Category: uncategorised

  • Social Change Project and Final Report

    Over the past several weeks, you have analyzed a policy related to a social problem and have advocated for change. However, your analysis may reveal that the original policy created and implemented to address the social problem is no longer viable for a variety of reasons. In this case, you must explore a policy alternative. For this Assignment, you will identify a policy alternative to better alleviate the social problem you identified. Then you will submit your final report on your experience and the outcomes of your Social Change Project. I am attaching previous assignments that goes along with this.

    Attached Files (PDF/DOCX): WK2AssnWilliamsK.pdf, WK4AssgnWilliamsK.pdf, WK4AssgnWilliamsK.pdf

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  • Discussion 3

    Reply to the two post 250 words for both post

    Reply from Trent Dorey

    1. This applies to Italian Americans very much so, there is becoming a point where even the language is dying out in America. While there’s over 16 million Italian Americans, only 700,000 speak Italian in any kind of capacity. It has even gotten to the point where tourist attractions are the only remaining ethnic conclaves like Little Italy in Manhattan, New York City. where the people who are employed are expected to speak in sprinkled Italian phrases and “to maintain the atmosphere of an authentic Little Italy, they often sport name tags that say Mario or Luigi,(121). Because of the idea of the “melting pot’, Italian Americans have started to lose its ethnic consciousness,

    2.Polonia played a huge role in the contemporary lives of Polish Americans. spanning over many states in the Midwest, Polonias gave Polish Americans immigrating a way to stay afloat in hard economic times. the book even mentions “boarding houses called tryzmanie bortnkw (brother keeping), which allowed the new arrival to save money and send it back to Poland to support his family”(122). this allowed for a stable income to allow the family members of more Polish Americans to immigrate. Polonias played a huge role in keeping more and more people safe enough to be in America

    3.The relative importance of religion and ethnicity shaped a lot of the social attitudes and behaviors. A lot of how you were treated was based on your ethnicity and religion. Most immigrants that came to America faced scrutiny, from Jews and Mulsims, to Polish, Italians, and Africans. Most if not all social influences tended to be negative, for example for the Italian Americans. the book even says “Arriving in the United States without much money and uneducated, Italians lived in decaying, crime-ridden neighborhoods. For a small segment of these immigrants, crime was a significant means of upward social mobility.”(119)

    4.Slavery reparation as the book defines it “refers to the act of making amends for the injustice of slavery.”(170). It has been marginalized as being smaller than it actually was. and downplaying the economic wealth the U.S generated because of slavery. and especially claims that since it was in the past that it no longer has any factors on today,

    5.the main differences are that when there were other trying times in America and we treated others poorly they were given reparations. As Conley says in the article “Armed with precedents such as payments to Japanese Americans for internment during World War II and the claims of Holocaust victims on Swiss banks for lost accounts” (15), there have clearly been past reparations like the Japanese American who were put in internment camps for thought of being spies. so therefore, in comparison it makes little sense fairly to not have reparations for all those America hurt while it maintained its “freedom”

    Ranya Ahmed-Abdelgadir

    Chapters 5 & 7

    1.Assimilation has never meant a melting pot where everyone melted into a homogenous American

    stew. As political scientist Peter Skerry writes, assimilation has typically meant that immigrants have adapted

    and changed in disparate domains, rejecting their immigrant past in some ways (forgetting their parents

    mother tongue and speaking English, or learning to tolerate individuals with sharply different values) and

    holding on to other aspects of their heritage (ethnic cuisine, specific religious holidays, family traditions from

    the homeland). Explain how this can apply to the Italian American experience. (Ch.5)

    Italian Americans did not fully melt into one culture. Many learned English, worked in American jobs, and adapted to U.S. society, but they kept traditions like Italian food, Catholic religion, and strong family values. This shows assimilation can mean changing some things while keeping cultural identity.

    2. What role has Polonia played in the lives of contemporary Polish Americans? (Ch.5)

    Polonia refers to Polish communities and organizations in the U.S. It helps Polish Americans stay connected through churches, language, culture, and social networks. It provides support while still allowing people to become part of American society.

    3.What is the relative importance of religion and ethnicity in influencing social attitudes and behaviors in the

    context of immigration? (Ch.5)

    Religion often shapes values, social behavior, and community life more strongly than ethnicity alone. Churches, mosques, or temples give immigrants support, identity, and a place to gather. Ethnicity matters too, but religion can strongly influence attitudes and traditions.

    4. Explain the concept of slavery reparation. How has the historical and social significance of slavery been

    marginalized? (Ch.7)

    Slavery reparations are proposals to compensate African Americans for the long-term harm caused by slavery and discrimination. The history of slavery has sometimes been minimized in education and public discussions, which makes it harder to address inequality and its lasting effects.

