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i would like you to send me the two articles before starting please. review and synthesize 2 peer-reviewed sources (a.k.a. academic sources such as peer-reviewed journal articles or books authored by academics), and write 1-2 page literature review that will lead to the research question(s) for your project. Refine, adjust, or modify your research question(s) as needed. A literature review is an examination of the published work by researchers and scholars in a given area. A literature review should synthesize the information from the existing literature and organize it in a meaningful way (e.g., topics or issues). It is not a separate summary of each source or article; that is, it is different from an annotated bibliography. Additionally, a literature review should offer a critique of the existing literature, such as by discussing the strengths and weaknesses as well as areas that are in need of further investigation as relevant to the current study. Rubric:1. Literature review features 2 credible, academic, and relevant sources.

2. Literature review effectively synthesizes the research findings across the cited studies based on topics/issues, not individual studies.

3. Literature review offers reasonable critiques of or identify pertinent gaps in the existing studies as relevant to the current study.

4. Literature review clearly leads to posing relevant research question(s).

5. Literature review is well-written, carefully proofread, and follows APA citation style. Paper is turned in by the due date.

Each student will prepare a 3,500-4,000 word (7-8 single-spaced paper) presenting a real, negotiation experience in their personal life, that has occurred either prior to this course or occurring while taking this class. You may not use one of the negotiation assignments as the final project. This must be something you have experienced outside of this course. Within this paper, you will analyze and critique your performance by applying the principles learned from this course which can be written in first person.

You must include references from the course texts, PowerPoints, and/or any materials presented within the class in APA-compliant formatting when discussing core principles within your paper.

• Directions and Expectations for the Final Project: Each class participant must prepare a complete analysis of an actual negotiation in which they have participated or are participating in. Each analysis will consist of three sections: an introduction, a functional analysis, and a retrospective (past) or prospective (future) summation depending on whether the negotiation has been completed, is ongoing, or has yet to be commenced.
• Introduction: This must be a complete description of the negotiation, its setting, participants and other stakeholders, and the intended goals or aims of the negotiation. This information can be true and factual or can be changed to protect individual and/or organizational interests, but it must be an authentic negotiation. This section of the project will probably take no more than two pages.
• Functional Analysis: The described negotiation must be analyzed exhaustively from the perspectives of the following areas. Please place a heading above each of the seven sections in your paper to confirm you have properly addressed each area.

1. Planning, preparation, and strategy.
2. Communication processes and actions used.
3. Persuasive processes and techniques applied.
4. Individual emotional triggers and cross-cultural impact effects.
5. Power processes.
6. Conflict resolution and/or third-party intermediator processes involved.
7. Ethical considerations.

This section of the project will likely be the longest, probably six to eight pages in length.

• Based on the description and analysis of the chosen negotiation, this section will be where the student will apply the benefits of his/her insight and education to assess or improve the negotiation outcome(s).
  • For papers involving a retrospective analysis, the focus should be a personal reflection on what occurred, the correctness of assumptions and choices, the effects of tactics and strategies, and what changes you would consider making in the future under similar instances.

1. Final Reflection Paper: Instructions: As we wrap up the course, what are your biggest takeaways from the class? Please prepare a 3-5 page (1,500-2,500 words) single-spaced essay written in 1st person that addresses the following three questions:

1. What were the three to five most interesting topics for you in this course? What topics and content did you find most interesting and why?
2. Was there anything you did not consider important in the course or suggested changes you would make?
3. How do you see biblical principles positively impacting your future conflict and negotiation discussions and outcomes?
4. Reflect on your journey through this course. How have your conflict resolution skills developed, and what specific strategies or insights have you gained that you believe will serve you well in future personal or professional conflicts?

Rubric

2020_Writing Rubric_AS/VS/Online (1) (2)

2020_Writing Rubric_AS/VS/Online (1) (2)

