Unit 1 DB: Guiding The Creative Process

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Unit 1 DB: Guiding The Creative Process

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Do you remember how simple playthings, even an empty box, could lead to so much fun when you were young? Watch as children develop their creativity in a preschool classroom by imitating and innovating as they experiment with clay. Notice how the teacher guides the children as they make bird’s nests, while still allowing them the freedom to express their creativity. After watching the video and reviewing the unit readings and resources, including Chapter 1 of the text, respond to the following two questions:

  1. In the first stage of play shown in the video toddlers are given the opportunity to experience the process of playing freely with the clay. In the second stage the teacher uses guided instruction to show the children how to create a specific product by modeling how to make clay bird nests. What are the benefits of supporting rather than leading children in the creative
  2. process and focusing on the process rather than the product?
  3. Identify one example of a convergent question (a question with one correct answer) and one example of a divergent question (one with many possible answers) that the teacher uses in this activity.  How do divergent questions encourage creativity and critical thinking?

In your responses to classmates: Imagine that the teacher in the video gave the children an open-ended project instead of a specific product-based project. What DAP techniques would you recommend the teacher use to help the children develop and enjoy expressing creativity?  Discuss the pros and cons of your techniques with your classmates.  Unit 1 DB: Guiding The Creative Process.

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Summary

  • 1-1Define creativity. Compare and contrast the kinds of creativity.

Creativity is a way of thinking and acting or making something that is original for the individual child and valued by that person or others. Capital C creativity involves bringing into existence something genuinely new that receives social validation enough to be added to the culture. An example of Capital C creativity is the invention of the lightbulb. Small c creativity involves ideas or products that are new to the person, but only to the person. An example of small c creativity is a child’s new way of blending finger paint colors. Young children are naturally creative. This means they behave in ways and do things that are unique and valued by themselves or others. Creativity in preschool children is stimulated when they are allowed to think divergently.

  • 1-2List three ways in which children and teachers benefit from an environment in which creativity is encouraged.

Children benefit from an environment in which creativity is encouraged by:

  • Learning to feel good about themselves
  • Learning to seek many answers to a problem
  • Developing their potential to think
  • Developing their individuality
  • Developing new skills
  • Experiencing the joy of being different

Teachers benefit from encouraging creativity, in such ways as the following:

  • Being able to provide for more and greater variety in the program
  • Learning to recognize children for their unique skills
  • Being able to develop closer relationships with children
  • Having fewer behavior problems
  • Using a minimum of standardized curricula and external evaluation
  • 1-3Discuss the ways creativity has been expressed throughout history.

The human desire to be creative has been present throughout history in all communities. We can see from the existence of prehistoric cave paintings that human beings have made their mark using the materials available to them. The desire to represent and share experiences with others—for example through art, music, and dance—seems to be a basic human characteristic.

  • 1-4List several characteristics of creative children, including positive and negative aspects of each characteristic.

Some characteristics of creativity that are less attractive are faultfinding, stubbornness, appearance of haughtiness, self-satisfaction, and apparent discontent. Other characteristics are determination, curiosity, intuition, a willingness to take risks, a preference for complex ideas, and a sense of humor.

  • 1-5Name five things a teacher can do to help children develop a willingness to express creativity.

There are at least eight things that can be done for children to help them express natural creative tendencies:

  • Help children accept change.
  • Help children realize that some problems have no easy answers.
  • Help children recognize that many problems have a number of possible answers.
  • Help children learn to judge and accept their own feelings.
  • Reward children for being creative.
  • Help children feel joy in their creative productions and in working through problems.
  • Help children appreciate themselves for being different.
  • Help children develop perseverance—“stick-to-itiveness.” Unit 1 DB: Guiding The Creative Process.

White Privilege And The College Admissions Scandal

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White Privilege And The College Admissions Scandal

Read the following article:

  • White privilege and the college admissions scandal

Camera, L. (2019, March 13). White privilege and the college admissions scandal. U.S. News: The Civics Report, C17-C20. https://search.ebscohost.com/login.aspx?direct=true&AuthType=ip,shib&db=pwh&AN=135394157&site=eds-live&custid=s9076023

In two to three pages, complete the following:

  • Summary: Summarize the above article. Describe the connection between higher education and deviance in the situations portrayed in the article.
  • Analysis: Explain how the academic institution admission policy favors certain segments of society through the front door and back door entry and supports or reinstates the stereotypes of the higher-income white elite. Apply at least one theory of deviance to further explain the situation. White Privilege And The College Admissions Scandal

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Be sure to incorporate accurate APA documentation, cite sources, and include a title page and Reference page.

Below are additional resources to help guide you to complete this assignment:

  • APA Guide
  • RasGuides: APA 7th Edition Guide: APA 7th Edition
  • This guide provides an overview of the APA citation style and provides students with basic information to begin learning and applying this style in their academic writing.

Week 1: Introduction to Urban Communities

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Week 1: Introduction to Urban Communities

As a human services professional practitioner (HSPP), you will identify and address needs, whether on an individual, family, organizational, or community level. These needs are greater where populations are denser—namely big cities or what we call urban communities. This is due to the number of people in a limited space, and on the demand for services that comes with that larger population. Urban communities carry many challenges—but with those challenges come further possibilities for HSPPs to positively change lives. This course helps you uncover the reasons for the challenges we see in urban communities today, including homelessness, segregated neighborhoods, wealth inequality, addiction, and more. Tracing these causes allows for deeper understanding of the people you will interact with every day as an HSPP, no matter the community type in which you practice.

This week, you engage in foundational activities to ensure your understanding of urban communities. You also classify your own community and compare it to others in your class in order to see the differences among urban, rural, and suburban populations.  Week 1: Introduction to Urban Communities.

