Create a cost benefit analysis for an update that will improve the business: structural, office equipment, or staff. You can be creative in determining what the business needs.

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HIV Help-Inc., a non-profit organization focusing on the prevention of HIV/AIDS just received a $10 million grant to fund several projects.  The organization is currently located in an older building that needs extensive repairs. The organization is using outdated office equipment In addition, one additional staff member is needed in order to keep up with incoming phone calls and requests for presentations and community outreach activities. A portion of the grant – $2 million – is allotted for business improvements which can address one of these three areas: repairs to building, outdated office equipment, and more staff. The remaining $8 million is to be used to further enhance the continuum of care level to provide access to preventive health services.

  • Section A: Create a cost benefit analysis for an update that will improve the business: structural, office equipment, or staff. You can be creative in determining what the business needs.  The cost will use the full amount of funds allotted to this improvement ($2 Million), so you can only improve one of these three needs

Note: Your work must include Steps 1-4, as outlined in section 7.2 of your course text.

  • Section B: Create a cost effective analysis to determine how to best spend the $8 million portion of the grant funding on education and other preventive services.

The organization currently serves the community and clientele with community education classes at schools and community centers, as well as the distribution of condoms and educational materials. They wish to expand their current services to reach the neighboring community (4,000 residents), add social media advertising and messaging to reach the younger population, distribute educational material and condoms to homeless shelters in the area, and add HIV testing to at-risk individuals. Select two of the potential services and determine how the money can be best spent to have the greatest outcome for the HIV+ population in the community.

Note: Your work must address the costs as well as the anticipated benefits, as outlined in section 7.2 of your course text

  • Section C: Based on the  CDC website, analyze how cultural norms impact the risk of getting HIV.  Explain one method or action on how to address this challenge.

Your initial contribution should be 250 to 300 words in length. Use proper APA formatting for in-text citations and references as outlined in the Ashford Writing Center

 
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Which of the following theorists highlighted the importance of ideas in maintaining order and oppression in society?

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Question 1

Zygmunt Bauman has written on what he describes as ____, where modern citizens vie for a relationship to physical spaces and places, including countries.

[removed] A globalized conflict
[removed] Resource differentiation
[removed] A space war
[removed] Global tourism

Question 2

With a population over 1 billion, about ____ of Indians live on less than $2 a day.

[removed] 50%
[removed] 25%
[removed] 2/3
[removed] 10%

Question 3

The comparative economic measure that uses international dollars to indicate the amount of goods and services someone could buy in the United States with a given amount of money is known as:

[removed] GNI-PPP
[removed] GDP
[removed] Gross Domestic Income
[removed] Gross Purchasing Power

Question 4

The world’s richest ____ people own as much wealth as the bottom half of the planet’s population.

[removed] 10
[removed] 1,200
[removed] 85
[removed] 350

Question 5

The idea that poverty of some countries is a consequence of their exploitation by wealthy, capitalist states is known as:

[removed] World systems theory
[removed] Dependency theory
[removed] Global conflict theory
[removed] Imperialist-colonization theory

Question 6

The science of population size, distribution, and composition is defined as:

[removed] Ethnography
[removed] Population studies
[removed] Demography
[removed] Demographics

Question 7

The average number of births per woman is referred to as:

[removed] Crude birth rate
[removed] Female fertility rate
[removed] Total birth average
[removed] Total fertility rate

Question 8

Net migration is:

[removed] The number of births per year
[removed] In-migration minus out-migration
[removed] Migration to the cities minus migration to the suburbs
[removed] The number of new immigrants

Question 9

Which of the following countries is experiencing high population growth as a result of migration, rather than natural population increase?

[removed] United States
[removed] China
[removed] India
[removed] Ethiopia

Question 10

E-waste accounts for what percentage of toxic waste?

[removed] 70
[removed] 5
[removed] 15
[removed] 50

Question 11

Which of the following is true of fads and fashions?

[removed] It must be adopted by the masses to be considered fashionable
[removed] Only includes clothing and hairstyles
[removed] Reflect a tension between people’s desire to be different and their desire to conform
[removed] Are entirely at the whim of people’s tastes and not influenced by marketers

Question 12

Temporary gatherings of closely interacting people with a common focus are known as:

[removed] Crowds
[removed] Riots
[removed] Masses
[removed] Contagions

Question 13

Traditional, homegeneous societies are characterized by _____ solidarity, while diverse, modern societies are characterized by _____ solidarity.

[removed] mechanical; organic
[removed] mechanical; industrial
[removed] organic; industrial
[removed] interdependent; independent

Question 14

_____ norms are those that are situationally created to support a collective action.

[removed] Emergent
[removed] Situational
[removed] Crowd
[removed] Social movement

Question 15

Which of the following theorists highlighted the importance of ideas in maintaining order and oppression in society?

