Sociology

 
Pick one of the following controversial experiments which crossed ethical boundaries. Research and summarize the experiment. Pick a second experiment for extra credit. Feel free to explore the Web and to pick an unethical experiment not listed. Refer to the Belmont Report a document that created standards for ethical research.

Write up a couple of pages on one of these experiments. Summarize the experiment, what ethical boundaries were crossed? What were the research findings? Also feel free to pick your own selection of an experiment that crossed ethical boundaries.
1. Stanford Prison Experiment/Philip Zimbardo
2. Tuskegee Syphilis Experiment
3. Fernald School in Massachusetts/The Eugenics Movement/Radiation Experiments
“The Science Club”.
4. LSD Experiments/Frank Olsen/Tim Leary’s Prison LSD experiments/Whittey Bulger and LSD Experiments.
5. Eugenics Movement in the United States
6. The Monster Study

Also, read the article on (The MASTER RACE Boston Magazine) This is an article by Welling Savo that describe the eugenics movement as it effected Western Massachusetts. To access the article type in: The MASTER RACE Boston Magazine. Go to Google and type in: Boston Magazine The Master Race Welling Savo. Summarize the article, the research institutions behind the research, and what their hypothesis was relative eugenics.

Just I need tow plaghragh

Critics often condemn utopian thinking as deluded or disconnected from the “real world.” In defending the utopian approach to social solutions, provide arguments which show that the utopian faith in human reason is not incompatible with human nature.

 
This essay received a mark of 75
Please read the tutor’s assessment of why it deserved the mark: “An incredibly strong and well researched essay. You have marshalled the evidence with considerable skill to produce to produce eloquent and well considered piece of work.
This essay contained a strong central argument around the need for laws in utopia because they are good rather than perfect societies. The structure of essay ensures this point is never lost and every sentence is connected to assessing the validity of this hypothesis. I was particularly pleased that you used the standard definition of utopia as a means to expose the dilemma of all utopian writings, in that they remain imbedded within their culture and society, thus imagining a perfect society is not possible. By stressing the importance of context, especially around More, you demonstrate how what may appear to be primitive forms of punishment were actually quite sophisticated at that time. This of course enables us to see utopian writing as incipient forms of proto-socialism prior to the historical materialism of Marx. As such Owen’s utopian proposals around general education could be more practically significant than Marx’s economic model.
The essay is very well-written and you have a nice writing style in which you can express complex arguments in straightforward language.
Overall a very good piece of work. Well Done!”
Q: If a utopia is supposed to be a perfect place, why do utopian places always include laws?
Whenever the word ‘utopia’ is encountered, whatever the context, the image of a perfect society springs to mind. Within this perfect society, all forms of human vice and social disorder have been eliminated leaving nothing but positivity, stability and wellbeing for every citizen regardless of their character. We may therefore find ourselves labelling this a ‘perfect society’, free from structural dysfunction and the many imperfections of the past. However, if we consider the etymology of ‘utopia’, and, more importantly, if we critically assess Utopian texts, we cannot accept this label of a ‘perfect’ place since this was never the intended definition and, more frankly, it has never been the outcome. Utopias are not characterised by their ‘perfection’ as such, but rather by their portrayal of idyllic social conditions in relation to the detestable conditions existing at the time the text was written.