Learning Objectives

Students will:

  • Define urban communities
  • Describe the value of understanding urban communities to a human services professional practitioner
  • Compare demographics across urban, suburban, and rural community classifications
  • Identify foundational concepts and facts related to urban, suburban, and rural communities

Learning Resources

Community Classifications

National Geographic. (n.d.). Urban area. https://www.nationalgeographic.org/encyclopedia/urban-area/

Rosenberg, M. (2020, February 2). The difference between a city and a town: What does it take to be an urban population? ThoughtCo. https://www.thoughtco.com/difference-between-a-city-and-a-town-4069700

Tundel, N. (2013, March 7). For some city dwellers, race shapes definition of ‘urban.’ Minnesota Public Radio. https://www.mprnews.org/story/2013/03/07/for-some-city-dwellers-race-shapes-definition-of-urban . Week 1: Introduction to Urban Communities.

 

Urban Populations and Challenges

Chee, C. H., & Neo, H. (2018, October 29). 5 big challenges facing big cities of the future. World Economic Forum. https://www.weforum.org/agenda/2018/10/the-5-biggest-challenges-cities-will-face-in-the-future/

United States Census Bureau. (2016, December 8). Measuring America: Our changing landscape. https://www.census.gov/library/visualizations/2016/comm/acs-rural-urban.html

Discussion 1: Urban Communities

When you hear the word urban, what comes to mind? Perhaps you think of a large population and diverse neighborhoods, or you think of sprawl, or simply sophistication. The definitions of urban and urban community have evolved over the years and vary from country to country and culture to culture. So, in order to begin to understand urban areas and the people who inhabit them, you must first define them.

For this Discussion, you offer your definition and consider how knowledge of urban communities could help you as a working HSPP.  Week 1: Introduction to Urban Communities.

To Prepare

  • Review your course announcements for possible information related to this week’s Discussions and Assignment.
  • Review the Learning Resources on community classifications.

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By Day 3

Post your definition of an urban community. How did you come to develop your understanding of urban communities in your culture? Why do you think it might be important to know about urban communities? How might this information help you be a more effective HSPP? Make sure to integrate and document ideas and concepts from the Learning Resources to support your opinions.

By Day 5

Respond to at least one colleague by sharing an insight gained from reading their post.

Submission and Grading Information

Grading Criteria

 

THIS IS DUE THURSDAY 9/2 BY NOON

 

Discussion 2: Classifying Your Community

Throughout the course, you will look closely at your environment to come to an understanding about the demographics, economics, needs, and resources of your own community. This research can then inform how you engage as an HSPP and how to best address the needs you see and close gaps in existing resources.

In Discussion 1, you determined what constitutes an urban community in general. Now, in Discussion 2, you turn your gaze to your own community, its classification, and data such as population and demographics. You then compare your community to other types of communities represented in your class. Week 1: Introduction to Urban Communities.

To Prepare

  • Review the Learning Resources on community classifications.
  • Search online for facts about your own community, including overall population, population density, and demographic makeup.
  • Determine the type of community. Do you live in an urban, rural, or suburban environment? Town or city?
  • You are encouraged (but not required) to access the interactive map provided by your Instructor and place yourself in your general location on the map. To do so, click on the Instructor-provided link. From the map, click on “Additions” and select “Add Marker – Simple.” Title your map marker with your name and then in the Location field, type your town, city, region, or zip code. (Please do not get too specific, such as the street, to protect your privacy.) In the Description field, add details to your placement, including overall population, population density, and demographic makeup.

By Day 4

Describe the location, population, and demographics of where you live. How would you classify your environment? How did you determine this classification? Use the Learning Resources to inform your post.

By Day 6

Respond to at least one colleague who lives in a similar type of community and at least one who lives in a different type of community. Compare commonalities and differences across the communities in terms of the listed details. What have you learned about your own community through this comparison? Week 1: Introduction to Urban Communities.

 

Sociology of the Rich and Poor Nations Essay Example

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EXAM ONE. SOCIOLOGY OF RICH AND POOR NATIONS
Please answer both questions. The rule of thumb is two to three pages for EACH question, though you may write more, if you wish. Use 12 pt Times New Roman.
Question 1 What were the structural dislocations of colonization that caused a holocaust through the death of millions of people, and how was it set in motion by the British?
Question 2 How does Ideology sustain colonization? (Use examples from Edward Said, and “The Body Rituals of the Nacirema,” as well as any other article you wish.) How did we link the doll experiment of Kenneth Clark to the course material on Colonization? Sociology of the Rich and Poor Nations Essay Example

 

Dear Students,

Thank you for your vibrant discussion last Thursday. I promised that I would send you the notes, and here they are. These do not replace the notes you take in class. Do continue to take your own notes too.

Our class is titled sociology of Rich and Poor Nations. Let us then understand the meaning of wealth. What indeed is the wealth of a nation?

I think that most of us would agree that the USA is the primary leader of the first world.  In military might we hold sway. We have a strong economy. Having said this, let us chart the nitty gritty of  wealth.

What indeed is wealth? Is it monetary and valuable possessions or is it the equitable distribution of money or the rich ties between people or an equal and just society

Let us try to code these into INDICATORS that we can MEASURE.  What would some of these indicators look like.

How much of the total wealth do different groups own?

Gender Equity in Pay

Access to Health care

Maternity benefits

Educational Achievement

Food Stability

Incarceration Policies

Women Heads of State. Sociology of the Rich and Poor Nations Essay Example

Let us pull out just one or two indicators. Let us take maternity leave. Let us pull out two countries in the world we may consider poor. Let us pull out Vietnam and Sri Lanka. Sri Lanka has 180 days paid leave, 180 days half paid leave, 180 days no paid leave for mothers and they also get time off for breastfeeding. I know this because it is my research area. Vietnam has similar maternity leave. America does not come close to such conditions.

Let us choose another indicator. Let us take  Elected Women Heads of State. The first woman head of state in the world was from Sri Lanka in 1960. The second from India in the 1970’s. Almost all of the South Asian countries have had Women Heads of State.

World Economic Forum Gender Gap report charts the lowest gap between men and women to exist in countries such as Iceland, Norway , Rwanda and Finland. Ahead of the US are also many other countries amongst which are Nicaragua, Slovenia and Bangladesh.