Criteria	Ratings	Pts
This criterion is linked to a Learning OutcomeContentRubric Weight – 45%	45 to >38.97 ptsLevel 4Paper provides complete analysis and synthesis of the researched information. Paper covers all key points as outlined in the assignment. If required, CWV addressed completely. 38.97 to >33.03 ptsLevel 3Paper provides analysis and synthesis of the researched information. Paper covers most key points as outlined in the assignment. If required, CWV addressed adequately. 33.03 to >24.03 ptsLevel 2Paper provides only basic information and key points as outlined in the assignment. If required, only basic CWV included. 24.03 to >0 ptsLevel 1Paper does not supply substantive information and key points as outlined in the assignment. Paper also does not present an analysis or synthesis of the researched information. If required, CVW not included.	45 pts
This criterion is linked to a Learning OutcomeOrganizationRubric Weight – 30%	30 to >25.02 ptsLevel 4Information and key points are appropriately aligned, and the reader can easily follow the organization of the paper 25.02 to >19.98 ptsLevel 3Information and key points are mostly aligned so the reader can follow the organization of the paper. 19.98 to >15.0 ptsLevel 2Information and key points are somewhat aligned so the reader can follow the organziation of the paper. 15 to >0 ptsLevel 1Paper does not supply substantive information and key points as outlined in the assignment. Paper also does not present an analysis or synthesis of the researched information. If required, CVW not included.	30 pts
This criterion is linked to a Learning OutcomeMechanicsRubric Weight – 15%	15 to >13.5 ptsLevel 4The paper demonstrates exceptional use of standard English conventions and word choice (mechanics, usage, grammar, and syntax). 13.5 to >12.0 ptsLevel 3The paper demonstrates consistent use of standard English conventions (mechanics, usage, grammar, and syntax). 12 to >11.25 ptsLevel 2The paper demonstrates inconsistent use of standard English conventions (mechanics, usage, grammar, and syntax). 11.25 to >0 ptsLevel 1The paper does not demonstrate consistent use of standard English conventions (mechanics, usage, grammar, and syntax). Much of the writing is not clear because of the degree of errors.	15 pts
This criterion is linked to a Learning OutcomeAPA FormattingRubric Weight – 10%	10 to >9.0 ptsLevel 4Nearly error-free APA format 9 to >8.0 ptsLevel 3Limited minor APA errors in format 8 to >7.5 ptsLevel 2Frequent minor APA errors in format 7.5 to >0 ptsLevel 1Frequent APA errors in format	10 pts

Total Points: 100

When you think of negotiation, what comes to mind? A group of businesspeople in a boardroom hashing out the details of a contract? What about personal experiences you have had purchasing a car or home? Ever had to work through conflict with a friend or family member? Having the skill set to negotiate conflict situations in a healthy and biblically principled manner is what you will study in this course. You will learn how conflict can be healthy and positive when properly approached, develop essential communication and emotional intelligence skills, and focus on approaches to effectively negotiate various conflict situations to successful outcomes. In this course, the student will build upon his/her existing negotiation skills and learn how to transition from a capable dealmaker to an expert negotiator, as well as how to create value for yourself and your organization. Throughout this course, the student will explore the integration of Christian faith principles and practices in a secular world and reflect on how their faith can guide their ethical choices, foster compassion, and promote reconciliation through negotiation strategies, conflict resolution skills, and communication principles, with practical application in both business and personal settings.

Understand the nature of negotiation and conflict resolution.Identify basic strategies and tactics used in negotiation and conflict management.Analyze communication factors that affect negotiation resolution.Recognize cross-cultural dynamics that may impact negotiation outcomes.Demonstrate ethical application of negotiation strategies.Apply biblical principles within negotiation and conflict resolution contexts. Communicate Ask questions Participate Be engaged in discussion Seek handouts Contact the professor with questions or problems Separate the person from the problem. Identify commonalities. Generate win-win resolution alternatives. Determine objective criteria for negotiation resolution. Effective negotiation and conflict management should be approached using biblical strategies. Secular and biblical strategies for conflict management align in three ways. Strategies should be ethical and sound for productive outcomes. (Proverbs 11:3) Strategies should involve empathy among all parties for effective outcomes. (Matthew 22:39) Strategies should minimize negative emotions for positive outcomes. (Proverbs 14:29) The nature and act of negotiation and conflict resolution is godly and not to be avoided when needed and necessary. Common secular assumption: Conflict is a negative experience and is often avoided. Biblical teaching: Confrontation, when done necessarily and correctly is a godly action. God commands us to avoid feelings of being angry and bitter with others (Ephesians 4:31-32) God wants us to be peacemakers and to avoid unnecessary conflicts when possible. (Romans 12:18), (Matthew 5:9)The Distributive Bargaining Situation Tactical Tasks Positions Taken during Negotiation Closing the Deal Hardball Tactics Be Prepared Diagnose the Fundamental Structure of the Negotiation Identify and Work the BATNA Be Willing to Walk Away Master the Key Paradoxes of Negotiation Remember the Intangibles Actively Manage CoalitionsThose Against You, For You, and Unknown Savor and Protect Your Reputation Remember That Rationality and Fairness are Relative Continue to Learn from Your Experience Why is Power Important to Negotiators A Definition of Power Sources of Power – How People Acquire Power Dealing with Others Who Have More Power Communication and Emotional IntelligenceChapter Six: Perception, Cognition, and Emotion Examine the important role of perception, cognition, emotion, and bias in negotiation. Identify techniques to manage perception, cognition, emotion, and bias in negotiation situations. Explore fundamental communication principles. Identify techniques to improve communication processes in any negotiation Understand effective processes and complexities in multi-party negotiations. Identify the key stages for managing an effective multiparty negotiation. Consider how cross-cultural dynamics affect negotiation. Learn effective adaptation strategies for cross-cultural negotiations. What Makes International Negotiation Different? Conceptualizing Culture and Negotiation The Influence of Culture on Negotiation Managerial Perspectives The Influence of Culture on Negotiation: Research Perspectives Culturally Responsive Negotiation Strategies

Purpose

This assignment will enable you to identify a poet’s use of poetic devices to create an original thesis that analyzes their function within the text, and develop a coordinating outline to support your work in our upcoming video essay.