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In the 16th century, when Thomas More formed this neologism from the Greek ‘Ou’ (meaning ‘not’) and ‘Topos’ (meaning ‘place’), it was with the intention of describing ‘no-place’ or, more literally, ‘nowhere’. Even if we were to consider Utopia as a homophone (meaning ‘good-place’ from the Greek prefix ‘Eu’), it would still not describe a ‘perfect-place’. Indeed, what he was proposing in his novel was, in his view, an ideal view of how society should be structured and ran, but in no way was it perfect. Living in Tudor England, Thomas More was faced with many conditions which he saw as unfit for the people and damaging to society, yet he also envisioned many ways that the status quo could be improved for the general public. Utopia belongs to an extensive genre of political writings concerned with an ideal commonwealth, a form of writing which can be traced back to its initiation with Plato’s Republic (Logan, p.7). With the publication of More’s bestseller a trend in literature began to ensue, resulting in a range of works we have since come to label ‘Utopian’.
Legislation in Utopian texts is generally reflective of the era in which they are written. For instance, in Thomas More’s time, there were a multitude of laws in place, many of which strictly regarded property and most of which were not intelligible to the uneducated masses. Until fairly recently in human history, many actions have carried the death sentence as a punishment. Property theft in More’s England, for example, was punishable by death. This legislation attempted to protect the wealthy since possessions were thought to be equivalent in value to human life or, rather, human life was less sacred than material acquisition and retention. These stringent laws continued to be established and enforced until they finally came to be known, in retrospect, as the ‘Bloody Code’, and one could find themselves at the gallows at the pinch of a hat, so to speak (Oldbaileyonline.org, 2014).
Many Utopian thinkers have held the view that crime in society, on the most part, is a direct result of poverty and property laws, and in their utopias they have set out to fix this via the abolishment of private property and the equal distribution of wealth. Therefore, we find in Utopia that theft is no longer treated in such a Draconian way. More, through the character of Raphael
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Hythloday, asserts that the death penalty as a punishment for thieves ‘is very hurtful to the weal- public’. He explains that sending such individuals to the gallows does not address the motivating factor – their poverty. ‘It is too extreme and cruel a punishment for theft, and yet not sufficient to refrain and withhold men from theft’. More also criticises the vastness and complexity of legislation in his time, likening men of the law to ‘evil schoolmasters, which be readier to beat than to teach their scholars’ (19). Likewise, in a collection of essays entitled A New View of Society and Other Writings, Robert Owen attacks the idea that many ‘criminals’ act out of malevolence. He argues that the vast, contrived and ambiguous nature of legislation results in citizens who ‘acquire no other knowledge than that which compels them to conclude that those actions are the best they can perform’ (Owen, 22). Taking a tabula rasa approach to human nature, Owen’s ultimate contention is that humans are nothing less than the products of their circumstances, that generation after generation are taught crime by their circumstances and that the expansive and intricate nature of legislation counterproductively results in law-breaking.
Legislation, then, may be viewed as a double-edged sword. On the one hand, laws are required for a society to function properly, to prevent a state of anomie and to clarify the rights of an individual. In theory, laws allow humans to live communally and in relative harmony with one another since every member of a community is aware of how to interact with each other. On the other hand, unfortunately, many foolish laws come into effect which are of no benefit to society but are enforced just the same, and these unwise laws have a general tendency to seek out the poor and uneducated. Additionally, the law is not written in Standard English or a form which the masses may easily comprehend. Legal English, or legalese, requires an exceptional amount of studying to be understood properly and some form of legal qualification has to be acquired in order to practice the law. The average citizen of a society is likely to know little about how the law that they abide by functions, and this is fundamentally problematic since it delays the emergence of a better society. An ideal society cannot emerge as long as its citizens are ignorant of its laws and whilst those laws are being used against them.
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Though the island of Utopia may have its faults, Hythloday recounts the ‘divers acts and constitutions whereby these our cities, nations, countries and kingdoms may take example to amend their faults, enormities and errors’ (15). In Utopia, contrary to More’s England, ‘they have but few laws. For to people so instruct and intuitive very few do suffice’. With so few laws, the Utopians are aware of how to behave, which is paramount in making their society function properly. The resulting factor is incredibly important to Utopia: ‘every man is a cunning lawyer’ because ‘the simple, the plain and gross meaning of the laws is open to every man’ (94). The law, no longer clouded by deliberate language obscurities and stripped of its insignificant legislation, has left very few rules to be misunderstood or challenged. The Utopians live within a very tight system which allows little room for dysfunction. We can see, however, that capital punishment is still practiced (repeated adultery carries the punishment, for example) though the Utopians are much more disposed to make bondsmen of their criminals. This is still an issue to discuss, however, since it follows that laws are still ultimately necessary even in Utopia – the ideal commonwealth. This suggests that vice is still intrinsically within the Utopians and that crime cannot be fully abolished in any given society, no matter how little legislation they have and how clear it is to them. It also shows that More was aware of the duality of human nature and how to control it, explaining that their behaviour is successfully regulated in two distinct and simple ways. There are deterrents from crime, in the form of public humiliation and bondage, but there are also incentives to good behaviour in the form of public honours such as statues. The custom of marking bondsmen leaves little room for retribution, though, since the ‘tip of one ear is cut off’ (More, 29). However, retribution was not generally considered possible for offenders in Tudor England, so the Utopian way of using their criminals to serve them in their most humdrum and arduous tasks was certainly a progressive idea.
Perhaps the greatest difference between early Utopian texts and the more recent texts, certainly with regards to law, is the width of their scope. More’s Utopia, as a text written in the Age of Discovery, concerns itself with a little island whose inhabitants live in idyllic conditions. Similarly, Henry Neville’s The Isle of Pines includes the creation of an ideal island by shipwrecked George Pines