Take a look at the chart below.  Look at the countries that offer free medical care. And the countries that do not.

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Country Free Health care Universal Health Care
Afghanistan No No
Albania Yes Yes
Algeria Yes Yes
Andorra Yes Yes
Angola No No
Antigua and Barbuda Yes Yes
Argentina Yes Yes
Armenia Yes No
Australia Yes Yes
Austria Yes Yes
Azerbaijan Yes No
Bahamas Yes Yes
Bahrain Yes Yes
Bangladesh Yes No
Barbados Yes Yes
Belarus Yes Yes
Belgium Yes Yes
Belize No Yes
Benin Yes No
Bhutan Yes Yes
Bolivia Yes Yes [5]
Bosnia and Herzegovina Yes Yes
Botswana Yes Yes
Brazil Yes Yes
Brunei Darussalam Yes Yes
Bulgaria Yes Yes
Burkina Faso Yes Yes
Burundi No No
Cabo Verde Yes No
Cambodia No No
Cameroon No No
Canada Yes Yes
Central African Republic Yes No
Chad No No
Chile Yes Yes
China Yes Yes
Colombia Yes Yes
Comoros No No
Congo Yes No
Cook Islands Yes Yes
Costa Rica Yes Yes
Croatia Yes Yes
Cuba Yes Yes
Cyprus Yes Yes
Czech Republic Yes Yes
Côte d’Ivoire Yes No
Democratic Republic of the Congo Yes No
Denmark Yes Yes
Djibouti Yes No
Dominican Republic No No
Dominica No No
Ecuador Yes Yes
Egypt Yes No
El Salvador Yes No
Equatorial Guinea Yes No
Eritrea Yes Yes
Estonia Yes Yes
Ethiopia Yes No
Fiji Yes Yes
Finland Yes Yes
France Yes Yes
Gabon Yes Yes
Gambia No No
Georgia Yes Yes
Germany Yes Yes
Ghana No Yes
Greece Yes Yes
Grenada No No
Guatemala Yes No
Guernsey Yes Yes
Guinea-Bissau No No
Guinea No No
Guyana Yes Yes
Haiti No No
Honduras Yes No
Hong Kong Yes Yes
Hungary Yes Yes
Iceland Yes Yes
India Yes Yes
Indonesia No No
Iran Yes Yes [6]
Iraq No No
Ireland Yes No
Isle of Man Yes Yes
Israel Yes Yes
Italy Yes Yes
Jamaica Yes Yes
Japan Yes Yes
Jersey Yes Yes
Jordan No No
Kazakhstan Yes Yes
Kenya No No
Kiribati Yes Yes
Kuwait Yes Yes
Kyrgyzstan Yes No
Laos Yes No
Latvia Yes Yes
Lebanon No No
Lesotho Yes No
Liberia No No
Libya Yes No
Liechtenstein Yes Yes
Lithuania Yes Yes
Luxembourg Yes Yes
Macau Yes Yes
Macedonia Yes Yes
Madagascar Yes No
Malawi Yes No
Malaysia Yes Yes
Maldives Yes Yes
Mali No No
Malta Yes Yes
Marshall Islands No No
Mauritania No No
Mauritius Yes Yes
Mexico Yes Yes
Micronesia No No
Moldova Yes Yes
Monaco Yes Yes
Mongolia Yes No
Montenegro Yes Yes
Morocco Yes No
Mozambique No No
Myanmar Yes No
Namibia Yes Yes
Nauru Yes Yes
Nepal Yes No
Netherlands Yes Yes
New Zealand Yes Yes
Nicaragua Yes No
Nigeria No No
Niger No No
Niue Yes Yes
North Korea Yes Yes
Norway Yes Yes
Oman Yes Yes
Pakistan No No
Palau Yes Yes
Panama Yes No
Papua New Guinea Yes No
Paraguay Yes Yes
Peru Yes Yes
Philippines Yes No
Poland Yes Yes
Portugal Yes Yes
Qatar Yes Yes
Romania Yes Yes
Russia Yes Yes
Rwanda Yes Yes
Saint Kitts and Nevis No No
Saint Lucia Yes Yes
Saint Vincent and the Grenadines Yes Yes
Samoa Yes Yes
San Marino Yes Yes
Saudi Arabia Yes Yes
Senegal No No
Serbia Yes Yes
Seychelles Yes Yes
Sierra Leone No No
Singapore Yes Yes
Slovakia Yes Yes
Slovenia Yes Yes
Solomon Islands Yes No
Somalia No No
South Africa Yes No
South Korea Yes Yes
South Sudan No No
Spain Yes Yes
Sri Lanka Yes Yes
Sudan No No
Suriname No No
Swaziland Yes No
Sweden Yes Yes
Switzerland Yes Yes
Syrian Arab Republic No No
São Tomé and Príncipe Yes No
Taiwan Yes Yes
Tajikistan No No
Tanzania Yes No
Thailand Yes Yes
Timor-Leste Yes Yes
Togo Yes No
Tonga Yes Yes
Trinidad and Tobago Yes Yes
Tunisia Yes Yes
Turkey Yes Yes
Turkmenistan No No
Tuvalu Yes Yes
Uganda Yes No
Ukraine Yes Yes
United Arab Emirates Yes Yes
United Kingdom Yes Yes
United States of America No No
Uruguay Yes Yes
Uzbekistan Yes Yes
Vanuatu Yes Yes
Venezuela Yes Yes
Viet Nam Yes No
Yemen Yes No
Zambia Yes Yes
Zimbabwe No No

 

 

What the numbers show is that the concept of Rich and Poor is not so clear cut as we think, with one group on one side and another group on the other side.

Yet the media bombards us with images of utter poverty, are these images not true?

We think that these images are timeless. But there are theories that point to these images as having their roots in Colonization. In the conquest of these countries. There were coherent systems of culture and progress before these countries were invaded by the Colonizers.