Skills

This assignment requires careful explication of a poem and discussion of literary analysis on a surface level. You will practice:

• Critical reading and thinking skills
• Annotation and explication of a text
• Identification and application of poetic devices and connection to a theme
• Composition of literary analysis

*This assignment aligns with Learning Outcomes: LO1, LO3, LO4, LO5, LO10

Task

In this assignment, you will build on your previous skills and experiences explicating and annotating a poem with the end goal of creating an effective outline including an introduction, thesis, and the first two components of each body paragraph: topic sentences and evidence. Your outline will identify specific literary devices and their connection to the theme you identify in this poem. This assignment is a continuation of the process you completed in this units previous assignments and allows you to practice building the framework for an analysis of literature.

Part 1

Choose one of the poems your instructor assigned for this unit. We strongly suggest you continue to work with the poem you have already posted about in Module 4, as this will help you develop a detailed analysis for your video essay in our next module. When working on this assignment, be sure to consider what you learned from your Module 4 Discussion and from the feedback you received.

NOTE: Do not choose any of the texts used in sample assignments or instructional videos in this course. If in doubt, check your selection with your professor before beginning this assignment.

Part 2

You will closely read (and reread) your chosen poem, considering its imagery, symbolism, patterns of figurative language, and other literary elements while annotating and explicating the text. You may go back and make additional notes in the annotation assignment in Module 4, since this portion of the assignment serves as your notes or foundation for your video essay. Be mindful to genuinely engage with the text and investigate its contents. The more you accomplish here, the easier our next module will be!

Part 3

Next, you will use your annotations and notes to discern a connection between the devices identified and a theme of the poem. Refer back to the preliminary work with this type of skill in the Module 4 Discussion to help guide your process. It is during this step that you will create your working thesis statement and select the details that best support it.

Part 4

Use this section as the framework for creating an analytical outline. Your finished outline should include the following elements, and remember, the more developed your outline, the easier the assignment in the next module will be:

1. First, outline an introductory paragraph that offers key background information about the poem then narrows down to your chosen focus regarding the poem. Consider using the format suggested in your Literary Criticism Assignment in Unit 1. As with any introduction, your thesis should be the final sentence. Compose a well-crafted thesis statement. This should be one sentence that identifies the theme of the text and connects it with literary device(s) you will discuss to support your analysis of this theme. Remember, your thesis must be specific and argumentative.
2. Next, include the main point of each your topic sentences (Main Ideas) to begin your body paragraphs. These should focus on specific ideas and elements from the poem that provide evidence and support for your overall interpretation of the poem (your thesis). Keep in mind that topic sentences are also specific and argumentative; they are essentially the thesis for that body paragraph. (Be sure to have at least three body paragraphs with three topic sentences total.)
3. For each topic sentence, you will provide AT LEAST one textual example (Evidence) to support your claim. Be sure to provide the MLA parenthetical citation for each example, as you would have to include citations in an essay if you were to write one using this outline. Be sure to keep the number of examples per paragraph to no more than two.
4. To follow each textual example, you will need to provide Analysis or explanation of how and why the examples you selected support NOT ONLY the topic sentence argument BUT ALSO the thesis for essay overall. The analysis portion of the paragraph is the longest, most in-depth portion of the body paragraph. For the outline, you will not need to fully develop your analysis; you will simply need to outline the reasoning that ties your Evidence to your topic sentence and thesis, or Main idea.
5. The final step of the body paragraph is the Link or transition; this signal informs your reader that this paragraph is finished and provides the segue to the next topic. Be sure to include how you plan to transition from paragraph to paragraph at the end of each body paragraph in your outline. Keep in mind that your final body paragraph will not transition to a new topic paragraph but to the conclusion; it will read a little differently than the others.
6. To close your outline, be sure to outline your concluding paragraph. This paragraph should echo your earlier thesis statement but not simply restate it. Your conclusion should identify the larger significance of your essay: Why is your argument or information important for others to read and consider. What should your reader do after reading your argument? So what?
7. Then, on a new page, add your Works Cited entry for your poem.
8. Once you have completed the final draft of your outline, submit it to this assignment drop box.