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and his female company, though his utopia was not even close to perfection and, on the whole, it more closely resembles a passing male fantasy that had been given too much thought. H.G. Wells’ A Modern Utopia, on the other hand, widens its scope to that of the entire planet or ‘World-State’, since ‘no less than a planet will serve the purpose of a modern Utopia’ (Wells, 15). Wells considers many important aspects of society in his bizarre utopia. In chapter 5, he addresses the reality of ‘failure in a modern utopia’, which is one of the lesser discussed aspects of Utopian fiction and one which explains, quite concisely and convincingly, that a ‘perfect society’ is not attainable in terms of how sparse, differing and complex modern society is. In simple terms, we would be hard-pressed to even begin to develop an ‘ideal’ world with such evermore increasing ideological differences. In the preface to Karl Mannheim’s Ideology and Utopia, Louis Wirth (1954) acknowledges that ‘the worlds in which [past intellectuals] lived were apparently more stable and integrated for all the members of the community than our enlarged universe of thought, action and belief has come to be’. It is for this reason that a modern utopia will be increasingly difficult to envision, since early utopias didn’t anticipate the multiplication of personality types as a population increases in number and subsequently becomes more fragmented. Wells acknowledges the many different characters in modern society and considers these people in his own utopia ‘with only such moral and mental and physical improvements as lie within their inherent possibilities’ (95). He asks what his utopia will do with its idiots, mad-men, drunkards and other such unpleasant types, even suggesting that the World-State would practice eugenics and terminate the unfit before they have the chance to become members of his utopia: ‘no doubt Utopia will kill all deformed, and monstrous and evilly diseased births’ (100). For this reason, some writers have seen the link between Utopias and Fascism. Parrinder (1997) has asserted that the ‘incorporation of mildly eugenic measures in socialist utopias… has been seized on as proof of the existence of logical and historical links between socialist theory and Fascism’. The eugenics of Wells, however, is visionary on account of the technological advances and practices that would develop in the latter half on the 20th century. Prenatal diagnosis allows modern families to test for genetic disorders such as Down’s syndrome and the legality of
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abortion in many cultures – even in some cases of late-termination – allows for a form of eugenics to be practiced by families so that they may construct their own ideal world (Holtzman, 1998).
Wells does, however, take a liberal view of punishment in his utopia since he is aware that every human need and want would be provided for, so offending would, in theory, be minimal and would originate from the will of the offender alone. His utopia focuses on rehabilitation, as opposed to More’s Utopia whose bondsmen are permanently marked as such. Wells asserts that in his utopia, ‘first offenders, and for all offenders under five-and-twenty, the Modern Utopia will attempt cautionary and remedial treatment’ which will be in the form of a straightforward lesson: ‘’which do you value most, the wide world of humanity, or this evil trend in you?’’ (Wells, 100). Writing at the turn of the twentieth century, what Wells had proposed here was no less than visionary. In 1908, the Children and Young Persons Act was passed which established juvenile courts and Borstals which now separated young offenders from the ‘hardened criminals’ of regular prisons. This legislation began to change what it meant to be a young person in England – at the turn of the 20th century, legislation began to place much more emphasis on rehabilitation rather than punishment.
Paul Turner (1965), in his introduction to More’s Utopia, raises the question of ‘just how perfect would [Utopia] be to live in?’ (p.13). He acknowledges that all material benefits (i.e. food, clothing, shelter, education etc.) are provided by the state for the welfare of all its citizens. But when we critically assess the conditions the Utopians live under, they are actually quite limiting and not perfect by any stretch of the imagination. Individual liberty is practically non-existent: everyone wears the same colourless garments, for instance, and a citizen can only be granted a licence to travel if he has good reason to do so. If any man over-steps his ‘bounds’, he is ‘sharply punished’ (p.68). The few laws that exist are incredibly limiting to human liberty, so despite whether the Utopians are well rehearsed in those laws is of little importance since the result is a lack of liberty. To many modern readers, the reduction of basic human rights (such as the right to travel and the right to free expression) is the epitome of imperfection and an indication of totalitarianism. Indeed, the
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more modern readers try to envision Utopia as a real place, the more we begin to see the blueprint for an Orwellian dystopia, since the rules in place limit human behaviour in such a way that the Utopians willingly accept ‘Big Brother’ over disorder and dysfunction. But considering Utopia in Tudor England, what Thomas More was writing about was remarkably ahead of its time. The idea of abolishing private property, providing for all members of society, being tolerant of religious beliefs – these were all ideas which More saw as beneficial to society. Whether those ideals were to be realised in More’s lifetime was another issue altogether.
Writers who have contributed towards the Utopian genre have brought the world progressive ideas and their ultimate aim has been nothing less than the attainment of societal perfection. Writers try to picture an ideal future by criticising the imperfections of their own time and imagining solutions, and these attempts have not been in vain. Utopian thinkers throughout history have helped to shape future legislation. Robert Owen, for instance, was an early pioneer of Socialism and he believed that education was fundamental to the formation of character. His work, which was heavily focused on the education of workers, culminated in the emergence of schemes for the education of the poor (Robertowen.org, 2014), without which no ideal society could ever emerge. The bitter pill to swallow, perhaps, is that society is permanently in an embryonic state, always in need of improvement but never quite pleasing the dreamers once those improvements have been brought about. There will always be the dissatisfied; those dissenters who are not happy with the way this rudimentary world works, but it is through the ongoing discourse of how to bring about idyllic social conditions that we can only hope to come close to perfection. Utopias include laws quite simply because we cannot see the world in any alternative way at the present moment. It is much more likely and reasonable to suspect that society, at best, will only look ideal when we consider how far it has come in terms of its improvements.
2532 words