[removed] Karl Marx
[removed] Max Weber
[removed] Antonio Gramsci
[removed] Pierre Bourdieu

Question 16

Voluntary, goal-oriented action that occurs in relatively disorganized situations is known as:

[removed] Collective action
[removed] Collective behavior
[removed] Crowd mentality
[removed] Social protest
 
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Identify any inconsistencies in the person’s nonverbal communication with what he or she was talking about (ex: shaking head “yes” and saying “no”).

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In this assignment, you will explore the role of nonverbal communication in interactions between genders.

Using the Argosy University online library resources and the Internet, research the differences in nonverbal communication between genders.

Once you have an understanding, observe a small group of people, which can be comprised of friends, family, or a group of strangers. The small group should have three to six people and be composed of both male and female members. Observe the group for 15–30 minutes, looking for the types of interactions taking place and how each person uses nonverbal communication to make oneself understood. Pay special attention to nonverbal signals and gestures (body language, facial expressions, eye contact, hand gestures, space, tone, appearance, etc.).

** Understand when doing your observations that you must protect the privacy of the people you observe. Anything you discover as part of your observation that does not relate directly to the objective of the assignment needs to be kept confidential. There are three different roles that you, as the observer, may have as defined below (Patton, 1986). In your paper, please discuss the type of observation you did and what you learned from that aspect.

  • Full participant observation: You took part in the conversation and were part of the “observation.”
  • Partial observation: You were sometimes part of the conversation, but mostly stayed on the outer edge of it.
  • Onlooker: You were an outsider and simply observed another group’s interactions. (this is recommended for the assignment)

Note the number of people in the group and briefly describe the interactions that you observed (who is doing most of the talking, number of people involved, the way members are seated, clothes, and the topic of conversation, if you know it, etc.). Create a matrix to present your observations (an example of a completed matrix is shown below—you will create your own to fit your specific observations).

Gender Body language Facial Expressions Eye Contact Hand Gestures Space Tone Appearance
1 F Leaning towards the male Smiling – seemed flirtatious Trying to catch the eye of the male NA Leaning into the table toward the man High pitched Lots of make-up, hair fixed, a dress with heels
2 F Playing with hair Biting lip Rolling eyes at other female Playing with hair Slouched and pushed away NA – not talking Some make-up, hair in high pony, jeans and t-shirt
3 M Legs turned toward F2 Gaze at F2 Trying to catch the eyes of F2 NA Sitting at opposite side of table, so more space Inquisitive Jeans, polo shirt, flip flops, relaxed

Based on your observations on how nonverbal cues are regulating the flow of conversation, write an analysis including answers to the following questions. Be sure to use terms and concepts from the textbook, research, and module readings.

  • What do you think is the topic of conversation? Describe the topic of conversation.
  • Assess how each member’s body posture and movements convey his or her status and attitude.
  • Deduce which nonverbal signals are responsible for showing emotion and feeling.  Examine how these nonverbal signals help to explain what is going on.
  • Differentiate between the gestures used by males vs. females—conclude if there is a noticeable difference.
  • Compare what the research says in relation to what you observed.
  • Identify any inconsistencies in the person’s nonverbal communication with what he or she was talking about (ex: shaking head “yes” and saying “no”).
  • Examine what type of observation you did in reference to this assignment (types are listed above).
  • What did you find most challenging about interpreting nonverbal behaviors in this setting?
  • How does this assignment help you to better understand nonverbal communication and gender?

By Wednesday, March 8, 2017, submit your matrix and your analysis in Word format in a single file to the M3: Assignment 2 Dropbox. Include your matrix as the final page following your reference list. Write a 4–5-page paper (not counting title and references pages or the matrix) in Word format. Apply APA standards for writing, formatting, and citation to you work.

Patton, M. Q. (2008). Utilization focused evaluation. (4 ed.). Thousand Oaks, CA: Sage Publication.

Assignment 2 Grading Criteria
Maximum Points
Documented observation information with: place, time, date, length, and type of participant observation completed.
28
Work presented an in-depth analysis of the function of nonverbal cues observed.
28
Work provided an appraisal of what the challenges were in interpreting nonverbal behavior.
28
Analyzed if there was a difference in how each gender used nonverbal communication. Explained how this helped you to understand how gender impacts communication better.
28
Documented existing research and compared to what was observed.
20
Matrix provided visual organization of nonverbal codes observed.
24
Wrote in a clear, concise, and organized manner; displayed accurate spelling, grammar, and punctuation.
44
Total:
200

 
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 Explain your personal action plan for working on the problem — beyond “raising awareness.”  Explain what you could realistically do in:

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GUIDANCE/ INSTRUCTIONS:

 

When you write your Post-Course Analysis Paper, your work should demonstrate your increased understanding of the course concepts and your social issue, compared to the Pre-Course Analysis Paper.  So, you may use some of the ideas from your Pre-Course Analysis, but you should not “cut and paste” words from it.  The expectations for the Post-Course Analysis Paper are higher than for the Pre-Course Analysis Paper, as I expect you to know more now than you did at the beginning of the course.