Helpful Tips

• Ask your instructor if you have questions or need clarification; this is a learning process and we expect questions.
• Leave time to submit your outline draft to eCore’s Free Tutoring at Tutor.com for review. Your tutor can help with thesis and content development, organization, grammar, and mechanics. Don’t forget that you can submit your draft to Tutor.com multiple times during the revision process.
• Ensure your work is scrupulous in its citations and adheres to the standards of academic honesty. If you use any ideas, information, or words from an outside source, this must be clearly indicated using MLA in-text citations and works cited entries.
• No secondary sources are needed or encouraged, and AI may not be used. If secondary sources are used, all concepts, ideas, and words must be indicated with parenthetical citations and an additional works cited entry for all sources is required.

File submissions: Please submit your file as a .DOC, .DOCX, or .PDF. You must submit a file that is compatible with our course software to earn a grade. Always re-enter the drop box after submitting to confirm that the correct file has been submitted and can be read.

Grading Criteria

• Your is logical, well-supported, original, and is not merely a description or summary but “makes a claim that others might dispute.”
• Your outline represents a logical, well-structured roadmap for a potential analytical paper, including well-chosen support for your thesis.
• Your use of language: your writing should be clear, well-organized, and free from spelling and grammar errors.
• Plagiarism, as always, will not be tolerated. Please ask if you have any questions about citation or academic honesty.
• No use of AI, including grammar checkers, is permitted for this assignment.

This activity may use a different grading rubric than what was used in past activities. Be sure to check the before starting.

For this discussion, you will examine the role and impact of a single interest group in shaping American politics, policy, and public opinion.

Step 1: Begin by identifying your chosen interest group from

Start to analyze its core mission and goals. What are the primary issues this group advocates for? What specific legislation has it supported or opposed? Describe the concrete actions this group takes to influence policy and the public agenda, such as lobbying efforts, media campaigns, legal challenges, or grassroots organizing. How does the group’s political ideology connect to the parties and candidates it supports?

Step 2: Assess the group’s effectiveness and influence.

How successful has this interest group been in achieving its stated goals? What are its key strengths and weaknesses as a political actor? Provide at least one specific, documented example that demonstrates either its effectiveness or failure to influence policy or public opinion.

Step 3: Analyze the group as a linking institution.

How does the media portray this interest group? Is coverage generally favorable, critical, or mixed? How does the group shape public attitudes, values, and political beliefs? In what ways does it influence political socialization, particularly among certain demographics or communities?

Step 4: Reflect on what this interest group reveals about American democracy.

Does this group strengthen democratic participation and representation, or does it raise concerns about whose interests are prioritized in the political process? Support your analysis with current and credible sources.

Your response to the prompt should be at least 300 words in length. Once you have completed your response, reply to at least TWO classmates. Your replies to each classmate should be at least 100 words in length.

Please complete this companion discussion after you complete the assignment in this module.

In a minimum of 250 words, share what you found most interesting or important about the various generations, or the generation or two you found most interesting. Do you have particular thoughts or feelings about one or more of the generations? Or, as another prompt for thinking about content, perhaps share how your own family members reflect or fit into the various generation categories. You may include commentary about your own generation, of course, as long the core content in your post includes specifics on elder generations.

Reply to two (2) others with a minimum of three to four substantive sentences related to history and big ideas (not discussion about whether you liked someones work, as in good job sort of commentary). Your replies should indicate you reflected upon specific facts or big ideas.

Rubrics

Task: Read the notes linked below on the Generations from the past 100 years, and write (300 words minimum) about what you learned from the notes (using at least one quote).

Use of outside sources or AI (including but not limited to ChatGPT, Grammarly, Quillbot, etc.) is not permitted.

You MUST include in your writing:

• Key facts from each and every generation, including their war

You might also include:

• What you learned that was new or surprising about the generations
• How the generations differed or were similar based on the notes
• Connecting your own personal/family members’ experiences as they aligned or did not align with past generations experiences

Unit 6 Discussion: Great Zimbabwe and Contemporary Decolonization in Africa

This discussion aligns with Learning Outcomes 3, 5, 6, 8, 10, and 11.

Through the colonial period, controversy surrounded the archeological site at Great Zimbabwe. From the 1890s to the 1930s, famed European archaeologists debated who had built Great Zimbabwe and the dates of its construction. With the decolonization of Africa in the late twentieth century, scholars rejected earlier colonial narratives to successfully reclaim the site as a grand Medieval African civilization. With the site’s African origins settled, current conversations have turned to who should control access to the site’s ruins and who should own its artifacts. This discussion examines these scholarly conversations about Great Zimbabwe’s heritage.

Tasks:

First, read each of the following documents:

Colonial-era sources:
1.

2.

3.

4.

More recent scholarship:
5.

6.

7.

8.