If we take the example of India, Before Colonization, India’s share of the international manufacturing market was the same as Europe. Please watch the video I have sent you.

We will continue this discussion further on Thursday.

Dear Students,

In our first lecture we dismantled the clear divide of Rich and Poor Nations by analyzing this divide through particular indicators.

How did we come to see the world in such clear categories? And one theory is that the answer lies in the period of colonization. It is during the period of colonization that one came upon such images as constant starvation, famine and disease of people who are deemed to be “the other”.

How is it possible for a foreign power to penetrate into vast regions?

There are many ways in which a foreign power can penetrate another. One is plunder, you rape the women, kill the women, massacre whole populations and carry away everything of value. This is however only feasible in the short run. If you plan to rule for the longer run, then you may need to consider centralization. This is where the process of how one power coopts, circumvents or destroys different social groups comes in.

On one hand you may need to reshape economies, political systems and cultural  systems, on the other you may need to colonize the mind as well. We will explore the colonization of the mind in detail later.  Today, we will analyze the manner in which material systems were dismantled to allow for maximum exploitation of the resources of the invaded country.

Let us now take a look at the economic system in India before the British.  The system in place was one in which the Zamindar (Lord) owned the land, but the peasants farmed the land. There was a close relationship between the family of the Zamindar and the peasants. In sociology this is called the “Patron Client” relationship. The peasant farmer paid the Zamindar a portion of the earnings, and the Zamindar paid the emperor a part of what was given to him for his land.  When there was a drought, or in case of emergency the Zamindar was able be flexible. The Zamindar was also able to account for time of famine. The system of irrigation was extremely developed as to preserve water for crops during droughts.

The British came up with the system of a “Permanent Settlement” in which the Zamindar had to pay land tax to the British. This tax was calculated on the revenue received during a good crop season, so it was quite high. This tax was fixed. It could not be changed. On the other hand the British neglected systems of irrigation for rice crops that had been the responsibility of the kings and emperors. Instead the British built a system of irrigation for growing poppy and opium to be traded with China. The rich system of agriculture began to break down as irrigation systems for agriculture began to break down. The Zamindars could no longer be flexible in their tax collection during a drought, and millions died in famines. This is perhaps the face of India that was seen in the nineteenth and twentieth centuries. One Third of land in the state of Bengal was taken from the Zamindars and the peasants by the British for the non payment of taxes. Sociology of the Rich and Poor Nations Essay Example

India became a producer of raw material which was turned into finished products and sold back to India.   The British also dipped into the pool of labor by using the peasants as indentured laborers in their other colonies for the growing of tea. These indentured laborers were only a little better off than slaves.

Some of the Zamindars were in a position to move into these new economies as middle men and became a class loyal to the British.

This lesson therefore highlights the manner in which famines were created, and also highlights the manner in which economic disjuncture created a new social group of middlemen loyal to the British.

I have attached two videos and a long one. Please do watch them all. The first one shows the coolie system, this is how the British created the circulation of bodies for labor, shipping the poorest Indians around to take the place of slaves. This will be in your exam. The next two videos are important too, and you will be questioned on it. One is on the focus on irrigation in ancient times. You have watched this video, but I am resending it so that you could concentrate just on the preservation of water. This happens at 23 minutes into the video. If you have not seen this video before, watch the whole video, otherwise watch just the methods of water preservation. The last video which is only a few mins long is on the famine in Bengal.

I would like you to remember that a State imposed legislation can enter people’s lives and change their lives in many different ways.     During the time of the British this piece of legislation was the permanent settelement.

The individual is only a small factor in the institutions that surround him/her.

This is where we come to the important concept of institutions. Think of all the institutions that are needed to enforce this law, and to keep its boundary of power between the ruler and the ruled.

What are these institutions? The very institution of law, the courts, the clerks, the lawyers, the judges, a whole network of people. Almost all of them white British. The land surveyors, the middlemen, the police, the prisons. The schools that taught the students that the British were just and right. The media that was allowed to print only pro British news . All these institutions surround the poor farmer.

Let us compare this with the Institution of slavery and how it worked. Can you map the processes we discussed here onto the institution of slavery?

We first have the representation of a certain group of people as inferior. The institutionalization of this representation into laws which made this group a property of the slaveholders.  The schools that the slave children could not enter, the homes they could not own, the people they could not marry, all this was written in law and practiced at every level of the tiniest interaction between people.

Let us take the case of witch burning. Women who were thought to be against a particular belief system (Christian) were burnt at the stake. One theory posits that this was because women who had the power to heal, who knew a different system of medicine and healing were being displaced by men who were competing to emerge as “healers”. Burning at the same was a way of moving one group of people out of the way. Therefore along with the clash of belief systems was the struggle for power.

Here is one piece of legislation such as the one we spoke about above in the case of India.

Southern states wanted other states to return escaped slaves. The Articles of Confederation had not guaranteed this. But when Congress adopted the Northwest Ordinance, it a clause promising that slaves who escaped to the Northwest Territories would be returned to their owners. The delegates placed a similar fugitive slave clause in the Constitution. This was part of a deal with New England states. In exchange for the fugitive slave clause, the New England states got concessions on shipping and trade.

These compromises on slavery had serious effects on the nation. The fugitive slave clause (enforced through legislation passed in 1793 and 1850) allowed escaped slaves to be chased into the North and caught. It also resulted in the illegal kidnapping and return to slavery of thousands of free blacks. The three-fifths compromise increased the South’s representation in Congress and the Electoral College. In 12 of the first 16 presidential elections, a Southern slave owner won. Extending the slave trade past 1800 brought many slaves to America. South Carolina alone imported 40,000 slaves between 1803 and 1808 (when Congress overwhelmingly voted to end the trade). So many slaves entered that slavery spilled into the Louisiana territory and took root.

