Author: chris

An investigation into how different societal values influence the characteristics of performance appraisal practices.

The rough content :
As well as audio and video as the main means of communication, the same to the audio-visual experience as the way to have fun and enjoy, with
Roughly the same target market has a close relationship between movies and video games, and presents a kind of the whole party
A trend of convergence. Their fundamental difference is to experience a different way, give priority to with watching movie, video game
Give priority to interaction, the resulting operation means, creation mode, audio and visual expression, market segmentation is different.

The game and the distance between the user infinite close, the result is: the player and the game together.The player is both a performer and the viewer, both consumers and producers, namely player playing the game process
Is to encode the game process. Therefore, it can be said that video games have a kind of aesthetic “fusion” (
Aesthetics), the characteristics of both inherited the aesthetic characteristics of movie art, but also embodied by the interaction.Movies and video games also has great potential in the industrial cooperation, there are a lot of complementary one by one.
Compared with movies, video games have a broader audience market, can provide new development space for the film; while
Development has very mature film, can in such aspects as artistic expression gives nutrients to the video games. These similarities
And complementary cooperation provide a solid foundation for their combination industry.
As a potential consumer market, there is a huge commercial space. Films and video games in the industrialization progress
. more and more extensive cooperation is inevitable.

An understanding of sport & exercise psychology & appropriate application of this knowledge can have enormous cognitive, affective & behavioural benefits for people involved in sports & exercise. Based upon appropriate academic literature, discuss this statement in reference to, a) a semi professional adult athlete in a sport of your choice, b) a full time youth coach in a sport of your choice, and c) an exercise class leader / fitness instructor.

Consider:
• What issues and areas in sport & exercise psychology might have a useful application for EACH of the individuals identified? What are the potential cognitive (mental), affective (emotional) & behavioural (performance) benefits that stem from the appropriate application of knowledge derived from studying sport & exercise psychology? How can these potential benefits be maximised? Are there any potential costs or negatives that could result from inadequate understanding or misapplication of knowledge of sport & exercise psychology for EACH of the individuals identified? Ensure you draw reference to ALL three individuals identified above.

In this assignment, you will be exploring actual and potential health problems in the childhood years using Gordon’s functional health assessment. To complete this assignment, do the following:

1. This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

2. Using the textbook, complete the “Children’s Functional Health Pattern Assessment.” Follow the instructions in the resource for completing the assignment.

3. Cite and reference any outside sources used in your answers.

4. While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

For this assignment, choose one local community organization that is dedicated to some social, cultural or artistic purpose that addresses at least one of the social inequalities explained in our course materials.

Some basic organization types to think about might include ones that were founded to address:

• art/environment exposure to various populations
• battered families
• educational attainment
• ethnic empowerment
• foster care
• gender empowerment
• homelessness
• immigrant & refugee transition
• LGBT support
• medical/surgery assistance
• small business backing
• workers rights

Please do not choose an organization that you are already involved in, as your previous engagement with the organization may constrict the capacity to learn and to critically asses the organization.
_______________________________________________________

Through the organization’s own material, what others may have written about it, and if possible, your own interviews with members of the organization, prepare a report which describes:

The report should discuss but not be limited to the following:

• Intro:
  • the name of the organization,
  • description of the organization: its sources of funding, its organizational structure, whether it is a profit or nonprofit group, its history
• Thesis (KEY!):
  • the explanation of SOC 350-related social issue(s) that the organization addresses

• “Angles” (aka body paragraphs)
  • the types of activities it supports,
  • who the organization serves and whether the population that is recipient to the services are involved in leadership and decision making of the organization
  • how the organization works to contest and/or ameliorate the consequences of inequality.
• Conclusion:
  • stated purpose of the organization and your assessment of how well the organization meets the purpose

The most important part of the assignment is its analytic focus, i.e., discuss how the purpose, function, or other aspects of this organization reflect the major themes or ideas about cultural diversity and inequality that we are studying in this class.
Be specific.

_______________________________________________________

The Community Report is intended to be an integrative essay; you should demonstrate that you are able to discuss the various concepts covered in SOC 350 in an informed academic fashion. Students are are expected to connect a wide range of various SOC 350 sources across different themes and units (particularly the readings from Unit 4), with your own outside research.

Use of sources: Please use a wide range of research from SOC 350 and outside = there should be at least 2-3 different SOC 350-related sources per angle.
This means a cohesive mix of text, web source, and the outside sources you examine, such as the organization’s web site, its partner links, media articles, press releases, and other scholarly journal or book articles on your organization’s focus.

Critical Analysis: Do not merely copy+paste quotes from materials into your Report.
Instead, synthesize and interpret the information in your own words, using properly cited resources that you build upon with your analysis. Be sure to cite the source of all information that is not common knowledge.
Again, do not import materials directly from the organizations materials (copy+paste), but rather, apply SOC 350 course ideas and information, describe and analyze, and explain your findings in your original writing.