 

 

 

 

 

1)  List the Making Contact episode’s a) full title and b) full URL (web-link).

 

 

 

2)  Look back at your answers to the Pre-Course Analysis assignment.  Discuss how this course has affected your analysis of your social issue. [1 paragraph or more]

 

 

 

3)  Pose three interesting questions about your problem, for which you still want answers, now that you’ve taken the course.

 

 

 

4)  THE PSA STATEMENT

 

a) Specify the audience to whom you’re writing your PSA.  Your audience should be specific and clearly described; small enough to fit your message; realistic for your life; and relevant to your social issue.

 

 

 

b-d) In 100-150 words, use the Problem, Solution, Action (PSA) statement format to present the social issue (“the problem”) on which you’ll be focusing.

 

(Do not attempt to summarize the entire episode or all the problems it discusses.  Instead, focus on one problem.)

 

 

 

5)  Name two organizations with whom you could connect, to work on the problem.  These should be organizations that are working to fix the problem, not organizations that are causing the problem.  For each organization, explain at least one of the strategies it uses to work on the problem.

 

a) Organization 1

 

 

 

b)  Its strategy or strategies for working on the problem [1 paragraph or more]

 

 

 

c)  Organization 2

 

 

 

d)  Its strategy or strategies for working on the problem [1 paragraph or more]

 

 

 

6)   Discuss how your problem reinforces two of the social group hierarchies named in the Tatum (2000) reading (e.g., classism, sexism, racism, etc.).  Do the following:

 

a)  Identify two relevant social hierarchies

 

 

 

b)  Identify the relevant groups in those social hierarchies

 

(e.g., which groups are privileged by hierarchies 1 & 2; privileged by 1 & oppressed by 2; oppressed by 1 & privileged by 2; oppressed by both 1 & 2)

 

 

 

Then, use a basic intersectional analysis to explain how the problem privileges and/or oppresses those different social groups in different ways:

 

 

 

c) Privileges group 1 based on both hierarchies. [1 paragraph or more]

 

 

 

d) Privileges group 2 based on one hierarchy, but oppresses it based on the other hierarchy. [1 paragraph or more]

 

 

 

e) Oppresses group 3 based on one hierarchy, but privileges it based on the other hierarchy. [1 paragraph or more]

 

 

 

f) Oppresses group 4 based on both hierarchies. [1 paragraph or more]

 

 

 

7)   From the perspective of the United States Master Narrative, explain your social issue. [1 paragraph or more]

 

 

 

8)   Using the same social hierarchies & social groups you previously identified & applied above, identify stereotypes about each group that reinforce the Master Narrative’s explanation/ justification of the problem.  Do the following:

 

For the first hierarchy,

 

a) name at least one stereotype about a privileged group & one stereotype about an oppressed group in that hierarchy.

 

 

 

Then,

 

b) explain how each of those stereotypes reinforces the Master Narrative and contributes to the problem. [1 paragraph or more]

 

 

 

Then,

 

c-d) For the second hierarchy, also answer prompts a) and b).

 

 

 

9)   Explain how institutional oppression operates in your problem. Be sure to clearly explain why the oppression is institutional-level, as opposed to other levels. Do the following:

 

a) Name an institution that is relevant to your problem.

 

 

 

b)  Explain at least one way that that institution’s policies or practices privilege and/or oppress the social groups that you previously identified above. [1 paragraph or more]

 

 

 

10)   Use two of the Five Faces of Oppression to explain how the problem privileges and/or oppresses each of the social groups you named above. Do the following:

 

For the first Face,

 

a) Name & summarize the general dynamics of the Face [1 paragraph or more]

 

 

 

b) Explain how & why that Face’s dynamics clearly describe the ways that your problem privileges some groups and oppresses other groups [1 paragraph or more]

 

 

 

Then,

 

c-d) For the second Face, also answer prompts a) and b).

 

 

 

11)   Using the Cycle of Liberation model,

 

a) name the stage of the cycle that best characterizes where you personally are, in relation to the problem.

 

 

 

Then,

 

b) use the characteristics of that stage to explain why you named that stage.   [1 paragraph or more]

 

 

 

Then,

 

c) name three things you could do to move to the next stage in the cycle.

 

 

 

12)  Explain your personal action plan for working on the problem — beyond “raising awareness.”  Explain what you could realistically do in:

 

a) one month [1 paragraph or more]

 

 

 

b) six months [1 paragraph or more]

 

 

 

c) three years.