Northern states didn’t push too hard on slavery issues. Their main goal was to secure a new government. They feared antagonizing the South. Most of them saw slavery as a dying institution with no economic future. However, in five years the cotton gin would be invented, which made growing cotton on plantations immensely profitable, as well as slavery.

 

In the laws of America the slaves were defined as property and the one drop rule in 1911 classified anyone with even one drop of blood as African American (the term used then was Negro) and subject to the formal and informal social practices of oppression. Sociology of the Rich and Poor Nations Essay Example

 

How was it possible to ignore the death of millions, as in the case of India under the British? Or the enslavement, lynching and segregation of African Americans or the internment of our own people within camps?

The answer lies in the creation of “the other”. When we construct people as “the other” and “Not us” and when we have the power to enforce this boundary upon them so many acts of killing and oppression can be justified.

In the case of slavery,  one group of people were oppressed and exploited. Therefore, though the nation lost on moral grounds on this, the whole nation did not lose on the economic front. In the case of India, however, her whole being, her resources and people were shaped to give maximum profits to the British.

In this lecture then we examined how formal mechanisms of power such as legislation imposed from above (the ruler) and in this case the Colonial State can cause much suffering, death and disjuncture on those whom it is imposed upon. We also opened this out to informal mechanisms of racism that accompanies such legislations. Sometimes, even when the formal legislations have been long forgotten, its social effects and practices continue.

We then examined the institutions that uphold these formal, and sometimes informal mechanisms. For example, a family that is being burnt out may call the police and find no help since the police may side with the oppressors.

We ended the lecture by placing the ability to oppress and exploit on the boundary between the “Us” and the “Them” which we shall explore further as we go along.

For today, I leave you with a reading of about three pages.

What do you think of this article and the people that it discusses?

Do you think that they are barbaric, if so why?

Please post your thoughts on this. Sociology of the Rich and Poor Nations Essay Example

Sociology of Rich and Poor Nations Sample Essay

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Sociology of Rich and Poor Nations Sample Essay
page minimum 2 pages per question and I need it by Wednesday please let me know if you can do it and how much thank you.
EXAM ONE. SOCIOLOGY OF RICH AND POOR NATIONS
Please answer both questions. The rule of thumb is two to three pages for EACH question, though you may write more, if you wish. Use 12 pt Times New Roman.Please return the answers to me on Wednesday the 3rd of April. Sociology of Rich and Poor Nations Sample Essay
Question 1 What were the structural dislocations of colonization that caused a holocaust through the death of millions of people, and how was it set in motion by the British?
Question 2 How does Ideology sustain colonization? (Use examples from Edward Said, and “The Body Rituals of the Nacirema,” as well as any other article you wish.) How did we link the doll experiment of Kenneth Clark to the course material on Colonization?

Question 1

Structural dislocation played a key role in the promotion of poverty and harsh economic systems in the colonized nations. The approach of colonization was through a centralized system of taxation. The British systems of colonization claimed taxes from the landowners as a strategy to control the nation. The challenge with the tax system were the rates and mechanism of taxing. The taxes were fixed despite the harvests and season. Landowners were,therefore, unable to pay taxes due to limited productions and extremely high rates which did not align with the profits and revenues acquired from the farms. The high taxes limited production rates and thus the availability of food products was limited. It, therefore, resulted inthe famine which cost millions of lives in India and other nations.Sociology of Rich and Poor Nations Sample Essay

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The structural dislocation was put into implementation through a legislative system. The British controlled all the systems of the nation and subjected the natives as inferiors in society. The legislative system was structured to build a system of division that was based on the ideology of us and them. The legal system, production, education, health,and transport system was all managed by the British white. The imperialistic position of the British people and the Indians deprived the Indians the power to overcome the system. The rebellious people were subjected to harsh punishment and even death. For example, the women who were against Christianity were considered witches and thus were burnt down. The intention was to eliminate any forms of competition in fields of education, health or religion. Being an imperial state and nations all the decisions and legal systems were structured to only benefit the British without the consideration of the externality of the actions on the people of India. Sociology of Rich and Poor Nations Sample Essay

The approaches through which British systems penetrated other nations varied. The potential alternatives for penetration include through plunder or through changing the material system. Plunder strategy involves raping of women and grabbing all the valuables of the colonial nations. The system only lasts in the short term as it requires integration of other systems to sustain the power. Britain was strategic to ensure a long term strategy to maintain power and dominate the colonial nations. British thus applied the exploitation of material systems to ensure maximum exploitation of the resources of the invaded nations. The exploitation of resources was strategic to ensure that the citizens of the invaded nation worked in the grabbed lands to offer cheap or free labor. The products were further manufactured and sold to the same people. The approach was highly exploitative as British system exploited the grabbed land, exploited free labor and further used the citizens of the invaded nations as the target market for the products.Sociology of Rich and Poor Nations Sample Essay

Colonization was a major problem for the invaded nations. Although it facilitated infrastructural development through the construction of schools, hospitals, industries,and roads, the development strategy was at the cost of the welfare of the invaded natives. The developments cost the lives, health,and welfare of many. The development strategies were effective and played a major role in facilitating exploitation of the available resources but it was done the wrong way. The developing nations still have lots of unutilized resources which they should exploit to achieve significant growth and development without exploitation of their own welfare. Sociology of Rich and Poor Nations Sample Essay

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Sociology homework help

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You are permitted to complete this assignment, the novel assessment OR the museum visit, not all three. 25 Points Possible.

Select a movie from the list below and (A) summarize the movie (B) Use sociological terms while you summarize the movie; place them in bold font (C) Explain the movie using one Sociological Theory. Your response should be no less than 300 words. Your response must be in Microsoft Word, double-spaced, 12 point font in Arial or Times New Roman.

  • Selma
  • The Butler
  • Greenbook
  • Freedom Writers
  • 13th
  • The Intern
  • Just Mercy
  • When They See Us
  • Dead Man Walking. Sociology homework help.

