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Essay Assignment

Points: 300 points

For this assignment, apply one of the sociological concepts we have learned in class to a real life social phenomena or problem. The goal of this paper is to “get your hands dirty” with sociological theory and exercise your ability to think like a sociologist. You may choose from one of the following theories/concepts :

• Socialization (gender)
Gender Socialization: How boys and girls are socialized?
– Gender Role
– Gender socialization
– Influence of Biology, family, education, career choice . . . etc.

• Functionalism
• Marxism
• Symbolic Interactionism (Goffman)
• Merton’s strain theory of deviance
• Foucaultian understanding of power
• Cultural Capital (Bourdieu)
• Medicalization
• Structural Inequalities (ex. Institutional racism)

The real life scenario that you choose to apply your chosen concept to can come from personal experience or be relevant to current events. Regardless of what you choose, the sociological concept you use alongside it should help illuminate what is hadppening in the phenomenon and why it is sociologically meaningful. For example, I might write a paper about the booming Barbie Doll industry in terms of socialization young girls undergo to learn about beauty expectations for women.

The process of choosing this kind of scenario can be daunting as almost any and everything can be looked at sociologically. I recommend that you start by thinking about your own interests and personal experiences. Are there social phenomena that have ever made you stop and wonder? Something you think has personally affected you? Alternatively, you might want to start by picking a sociological concept that you particularly liked learning about and from there choose a real life example.

Your paper should include the following:

1) Description and background information about your real-life example (40 points)
2) Information about the sociological concept you’ll be using. You should provide enough information that someone who has never taken a sociology class can understand the concept you are using. (50 points)
3) An application of the concept to your example; what does the concept tells us about the situation? (ex. How do I interpret the strange bodily proportions of Barbie dolls when using the concept of socialization?–>meant to teach girls about the [unrealistic] expectations for women’s bodies, emphasis on thinness, ect.) (80 points)
4) Why did you choose this sociological concept over others? What important information does it reveal that other theories do not offer? (30 points)
5) A explanation of how you would study this scenario empirically (would you interview people, collect quantitative data? Who would you study? Where? What kinds of survey questions would you ask?, etc.). Make sure to explain why you think your choice is better than other options.(50 points)
6) Organization and a clear argument (50 points)

paper should be 6 pages long, double spaces, Times New Roman font size 12 with standard margins.

 

 

 

Criminal Justice

summarize and provide an example of how biological, sociological, and psychological theories of crime causation affect human behavior and actions. Be sure to provide an example of each and include a reference to the examples that may include an article, case study, adjudicated case, etc.

 

 

For this assignment, the Learning Team conducts basic research related to a business problem. This allows students to use critical thinking in

their research to identify problems and discuss how to develop potential solutions. This will build a foundation for the rest of the Learning

Team’s assignments. Select a business situation such as reorganization, office closure, expansion, etc. Prepare a 800-word discussion of the

business situation. The discussion should include the following:
-Summarize the issue
-Identify the problem
-Explain why this is the underlying problem
-Relate the research to the problem
-Explain how a clearly defined problem could help with solutions

Explain the automaticity and combat contract explanations of combat compliance (sources: lecture notes, Kindsvatter and McPherson).

Type a three paragraph response to “Freedom of Speech and My Right to Silence at Bath Time” (handout 591-). In the first paragraph,

summarize this article by Patti Waldmeir. For the second and third paragraph, identify two opposing views suggested by the article (try to

identify Waldmeir’s position as well), and give reasons that could be used to support each view.

 

Policy Analysis and Application
According to the NASW Code of Ethics section 6.04 (NASW, 2008), social workers are ethically bound to work for policies that support the healthy

development of individuals, guarantee equal access to services, and promote social and economic justice.
For this Discussion, review this week’s resources, including Working with Survivors of Sexual Abuse and Trauma: The Case of Rita. Consider what change you

might make to the policies that affect the client in the case you chose. Finally, think about how you might evaluate the success of the policy changes.
Post by Day 3 an explanation of one change you might make to the policies that affect the client in the case. Be sure to reference the case you selected in

your post. Finally, explain how you might evaluate the success of the policy changes.