Behavior Change Theories and Planning Models

 
Describe various behavior change theories and planning models used in health education.Instructions for completing the assignment are outlined below.
Part I: Behavior Change Theories

In your own words, briefly describe the difference between theories and models. Why is it important to use theories in health education?
Describe the socio-ecological approach. Identify which levels of the socio-ecological approach behavior change theories can be applied to and provide reasoning for your selection.
For each of these levels, provide a description of the behavior change theories. You may include your own diagrams or figures to support your descriptions.
Select one theory from each level and provide information regarding its use and effectiveness in health education.

Part II: Planning Models

In your own words, briefly describe each of the seven program planning models presented in the text. In these descriptions, highlight the unique attributes of each of these planning models and discuss the similarities found across the models.
Select three of these models.
Using information presented in scholarly sources, describe an example of the real-world application for each of the three models.
The assignment

Must be four to five double-spaced pages in length (not including title and references pages) and formatted according to APA style.

Must include a separate title page with the following:
Title of paper
Student’s name
Course name and number
Instructor’s name
Date submitted
Must use at least three scholarly sources in addition to the course text.
The Scholarly, Peer Reviewed, and Other Credible Sources table offers additional guidance on appropriate source types. If you have questions about whether a specific source is appropriate for this assignment, please contact your instructor. Your instructor has the final say about the appropriateness of a specific source for a particular assignment.
Must document all sources in APA style
Must include a separate references page

Writer #1

Selecting any one of our Section #3 writers, write an argumentative essay describing 1) the role and value of this writer’s concerns and themes in a mid to late 20th century American context and 2) how his or her work may inform us about the historical moment in which it was penned. Utilize direct citation in support of your contentions.

conference paper on Social Policy: Ideology, Theory and Practice

 
MSc Social Policy 2015 – 2016

Social Policy: Ideology, Theory and Practice
Assignments
Note: Students should also check the General Guidance on Assignments on the Programme site.

Assignment One – Conference Paper
Submission date: Tuesday 15th December, 2015
Weighting: 50%
Length: 3000 words. Students should provide a word count at the end of their assignment, before the list of references. There is no 10% discretion so stick to the word limit to avoid losing marks.
Marking criteria: All Assignments will be marked in accordance with the level 7 grade descriptors which can be found on blackboard on the MSc Social Policy programme site.

Learning outcomes: This assignment addresses learning outcomes 2, 3 and 4 which are set out below. Students will be able to:

2. Identify and critically evaluate levels of influence in the policy-making process.

3. Demonstrate a theoretical understanding of the role of ideology in relation to specific areas of social policy.

4. Demonstrate a conceptual understanding of the formulation of ideology, implementation and impact on service delivery and outcomes.
Conference paper
Identify and critically discuss the role, influence and drivers of ideology in the policy process for one of the following areas:
• Social Security
• Education
• Health
• Housing
• Social Services
• Employment

Assignment specific guidance
• The assignment should follow a conference paper format. An abstract should be included and the paper should be organized under appropriate headings
• You will be provided with sample papers during the module to support you in writing this assignment
• You must use the title given and indicate which one of the areas listed you will be covering
• You may concentrate on one or more stages of the policy process
• You may discuss one or more ideologies. It would probably be easier to stick to one
• Examples or other empirical data should be drawn upon where possible to stick to illustrate your analysis
• You may discuss the policy process at local, national or devolved level in the UK, including the supranational level as appropriate. However, due to the limited word count it is recommended that you primarily focus on one level
• Should you wish to write about another country you can only do so at the discretion of the Module Leader, and should remember that you cannot repeat any part of your assignment on the second Social Policy module or on any other module
• All sources should be referenced appropriately within the assignment, with a list of references provided at the end. References should use the Harvard (APA 6th) edition
• A range of academic literature should be used for this assignment and your work should be academically strong to achieve good marks.

Further guidance on the assignment will be provided during the course of the module, and there will be opportunities for individual discussion with module staff, who can also comment on a short assignment plan, but will not read draft assignments.
Assignment Two
Submission date: Tuesday 12th January, 2016
Weighting: 50%
Length and 3000 words. Students should provide a word count at the end of their assignment, before the list of references. There is no 10% discretion so stick to the word limit to avoid losing marks.
Marking criteria: All Assignments will be marked in accordance with the level 7 grade descriptors which can be found on blackboard on the MSc Social Policy programme site.