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  • Frozen River

Using the link below, pick any documentary that is 60 minutes or more (with the exception of documentaries that have already been assigned for other course work) and complete a summary and connect it to one of the chapters discussed using sociological terms. Submissions that offer only a summary and no connection to Sociology will not receive credit.

http://www.pbs.org/wgbh/pages/frontline/topics/. Sociology homework help

 

Sociology homework help

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SOCW 6311 Week 11 Discussion 2 – Discussion 2: Contemplating Your Future

Week 11: Applying Knowledge of Research in Program Evaluation

While there is benefit to acquiring knowledge for its own sake, social work research and program evaluations are not merely academic exercises. Both social work research and the various types of program evaluations you have studied throughout this course should be used to directly improve day-to-day practice and service to clients. Social workers have the responsibility not only to conduct program evaluations and research but also share the knowledge they possess for the benefit of others. Modern technologies have given social workers the ability to quickly and easily share the results of their research and evaluation to improve social work practice on a large scale.

This week you analyze the process of sharing evaluation results with others. You also analyze the applicability of what you have learned in this course to your future as a social work student and working professional. Sociology homework help

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Learning Objectives

Students will:

  • Analyze the process of presenting evaluation results to others
  • Evaluate strategies for presenting evaluation results to others
  • Analyze the applicability of social work research and program evaluation to future goals

Learning Resources

Required Readings

Hendricks, G., & Barkley, W. (2012). Necessary, But Not Sufficient: The McKinney-Vento Act and Academic Achievement in North Carolina. Children & Schools, 34(3), 179-185.

 

Law, B., & Shek, D. (2011). Process Evaluation of a Positive Youth Development Program: Project P.A.T.H.S. Research on Social Work Practice, 21(5), 539-548.

 

Mallett, C. A. (2012). The school success program: improving maltreated children’s academic and school-related outcomes. Children & Schools, 34(1), 13-26.

 

Reupert, A., Foster, K., Maybery, D., Eddy, K., & Fudge, E. (2011). ‘Keeping families and children in mind’: An evaluation of a web-based workforce resource. Child & Family Social Work, 16(2), 192–200

 

 

Discussion 2: Contemplating Your Future

The NASW Code of Ethics makes a number of statements about social workers’ responsibility to study, use, and engage in research and evaluation. In the past, many social workers had difficulty thinking of themselves as knowledgeable and capable in research, despite completing the required research course in school. Think of yourself as a part of a new breed of social workers. You are completing your education at a point in time that places great emphasis on both research and evaluation. You also have greater access to published research than ever before. Research knowledge and skills are like muscles—if you do not use them, they will atrophy. You have an ethical obligation as a social worker to exercise and flex your research muscle. Consider how the NASW Code of Ethics guides your professional research. Sociology homework help

 

Provide a 300-Word Discussion Post:

  • an analysis of how you can apply new knowledge and skills related to research and evaluation, acquired in this course to your future career.
  • Identify specific knowledge and strategies and how you intend to apply them.
  • Identify those skills that you believe will be most applicable to achieving your future goals. Sociology homework help

 

SOCW 6530 Week 11 self Assessment Essay

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Week 11: Self-Assessment and Looking Ahead

Important Note: Please use the media player below to hear an audio course introduction that will give you more background information about the course topic. Also provided is a transcript for you to download and print out.

Laureate Education (Producer). (2013e). Self-assessment and looking ahead [Audio file]. Retrieved from https://class.waldenu.edu. SOCW 6530 Week 11 self Assessment Essay

 

Note: The approximate length of this media piece is 1 minutes.

 

Accessible player  –Downloads– Download Audio Download Transcript

Learning Objectives

Students will:

  • Analyze development of professional identity
  • Develop personal action plans for future career placement
  • Evaluate progress on agency learning agreement

Learning Resources

Note: To access this week’s required library resources, please click on the link to the Course Readings List, found in the Course Materials section of your Syllabus.

Required Readings

Birkenmaier, J., & Berg-Weger, M. (2018). The practicum companion for social work: Integrating class and fieldwork (4th ed.). New York, NY: Pearson.

  • Chapter 10, “Termination: The Beginning of an End (or the End of a Beginning?)” (pp. 225-249)

Required Media

Laureate Education (Producer). (2013e). Self-assessment and looking ahead [Audio file]. Retrieved from https://class.waldenu.edu. SOCW 6530 Week 11 self Assessment Essay

 

Note: This audio introduction is located in the “Introduction and Objectives” section. The approximate length of this media piece is 1 minute.

 

Optional Resources

Click the following link to access the MSW home page, which provides resources for your social work program:

MSW home page

 

 

Assignment 2: Final Evaluation and Self-Assessment

Throughout the past nine weeks, you have had the ability to apply social work practice skills in a real-world setting. At the end of your placement, your supervisor completed a final evaluation of your practice skills.

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Having had the chance to review your final evaluation, you will now synthesize the results of your evaluation to help you self-assess your field education experience. By performing the self-assessment, you will evaluate your professional development as a future social worker. SOCW 6530 Week 11 self Assessment Essay

 

For this assignment, reflect on your field education experience. Consider the skills that you have developed and how they might contribute to your professional identity as a social worker. Reflect on what you had hoped to learn in your concentration year experience.

As you review your evaluation, the opportunity to engage in personal professional development should remain a consideration for the remainder of your program.

 

For this Assignment, reflect on your field education experience. Review the results of your final evaluation and reflect on what you would like to gain in future practice experiences.

Note: You should receive your final evaluation from you field instructor.

 

The internship/field experience is located at ABC Health Care in Canton Ohio.  ABC Provides community behavioral health services and programs for individuals who have substance use disorder and/or mental health conditions.  I provide IOP, group counseling, individual counseling, and individual therapy sessions.  I also volunteer with NAMI and Mission Addiction.