 

Working With Survivors of Sexual Abuse and Trauma: The Case of Rita
Rita is a 22-year-old, heterosexual, Latina female working in the hospitality industry at a resort. She is the youngest of five children and lives at home

with her parents. Rita has dated in the past but never developed a serious relationship. She is close to her immediate and extended family as well as to

her female friends in the Latino community. Although her parents and three of her siblings were born in the Dominican Republic, Rita was born in the United

States.
A year ago, Rita was sexually assaulted by an acquaintance of a male coworker. Rita and a female coworker met Juan and Bob after work at a local bar for a

light meal and a few drinks. Because Rita had to get up early to work her shift the next day, Bob offered to drive her home. Instead of taking Rita

directly home, however, he drove to a desolate spot nearby and assaulted her. Afterward, Bob threatened to harm her family if she did not remain silent and

proceeded to drive her home. Although Rita did not tell her family what happened, she did call our agency hotline the next day to discuss her options.

Because Rita’s assault occurred within the 5-day window for forensic evidence collection of this kind, Rita consented to activation of the county’s sexual

assault response team (SART). Although she agreed to have an advocate and the sexual assault nurse examiner (SANE) meet her at the hospital, Rita tearfully

stated that she did not want to file a police report at that time because she did not want to upset her family. The nurse examiner interviewed Rita,

collected evidence, recorded any injuries, administered antibiotics for possible sexually transmitted infections, and gave Rita emergency contraception in

case of pregnancy. The advocate stayed with Rita during the procedure, supporting her and validating her experience, and gave her a referral for individual

crisis counseling at our agency.
My treatment goals for Rita included alleviation of rape trauma syndrome symptoms that included shame and self-blame, validation of self-worth and

empowerment, and processing how it would feel to disclose to others when the time felt right. In addition, Rita would receive important information

regarding state policy and procedure for victims of sexual assault that would assist her in deciding when and how to report the crime if she chose to do

so.
My treatment involved crisis intervention and stabilization along with emotional support and validation surrounding her experience. Managing her trauma and

acute stress symptoms were key to her recovery. Those symptoms included guilt, shame, emotional shock, powerlessness, anxiety, fear, anger, and doubting

her judgment. We processed Rita’s emotional dysregulation and sense of outrage over what happened. Over the weeks that followed, we also explored Rita’s

relationship to her immediate and extended family and how they had high expectations for her and her future. Rita’s shame over the assault prevented her

from telling her family for fear they would also be shamed and judge her for accepting a ride from someone she did not know well. We discussed the policy

for reporting a sexual assault to the police in our state and how Rita only had a 90-day window to report the crime after her forensic evidence was

obtained. After 90 days, the forensic kit would be destroyed.
The problem with the current 90-day hold policy in our state for victims like Rita is that a person in crisis experiences strong and conflicting emotions

and is faced with an acute sense of disequilibrium and disorientation. This, in turn, affects her or his ability to retain information and make decisions.

The person, therefore, has barely enough time to make sense of what happened to her or him, let alone decide what to do about it. The 90-day hold policy

may not afford a traumatized victim of sexual assault enough time to make a decision to report to law enforcement.
I utilized a strengths-based model in my treatment with Rita to help her address the decision to report the crime. A strengths-based framework is client-

led with a focus on future outcomes and strengths that the client brings to a problem or crisis. It is an effective helping strategy that builds on a

person’s resiliency and ego strength. An integrative strengths-based intervention can contribute to the development of a positive outcome for clients in

crisis.
I counseled Rita for 6 months. After 5 months, Rita felt strong enough to disclose to her family and file a report with the police. However, because the

90-day window had closed by the time she was stabilized and emotionally ready to file, her forensic evidence was unavailable.

 

 

 