    5. Dalton Conley calculates the cost of reparations in Forty Acres and a Mule: What If America Pays

    Reparations? Contexts 1 (2002): 13-20. https://journals.sagepub.com/doi/pdf/10.1525/ctx.2002.1.3.13 How

    is African Americans experience with reparations compared with other oppressed groups? (Ch.7)

    Some groups in U.S. history, like Japanese Americans interned during World War II, received government compensation. African Americans have generally not received large-scale reparations, even though slavery and discrimination lasted much longer and affected many generations.

  • posc 147 on the hanaa

    The Middle East, as we know it today, is the result of the collapse of the Ottoman Empire at the end of the First World War (1914-1918). Ibn Khaldun wrote about the collapse of empires, and I want you to read the article about Khaldun and his views and ask yourself if (1) he is correct, and (2) reading the documents and lecture slides about the immediate post war settlement in the Middle East, if things could have turned out differently? If so, how and why?

    Requirements: 1h

  • soc 130 mano hana

    Write 5 paragraphs of at least 100 words each answering the following questions:

    1. Who are and ?
    2. What social problems have Rios and Prieto studied?
    3. Describe the research methodology used for their research paper about “mano dura-mano suave.”
    4. What is the problem with “stop-and-frisk?” Summarize the findings of their study “Mano Suave-Mano Dura”
    5. Was their methodology scientific? Why?

    You must list all the sources consulted when preparing your answer, in or format.

    You are required to use the following sources:

    Rios, Victor M., Greg Prieto and Jonathan M. Ibarra (2020). “” in American Sociological Review, Vol 85(1) 58-75.

    inks to an external site

    Grading criteria:

          • Students can gain up to 5 points per paragraph written, and 5 points for the bibliography (list of sources consulted).
          • Each paragraph must answer one of the questions.
          • Each paragraph must demonstrate that the student completed the required readings and videos. Each paragraph must contain a direct reference or quotation to some of the required readings.
          • Each paragraph must be original, using student’s own work and ideas.
          • A complete list of used-sources must be included after the 5 paragraphs. Sources must be listed using or format.

    Requirements: 1h

  • soc 130 workers hanaa

    Watch the following short video:

    Read the following article:

    Write 4 paragraphs answering the following questions:

    • Is the exploitation of workers a social problem? Why?
    • Does Robert Reich use an objective or subjective view of the social problem? Explain your answer.
    • Which sociological theory is he using to frame his arguments?
    • Do you agree with him? Why?
    • Your original answer to the questions must be of substantial quality in order to get points. Substantial quality includes a demonstration that you have completed the required readings and videos and thought critically about them. Your answers must be original, use your own ideas and words. Do not copy from any website or written material from another person without professional citation.You must post your original answers first, in order to see other students’ answers.

    Requirements: 1h

  • Reading Response 7

    1. Explain the divergence between Chicago and Detroit according to Neal (pp. 6-9). What does Neal mean by network bases versus central places? What cities are successfully networked today (p. 14)?

    2. Use Zukin’s article to make sense of the culture and symbols of downtown Flint or a town you’re familiar with.

    3. Thinking about New Orleans, how did redevelopment post-Katrina relate to the “political-economy” perspective in urban development (from our readings the second week of class)? Be sure to use insights FROM class and our readings.

    Attached Files (PDF/DOCX): Neal From Central to Network Bases.pdf, Zukin Whose City Whose Culture 2.pdf, How the Ruling Class Remade New Orleans (1).pdf

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

  • Answer questions based on Part V (5) material.

    Answer questions based on Part V (5) material.

    Academic Integrity rules apply. If an instructor suspects an action that violates Academic Integrity rules, the instructor may penalize the student – This could range from a ZERO for each question that violates Academic Integrity rules all the way to a complete ZERO for the entire assignment.

    Answer the following questions in the inline text:

    1. Who are the parties in a civil case?
    2. Who starts / begins the case in a civil case?
    3. What is the standard of proof in a civil case, and who has the burden to meet that standard?
    4. The case begins with the pleadings? What documents make up the pleadings? (Name at least 2)
    5. In your own words, what is discovery?
    6. Where does the evidence that parties find during discovery come from?
    7. What is the policy reason for having discovery as a tool in a civil case?
    8. What is a common outcome that comes from the discovery process?
    9. If the outcome from problem # 8 is not reached, what happens next?
    10. While court is in session, how would you describe opening statements?
    11. An attorney is asking questions to his / her own witness while court is in session. What is this called?
    12. An attorney is asking questions to the opposing witness while court is in session. What is this called?
    13. After both sides are done with their respective presentation of their cases, the attorneys make a statement to the court and the jury. What is the name of this statement?
    14. In a criminal case, a defendant is found guilty or not guilty. What is the equivalent for a civil case?
    15. At the conclusion of a civil case, who decides the case? [There may be more than one answer].
    16. Who are the parties to a criminal case?
    17. What is the standard of proof in a criminal case?
    18. A deal in a criminal case takes place, and it commonly comes in the form of less charges and less prison time exchange for a guilty plea. What is this deal called?
    19. Name three (3) punishments that may be imposed by a criminal court if a party is found guilty:
    20. An individual loses a criminal case, and has been punished. This person wants his case reviewed. Which court would review his case?

