliable sources (look for .edu, .org, or .gov websites). Avoid .com sites, as they often have commercial agendas. Evaluate YouTube videos carefully; some are reliable (e.g., PBS, TED) while others may not be (e.g., Prager University).

    B. How Youll Work Together

    1. Collaboration:
    2. Every group member contributes to the presentation.
    3. Anonymous group contributions are allowed to report if someone feels others havent fully participated.
    4. Presentation Tool:
    5. Use any familiar tool (PowerPoint, Prezi, Google Slides, etc.).
    6. Keep content concise: 12 slides max (plus title and references).
    7. Slide Content:
    8. Each slide should have no more than 20 lines.
    9. Explain ideas clearly.
    10. Be creative: add visuals (pictures, charts) to enhance understanding.
    11. Collaboration Tools:
    12. Use Blackboard group features (on Content, main menu) or other tools (FaceTime, Google Meet, Skype, email) to interact.
    13. Presentation Submission (See due date in the Introduction):
    14. Attach one presentation per group. You can only attach a PowerPoint or PDF file. If you work on another format file, convert and share a link with instructions on how to access the file.
    15. Include a front page with: Group number, Social institution/topic, and practical case, for instance: Group 1- Politics: Presidential Election, Group members.

    GROUP 1: CHAPTER 11 POLITICS

    PRACTICAL CASE: Presidential Elections (how presidents get elected, the electoral college)

    Members names: Sarina & Aidan

  • Lonelines case study

    Assignment Description Students will select one of the provided case studies Download provided case studiesto analyze the concept of loneliness across different life stages and social contexts. Your responses should draw on course concepts, including lectures and required readings, to identify key factors contributing to loneliness, and propose strategies or considerations relevant to the chosen case. You will be provided with guiding questions associated with your selected case study. Students are expected to provide clear, well-reasoned responses that demonstrate your understanding of how individual, social, and structural factors shape experiences of loneliness. Your responses should integrate course material where appropriate and reflect critical thinking rather than simple description or definitions. Your responses to the guiding questions should be concise but sufficiently detailed. Total submission length is approximately 350-500 words. Students are encouraged to aim for 3-5 well developed sentences per question. Students do not need to write an essay; respond directly and clearly to each question. Avoid repeating details of the case and focus on linkages to course content. Submission Criteria Submit your assignments as a Word document (.doc or docx). Do not submit using Pages or in PDF. The assignment should be labelled with your first and last name and the assignment details, e.g., John_Smith_CaseStudy1. The assignment must use Times New Roman 12 or Arial 11 font. Citations are not required, but if they are used, they should be accurately cited in text and in a provided reference list. Upload the file directly to the assignment submission page on Canvas. Assignments are due by 11:59pm on the posted due date. Late submissions will follow course policy described in the course outline.

    Attached Files (PDF/DOCX): CaseStudyVignettes-1.pdf, Interventions for youth.pdf, Week 2-Defintions and Measurement (1).pdf, Week 8-Inflammatory Systems.pdf, Week 3 Loneliness across the life span (1).pdf, Week 6-Loneliness and the Brain (1).pdf, Week 5-Loneliness in Marginalized Communities (1).pdf, Week 10-Interventions for Middle Aged and Older adults.pdf, Week 4-Loneliness and Mental Health (1).pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Lonelines case study

    Assignment Description Students will select one of the provided case studies Download provided case studiesto analyze the concept of loneliness across different life stages and social contexts. Your responses should draw on course concepts, including lectures and required readings, to identify key factors contributing to loneliness, and propose strategies or considerations relevant to the chosen case. You will be provided with guiding questions associated with your selected case study. Students are expected to provide clear, well-reasoned responses that demonstrate your understanding of how individual, social, and structural factors shape experiences of loneliness. Your responses should integrate course material where appropriate and reflect critical thinking rather than simple description or definitions. Your responses to the guiding questions should be concise but sufficiently detailed. Total submission length is approximately 350-500 words. Students are encouraged to aim for 3-5 well developed sentences per question. Students do not need to write an essay; respond directly and clearly to each question. Avoid repeating details of the case and focus on linkages to course content. Submission Criteria Submit your assignments as a Word document (.doc or docx). Do not submit using Pages or in PDF. The assignment should be labelled with your first and last name and the assignment details, e.g., John_Smith_CaseStudy1. The assignment must use Times New Roman 12 or Arial 11 font. Citations are not required, but if they are used, they should be accurately cited in text and in a provided reference list. Upload the file directly to the assignment submission page on Canvas. Assignments are due by 11:59pm on the posted due date. Late submissions will follow course policy described in the course outline.

