Sociology

For this assignment propose a scenario where you or someone you know are confronted with a moral dilemma relating to cultural diversity and multiculturalism. It cannot be the same as what was covered in the week one discussion. Cultural diversity refers to religious, sexual, racial, and other forms of social difference. A moral dilemma is a situation in which one must make a decision between two or more options such that the options involve seemingly ethical and/or unethical conduct. Address the following questions: What was the situation? What did the dilemma involve? What would a subjective moral relativist say is the right approach to the dilemma? Why would that kind of relativist say that? What would a cultural relativist say is the right approach to the dilemma? Why would that kind of relativist say that? Is that approach correct? What did you the person confronting the dilemma decide to do? What moral justification did they give? Is that approach morally correct? Was there an objective moral truth (the objectively right thing to do) in this situation? Why or why not? Remember, the dilemma should be detailed with description and dialogue. Regard the questions as requirements. This is an essay, so rather than simply providing a list of brief answers to questions, provide an in-depth reflection regarding a difficult ethical situation.. Cite the textbook and incorporate outside sources, including citations. the book is the elements of moral philosophy by James Rachels and Stuart Rachels. Chapter 1 and 2.   Writing Requirements (APA format) Length: 1.5-2 pages (not including title page or references page) 1-inch margins Double spaced 12-point Times New Roman font Title page References page (minimum of 2 scholarly sources)

Write an essay exploring (ONE) an idea or theme across TWO of the thinkers we have studied so far. For example, you can discuss how Machiavelli and Vitoria understood the purpose of war, Vitoria and Hobbes’ views on natural law, the role of gender in Machiavelli and Hobbes, how Vitoria and Hobbes understand injury, the state of nature in Machiavelli and Hobbes, etc. Essays should contain: A clearly stated argument. What do we learn from the comparison of these thinkers? Do you believe one is more persuasive than the other? Do they hold the same views or assumptions and what is significant about that? A demonstration that you understand the thinkers. This is not the same as summarizing all of their arguments. Focus on the particular issue you are exploring and show how it relates to the thinker’s work more broadly. Between three and seven direct quotes from each thinker. Quotes should function as a jumping-off point for you to make your arguments. You should therefore include relevant passages in your essay but be sure to explain in your own words why they are relevant and what we should take away from them.A consideration of alternative arguments or explanations. What are some potential objections to your argument? How can you address them? Include a works cited page with all of your references at the end of your essay. Machicavelli- The Prince [8-96] Machicavelli – Discourses (Selections) [190-318] Vitoria – On the American Indians [231-292] Hobbes – Leviathan (Part 1) [3-115] DO NOT use any outside sources. DO NOT use any outside sources. DO NOT use any outside sources. DO NOT use any outside sources. DO NOT use any outside sources. DO NOT use any outside sources. DO NOT use any outside sources.

Write no more than five pages on BTBP (Black Theology & Black Power) and GOO (God of the Oppressed) both written by James H. Cone. How do the books complement each other? Why are they pertinent to MM (Martin & Malcolm & America: A Dream or a Nightmare)