Using the primary sources (e.g., archaeological findings, trade artifacts, oral histories) and secondary sources (e.g., scholarly articles, historical analyses) provided, evaluate how the history of Great Zimbabwe has been reinterpreted in the context of decolonization efforts in Africa. How do these reinterpretations challenge colonial narratives and contribute to a broader understanding of African history and identity?

Consider the ongoing decolonization movements across Africa, focusing on how they address issues of historical representation, cultural heritage, and national identity. Compare these efforts to the reinterpretation of Great Zimbabwe’s history. Discuss specific examples of contemporary decolonization initiatives in Africa, such as the repatriation of cultural artifacts, the revision of educational curricula, or the preservation of indigenous languages. How do these initiatives reflect similar themes of reclaiming and redefining historical narratives?

After making your initial post, respond to at least two of your classmates’ posts.

Expectations and Criteria for Success:

• Your discussion post should answer all the questions above with specific examples and details from the assigned sources.
• Posts should be a minimum of 250 words.
• Please note that you will not be able to access your classmates’ posts until you yourself have posted. After your initial post, you should respond to at least two classmates’ posts. Successful replies will refer to course materials and contribute to new points of discussion and be between 2-4 sentences.

Workbooks provide opportunities to relate course materials to media, experiences, and empirical works in a personal/reflective manner. Full credit responses meet length requirements, adhere to format/citation rules, and sufficiently address every component of each prompt while citing 2 concepts or quotes from assigned materials. A typical paragraph includes 5-8 sentences. These specifications express the minimum expected, but you will not be marked down for longer replies. Insights should be original, well thought out, and supported by materials. Responses can either be elaborated on in a short essay or as short answers which address each prompts components in bullet point format so long as each is at least 4 paragraphs long. Overall, Workbook #2 should come out to a total of 3 prompt responses, 12 paragraphs, and 6 cited concepts.

When citing materials, only note the author(s), publication year, and relevant page numbers or resource details in the parentheses (i.e. Grazian, 2009, p.222). To cite any concept from a lecture, guide, or slides just include my surname, course number, and the resource or date. Examples: Plaek, 2026, SOC M162 Week #6 Guide; Plaek, 2026, SOC M162 Lecture 2-23-2026; or Plaek, 2026, SOC M162 Hookup Culture Recorded Lecture). You can apply any relevant concept from any week’s materials but do not reuse the same concepts. For example, do not cite halo effects” more than once. You may cite two different concepts from the same resource hence, you can define/apply “emerging adulthood and “principle of least interest” for prompt #3 even though both are drawn from the same resource (Ansari & Klinenberg, 2015). Cited materials are limited to content from slides, guides, recorded lectures, live meetings, and mandatory resources (handouts, readings, videos). Do not cite resources that were supplemental or not assigned. No cover page or References section are necessary.

Every prompt must be initially and entirely written in a Google Doc. Make sure that our access is not restricted by clicking the blue share button (top right). In the “general access” dropdown either select anyone with the link or add me and your Grader in the “people with access” section. Do not delete any of your work until a final grade has been processed by the Registrar. Grade deductions and/or referrals to the Dean may result due to failure to complete all work in a Google Doc and/or if any portion appears to be AI generated, plagiarized, your own work submitted to another class, or insights that we already covered in class (thus not your own).

Type responses directly into a Google Doc that is single-spaced while using a standard font and size. Pages should be numbered and contain 1-inch margins. List your name, student ID #, and the shareable link/URL for your Google Doc at the top followed by your response to each prompt. Directions & rubrics must be removed. Please view the example prompt response in Canvas to see how workbooks and citations should be structured. If theres any prompt youre uncomfortable with, contact me about alternative options at least one week before the deadline. Upload to its allotted space in the Assignments tab of Canvas by Thursday 3/12 @ 11:59pm.

TOTAL POSSIBLE = 25 points

-0.75 points will be deducted for each missing or incorrectly applied citation;

-4.5 if there are no assigned course materials/concepts properly cited in all 3 prompts (6 total required)

Unless there are documented/exigent circumstances, 3% (-0.75) will be subtracted from the overall score for each day its late. ***No coursework will be accepted beyond Friday 3/20 @ 11:59pm***

-10% off any prompts total possible score for lengthy quotes, listing titles, or redundant content

-3 points from overall score for not adhering to format

(standard font and font size, numbered pages, single spaced, 1-inch margins)

PROMPT #1 EMBODIMENT & MARKETING (+8.5 points)

(#1) Visit the website of a cosmetics brand, then locate at least two ads and/or commercials for their product/s. Examples that should yield interesting analyses: Stryx, War Paint for Men, PAPATUI, Formen, Loved01, Axe, The Shop, Bella Doa, KimChi, Trixie, Fenty, WYN, Pat McGrath, Juvias Place, Blended Girl, Malagna, Rare, MAC, Luna Magic, Pound Cake, Prados Beauty, Physicians Formula, Clinique, Half Magic, Lemonhead.LA,