 

 

The Assignment (4- pages):

  • Explain whether you demonstrated social work practice skills throughout your field education experience, including a description of each social work practice skill and the measure(s) provided in the final evaluation.
  • Explain how participation in your field education course might help you prepare for a career in social work.
  • Describe potential areas where you might need improvement in relation to social work practice skills.
  • Explain how you might address those areas as you continue to develop as a professional social worker.
  • Explain how you have grown as a professional during this process.
  • Propose personal action plans that you can continue into your professional career.
  • Be sure to submit the results of your evaluation to this Assignment. SOCW 6530 Week 11 self Assessment Essay

Sociology: Application of key concepts of Culture, Socialization, Deviance/Crime, or Social Change

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Instructions
Assignment 5 is “Application of key concepts of Culture, Socialization, Deviance/Crime, or Social Change”.  Choose one of these topics, define it, and provide a personal example of how the issue is typified in society/everyday life.  Page limit is 3 and use my example paper format posted on the course website.  The assignment is due by Friday, July 30th. Sociology: Application of key concepts of Culture, Socialization, Deviance/Crime, or Social Change

Alternative Evidence-Based Juvenile Interventions

Abstract

This review of an article on juvenile justices’ current methods of dealing with juvenile offenders (Henggeler & Schoenwald, 2011) notes the critical points of the piece. The points include the statistics of juvenile crime, how and why the current interventions for juvenile offenders do not work, an explaination of new evidence-based interventions for said offenders, how and why these interventions do work, and which agencies are responsible for the offenders. Another issue brought up is why the government might be slow to implimenting the new evidence-based interventions. Sociology: Application of key concepts of Culture, Socialization, Deviance/Crime, or Social Change

 

Alternative Evidence-Based Juvenile Interventions

When I first began my study of the juvenile justice system, one of the first things I learned was that, from the perspective of two sociologists (Bartollas & Miller, 2011), the system was broken. This was primarily due to the large percentage of juveniles who would, for a variety of reasons, return to their deliquent behavior after their release; some would end their behavior by adulthood, but many would go on to continue their deeds until they were stopped either with continued incarceration or an untimely death.

When I found the article on new evidence-based interventions  (Henggeler & Schoenwald, 2011), I became very intrigued. For a system that was not working, it looked like there might be hope on the horizon, but I wanted to learn more. I wanted to know what made those particular interventions better than the current interventions. In the end, I decided that I would use that particular article for my review.

As I began reading the article, it began by stating how many juveniles were arrested in 2008 (Puzzanchera & Kang, 2010). It then said that 25% of the crimes commited by juveniles were violent, as opposed to property. It continued with more statistics on the sex and race of the offenders, and the percentage of youths that were processed in juvenile courts rather than adult court. After this, the authors stated that the most costly result of a court referall was residential placement (e.g., group home, correctional institution, etc.). According to a report in 2006  (Snyder & Sickmond, 2006), the median stay for juveniles placed in residential programs was about 4 months. While the length of stay varied with the seriousness of the offense, crimes against persons were commited by 35% of the juveniles in residential programs, and violations of probation or parole (e.g., truancy, missing curfew, testing positive for illicit drugs) or status offenders (e.g., running away, ungovernability) were commited by 20% of the juveniles in residential programs. Sociology: Application of key concepts of Culture, Socialization, Deviance/Crime, or Social Change

After the authors gave these gloomy statistics, they proceeded to explain what the ineffective programs and policies were. They included critiques of: the processing in the juvenile justice system, the transfer of juveniles to adult court, surveillance, shock incarceration intervention, and residential placement. When they succeeded in giving an adequate picture of the programs and policies in the juvenile justice system, they gave statistics to indicate that the programs and policies did not reduce antisocial behavior, but rather exacerbate it.

The authors then proceeded to mention a program known as The Blueprints Initiative, a program based out of the University of Colorado’s Center for the Study and Prevention of Violence (website information here). The Blueprints Initiative succeeded in identifying three juvenile intervention programs that were proven more effective than the current ones. They were: Functional Family Therapy (FFT), Multisystemic Therapy (MST), and Multidimensional Treatment Foster Care (MTFC).

Functional Family Therapy (Alexander & Parsons, 1982) was one of the first evidence-based theories to be developed. In this program, juvenile delinquency is viewed as a result of family dysfunction. To deal with the issues, interventions aim to improve family dynamics by using behavioral and cognitive approaches to develop and maintain relationships within the family structure.

Multisystemic Therapy (Henggeler S. W., Schoenwald, Borduin, Rowland, & Cunningham, 2009), in contrast with FFT, was focused on treating juveniles with more serious issues (e.g., violent offenders, substance abusing offenders, emotionally disturbed youths, etc.) whereas FFT might have been a treatment option used for juveniles who are less of a danger to themselves and others (e.g., juveniles who run away from home). The authors noted that MST is one of the most consistently substantiated and widely transported evidence-based treatments in the world.  The treatment gets its roots from the psychological perspective of social ecology (Bronfenbrenner, 1979) which states that human beings develop with numerous direct and indirect influences from multiple systems, and that all influences affect the behavior of the individual. The direct influences may be the individual’s interaction with his friends or coworkers, and indirect influences may be the friends’ parents or, in the case of the coworkers, the building which affects the functioning of the coworkers either negatively or positively. With this broad perspective of behavioral influences, MST is able to competently address multiple factors that may affect the youth’s delinquent behavior. These can range from the immediate factors (e.g., family dynamic issues like those addressed with FFT) as well as other influencing factors that may or may not be immediately apparent (e.g., school performance, peer interaction etc.). Sociology: Application of key concepts of Culture, Socialization, Deviance/Crime, or Social Change

Multidimensional Treatment Foster Care (Chamberlain, 2003) was the last theory to be discussed. This treatment option was developed as an alternative to state detention and group care facilities, and was reserved for delinquents who had tried in-home and out-of-home services. The treatment grew from the Social Learning Theory, which stated that learning is achieved through rewards and punishments, and the social context of those consequences. Like FFT and MST before it, MTFC also utilizes interventions that aim to improve behavior and cognitive function; similar to MST, MTFC also uses a social ecology perspective to successfully address issues within the family structure, peer interaction, school performance, etc. The youth addresses these issues within a foster home where the foster parents can successfully supervise and, if necessary, punish the youth if he or she becomes unruly.