 

SOC 350 overview

 

Module 1:   theory 

1. Part I Introduction: The Social Construction of Difference: Race, Class, Gender, and Sexuality, Paula Rothenberg, pp. 7-12
2. Imagine a Country, 2012, Holly Sklar, pp. 324-334
3. Domination & Subordination,  Jean Baker Miller, pp. 110-116
4. Oppression, Marilyn Frye, pp. 149-152
5. The Problem of Discrimination, U.S. Commission on Civil Rights, pp. 263-273
6. Defining Racism: “Can We Talk?”, Beverly Daniel Tatum, pp. 125-132
7. Constructing Race, Creating White Privilege, Pem Davidson Buck, pp. 33-38
8. White Privilege: Unpacking the Invisible Knapsack, Peggy McIntosh, pp. 175–179
9. Unequal Childhoods: Class, Race, and Family Life, Annette Lareau, pp. 180-188

 

Module 2:   social class

1. Class in America: 2012, Gregory Mantsios, pp. 189-207
2. Deconstructing the Underclass, Herbet Gans, pp. 104-109
3. “Nickel and Dimed” from The American Ruling Class (about 10 mins), Bill Moyers
4. Cause of Death: Inequality, Alejandro Reuss, pp. 389-393
5. Still Separate, Still Unequal: America’s Educational Apartheid, Jonathan Kozol, pp. 627-640
6. College Choices Are Limited for Students From Needy Families, Report Says, Stephen Burd,  pp. 308-309
7. Jacob Hacker and Paul Pierson on Engineered Inequality (36:01), Bill Moyers
8. The Making of the American 99% and the Collapse of the Middle Class, Barbara  Ehrenreich and John Ehrenreich,  pp. 350-354
9. Wealth Gaps Rise To Record Highs Between Whites, Blacks, Hispanics: Twenty-to-One, Kochhar, Fry, & Taylor,  pp. 355-361

Module 3:   race: creating and maintaining the color line

1. “The New Jim Crow: Mass Incarceration in the Age of Colorblindness” (11:58), Michelle Alexander
2. Arrest of Black Men (5:47), Henry Louis Gates, Jr.
3. A Class Divided (46:00), Frontline
4. The Ethics of Living Jim Crow: An Autobiographical Sketch, Richard Wright, pp. 23-32
5. The Jim Crow Museum of Racist Memorabilia: “Using Objects of Intolerance to Teach Tolerance and Promote Social Justice”

• Scroll through “The Museum and exhibits” tabs
• Scroll through menu
• NOTE: these are highly sensitive images via photo/video.

1. C.P. Ellis, Studs Terkel, pp. 482-492
2. Without Sanctuary: Photographs and Postcards of Lynching in America,

1. The Black Codes, W.E.B. Du Bois, pp. 532-539
2. Dred Scott v. Sandford, 1857, pp. 524–527
3. Brown v. Board of Education of Topeka, 1954, pp. 556–560

 

Module 4:   race: ethnicity and nationality

1. Racial Formations, Michael Omi and Howard Winant, pp. 13-22
2. Impossible Subjects: Illegal Aliens and the Making of America, Mae Ngai, pp. 224-234
3. Smells Like Racism, Rita Chaudhry Sethi, pp. 141-148
4. Immigration’s Aftermath, Alejandro Portes, pp. 397-400
5. Color-Blind Racism, Eduardo Bonilla-Silva, pp. 133-140
6. Part VII Introduction: How it Happened: Race and Gender Issues in U.S. Law, pp. 493-500
7. Nina Jablonski Breaks the Illusion of Skin Color (14:48), Ted Talks
8. RACE – The Power of an Illusion, PBS
   • Click on the “Learn More” button to work through the Modules
9. Civilize Them with a Stick, Mary Brave Bird (Crow Dog) and Richard Erodes, pp. 410-413
10. Indian Tribes: A Continuing Quest . . ., U.S. Commission on Human Rights, p. 499-503
11. For Many Latinos, Racial Identity is More Culture than Color, Mireya Navarro, pp. 238-241
12. People v. Hall, 1854, pp. 522-523
13. Yellow, Frank Wu, pp. 422-425
14. How Jews Became White Folks:  and What That Says About Race in America, Karen Brodkin, 39-53
15. Then Came the War, Yuri Kochiyama, pp. 414-421
16. Confinement and Ethnicity: An Overview of World War II Japanese American Relocation Sites
    • Click through the Menu items on the left
17. Presumed Guilty: American Muslims and Arabs (28:56), Making Contact: National Radio Project
18. The Arab Woman and I, Mona Fayad, pp. 426-427