Ben Nye, Kryolan, Jeffree Star, Kat Von D, Jolie, About Face, Jones Road, Gen See, Mary Kay, Laura Geller, Sugar Cosmetics, Kosas, Anna Sui, Kaleidos, Shu Uemura, Lancme HAPTA, Louis Vuitton, Louboutin

• Provide citations for any websites, ads, commercials, or any other info that was used for your analyses (you must still apply and cite 2 course materials/quotes/concepts)

• Identify the cosmetics brand and provide some basic information about its history. Who founded this company was it established by a certain expert, doctor, athlete, or celebrity etc.? Does it market itself an independent venture? Was it formed in a partnership with other brands, or as part of a bigger conglomeration? Did it start off independently then get bought out later?

• Explain what structural determinism is and how it relates to maintaining this brand over time
• Who do the targeted consumers appear to be, and how is this conveyed within their marketing?

• Describe the companys website, ads and/or commercials that you observed. Comments should reflect on the websites design, products, aesthetics/packaging, and models (i.e. age, race/ethnicity, gender expressions).

• Overall, what messages does this brand present about gender and physical appearance/desirability?

up to 8.5 points (+0.25 cite materials analyzed; +0.5 companys formation; +0.5 companys history; +0.25 define structural determinism is & +0.5 how it relates to maintaining this brand; +0.25 targeted consumers & +0.5 how thats conveyed; +0.75 website design; +0.75 products; +0.75 aesthetics/ packaging; +1 models – demographics/traits; +1.25 messages about gender & +1.25 appearance)

PROMPT #2 ORGANIZATIONS (+9.5 points)

(#2) Share what youve learned during Week #8 with a consenting friend or family member. Ask them to describe their experiences within any job they had. Please also protect the anonymity of any individual/s or workplace mentioned by avoiding identifiers and using pseudonyms (not their real names). If youd prefer not to interview someone, you can instead address this prompts components according to a media depiction (some examples are below). Do not analyze Big Bang Theory, Ugly Betty, or any other portrayals that were covered in this class. If a TV show is chosen, you may reflect on either just one episode or more.

FILMS: Bridget Joness Diary, Dont Look Up, Glengarry Glen Ross, Office Space, The Devil Wears Prada,

The Social Network, Sorry to Bother You, Waiting, The Wolf of Wall Street, Wall Street

TV SHOWS:

30 Rock (2006 Peacock, Hulu/Disney+, Amazon); Better Call Saul (2015 Netflix); Better Off Ted (2009 Amazon); Billions (2016 Paramount+); Brooklyn Nine-Nine (2013 Netflix, Peacock); DMV (2022 Hulu/Disney+, Paramount+); Greys Anatomy (2005 Netflix, Amazon, Apple+, Hulu/Disney+); House (2009 Hulu/Disney+, Amazon, Apple+, Peacock); Industry (2020 HBO Max); Inside Job (2021 Netflix); Mad Men (2007 Apple+, AMC+); Mythic Quest (2020 Apple+); The Bear (2022 Hulu/Disney+); The Office (2005 Peacock, Hulu/Disney+); The Pitt (2025 HBO Max); The Practice (1997 Amazon); The Studio (2025 Apple+); Parks & Recreation (2009 Peacock, Amazon); Scrubs (2001 Hulu/Disney+, Amazon, Apple+); Severance (2022 Apple+); Silicon Valley (2022 HBO Max); Suits (2011 Netflix, Peacock); Superstore (2015 Peacock, Hulu/Disney+); Veep (2012 HBO Max, Amazon)

• Describe the occupation/s being presented, and the demographics of employees

• How would you characterize the workplaces environment/culture, and relationships among employees?

• Explain how 3 organizational concepts were reflected within this workplace

• How does each of these concepts impact one or more of the employees and contribute to inequalities or negative/unequal outcomes more broadly?