Learning outcomes: This assignment addresses learning outcomes 1 and 5 which care set out below. On successful completion of this assignment, students will be able to:

1. Critically discuss theoretical models of citizenship, social inclusion and exclusion.

5. Critically assess user participation in service delivery decision-making.
Essay Title

Critically assess the impact of ideology on one of the following:

Citizenship
Social inclusion/exclusion
User participation
Assignment specific guidance
• For this assignment you may focus on one area of social policy or write across a range of areas. If you do focus on one area, this should not be the same area as Assignment One
• You should concentrate on only one of the theoretical models (i.e., citizenship, social inclusion/exclusion, user participation)
• You should review the definition and main debates around the theoretical model
• You may discuss one or more ideologies. It would probably be easier to stick to one
• Examples or other empirical data should be drawn upon where possible to illustrate your analysis
• You may discuss the theoretical model at local, national, or devolved level in the UK including the supranational level as appropriate. However, due to the limited word count it is recommended that you primarily focus on one level
• Should you wish to write about another country you can only do so at the discretion of the Module Leader, and should remember that you cannot repeat any part of your assignment on the second Social Policy module or on any other module
• You must use the title given, which must indicate which ideology you are focusing on
• All sources should be referenced appropriately within the assignment, with a list of references provided at the end. References should use the Harvard (APA 6th) edition
• A range of academic literature should be used for this assignment and your work should be academically strong to achieve good marks.
Plagiarism/Unfair Means
Students should not plagiarize or copy content from any source – printed, or on-line. Students cannot copy the work of any other student, and cannot re-use any assignment or part of an assignment previously submitted at the University of Salford or elsewhere. Copying will show up on the Turnitin system, and students can check their assignments before final submission. Where there is significant plagiarism or copying, assignments will be referred for investigation. In other cases, where there is less copying, marks will be deducted and assignments can be failed. It is your responsibility to ensure that there is no plagiarism/copying or the use of unfair means. Where the use of unfair means is suspected, assignments will also be referred for investigation.

‘How train services can benefit Qatar government and its people?’

 
This is a dissertation and I have attached a proposal for the writers benefit. The dissertation must be structured and have the following:

Abstract (approx. 300 words)
A one page summary outlining the background to the project, aims and objectives, methods and techniques, main findings and conclusions.

Contents
List chapter by chapter the contents of the dissertation including Appendices and Bibliography, followed by a list of illustrations, figure by figure. Each listed item should have a page reference number in the dissertation.

Chapter 1– Introduction (approx. 500 words)
This should include background information on the subject under research, including appropriate concepts, theories, ongoing debates and issues. There should be a statement of the problem, the research questions and hypothesis if appropriate. The background should lead naturally into a clear statement of Aims and Objectives.

Chapter 2 – Literature Review (approx. 2500 words)
This chapter should provide a critical analysis of the literature on the topic under consideration identifying key issues. The literature review should not be a list of books articles you have read. It may be organised into themes on the topic you are researching and can also include findings of previous research. While researching and writing up the literature review, you should refer to your Aims and Objectives.

Chapter 3 – Methodology (approx. 1200 words)
In this chapter you should explain the overall approach to your research, and how you have conducted your secondary and primary research. You should explain your choice of research method(s) and the technique(s) selected for gathering data. You must explain why your chosen method(s) and technique(s) were preferred to others, how information is to be collected and the sampling technique. You should also discuss bias, and how you intend to eliminate or to minimise it to produce valid, reliable results. If there are any ethical issues associated with your research discuss them here.

Chapter 4 – Findings: Results, Analysis and Discussion (approx. 2700 words)
Present the main findings of your research here in a complete, clear and helpful way. Material may be organized thematically with appropriate headings or linked directly to your objectives.

Data from your primary research should be presented in this section and analysed with critical commentary. Comment on the quality of the responses and the reliability/limitations of the findings. It may be appropriate to present data in tables or charts. For example data from a questionnaire survey may be presented in tables, bar charts or pie charts. Data from interviews may be displayed in charts, matrices or networks.

The findings should be discussed in detail and related to your aims and objectives and to the literature review. Discuss similarities and differences between you primary research and your secondary research. It is not appropriate to introduce new literature here. It is more about placing your findings in a wider context.

Chapter 5 – Conclusion and Recommendations (approx. 500 words)
The conclusion should provide a succinct summary of your investigation, emphasizing your findings and their relationship to your Aims and Objectives. Essentially, there should be nothing new in this chapter: no new data, no new information, no further analysis or argument. The only new material which might be appropriate are any recommendations you wish to make regarding modification to theory or further research, or for practitioners or organizations which may benefit from a knowledge of the outcomes of the study.

Chapter 6 – Evaluation and reflections (approx. 300 words)
This could be included in the previous chapter, if you wish. It is a reflective critique of the research, including an assessment of how effectively the investigation has addressed the Aims and Objectives and an evaluation of the research approaches used.

Reference List
A list of sources used, presented in the format of the Harvard system of referencing. List sources alphabetically by surname.