 

 
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Discuss what factors impact normal and abnormal behaviors, including an understanding of developmental crisis, disability, psychopathology, and situational and environmental factors.

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You will write a research assignment addressing Human Growth and Development and you will answer all of the following listed below.

 

  1. Discuss the effects of crisis, disaster, and other trauma-causing events on individuals of various ages, including childhood, adolescence, young adulthood, middle adulthood, and late adulthood.
  2. Discuss the general framework for understanding exceptional abilities and strategies for differentiated interventions.
  3. Discuss what factors impact normal and abnormal behaviors, including an understanding of developmental crisis, disability, psychopathology, and situational and environmental factors.
  4. Discuss the theories for facilitating optimal development and wellness over the lifespan.

 

These sections are to be combined into one coherent, cohesive, and flowing research paper with a minimum of 8 references, 6 of which must be peer-reviewed and have been published within the last 10 years.

 

·         Include a title page, a reference page, headings, a proper conclusion and introduction, and ensure your paper flows.

·         This assignment is to be in APA 6th Edition format

·         Please note: You must CLEARLY identify (via section headings) the sections of your paper so they are easily identifiable. If you do not, you will receive an automatic 10% point deduction on your assignment.

·         This assignment should be between 6-8 pages, non-inclusive of the title/reference pages.

 

 
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 Describe the final outcome of this individual’s contribution to community and/or public health HELP: Think about this question: What occurred as a result of this person’s action?

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Read the 11 Blue Men Story, to access, please click here.

Download the Eleven Blue Men Worksheet and address the questions in a Q/A format, using complete sentences. Please know that although this is not a formal written paper, you still use APA formatting:

  • Double-spaced with 1-inch margins
  • Separate title page with the following:
    • Title of paper
    • Student’s name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Reference page formatted according to APA style as outlined in the Ashford Writing Center
  • Citations as required according to APA style as outlined in the Ashford Writing Center
  • Must use at least two additional sources to support your answers to the case study questions (this does not include the case itself or the textbook)

Carefully review the Grading Rubric for the criteria that will be used to evaluate your assignment.

Assignment 2

The highlighted is the historical figure I choose


Significant Contributions to Public Health – Part I

For your final project, you will be researching an individual and their contribution to community and public health. Because of the size of this project, you will be doing the first part of this project in Week 3 then adding the final portion in Week 5. You have the option of writing a paper or putting together a presentation. Details are below the outline. Overall, you will be researching an historical figure in the public health world, their contribution to public health, and how their work helped shape the public health system. Furthermore, you will be analyzing how their contribution from the past continues to contribute to today’s public health system and how it might guide future work within the industry.

Follow this outline to help formulate your paper or presentation:

ACTION: Select one of the historical figures and their associated public health topic

  • Margaret Higgins Sanger/Reproductive health
  • Rachel Carson/Environmental health
  • Franklin D. Roosevelt/Health care administration
  • John Snow/Communicable and infectious disease
  • Luther T. Terry/Smoking
  • W. E. B. DuBois/Social determinants of health
  • Larry Kramer/Health activism
  • An individual of your own choice: YOU MUST OBTAIN INSTRUCTOR APPROVAL IN ADVANCE

ACTION: Research the individual’s background

  • GRADED ELEMENT: Describe your selected person’s biographical background (i.e. experience).
    • HELP: This can include resume elements such as birthdate, location, education, and brief statement of their contribution to public health. (Reminder: biographical information can be easily plagiarized. Please do not copy from your biographical websites. Paraphrase and/or quote and cite everything according to APA.)

ACTION: Research the barriers and issue of the time

  • GRADED ELEMENT: Analyze the climate of the time period in terms of political, socioeconomic, environmental and technological context in which this person worked
    • HELP: Think about whether this person was up against resistance or was their work welcomed. [For example, if you were writing on Abraham Lincoln and the abolition of slavery, you would note that slavery was prevalent and accepted at the time and the change was welcomed by some and rejected by others]
  • GRADED ELEMENT: Examine the personal beliefs of your person that prompted this work.
    • HELP: You are basically addressing the question: “Why did this person get involved with the issue at the time?” [In continuing the Lincoln example above, you would note that black people were considered property, not people; yet Lincoln believed everyone had equal rights regardless of skin color].

ACTION: Think about how this person overcame the barriers and issues

  • GRADED ELEMENT: Examine how this individual overcame and/or confronted any adversities to succeed in his/her task
    • HELP: Questions to consider: What did the person specifically do? Did they have any allies? How did their actions succeed/fail?