Module 5:   gender

1. The Cult of Domesticity and True Womanhood lecture, Professor Catherine Lavender, The College of Staten Island of CUNY
2. “Night to His Day”: The Social Construction of Gender, Judith Lorber, pp. 54-65
3. Patriarchy, Allan Johnson, pp. 153–162
4. Sexism, Strength & Dominance: Images of Masculinity in Disney Films (6:52), Sanjay Newton
5. Women’s Suffrage Documentary (6:22)
6. Declaration of Sentiments and Resolutions, Seneca Falls Convention, 1848, pp. 513–16
7. United States Constitution: 19th Amendment, 1920, p. 550
8. The Equal Rights Amendment (Defeated), p. 562
9. Study: Median Wealth for Single Black Women: $100, Single Hispanic Women: $120, Single White Women: $41,000 (20:02), Democracy Now!
10. Homophobia As a Weapon of Sexism, Suzanne Pharr, pp. 163-172

 

Module 6:   sexuality

1. The Social Construction of Sexuality, Ruth Hubbard, pp. 66-69
2. The Invention of Homosexuality, Jonathan Ned Katz, pp. 70-81
3. Masculinity as Homophobia: Fear, Shame, and Silence in the Construction of Gender Identity, Michael S. Kimmel, pp. 82-93
4. Zach Wahls Speaks About Family (3:01)
5. The Case of Sharon Kowalski and Karen Thompson: Ableism, Heterosexism,and Sexism, Joan L. Griscom, pp. 472-480
6. Anti-Gay Stereotypes, Richard D. Mohr, pp. 585-591
7. It’s Time to End Marriage Ad(1:56), GetUp! (from Australia)
8. Why Transgender Identity Matters, Rebecca Juro, pp. 283-285

Module 7:   mechanisms of oppression

1. Self-Fulfilling Stereotypes, Mark Snyder, pp. 579-584
2. Facing the Consequences: An Examination of Racial Discrimination in U.S. Public Schools, Applied Research Center
3. Advertising at the Edge of the Apocalypse, Sut Jhally, pp. 603- 610
4. The Plutocratic Culture: Institutions, Values, and Ideologies, Michael Parenti, pp. 611-617
5. Media Magic: Making Class Invisible, Gregory Mantsios, pp. 618-626
6. Masked Racism: Reflections On the Prison Industrial Complex, Angela Davis, pp. 641-645
7. More Blacks Live With Pollution, Associated Press, pp. 315-317

 

Module 8:   towards the future….

1. Interrupting the Cycle of Oppression: The Role of Allies as Agents of Change, Andrea Ayvazian, pp. 672-678
2. Rethinking Volunteerism in America, Gavin Leonard, pp. 679-682
3. Beyond Elections: People Power, Mark Bittman, pp. 686-688
4. Demand the Impossible, Matthew Rothschild, pp.689-691

 

 

Your task for this piece of assessment is to justify a piece of legislation. You must justify the legislation twice, once in terms of liberal theory and then in regards to empirical research. The legislation you need to justify is mandatory motorbike helmets.

You are not required to write this assessment up in essay format. Rather a worksheet will be provided on the unit website for you to complete. Please use this form – assessments which are not submitted on this form will NOT be accepted.

Your first legislation exercise will be marked using the following criteria:

Criteria

% of Grade

Your Score

Liberal Theory
Displayed a solid understanding of liberal theory, well researched, and demonstrated solid decision making based on this research.

8

Empirical Support
Provided solid, peer reviewed empirical research. Indicated if empirical support was consistent with liberal theory.

8

Presentation
Correct and consistent referencing, all points supported by reference to literature, no use of direct quotes, and did not rely on webpages (use good quality references).

4

Total

20

Final Project: PowerPoint Analysis

How effective are the following prevention strategies in successfully rehabilitating the juvenile delinquent? What treatment strategies might be used with these prevention strategies?

•
Electronic monitoring

•
Juvenile intensive probation supervision

•
Boot camps

•
Juvenile institutions

Create a PowerPoint® presentation (4-7 slides) explaining the pros and cons of each strategy, and its overall statistical success.

You may use the textbook as a source, along with personal interviews and scholarly academic journals, available through the Kaplan online library. You must use at least 2 outside sources and follow American Psychological Association (APA) format with proper citations and references.

analyse three reasons behind immigration

Review the characteristics of a good problem-oriented supervisor. Imagine you are the Chief Deputy in a county sheriff’s office. In keeping with your agency’s overall commitment to the COPPS philosophy, you have been tasked with choosing a first line supervisor to lead a unit of officers that will attempt to curb the growing problem of violent teen crime in your county. Develop five interview questions consistent with COPPS principles to be asked of the candidates for this supervisory position and the key points you would be looking for in the candidate’s answers.

Explain how the Internet has contributed to criminality, and how social networking sites have a part in those crimes; review the challenges for, and techniques of the police for investigating them. Explain how Facebook affects policing in positive and negative ways.
1) Your response should be at least 200 words to fully develop your answer. Defend your position with concrete examples from the textbook and real-life cases, if applicable.

2) APA citation is required.

-APA citing and referencing and formatting, see the librarian or use
-In-Text and reference page citing
-Go outside the book as well and use Journal Articles that have been peer reviewed/scholarly articles- see the librarian or use the schools research system
-APA formatting (12 pt font, Times new roman, Double Spaced)