Appendices
Charts, tables, completed questionnaires, interview transcripts and other relevant information which is referred to in the project may be located here

China Pollution

 
The topic is China pollution, you can focus on fog and haze. You can write about the causes of pollution in China, the regions that have been effected, how government tries to fix this and etc. It can be anything that related to this topic.
The professor is asking us to write this paper in a specific format which I will upload files in my account.
Here is the instruction: (ignore the presentation part.)
Term Paper – Students are encouraged to carry out work (field, lab or computer related studies) related to Earth sciences in a group of two or three students. Each Group will be asked to make presentation in the class using power points and each student has to submit their own term paper (similar to a research paper)(content of the term paper, summary, introduction, data, methodology, results and discussion, conclusion and references, one may include figures, tables, photos and graphs). One should not copy from others, new materials which are not covered in the class must be used. Term paper like a research paper, total 10 pages including figures and tables (double spaced, font type TIMES NEW ROMAN, Font size 12) typed in Microsoft word, one can insert figures and tables. If you use tables and figures, they must be numbered and discuss in the text. You must include real data available from various sources, from these data, you can generate plots which can be included in your term paper. If you use real data to generate plots, you will be given extra credit. All the figures/tables used in the TERM paper must be numbered and one must include sources of figures and tables. Students are encouraged to meet and discuss their topics for term paper.
PLEASE INSERT REAL DATA, TABLES AND PICTURES THAT RELATED TO THIS TOPIC.
PLEASE USE REAL DATA TO GENERATE PLOTS.

Media Violence

 
This is a research paper for English 102 class at the college.

Once you choose your focus, create an issue question and at least 5 information questions that will guide your research as you are developing your position paper. Be sure that the main question you are addressing is an issue, not an information question. Your issue should be one that people can and do disagree about.

After you have identified your issue, written your linked questions, and spent some time finding sources and thinking about your topic, you need to start planning your paper. Your argument plan will include:
� A position statement
� Rhetorical context analysis
� Audience analysis
� A claim
� An informal outline of your paper.

Argument has to be in Rogerian or Toulmin style.

Objective:
The researched argument is an 8-10 page argument examining an issue you have identified earlier in the course. So far you have identified an issue which interests you, completed a working bibliography, and developed your position and a claim about your chosen issue. Please be sure to revise and edit this paper before turning it in. Bolded your claim on the paper.

Instructions:
In this paper, you will write your argument in response to your chosen topic. Your paper should be based on your ideas; it should not be a summary of what other people say. This is not an informational paper. This paper should develop your argument on your topic. Your paper should clearly identify your issue. It should have a clear claim and well developed reasons. It should use at least 4 appropriately cited quotes, at least 4 appropriately cited paraphrases (you may use more as needed), and a Works Cited page in MLA format.

Please note: Your paper must be more than strung together quotes and paraphrases. It should stand on its own without the quotes and paraphrases.

Each paragraph should be well developed with controlling ideas and transitions. The logic supporting your argument should be well thought out and sound. There should be a clear flow of ideas throughout your paper.

This paper should focus on your ideas and conclusions based on your research. It should be developed on your thoughts, your plan and your words. Please remember to include in-text citations to indicate any material that is borrowed. Plagiarism will result in failure of the assignment.

Other requirements:
1. Length: 2200-2500 words plus a Works Cited page with at 10 sources ( please list the works cited at the end of the paper and it has to be from year 2010 to 2015 sources )
2. Font: 12 point, Times New Roman, Arial or another standard font
3. Format: Paper should meet all academic expectations for grammar, sentence structure and style.
4. You must use page numbers and a standard header in MLA style
You should develop a clear, useful title.

For the writer :
If you find a better topic for the media violence research paper, you could use that as well. I am ok with it.