Figurative Language: Analyzing Poetry Quiz
Exam: 500512RR – Figurative Language: Analyzing Poetry
When you have completed your exam and reviewed your answers, click Submit Exam. Answers will not be recorded until you
hit Submit Exam. If you need to exit before completing the exam, click Cancel Exam.
Questions 1 to 20: Select the best answer to each question. Note that a question and its answers may be split across a page
break, so be sure that you have seen the entire question and all the answers before choosing an answer.
1. Which of the following best describes an assonant rhyme?
A. Words don’t perfectly rhyme.
B. The vowel sounds repeat.
C. The consonant sounds repeat.
D. The last syllable of each line rhymes.
2. Poets express ideas using concise language in order to
A. evoke images, feelings, and connect with the senses.
B. introduce plot and characters in vivid detail.
C. make full use of different rhyme schemes.
D. introduce unfamiliar references to make the reader think.
3. Which is an example of metaphor?
A. “Kate inched over her own thoughts like a measuring worm.”
B. “All the world’s a stage.”
C. “The dish ran away with the spoon.”
D. “Nature’s first green is gold.”
4. “I waited in the checkout line for days!” is an example of
A. hyperbole.
B. paradox.
C. simile.
D. metaphor.
5. The term _______ refers to a type of rhyme that occurs within a line or sentence.
A. end rhyme
B. near rhyme
C. monorhyme
D. internal rhyme
6. Poets often use indirect references, commonly known as
A. personifications.
B. symbols.
C. allusions.
D. alliterations.
7. A list of sources consulted during research, which includes a summary of the source’s content, is called
a/an
A. bibliography.
B. Works Cited page.
C. in-text citation.
D. annotated bibliography.
8. What type of rhyme do the following lines from a Shakespeare sonnet illustrate?
So long as men can breathe and eyes can see,
So long lives this, and this gives life to thee.
A. Near rhyme
B. Split rhyme
C. End rhyme
D. Vowel rhyme
9. Which of the following is not a characteristic of literary analysis?
A. Makes a point about one or more elements of a literary work
B. Includes evidence from literary work to support analysis
C. Assumes the audience is somewhat familiar with a literary work
D. Reports and summarizes the plot of a literary work
10. When writing a literary analysis, you need to include
A. evidence from outside sources.
B. a theme and a setting.
C. a poetic, personal tone.
D. figurative language.
11. When writing a literary analysis of a poem, the types of evidence you use to support your interpretation
of the theme include any of the following except
A. the author’s biographical background.
B. use of figurative language.
C. the title
D. characters or conflict.
12. _______ uses word and phrases to signify the opposite of what is expected.
A. Symbolism
B. Irony
C. Paradox
D. Personification
13. Which of the following is an example of irony?
A. Winning a poker game after a losing streak
B. Rain on your wedding day
C. A racecar driver being pulled over for speeding
D. A firehouse burning down
14. Theme refers to
A. the topic of a piece of literary work.
B. something that represents an idea or quality.
C. the central or main point being made by the writer.
D. the plot of a story.
15. Rhymes in which both vowel and consonant sounds rhyme exactly are called _______ rhymes.
A. alliterative
B. perfect
C. consistent
D. consonant
16. The phrase “bashful flowers” is an example of
A. metaphor.
B. symbolism.
C. irony.
D. personification.
17. The pair of words “young” and “song” that end two different lines of poetry are known as
A. slant rhymes.
B. close rhymes.
C. dissonant rhymes.
D. assonant rhymes.
18. Which of the following best describes symbolism?
A. When actions, events, or words are the opposite of what readers expect
B. An abstract idea assigned to an object or person
C. An ordinary object that represents only its literal meaning
D. A hint for what’s to come in a literary work
19. A phrase that uses “like” or “as” to make a comparison is called a
A. paradox.
B. symbol.
C. simile.
End of exam
D. metaphor.
20. Which of the following best describes alliteration?
A. When the sound of a word is similar to the sound the word represents
B. The repetition of the initial sound in a series of words
C. When a word is rearranged and becomes a new word
D. The repetition of the last word in each line of poetry

 

 

 

should have a introduction, present the problem,organize solutions, explain how the solution would work and use citied sources.

Complete an oral presentation on the ToastMasters Organization. The presentation should begin with an introduction of yourself (state your

name, the name of the class, the professor’s name and the date of the recording). In your oral presentation, include the title: How to Join

ToastMasters, and add your name in the subtitle. Include:
•Information on the history of the organization
•What skills you would learn from joining the organization
•How to become a member
•Membership fees, and
•The closest meeting location near you (32218)
2 to 3 references
The pages included cover page with name
another page is the references
so the body report is actually 2 pages

As with all of your journals, you will post this writing to the respective forum within the “Discussions,” which may be accessed by clicking the

link above or via the respective navigation button to the left.

Having read the model narratives within St. Martin’s second chapter, you might have been reminded of your own related stories. This freewrite is

your chance to try another one. Freewrite a story of your memorable experience, perhaps one inspired by the readings in our textbook, perhaps

the tale of something that “haunts” you. Tell a story that you would like to share with the class. In any case, bring at least one key scene to

life. As you tell your story, look to bring the action, people and place to life with descriptive language and dialogue.

As always, I’m looking at the amount of writing here, not for grammatical missteps. Write at least 500 words, about two pages.

Once you’re finished, read over your freewrite and underline or highlight in some way your most descriptive sentence–the line that best helps

the reader to see or hear or feel what happened.