• How this portrayal reflects organizational theory #1
• Effects of organizational theory #1 on employees
• Ways that organizational theory #1 contributes to inequalities

• How this portrayal reflects organizational theory #2
• Effects of organizational theory #2 on employees
• Ways that organizational theory #2 contributes to inequalities

• How this portrayal reflects organizational theory #3
• Effects of organizational theory #3 on employees
• Ways that organizational theory #3 contributes to inequalities

3 concepts should be drawn from my Organizational Theories Handout. Some examples include: nepotism, occupational segregation, devalued labor, social closure processes, hostile environment, glass escalators, glass ceiling, tokenization, cumulative advantage etc.

up to +9.5 points (+0.5 portrayal of occupation; +0.5 demographics of employees; +0.5 work culture/ environment; +0.5 relationships among coworkers; +1 x 3 depiction of each occupational concept;

+0.75 x 3 effects of each theory on workers; +0.75 x 3 how each concept contributes to inequalities)

***RESPOND TO EITHER PROMPT #3 OR ALTERNATE PROMPT #3B

YOU DO NOT NEED TO COMPLETE BOTH PROMPTS BELOW***

PROMPT #3 RELATIONSHIPS (+7 points)

(#3) Share what youve learned from Modern Romance with a consenting friend or family member who is 10+ years older than you. Ask them to describe their experiences with related topics like relationship types (i.e. companionate, soulmate, financial), dating, selecting partners, marriage, parenting, or narratives about love. How do they feel about todays dating contexts, technologies, and norms? Please also protect the anonymity of anyone mentioned by avoiding identifiers and using pseudonyms (not their real names).

• Describe some of your interviewees experiences with how they would meet potential love interests and what the norms or practices were like with dating

• What kinds of factors influenced your interviewees decisions about who they wanted for a partner or what traits did they look for in a partner?

• What are some of your interviewees understandings about love, marriage, and/or parenthood? Do they regard partnership as more about companionship, soulmates, financial stability, creating a family etc.?

• What does your interviewee think of todays technologies & contexts related to dating?

up to 7 points (+2 dating experiences; +2 factors/traits regarding partner selection;

+2 understandings about love, marriage or parenthood; +1 views on current techs & contexts)

• OR

ALTERNATE PROMPT #3B POLITICS (+7 pts)

(#3B) Select a public figure who pursued a political, governmental, and/or legal career within any country.

Do not analyze someone who was already discussed in this class (like Arnold Schwarzenegger, Volodymyr Zelenskyy, or Hillary Clinton). In a similar vein as our discussions about politics, gender, and Messners article on Schwarzenegger (2007), reflect on the following aspects:

• List citations for any materials used for your analyses (you must still apply and cite 2 course concepts)

• Offer some basic information about this public figures background, career, and political affiliations/ideologies. (Limit this portion to one paragraph at most, since analyses should focus more on the remaining components).

• How would you describe this individuals gender presentations, and what are your assessments based on? Did their gendered expressions or performances change in any way during their career?

• What gender-related commentaries about this individual were expressed by citizens, rivals, and/or media?

• How might aspects of their gender and/or the perceptions about their gender by others have in some way been associated with political leanings?

up to +7 points (+0.25 cite resource/s; +1.5 biographical info; +1.5 individuals gender expressions

& +0.75 what your assessments were based on; +1.5 comments about this persons gender by others;

+1.5 how aspects of their gender and/or perceptions of gender by others were politicized)

WORKBOOK #2 RUBRIC

PROMPT #1 (TOTAL /+8.5)

/+0.25 cite materials analyzed

/+0.5 companys formation & founders

/+0.5 companys history/evolution

/+0.25 define structural determinism

/+0.5 how structural determinism relates to maintaining this brand over time

/+0.25 targeted consumers

/+0.5 how brand signifies who its targeted consumers are

/+0.75 websites design

/+0.75 products

/+0.75 aesthetics/packaging

/+1 models (traits, demographics, age, race/ethnicity, gender expressions etc.)

/+1.25 overall what brand conveys about gender

/+1.25 overall what brand conveys about physical appearance & what is attractive/desirable

PROMPT #2 (TOTAL /+9.5)

/+0.5 portrayal of occupation

/+0.5 demographics of employees

/+0.5 workplace environment/culture

/+0.5 relationships among coworkers

/+1 depiction of organizational concept #1

/+0.75 effects of organizational concept #1 on employees

/+0.75 how organizational concept #1 contributes to inequalities

/+1 depiction of organizational concept #2

/+0.75 effects of organizational concept #2 on employees

/+0.75 how organizational concept #2 contributes to inequalities

/+1 depiction of organizational concept #3

/+0.75 effects of organizational concept #3 on employees

/+0.75 how organizational concept #3 contributes to inequalities

PROMPT #3 (TOTAL /+7)

/+2 interviewees experiences with meeting people & dating

/+2 factors pertaining to partner selection & desired traits

/+2 understandings/narratives about love, marriage and/or parenthood

/+1 views on current technologies & contexts

• OR

ALTERNATE PROMPT #3B (TOTAL / +7)

/+0.25 cite materials analyzed

/+1.5 biographical info

/+1.5 describes individuals gender expressions

/+0.75 what your assessments about this persons gender performances were based on

/+1.5 comments about this persons gender by others

/+1.5 how aspects of their gender and/or perceptions of gender by others were linked with political leanings