Body Shaming

 
Senior Thesis. Students will write a 20-page thesis, based on an empirical research project. They will select a sociologically relevant topic, conduct a literature review, select a research method (unobtrusive observation in a public setting, or analysis of existing documents), collect data, analyze data, and report their findings.
The following intermediary steps will be included:
1. Research Plan (10 points)
In Module 2, students will submit a research plan, explaining how they plan to collect and analyze their data. They should include a definition of their main concept(s) based on prior research (with appropriate citation of outside sources), and a hypothesis or research question.
Students planning to conduct observations should submit a tentative schedule indicating the days, times, and duration of their periods of observation. They should have a total of 15 to 20 hours of observations. They should also indicate how they plan to remain inconspicuous in the setting, and how they are going to record their observations.
Students planning to conduct an analysis of existing documents should describe their sample in detail, explain how they decided on it, and identify the sampling strategy they are using. They should also include a sample coding sheet that they are planning to use to record their observations.
2.Reference List (10 points)
In Module 3, students will submit a draft reference list of at least 10 academic sources that they can use for their literature review. It should be formatted using the American Sociological Association (ASA) formatting style. The required writer’s manual shows how to use this style, and students can also find examples in some of the web pages listed in the Sociology LibGuide. The list they turn in may not be their final completed list, but it is a way for the instructor to know that they have good background information on their topic, and that they know how to use the ASA style. Students may re-use some sources that they have used for other classes, and include textbooks. They will need to use at least 10 academic sources (peer-reviewed journal articles and no more than 3 scholarly books, including textbooks), and then may add any other sources that they deem relevant (newspaper and magazine articles, government reports, website sources, and possibly audio and video documents). With online sources, they should pay particular attention to validity! They may use sources used before in other classes, as long as they add new ones and write a new, original work.
3. Draft Literature Review (30 points)
3
In Module 5, students will submit a draft literature review to the Dropbox (linked to Turnitin.com), including their final reference list of at least 10 academic sources, and any additional sources. This literature review is NOT an annotated bibliography. Students should NOT write a list of 10 summaries. It is a thematic literature review, in which students combine their sources around a few common themes. The Writer’s Manual has a complete example of how to write a literature review, as opposed to an annotated bibliography. Grading will be based on correct formatting, the quality of the sources (how valid they are, and how well they fit with the topic), and the organization of the draft.
4. Final Thesis (120 points)
In Module 8, students will turn in a 20-page thesis (including title page, abstract, and reference list), worth 120 points. It should be formatted according to the guidelines of the Sociology Student Writer’s Manual, in ASA format. This manual is an excellent help, because in addition to instructions on how to format a paper, it contains examples of student papers, including research papers. The thesis will be submitted to the Dropbox (linked toTurnitin, which will check for originality). Plagiarism will be handled in accordance with the Saint Leo University Academic Honor Code. Until the deadline, students have the opportunity to submit their thesis as many times as they want, and are encouraged to do so. Be aware that after the first attempt, Turnitin may take about a day to give a report back, so students should plan their time accordingly.
How to organize your Senior Thesis
SOC 499
Your thesis is a research paper, and should be organized as such, with the sections listed here. You should follow the instructions provided in your Writer’s Manual for more details on the formatting of page numbers, titles, tables, etc. Also refer to the sample qualitative research paper provided in this manual, and to the instructions on ASA format provided in the Sociology LibGuide.
Title
Page 1 of your paper, but it is not numbered
Be descriptive; possibly include a subtitle; your title should be a direct description of what your paper is about
Try to be catchy
Don’t be too wordy
Abstract
On page 2 (and this is where you start the numbering)
Provide a short summary of your topic, method, and main finding(s)
Introduction (about 1 page)
 Start at the top of page 3 (don’t leave blank lines at the top of the page)
 May start with a vignette
 Justify the research statement or question (why is it relevant?)
 State your research questions or hypothesis
 Briefly (a couple of sentences) explain how you conducted your research (research design)
 Write it last!
Literature review (about 5 to 6 pages)
• A literature review is about what others have written, not what you are finding or how you are conducting your research.
• Make sure your sources fit with your topic!
• DO NOT write an annotated bibliography (a list of summaries of your references one after the other).
• DO present a thematic summary: Group your references according to the aspect of your topic they cover, summarize them, compare and contrast them; You will need to use more than one source in each theme; you may use some sources for several themes, and others just for one.
• Focus on presenting the topic and findings from these sources, not their lit review or their methodology. You should cover the methodology in one or two sentences.
• DO NOT try to relate them to you or your past experience. In the literature review, you are invisible. Avoid agreeing or disagreeing with research findings (agreeing or disagreeing with a fact is of little use).
• DO compare them to one another. You may criticize them on their methodology, or assumptions, or conclusions, from the perspective of your discipline and your training. You may talk about some limitations they have.
• Refer to your writer’s manual for examples (pp.179-184 in the Sociology manual are excellent).
• Check out the lit review in your sources for examples of how to write, and use the same writing style as these authors.
• Avoid direct quotes from your references; rephrase and paraphrase them, don’t plagiarize them (see your writer’s manual and the Sociology LibGuide for information on plagiarism). No more than half-a-page of your whole lit review can be made up of direct quotes. That’s combining ALL direct quotes.
• Use ASA style for your in-text citations, and make sure that you format your quotes properly. Your writer’s manual has detailed explanations of how to cite sources in the text.
• As a concluding paragraph, summarize the main findings you have gathered from this lit review, as they relate to your own research question.
A final paper that does not have a perfectly formatted literature review and reference list, and does not cite 10 academic sources, will not receive a grade higher than a C.
Methodology (about 3 to 4 pages)
For examples of how to phrase and organize this section, I suggest that you read the methodology section in your outside sources carefully, as well as the sample papers in your Writer’s Manual.
You may use the following headings as sub-section headings (properly formatted according to ASA guidelines), but you don’t have to.
Research strategy
Conceptualization: give a definition of your main concept(s), preferably using outside sources (textbooks, sociology articles, NOT dictionaries)
PLEASE NOTE: You are completing a research project here. Research is intended to build general knowledge and be shared with others. You have to come up with a definition that would be acceptable to a broad range of people, preferably a definition that you found in the literature (cite your source).
Research question(s) or hypothesis(es)
What research method did you use? How did you come up with your questions/items?
Reflexivity
This section should be brief, since you did not interact with people. It describes your
personal connection to the topic: Why did you choose it? What are your impressions or intentions related to the topic at the beginning of the project? How may this have influenced how you conducted the research? What did you do to make sure you did not introduce bias in your data collection and analysis?
[For content analysis only] Population and sample
What is your population for this study?
What sampling strategy did you use? [make sure to give a definition and cite your source for the definition]
Include a table describing the characteristics of your sample [this can be a list of documents, or a schedule if you watched TV].
Briefly describe (one sentence each) the documents. For example, “CSI is a prime-time crime show on CBS.” “The New York Times is a nationally-read, left-leaning daily newspaper.”
[For observations only] Setting
Describe the setting in which you conducted your observations, in detail: how did you gain access? What did it look like? What kinds of activities take place there? What kind of people go there?
Data collection
 Describe in more detail how you collected the data.  For content analysis: What kind of recording sheet did you use? Do not include the whole instrument in this section, describe it. You may include it as an appendix at the end of your thesis, and it does not count for the required 20 pages.  For observations: indicate your observation schedule: What day(s) of the week? What time(s) of day? Why? How long did each observation session last? How did you take notes?
 Mention any unexpected factors that led you to alter your initial plans, explain their relevance and how you addressed them.
 What did you do to ensure that you were systematic and not biased in your recording?
Analytical strategy
Briefly explain how you analyzed the data.
Findings and Discussion (about 5 to 6 pages)
What do the data tell you?
This section should be divided into 2 to 4 subsections that reflect the patterns you have uncovered in your analysis.
Each subsection should be organized in the following way:
1) Describe the pattern, in your own words
2) Give specific examples from your research that illustrate what you are saying. These will be descriptions of situations or characters you observed, quotes from
interviews or documents (long quotes are allowed).
3) Offer a short analysis that explains how your examples relate to the pattern, and what conclusions you draw from it.
3) Relate your findings to the literature, citing the literature again.
If you are doing a content analysis, some of your findings may be frequencies, in which case you may present and analyze a table and/or graphs. However, these should be embedded in your subsections, and supported by quotes and descriptions.
Conclusion (1 to 1.5 pages)
Remind reader of your research question or statement.
Summarize your main findings.
Summarize how they compare to the existing literature.
If your findings are largely different from the literature, try to think of possible explanations for that.
Mention some limitations of your research and findings.
If applicable, make suggestions to policy makers regarding changes in policies, procedures or practices.
Suggest directions for future research: studies that would consolidate your findings or shed light on some findings that you can’t explain (go beyond suggesting a larger sample).
Reference list (1 to 2 pages)
Everything that is cited in your paper should be in your reference list, and every source that is listed in your reference list should be cited in your paper. If you are doing a content analysis, this includes any documents you have cited in your paper (not every document you have analyzed, that goes in your methodology), so your list may be quite long.
Appendices
Optional, and do not count for the required 20 pages