    Requirements: 400

  • Management theories in criminal justice

    Develop a paper that evaluates the five major types of management theories in criminal justice. For each theory, be sure to include: *The direction of communication *A sketch of the chain of command indicating communication direction *Identify the most used management theory in CJ and explain why it is used most often. *Identify the management theory you feel would work best in a CJ agency and explain why. Length: 1500-2000 words with pictures or charts to indicate sketches. References: Include a minimum of 5 scholarly resources. The completed assignment should address all of the assignment requirements, exhibit evidence of concept knowledge, and demonstrate thoughtful consideration of the content presented in the course. The writing should integrate scholarly resources, reflect academic expectations and current APA standards, and adhere to the University’s Academic Integrity Policy.
  • Writing humanly, Based on first Write.

    Please post your multimodal rhetorical analysis essay here. Refer back to the prompt in the Unit 1 module for details of this essay.

    Specifications:

    ***At the top of your essay, please indicate which of the following grades you have completed.

    An “A” essay will include the following specifications:

    • Essay will be at least 3 full pages in length (image does not count toward page length)
    • Essay will contain an image, or provide a link to, the multimodal text at the heart of the analysis
    • Identify and discuss at least 3 modes of multimodal rhetoric in the multimodal text
    • Accurately describe the rhetorical situation of the multimodal text
    • Provide direct quotes from the text, screenshots, or clips from the text that bolster your analysis
    • Engage in rhetorical analysis
    • Be presented free from error
    • Must have earned a 5/5 on the Syllabus Quiz
    • Must have submitted a proposal for the project

    A “B” essay will include the following specifications:

    • Essay will be at least 3 full pages in length (image does not count toward page length)
    • Essay will contain an image, or provide a link to, the multimodal text at the heart of the analysis
    • Identify and discuss at least 2 elements of multimodal rhetoric in the text you’ve identified
    • Accurately describe the rhetorical situation of the multimodal text
    • Provide direct quotes from the text, screenshots, or clips from the text that bolster your analysis
    • Engage in rhetorical analysis
    • Be presented free from error
    • Must have submitted a proposal for the project

    A “C” essay will include the following specifications

    • Essay will be at least 3 full pages in length (image does not count toward page length)
    • Essay will contain an image, or provide a link to, the multimodal text at the heart of the analysis
    • Identify and discuss at least 1 mode of multimodal rhetoric in the multimodal text
    • Provide direct quotes from the text, screenshots, or clips from the text that bolster your analysis
    • Engage in rhetorical analysis
    • Be relatively free from error

    ***You have all the tools you need to successfully complete this assignment.
    Make sure it’s 0% AI, and make sure that it’s 3 full pages, don’t count it with the pics, make the writing 3 full pages with letter size 12, and Times New Roman, double space. I’m talking about a video in YouTube and it’s 1;01sec, and this is the website for the video, I think this is the first writing I did.

    Requirements:

  • unknown

    Report on a journey into the unknown:

    Seek out an unfamiliar setting or experience, then reflect and report on what you learnedabout

    the world, other people, or yourself. This must be physically safe. We hope that, while

    prioritizing safety, you will not shy away from discomfort. Have your journey approved by both

    instructors before venturing out.

    Your task will be to open yourself up to something unfamiliar, record your impressions and

    emotions (whatever they are!), then reflect on the experience.

    Potential questions to consider:

    What mentalities helped you to not just endure, but enjoy this experience?

    What mentalities prevented you from doing so, and why?

    What mentalities might you need to further develop to better negotiate similar situations

    in the future?

    You are welcome and encouraged to take liberties with the style and format of this field report

    into the unknown. What matters is that you experience and seriously reflect on something

    familiar. If you arent sure your approach fits this agenda, feel free to discuss it with us.

    A successful written report, for reference, may:

    Consist of 5 pages, double-spaced, with standard font and margins.

    Contain an original, easily-discernable thesis.

    Be coherent, lively, engaging, and interesting to read.

    Refer to class texts and themes.

    Follow proper MLA style for formatting, quotation, punctuation, and documentation.

    (Again, safety is the highest priority. Any report on an experience that puts you in physical

    danger will not be graded.)

    Attached Files (PDF/DOCX): Assignment-Journey into the Unknown.pdf

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