Imagine you have been hired as a consultant for the United Nations. You have been asked to write an analysis on how global population growth has caused the following problem and how it affects a developing country of your choosing: A growing global population that consumes natural resources is partially to blame for the release of greenhouse gases since human consumption patterns lead to deforestation, soil erosion, and farming (overturned dirt releases CO2). However, the critical issue is the burning of fossil fuels (hydrocarbons) such as coal oil and natural gas to produce energy that is used for things like electricity production, and vehicle, heating, and cooking fuels. Instructions The U.N. has asked that you choose a developing country from the World Bank Classifications for Developing Countries list: Mali The U.N. ?has also given you the following guidelines. ****************Content The U.N. ?has asked that your paper contain three sections. It has asked that each section be one page (or approximately 300 words) in length and answer specific questions, identified in the outline below. It also asks that you use examples from your developing country when answering the questions. Introduction ***********************Provide an introduction of half a page minimum that addresses points points 1–?5 below: Explain the problem the U.N. ?has asked you to address in your own words. Identify the three sections your paper will cover. Identify the developing country you will consider. Telly the U.N. ?which causes of greenhouse gases you will explore. ********************Provide a one-sentence statement of your solutions at the end of your introduction paragraph. Section I. Background What are greenhouse gases? How do greenhouse gases contribute to global warming? Section II. How Emissions Causes Problems for the Developing World Which countries produce the most greenhouse gases? What are the economic challenges of these emissions (include examples from your chosen country)? What are the security challenges of these emissions (include examples from your chosen country)? What are the political challenges of these emissions (include examples from your chosen country)? Section III. Causes and Solutions of Greenhouse Gases Name two causes of greenhouse gases. What are potential solutions to address each of the causes you identified? What is the relationship between population control and greenhouse gases? Conclusion **********Provide a conclusion of half a page minimum that includes a summary of your findings that the United Nations can use to inform future policy decisions. Success Tips ************In answering each question, use examples from your developing country to illustrate your points. The U.N. ?needs facts and objective analysis on which to base future policy decisions. Avoid personal opinion and make sure your answers are based on information you find through research. Formatting Requirements Make sure your paper consists of 4–6 pages (1,200 words minimum, not including the cover page, reference page, and quoted material if any). *******************Create headings for each section of your paper as follows: Section I. Background. Section II. How Emissions Causes Problems for the Developing World. Section III. Causes and Solutions for Greenhouse Gases. *************Use and cite at least five credible sources in your research. A list of potential resources is available below. This course requires the use of Strayer Writing Standards. For assistance and information, please refer to the Strayer Writing  Potential Resources Opinion: The Pernicious Climate Dictum—?Don’t Mention Population. The Five Mass Extinctions That Have Swept Our Planet. Does Population Growth Impact Climate Change? A Very Grim Forecast. The specific course learning outcome associated with this assignment is as follows: Evaluate the global impacts of, and potential controls for, population growth. Grading for this assignment will be based on answer quality, logic/organization of the paper, and language and writing skills.

Skin and Money Source: © Thinkstock/iStock 503702571http://www.thinkstockphotos.com/image/stock-photo-the-dancer/503702571/popup?sq=men sexy dancers/f=CPIHVX/p=2/s=DynamicRank In the mid-1980s in Los Angeles, Somen “Steve” Banerjee and his friend Nick DeNoia pooled money to start a new kind of strip club: men baring it for women. Since they had no idea what they were doing, it didn’t go well. What finally helped was a couple of showmen from Las Vegas. Steve Merrit and his partner (professional and romantic) Mark Donnelly came aboard and hatched the idea of a Vegas-type song-and-dance show wrapped around the disrobing. To find performers, they cruised the muscle beaches outside LA. They brought the guys back to a studio, applied some Village People–style outfits (policeman, fireman, construction worker, and so on), and ran the group through a line-dancing routine. Their idea was simple but innovative: sex sells; but instead of making the show lustful, they made it entertaining. Drawing on their Las Vegas experience, Merrit and Donnelly understood how to do it, how to produce a fun theatrical fantasy instead of a crude flesh show. The general concept made sense and the execution was professional, but on opening night, no one knew what would happen. Chippendales exploded. Women went crazy for the performances, first in the United States, then Europe, and then everywhere as Banerjee and DeNoia rushed to form multiple traveling versions of their production. The time they didn’t spend together mounting the shows they spent in court fighting over who was entitled to how much of the profits and who really owned the suddenly very valuable Chippendales name and concept. The dispute ended in 1987 after DeNoia was shot dead in his office. One major problem Chippendales faced is that it wasn’t a hard show to copy. Get some muscled guys, some uniform-store costumes, a pop music soundtrack, and pound it all together into a dance routine with a little teasing; you don’t need a genius to do it. So others started. Michael Fullington was a junior choreographer for Chippendales. He struck up a friendship with some of the showguys, and they split away into a group called Club Adonis. The original choreographers—Merrit and Donnelly—also got in on the act, forming their own traveling revue called Night Dreams. Unhappy with these copycat acts, Banerjee hired a hit man to go around killing the whole bunch. The hit man, it turned out, was an FBI informant. Banerjee ended up in jail. The ensuing investigation led to more charges. There was arson (he’d burned down one of his own clubs for the insurance money some time back) and also another count of conspiracy to murder since it was Banerjee who’d arranged to have his original partner shot. The case never got to trial. Banerjee agreed to plead guilty, absorb a twenty-six-year sentence, and give up his rights to Chippendales along with nearly all his money and real estate holdings. While the lawyers worked out the details, Banerjee’s wife Irene worked feverishly to organize a group of character witnesses. By bringing a parade of people to testify about her husband’s good side at the sentencing hearing, she was hoping to get the jail time reduced. Or, maybe she was hoping to hold on to more of the money and real estate they’d accumulated. No one got the chance to testify. On the morning of the hearing, Banerjee hung himself in his cell. Because the trial was never completed, the plea deal never went into effect. And because the guilty man was dead, there was no one left to charge with any crime. Chippendales and all the money and property associated with it went to Banerjee’s wife Irene. QUESTIONS Is being a Chippendale’s dancer honorable work? Use the perennial ethical duties to justify—in ethical terms—the decision to become a Chippendale’s dancer. Ethically, how does this job compare with working for the Metropolitan Opera in New York, an outfit that calls itself “a vibrant home for the world’s most creative and talented artists working in opera”? Leaving aside the legal issues and using only the perennial duties, what ethical case could be made in favor of Banerjee getting a hit man to eliminate the people who were copying his show? Should he have hired someone or done the job himself? Explain. What’s a difference, in ethical terms, between hiring a hit man and hiring a beefcake dancer? The Club Adonis group worked for Chippendales before splitting to do the same thing elsewhere. Make the ethical case that their copy-catting was wrong. How can the copy-catting be justified in ethical terms? Did Banerjee do the right thing by hanging himself in the end? Justify in ethical terms. Is there an ethical argument against suicide, no matter what the situation is? When Banerjee hung himself, he lost his life, but he did manage to preserve his life’s property and wealth for his wife. Can a libertarian ethics be used to show that Banerjee did the right thing? Expla