findings education

 
Findings chapter
Big structural changes needed so the chapter/subheadings reflect the cycles of action research. The findings chapter needs to match the methodology chapter. In the methodology I said that I would look at generating meaning over time as cumulative cycles feed into the next to create the findings through action research process. At this time the findings are static they do not feed into each other and read as if each stage rather than cycle ends with a definite conclusion and does not flow into the next cycle or offer implications for it. Stating the number of people said x does not fit with the methodology. The chapter needs transparency for how the themes were reached and analysed. It must be a self contained chapter that can be understood fully through reading just this and not the rest of the thesis. Signposting is required as to how sources fit together, justification of them and their implications for the next cycle of action research. Analytical coding – tabulation should be in the appendices. The chapter must reflect the phases of action research within cycles of data gathering. Phases are informing each other to reveal themes eg. The first stage focused on x and the data from this generated xx and was used to inform cycle 2 xxx. Reflect on the stages of the research and the sources of evidence. The core purpose of the study is to look at the process to improve practice to uncover understandings. In the introduction to the chapter reflect on the processes and relate stages to action research cycle and summarise. Do not talk about frequency of response as it must match the analysis that I use which is cycles to generate themes. Start by identifying key themes then develop my discussion and link this to literature. Provide headings for all of the tables in the chapter and refer to them in the text. I have groups of quotes must explain how I arrived at these labels. Check the mode of analysis is consistent between chapters. Provide citations when say something is evident from responses of students. Avoid general statements and support all statements with the sources of evidence over time and for initial analysis. Do not use words such as half/most as these are too general and not justified. Explain how all of the points arise and how themes appear over time and across action research cycles. Be specific over what opportunities means especially when used in relation to teamwork. Do not use the words results as it is cumulative over time. Which cycle of the research do points link to? Return to research design and cycles throughout chapter. What determined the choices made? Must be careful that the analysis of how things are reached is not methodological as it is a findings chapter.