ACTION: Think about the importance of the contribution to community/public health at the time

  • GRADED ELEMENT: Describe the final outcome of this individual’s contribution to community and/or public health
    • HELP: Think about this question: What occurred as a result of this person’s action?
  • GRADED ELEMENT: Explain what his/her contribution did for overall community and/or public health at the time
    • HELP: Think about this question: What was the purpose for the community and/or nation? [In the Lincoln example, the explanation would involve a national recognition of human rights of all people, regardless of skin color]
  • GRADED ELEMENT: Explain why this contribution was so important at that particular point in history
    • HELP: Think about this question: What made this important for our nation? [In the Lincoln example, you would answer the question: Why was it so important that Lincoln freed the slaves?]

You have a choice of which format you wish to present your findings:
Format 1: Written Paper

  • Must be at least 4 pages in length (not including title and reference pages) and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a separate title page with the following:
    • Title of paper
    • Students name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least four scholarly sources (one of those may be the course text).
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.

OR

Format 2: Presentation (w/audio or w/speaker’s notes)

  • Must be at least 12 minutes in length (not including title and reference slides) and formatted according to APA style as outlined in the Ashford Writing Center.
  • Must include a separate title slide with the following:
    • Title of presentation
    • Students name
    • Course name and number
    • Instructor’s name
    • Date submitted
  • Must use at least four scholarly sources (one of those may be the course text).
  • Must document all sources in APA style as outlined in the Ashford Writing Center.
  • Must include a separate reference page that is formatted according to APA style as outlined in the Ashford Writing Center.
 
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Which of the following is the best sociological definition of income? An individual’s yearly salary

/in /by

PART 1
Question 1
Patterned social arrangements that have an enabling or constraining effect on agency are referred to as:
Structure
Institutions
Free will
Socialization
Question 2
_____ is considered the first female sociologist and argued that injustices such as slavery and women’s inequality stunted a society’s moral development.
Auguste Comte
Émile Durkheim
Karl Marx
Harriet Martineau
Question 3
Formal organizations characterized by written rules, hierarchical authority, and a paid staff, intended to promote organizational efficiency, are referred to as:
Institutions
Universities
Bureaucracies
Government
Question 4
The relationship between agency and structure is _____, as ______.
one-sided, agency influences structure
one-sided, structure enables or constrains agency
reciprocal, they both have an effect on one another
nonexistent, there is no relationship between the two
Question 5
Accepted social behaviors and beliefs are referred to as:
Norms
Culture
Social status
Values
Question 6
The bonds that unite the members of a social group is referred to as:
Culture
Social solidarity
Norms
Societal unity
Question 7
_____ believed that nearly all known societies are characterized by some system of division by economic class, which results in conflict as classes compete for wealth, power, and resources.
Auguste Comte
Émile Durkheim
Karl Marx
Harriet Martineau
Question 8
The ability to evaluate claims about truth by using reason and evidence is referred to as:
Critical thinking
Sociological imagination
Scientific reasoning
Logical thought
Question 9
The ability of individuals and groups to exercise free will and to make social change is referred to as:
Structure
Agency
Free choice
Individualism
Question 10
A researcher finds that as income increases, square footage of respondent’s home also increases. This is an example of:
Positive correlation
Positive causation
Negative correlation
Increasatory relationship
Question 11
A variable is defined as:
The description of a relationship
A phenomena that is constantly changing
A term used to summarize a set of phenomena
A concept that can take on two or more possible values
Question 12
A _____ relationship is one in which one variable is the cause of another variable.
Correlated
Causal
Positive
Statistical
Question 13
The degree to which two or more variables are associated with one another is referred to as:
Causation
Statistical relationship
Correlation
Frequency
Question 14
_____ reasoning starts from specific data and tries to identify larger patterns from which to derive more general theories.
Logical
Inductive
Ground-level
Deductive
Question 15
A researcher finds that as years spent driving increases, the number of accidents decreases. This is an example of:
Negative causation
Negative correlation
Positive correlation
Decreasing relationship
Question 16
The term used to summarize a set of phenomena is:
Definition
Concept
Operationalization
Pattern
Question 17
The repetition of a previous study using a different sample or population to verify or refute the original findings is referred to as:
Verification
Replication
Validation
Reliability
Question 18
A culture that exists together with a dominant culture but differs from it in some important respects is referred to as:
Ethnicity
Subculture
Counterculture
Subgroup
Question 19
The ability of a local culture to absorb outside influences that fit in and enrich their culture while resisting those that are alien is known as:
Staying power
Grobalization
Glocalization
Globalization
Question 20
The beliefs, norms, behaviors, and products common to the members of a particular group are referred to as:
Ethnicity
Culture
Society
Class
Question 21
Powerful mores, the violation of which is considered serious and even unthinkable, are referred to as:
Criminal laws
Commandments
Taboos
Fundamental values
Question 22
Cultural representations of social realities are referred to as:
Images
Symbols
Trademarks
Ethnographies
Question 23
The worldview whereby we judge other cultures by the standards of our own is referred to as:
Patriotism
Nationalism
Ethnocentrism
Multiculturalism
Question 24
Particular ideas that people accept as true are referred to as:
Religion
Cultural norms
Values
Beliefs
Question 25
Abstract and general standards in society that define ideal principles such as right and wrong are referred to as:
Laws
Public opinions
Religious beliefs
Values