    Attached Files (PDF/DOCX): Week 10-Interventions for Middle Aged and Older adults.pdf, Week 8-Inflammatory Systems.pdf, Week 6-Loneliness and the Brain (1).pdf, Week 5-Loneliness in Marginalized Communities (1).pdf, Week 4-Loneliness and Mental Health (1).pdf, Week 3 Loneliness across the life span (1).pdf, Week 2-Defintions and Measurement (1).pdf, Interventions for youth.pdf, CaseStudyVignettes-1.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Diverse Teams

    Think about the kinds of diversity you have seen in your current team, past teams, or in your community.

    Respond to the following in a minimum of 175 words:

    • Reflection: Look back at your responses to the Navigating Roles and Diversity assignment you completed in Week 1. How could the things you learned about diversity in Week 1 be used in a new team situation? Describe a scenario where diverse perspectives could help a team succeed.
    • Types of diversity: Besides cultural diversity, what other forms of diversity do you notice in the teams or communities you are a part of? Think about things like neurodiversity, age diversity, or economic diversity. Provide a couple of examples.
    • Challenges and benefits: Can you recall any challenges you faced while working with diverse groups? What about the benefits you experienced? Provide some examples.
    • Leadership and diversity: If you were the leader of a team, how could you use the different types of diversity within your team to make it perform better? How might you ensure each team member has a positive experience?

    This came from another class

    In Week 1, I learned that diversity in a team brings unique perspectives, strengths, and problem-solving approaches. These insights could be valuable in a new team setting by fostering innovation, improving decision-making, and creating a more inclusive work environment. For example, in a project requiring creative problem-solving, a team composed of individuals from different cultural, educational, and professional backgrounds could generate more well-rounded solutions. If a team is working on a marketing strategy for a global audience, having diverse perspectives can help ensure that the message resonates with a broader range of customers.

    Types of Diversity

    Beyond cultural diversity, I have noticed neurodiversity in my teams, where individuals with different cognitive processing styles bring unique strengths. For instance, a coworker with ADHD excelled in brainstorming sessions due to their ability to think outside the box. Age diversity is also present, where younger employees introduce fresh ideas while older employees offer experience and mentorship. Economic diversity is another factor, as team members from various financial backgrounds bring different perspectives on budgeting and resource allocation.

    Challenges and Benefits

    One challenge I encountered in a diverse group was communication differences, where varied backgrounds led to misunderstandings. However, diversity also led to benefits such as increased creativity and problem-solving capabilities. For example, in a group project, diverse viewpoints helped us identify risks that a homogenous team might have overlooked.

    Leadership and Diversity

    As a leader, I would leverage team diversity by assigning tasks that align with each person’s strengths while encouraging collaboration. I would foster an inclusive environment by ensuring that everyones voice is heard, offering mentorship, and addressing biases. Regular check-ins and open communication would help ensure a positive experience for all team members.

    Hello everyone, I realized during Week 1 that diversity brings different perspectives and thoughts that can enhance creativity and productivity in a team. I would implement this knowledge in a new team through listening to all ideas and respecting different views. An example is if we were working on a group project to solve a local problem with members of different backgrounds and experiences. We would be more effective in solving it because each would have different ways of looking at things that other individuals would not.

    Apart from cultural diversity, I have also witnessed other forms of diversity in my community and teams. Neurodiversity, which includes individuals with ADHD, dyslexia, or autism, brings diverse cognitive strengths such as pattern recognition or problem-solving skills (LeFevre-Levy et al., 2023). Age diversity in teams also combines the fresh ideas of younger employees with the experience and wisdom of older members. For example, in one project, a younger team member introduced new digital tools, whereas an older team member provided strategic guidance based on industry trends.

    Multicultural group collaboration brings both positive aspects together with multiple challenges to the table. Among the challenges I have experienced is the language barrier brought about by differences in working styles, which sometimes led to misunderstandings. The benefits, however, by far outweighed the challenges. For example, some of the members of my church group were older and thus wise while younger members brought new ideas.