____citation penalties (-0.75 for each missing or incorrect citation; -4.5 if none; 6 total required)

____late penalties (-0.75 per day late; no coursework will be accepted beyond 3/20)

_____ formatting penalties (-3)

_____-10% off any prompts total possible score for lengthy quotes, listing titles, or redundant content

SOC M162 Workbook #2 Winter 2026

SOC M162 Workbook #2 Winter 2026
Criteria	Ratings	Pts
PROMPT #1: cite materials analyzed (+0.25)	0.25 pts Full Marks 0 pts No Marks	/ 0.25 pts
companys formation/founders (+0.5) & history/evolution (+0.5)	1 pts Full Marks 0 pts No Marks	/ 1 pts
define structural determinism (+0.25) & how this related to brand’s continuity (+0.5)	0.75 pts Full Marks 0 pts No Marks	/ 0.75 pts
targeted consumers (+0.25) & how brand signifies who its targeted consumers are (+0.5)	0.75 pts Full Marks 0 pts No Marks	/ 0.75 pts
websites design (+0.75)	0.75 pts Full Marks 0 pts No Marks	/ 0.75 pts
products (+0.75) & aesthetics/packaging (+0.75)	1.5 pts Full Marks 0 pts No Marks	/ 1.5 pts
models – demographics & traits (+1)	1 pts Full Marks 0 pts No Marks	/ 1 pts
overall what brand conveys about gender (+1.25)	1.25 pts Full Marks 0 pts No Marks	/ 1.25 pts
overall what brand conveys about physical appearance & what is attractive/desirable (+1.25)	1.25 pts Full Marks 0 pts No Marks	/ 1.25 pts
PROMPT #2 portrayal of occupation (+0.5) & demographics of employees (+0.5)	1 pts Full Marks 0 pts No Marks	/ 1 pts
workplace environment/culture (+0.5) & relationships among coworkers (+0.5)	1 pts Full Marks 0 pts No Marks	/ 1 pts
organizational concept #1 depiction (+1)	1 pts Full Marks 0 pts No Marks	/ 1 pts
concept #1 effects on employees (+0.75) & how it contributes to inequalities (+0.75)	1.5 pts Full Marks 0 pts No Marks	/ 1.5 pts
organizational concept #2 depiction (+1)	1 pts Full Marks 0 pts No Marks	/ 1 pts
concept #2 effects on employees (+0.75) & how it contributes to inequalities (+0.75)	1.5 pts Full Marks 0 pts No Marks	/ 1.5 pts
organizational concept #3 depiction (+1)	1 pts Full Marks 0 pts No Marks	/ 1 pts
concept #3 effects on employees (+0.75) & how it contributes to inequalities (+0.75)	1.5 pts Full Marks 0 pts No Marks	/ 1.5 pts
PROMPT #3 ***leave prompt #3 scores blank if alternate prompt #3B was completed instead*** *	0 pts Full Marks 0 pts No Marks	/ 0 pts
PROMPT #3 interviewees experiences with meeting people & dating (+2)	2 pts Full Marks 0 pts No Marks	/ 2 pts
factors pertaining to partner selection & desired traits (+2)	2 pts Full Marks 0 pts No Marks	/ 2 pts
understandings/narratives about love, marriage and/or parenthood (+2)	2 pts Full Marks 0 pts No Marks	/ 2 pts
views on current technologies & contexts (+1)	1 pts Full Marks 0 pts No Marks	/ 1 pts
PROMPT #3B ***if alternate prompt #3B was completed then manually input score for each component***	0 pts Full Marks 0 pts No Marks	/ 0 pts
cite materials analyzed (+0.25)	0 pts Full Marks 0 pts No Marks	/ 0 pts
biographical info (+1.5)	0 pts Full Marks 0 pts No Marks	/ 0 pts
describes individuals gender expressions (+1.5)	0 pts Full Marks 0 pts No Marks	/ 0 pts
what your assessments about this persons gender performances were based on (+0.75)	0 pts Full Marks 0 pts No Marks	/ 0 pts
comments about this persons gender by others (+1.5)	0 pts Full Marks 0 pts No Marks	/ 0 pts
how aspects of their gender and/or perceptions of gender by others were linked with political leanings (+1.5)	0 pts Full Marks 0 pts No Marks	/ 0 pts
CITATION PENALTIES (-0.75 for each missing or incorrect citation; -4.5 if none; 6 total required)	0 pts Full Marks 0 pts No Marks	/ 0 pts
LATE PENALTIES (-0.75 per day late; no coursework will be accepted beyond 3/20)	0 pts Full Marks 0 pts No Marks	/ 0 pts
FORMATTING PENALTIES (-3)	0 pts Full Marks 0 pts No Marks	/ 0 pts
-10% off any prompts total possible score for lengthy quotes, listing titles, or redundant content	0 pts