PART 2
Question 1
What is the sociological definition of significant others?
Specific people important in a child’s life who have the greatest impact on their self-evaluation
Relationships characterized by intense emotional ties, face-to-face interaction, intimacy, and a strong, enduring sense of commitment
Those whose opinions provide the basis for how we judge our own attitudes or behaviors
People of similar age and social standing that influence our norms and values
Question 2
Adopting the behavior or standards of a group you emulate or hope to join is referred to as:
Conformity
Clique socialization
Anticipatory socialization
Pro-active conformity
Question 3
Which of the following behaviors is most likely the result of family socialization?
Texting and holding a face-to-face conversation at the same time
Standing during the playing of the national anthem
Arriving to an important appointment 15 minutes early
Performing specific household chores
Question 4
Psychoanalysis, the psychological perspective that emphasizes the complex reasoning processes of the conscious and unconscious mind, is associated with which major theorist?
George Herbert Mead
Sigmund Freud
Charles H. Cooley
Jean Piaget
Question 5
How would sociologists define social learning?
The process by which people learn the culture of their society
The way people adapt their behavior in response to social rewards and punishments
The way people are socialized to act in a given situation
The process by which people learn norms, what is acceptable and unacceptable behavior
Question 6
The unspoken classroom socialization to the norms, values, and roles of a culture that school provides is referred to as:
Textbook socialization
Socialization curriculum
Curriculum of inequality
Hidden curriculum
Question 7
_____ refers to when members of a group ignore anything that goes against the group consensus.
Discompromise effect
Group cohesion
Groupthink
Consent partiality
Question 8
Power exercised over those who recognize it as deserved or earned is referred to as:
Authentic authority
Electoral power
Personal power
Legitimate authority
Question 9
Which of the following is an example of a secondary group?
Two close friends who practice tennis together
A father who plays catch with his son
A college basketball team
A family who watches football together every Sunday
Question 10
The simplest group, consisting of two persons, is referred to as:
Pair
Dyad
Duo
Primary relationship
Question 11
The ability of groups to exclude outsiders participating in the group or enjoying group resources is referred to as:
Social exclusion
Social closure
Factioning
Clique capacity
Question 12
Large, impersonal groups with minimal emotional and intimate ties are referred to as:
Secondary groups
Principal groups
Reference groups
Remandiary groups
Question 13
The act of having multiple wives is referred to as:
Monogamy
Mormonism
Polygamy
Polyandry
Question 14
The argument that deviant behavior is little more than a product of the labels people attach to certain types of behavior is referred to as:
Catalogue theory
Association theory
Labeling theory
Criminal label theory
Question 15
An act defined in the law as punishable by fines, imprisonment or both is referred to as:
Deviance
Law-breaking
Crime
Criminality
Question 16
In the United States, which of the following would not be considered to be a normative cultural goal that people strive for?
Earning economic success
Raising and supporting a family
Gaining recognition or fame
Maintaining a steady routine, day-to-day
Question 17
A crime considered so heinous that it is punishable by death is referred to as:
Capital offense
Death penalty crime
Eye-for-an-eye offense
Felony crime.
Question 18
The idea that what is labeled deviant or criminal—and therefore who gets punished—is determined by the interests of the dominant class is referred to as:
Class-dominant theory
Class conflict theory
Capitalist culture theory
Marxist theory
Question 19
According to Karl Marx, the _____ own the means of production, which they use to exploit the labor of the _____.
proletariat, bourgeoisie
industrialists, masses
capitalist class, worker class
bourgeoisie, proletariat
Question 20
The value of everything a person owns minus the value of everything he or she owes is referred to as:
Wealth
Income
Net capital
Value of assets
Question 21
A person’s economic position in society, based on differences in income, wealth, and occupation, is referred to as:
Caste
Socioeconomic category
Class
Social classification
Question 22
The upward or downward status movement of individuals or groups over time is referred to as:
Social progression
Cultural promotion
Social mobility
Socioeconomic stasis
Question 23
Which of the following is the best sociological definition of income?
An individual’s yearly salary
Wages, tips, and other compensation
The amount of money a person or household earns in a given period of time
The value of everything a person owns, minus the value of everything he or she owes
Question 24
Areas that lack places that sell competitively priced, healthy, and fresh food are referred to as:
Food wastelands
Grocery deserts
Food deserts
Food insecure regions
Question 25
The systematic ranking of different groups of people in a hierarchy of inequality is referred to as:
Social stratification
Social inequality
Class differences
Class status

 

 
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Describe strengths the social worker may have missed in assessing Brandon and his mother. Review the challenges that the social worker identifies and explain the impact the abuse could have had on Brandon had his strengths not been identified and addressed. Please use the Learning Resources to support your answer.