    If I were the leader of a team, I would apply the different types of diversity by making each member comfortable contributing their ideas and knowing that each of them brings something unique to the team. People have different backgrounds, experiences, and capabilities, and I believe that when each feels comfortable contributing to their ideas, the team is better able to come up with solutions and work better together (Carucci, 2024). To ensure each member of the team has a positive experience, I would listen carefully to each of them, give each of them the opportunity to contribute, and ensure nobody feels left behind or excluded. I would also ask the team to respect different views and work together in a supportive way because when people feel heard and valued, they are likely to give their best.

    References

    Carucci, R. (2024, February 20). One more time: Why diversity leads to better team performance. Forbes. https://www.forbes.com/sites/roncarucci/2024/01/24/one-more-time-why-diversity-leads-to-better-team-performance/

    LeFevre-Levy, R., Melson-Silimon, A., Harmata, R., Hulett, A. L., & Carter, N. T. (2023). Neurodiversity in the workplace: Considering neuroatypicality as a form of diversity. Industrial and Organizational Psychology, 16(1), 1-19. doi:10.1017/iop.2022.86

    James Mcneely

    Mar 11, 2025 12:15 PM

    Your response does a great job of showing how diversity impacts team success. I like how you went beyond just cultural diversity and included neurodiversity and age diversity, which arent always talked about but are super important. Your example of combining marketers, financiers, and IT experts really shows how different perspectives can lead to better solutions. I also relate to the challenges you mentioned, like language barriers and different work styles. Misunderstandings can definitely happen, but like you said, the benefits usually outweigh the challenges. Your example of a multicultural team creating a community outreach program is a great way to show how diversity leads to more inclusive and well-thought-out ideas.

    Team Development Process

    A team is effective when a proper development process is put in place. This helps teams work together to achieve their goals.

    Working on a Diverse Team

    Diversity is a common theme in the workplace, but successfully incorporating diversity and inclusion can be a challenge.

  • Week 10 Reading Journal

    Weekly Journals:

    Students will submit a copy of their weekly journals (reading notes). As long as

    students are demonstrating sufficient effort and making an attempt to understand the weekly

    material these assignments will generally be graded on a complete/incomplete basis.

    Attached Files (PDF/DOCX): Liberation Theory and Praxis.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • growth mindset

    Throughout your education, what kind of mindset (fixed or growth) have you had? How has this mindset shaped your education? What did you think about the lecture on the growth mindset? Was it helpful? Do you see your own learning experiences in the lecture?

  • Final Video Presentation: Annotated Outline

    rewrite Submit your recorded presentation by the due date. You will be required to include 46 scholarly sources in your presentation. Your assignment will be graded based on the assignment requirements. Submit your recorded presentation by the due date. You will be required to include 46 scholarly sources in your presentation. Your assignment fee will be graded based on the assignment requirements. The following is an outline of the areas that should be addressed in your presentation. Remember, you are the “expert.” Describe the stage of development and expectations for this stage, i.e. the developmental tasks (biological, psychological, emotional, physical, and spiritual). What is the psychosocial crisis in this stage according to Erickson? What are the central themes during this stage of development? What are the basic strengths or virtues, or possible positive outcomes, that may arise as a result of the constructive resolution of this developmental stage? What are some of the major challenges that individuals may face at this stage? What environmental risks do we need to be more cognizant of at this stage? How about family risks? What is the syntonic resolution or the dystonic resolution? What are the new coping skills that result from the resolution of the crisis? How is this stage related to previous stages? What aspects of previous stages do we see playing out in this stage? How can the individual overcome issues that may have arisen as a result of a poorly resolved psychosocial crisis? How is this stage related to later stages? What aspects of this stage might we see playing out in later stages? What may be expected if the psychosocial crisis is unresolved during this stage? What are the impacts of chronosystems on the experiences of this stage? Utilize a real (yourself, a friend, a family member, or a client) or imagined case study of an individual at this stage of development and address the following: Please describe the central themes of life course theory and how they apply to the individual and the circumstances. How can life course theory be used to understand this stage of development Are there any other theories that would be useful to us in understanding this individual at this life stage? Please give examples, along with an explanation of why you have chosen this theory and why you believe it would be useful in your work with the client. Discuss the possible outcomes for the individual based on his or her circumstances. What is an intervention that would help the individual resolve a psychosocial crisis during this life stage?