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After the authors’ description of the alternative treatment, they proceeded to explain what made the various interventions for juveniles either triumphs or catastrophes. According to their perspective, a good intervention should:

  1. Effectively address risk factors
  2. Be rehabilitative in nature/use interventions within the youth’s environment
  3. Be well specified and include intensive support for intervention fidelity

All of the treatment methods that were identified by the Blueprints Initiative fit these criteria. To back these criteria up as valid, the authors mention the work of Howell (Howell, 2003), who said that the work of Canadian and American researchers (Andrews, Bonta, Gendreau, Ross, Cullen, and Latessa) who concluded that effective programs should: Sociology: Application of key concepts of Culture, Socialization, Deviance/Crime, or Social Change

  1. Target the known risk factors
  2. Have interventions that are behavioral in nature
  3. Be individualized to the strengths and weaknesses of the offender
  4. Be delivered mainly to high-risk offenders

The authors also mention how the current options for juvenile offenders can contrast greatly with these criteria.

By this time, many readers have a good idea of how disappointing the system of today really is. It is now that it is pointed out that public policy is not driven by scientific evidence and fact, but by political ideas which may or may not be rational and can quickly change. Because science relies on valid answers to questions, it can be slower to coming to a solution than a politician. It is only until science is converted into resources and capital that it finally is implemented by society.

Because of this fact, the authors suggest ways in which the scientific community can help the political world become more interested in implementing the evidence-based treatments and disseminate the faulty treatment options. They remind that the goals of the juvenile justice system are to secure the safety of the community and to deter future delinquent behavior, while the goals of the evidence-based treatments are to reduce and eliminate the problems related to the at-risk youth. Since the new treatments fulfill both of the organizations’ goals, they should not find these options too hard to implement. However, there is also the problem of cost-efficiency; if, when it is first implemented, it does not produce measureable results, those who are stakeholders in that equation will likely lose hope, and support will be withdrawn. The authors suggest that prevention and treatment researchers should mention:

  1. The extent of the public health benefits
  2. The expected duration of intervention effects
  3. Cost-related implications

However, the authors suggest that, while it will take perseverance to implement these treatments, it will be easier due to the fact that states and counties are searching for more cost-cutting solutions to social issues. Sociology: Application of key concepts of Culture, Socialization, Deviance/Crime, or Social Change

The authors then finish the article by showing how MST has been implemented in numerous states and countries. They stress the importance of maintaining program’s fidelity, particularly in the areas of service parameters, funding, and target population. They also emphasize how the factors of wide deployment and time can affect the program. MST Services, LLC, is referenced as an entity that can help maintain the program’s consistency. They end the piece by showing how several states have implemented MST.

 

Works Cited

Alexander, J. F., & Parsons, B. V. (1982). Functional Family Therapy: Principles and Procedures. Brooks/Cole.

 

Bartollas, C., & Miller, S. J. (2011). Juvenile Justice in America, 6th Edition. Pearson Education, Inc.

 

Bronfenbrenner, U. (1979). The Ecology of Human Development: Experiments by Design and Nature. Harvard University Press.

 

Chamberlain, P. (2003). Treating Chronic Juvenile Offenders: Advances Made Through the Oregon Multidimensional Treatment Foster Care Model. American Psychological Association.

 

Henggeler, S. W., & Schoenwald, S. K. (2011). Evidence-Based Interventions for Juvenile Offenders and Juvenile Justice Policies that Support Them. Social Policy Report , 1-20.

 

Henggeler, S. W., Schoenwald, S. K., Borduin, C. M., Rowland, M. D., & Cunningham, P. B. (2009). Multisystemic therapy for antisocial behavior in children and adolescents (2nd Edition). Guilford Press.

 

Howell, J. C. (2003). Preventing and Reducing Juvenile Delinquency: A Comprehensive Framework. Sage.Sociology: Application of key concepts of Culture, Socialization, Deviance/Crime, or Social Change

 

Puzzanchera, C., & Kang, W. (2010). Easy access to juvenile court statistics: 1985-2007. Retrieved from http://www.ojjdp.gov/ojstatbb/ezajcs/

 

Snyder, H. N., & Sickmond, M. (2006). Juvenile offenders and victims: 2006 National Report. Washington, D.C.: U.S. Department of Justice, Office of Justice Programs, Office of Juvenile Justice and Delinquency Prevention.

Attachments area

Discussion: Understanding Diversity Through Social Identities

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The Discussions in this course are conducted in groups. Please see the Announcements area for grouping information from your instructor. Click on the Discussion Forum link below, then click on the link to your assigned group’s thread. Be sure to check for an updated Announcement at the beginning of each week as your instructor may elect to periodically update grouping assignments.

This week you studied and thought about the suggestion that each person’s set of social identities is a representation of human diversity. The readings introduced you to theoretical and practical aspects of social identities. And, you began to describe and analyze your own social identities and how the world around you responds to them. Although it was meaningful to begin this examination in the relative privacy of the Reflection and Application Assignments, your understanding of these concepts will deepen when you enter into a conversation about these topics with your colleagues. In preparation for this Discussion, consider the following questions:

What was your concept of “diversity” before you enrolled in this course, and in what ways, if any, has that concept been affirmed/modified/changed by what you learned this week?
In what specific ways has thinking about your own diversity, as expressed in your social identities, influenced/increased your understanding that social identities are the source of individual diversity?
Some people maintain that a focus on human differences creates conflict; that it is better to focus only on similarities between people. What are your thoughts?

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What is, in your opinion, the dominant reason why you as an early childhood professional should study the nature of social identities and their link with diversity?
Based on what you have learned this week, what is one new idea, insight, or question regarding diversity and/or social identities that you want to share with your colleagues?
By Day 3

Post a brief response to three of the five questions. Discussion: Understanding Diversity Through Social Identities