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USE THE RESOURCE LINKS AND UPLOADS BELOW IN DEVELOPMENT OF THIS PAPER.

 

Physical, emotional, and sexual abuse can have a devastating impact on a child and his or her family members. Social workers need to understand how to recognize and respond to cases of abuse expertly and efficiently. With an empathetic and helpful social worker, victims/survivors of abuse can take their first step onto the long road toward healing. For this Assignment, read the case study Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon and then consider what you would do if you were a social worker and had to report a parent of suspected child abuse.

Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon

Brandon is a 12-year-old, Caucasian male who currently resides with his mother and her boyfriend. Six years ago, Brandon disclosed that his father had repeatedly sexually abused him between the ages of 4 and 6. Brandon’s mother called law enforcement immediately after the disclosure, and his father has been incarcerated since. Brandon has previously participated in therapy to address challenging behaviors, including physical aggression, difficulty following rules at home and school, and using inappropriate language with sexual overtones toward female peers. Brandon and his mother report that they ceased participating in therapy in the past after there was no change in Brandon’s behavior. Brandon’s teachers have suggested that his behaviors are similar to those of peers with attention deficit hyperactivity disorder, but his mother has declined educational or psychological testing because she does not want her son to be labeled and is unsure if she agrees with the use of psychotropic medication with children.

Brandon began attending trauma-focused treatment after demonstrating an increase in argumentative behavior and minor property destruction at home. His mother reported that the majority of undesired behaviors were initiated during interactions with her boyfriend. Brandon’s use of physical aggression has not increased in school; however, a female peer recently reported him for using sexually explicit language toward her. Brandon admitted to using inappropriate language toward the female peer but appeared to have a limited understanding of what the phrases used meant. Brandon’s mother noted during intake that she is concerned that her son will become a violent sexual offender or a pedophile and noted that his use of sexual language was likely the start of sexual behavior problems.

At the beginning of treatment, Brandon reported that he frequently feared for his physical safety but often could not pinpoint what made him feel unsafe. He had searched the Internet to find registered sexual offenders in his neighborhood, and he had begun sleeping with a loaded BB gun under his pillow in case someone entered the home to assault him again. Brandon had flashbacks when trying to fall asleep and described feeling like he was floating outside of his body when he thought of his abuse. He had seen a television show where victims spoke at the parole hearings of their perpetrators, and he spent many hours thinking about what he would say if he went to his father’s parole hearing in 3 years. Brandon felt like he loved his father very much and that his father was a great father except for when he hurt him. Brandon identified wanting to feel less worried, sleep better, and fight less with his mother as primary treatment goals.

I worked with Brandon in both individual and family sessions to address his symptoms of depression and post-traumatic stress disorder (PTSD). Utilizing the trauma-focused cognitive behavioral therapy approach, early sessions focused on coping skills and emotional regulation. As Brandon became more comfortable with expressing feelings and utilizing coping skills, he began discussing his sexual abuse history and the ongoing effect this experience had on his life. I met with Brandon’s mother for collateral sessions in order to help her identify and process her own feelings about his abuse and to develop skills to support Brandon through his treatment. Brandon’s mother was provided with psychoeducation regarding childhood sexual abuse, and her belief that her son would become a violent sexual offender as a result of his experience was challenged through cognitive behavioral therapy. She agreed to meet the agency psychiatrist, and after the initial consultation she agreed to have Brandon meet with the doctor. After a psychiatric evaluation, Brandon was prescribed a low dose of antidepressant medication.

Brandon completed a trauma narrative that addressed the details of his sexual abuse experience, his disclosure of the abuse, and the trial and subsequent imprisonment of his father. Brandon included a description of his feelings at each point in his narrative, as well as what he learned in treatment about childhood sexual abuse and coping skills to deal with uncomfortable feelings and impulsivity. Brandon shared his trauma narrative with his mother, who provided a safe and supportive space during this experience through the use of skills learned and practiced during collateral parent sessions. Brandon’s symptoms of depression and post-traumatic stress decreased steadily during the course of treatment. After 8 months of sessions and the successful completion of his trauma narrative, the family and I agreed that Brandon was ready to terminate trauma-focused treatment. Brandon continued receiving medication management with a psychiatrist and transitioned into home- and community-based treatment that focused on his ongoing impulsive behaviors.

 

 

 

 

Submit by Saturday 4PM NEW YORK TIME 7 a 2- to 4-page paper in which you review the approach taken by the social worker in Brandon’s case. Identify how the social worker might have used the ecological model to understand Brandon’s situation based on a person-in-environment perspective. Explain the use of the ecological model in this case on micro, mezzo, and macro levels. Describe strengths the social worker may have missed in assessing Brandon and his mother. Review the challenges that the social worker identifies and explain the impact the abuse could have had on Brandon had his strengths not been identified and addressed. Please use the Learning Resources to support your answer.

 

RESOURCES/ REFERENCE

Plummer, S.-B., Makris, S., & Brocksen S. M. (Eds.). (2014). Social work case studies: Foundation year.Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].

  • Working With Survivors of Sexual Abuse and Trauma: The Case of Brandon

Zastrow, C. H., & Kirst-Ashman, K. K. (2016). Understanding human behavior and the social environment (10th ed.). Boston, MA:  Cengage Learning.

  • Chapter 4 (pp. 178-253)

Holt, N. L., Kingsley, B. C., Tink, L. N., & Scherer, J. (2011). Benefits and challenges associated with sports participation by children and parents from low-income families. Psychology of Sport & Exercise, 12(5), 490–499. Retrieved from the Walden Library databases.

 
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Identify threespecific facts that support your thesis. These need not support the entirety of your thesis, but must support it in part (using the above example, a statistic linking poor job training to poverty would be acceptable).

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    • Explain why you selected your thesis.
    • Identify threespecific facts that support your thesis. These need not support the entirety of your thesis, but must support it in part (using the above example, a statistic linking poor job training to poverty would be acceptable).
    • Please cite your sources in APA format both in-text and in full reference citations at the end of the post.
    • Include a total of three differentsources—one for each fact. Your initial post should be at least 250 words in length, excluding the references list.A thesis should only be one sentence long. It should not contain the first person (‘I’ or ‘we.’) It should not be a question, but rather a declarative statement of what you will argue. Here is an example of a valid thesis statement: “Poverty is caused by poor job training and pre-existing inequalities, and over time, poverty will continue to reduce the productivity of the global economy and contribute to the spread of disease.” View the resources provided by the Ashford Writing Center to help you construct your thesis. You will find additional, helpful information in the Writing Center tab in the left navigation column of the course.After stating your thesis, compose a paragraph in which you do the following:
  • In order to adequately identify causal factors and consequences, you should make use of scholarly sources contained throughout this course guide, in the Social Science Research Guide, and otherwise obtainable through the Ashford University Library. Additionally, you may find later segments of the textbook helpful, so be sure to look ahead.
    • Identify your social problem clearly.
    • Identify two factors that contribute to this social problem.
    • Identify two consequences of this social problem.

    This course is structured so that in each week, you work on and assemble pieces of your Final Paper. In Week Five, then, much of the groundwork will have already been laid out for a successful final project. Consequently, it is very important to take special care with these discussion prompts, as careful work will save you much time later on.

    Last week, you described a social problem (Week Two, Discussion 2). This week, you will construct a thesis statement that does the following things:

 
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 Explain how a population is affected by its age distribution or ethnic composition. Summarize how the sociological perspectives explain urbanization and its related social problems.

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Hi folks, Exam #2 will cover the material from chapters 9 -17 in your text and the learning modules. This exam will be comprised of approximately 50 multiple choice and true/false questions. You will have 50 minutes to complete the exam. The exam is worth 100 points towards your final grade.

As you review for the exam I would suggest that you read the “Chapter Review” section at the end of each chapter, be familiar with the “Key Terms”, and pay particular attention to the following:

Describe the transition from agricultural to industrial production.

Compare how the sociological perspectives explain social problems related to work

Identify which forms of discrimination workers are protected against

How do the theories apply? Marx on Captialism

Describe the social determinants of health

Basics of epidemiology.  Chronic / acute illnesses

Prevalence / Incidence rates

Describe how the different sociological perspectives address problems related to health and medicine

Summarize the different models of health care in the U.S.

Define media and the various types

Explain how the different sociological perspectives examine social problems related to the media

Review the importance of the digital divide

Explain the relationship between media technology and a boundary-less workplace

Identify the importance of media literacy

Explain how the different sociological perspectives explain alcohol and drug problems

2 Describe how social structure regulates drinking

Identify the correlates of Ecstasy use among college students

How does theory apply?

Explain the difference between biological, psychological and sociological theories of crime

Identify how the different sociological perspectives examine crime

Summarize the different types of crime

Explain how race/ethnicity is an important predictor of offender or victim status

Gender issues in crime and drug/alcohol abuse

Define demography, urbanization, gentrification.

Explain the processes of urbanization and urban sprawl

Explain how a population is affected by its age distribution or ethnic composition.

Summarize how the sociological perspectives explain urbanization and its related social problems.

Analyze the pros and cons of gentrification

Explain the relationship between human activity and environmental problems.

Review the different sociological perspectives on environmental problems.

 
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