Read Gorski & Pothini (2018) Chapter 8: Cases on (Dis)ability and select one of the mini cases.  Provide a reflection of how issues of privilege, power, and inequality converge on race within the mini case that you selected.   How do you think your own personal ability identity will affect your view of those who identify as the same and different than yours will impact your work as a social worker?   Discuss how ableism is demonstrated within the case and what are some of the barriers that the student/family experience.  Discuss the intersection of ableism with other multicultural identities (ie. sex, class, age, race etc.) and how does this impact the child/family.   Lastly, discuss what micro, macro, and mezzo recommendations/interventions might a social worker utilize to address ableism (disability oppression) that a client, community and/or organization may be experiencing or have experienced.

For this assignment, you will choose a vulnerable population and research evidenced-based interventions that apply to disaster victims of the chosen population. You will then create an annotated bibliography based upon the following requirements: 1. You must use a minimum of five sources, including at least THREE SCHOLARLY ARTICLES, which features evidence-based interventions applicable to disaster victims of the vulnerable population you chose. 2. The intervention may be macro, mezzo, or micro-level and, in some cases multi-level of social work. 3. Citations must follow APA formatting guidelines Examples of populations that you might choose include:                                               A person with physical disabilities                                                    Victims of mass trauma                                     Victims of terror, political persecution, torture,                                                    Persons who are homeless                                                    Persons with mental illness                                                     Single-parent families                                 School-aged student survivors of a violent attack The annotation above both summarizes and assesses the book in the citation. The first paragraph provides a brief summary of the author’s project in the book, covering the main points of the work. The second paragraph points out the project’s strengths and evaluates its methods and presentation. This particular annotation does not reflect on the source’s potential importance or usefulness for this person’s own research.

Lesson Plan #4 Goal: 4. To stand up for oneself and others in the face of bias. Example: Lesson Title: Who Am I? Curriculum Content: Social/Emotional Estimated lesson length: 15-30 minutes (depends on attention span) Goals: #1 To develop positive, knowledgable, and confident self-identity within a cultural context. Materials: File folder (or card stock), 4-6 color markers, die, index cards Teacher preparation: Draw a 2-inch wide path, winding back and forth on construction paper. Mark one aside as “START” and the other end as “FINISH”. Write questions about culture and family on the index cards: 1. Do you have any brothers or sisters? 2. What is your families favorite meal? 3. Do you have relatives that do not live in this country? Where do they live? 4. Are there special holidays you celebrate? Describe what you do. 5. Do you speak any other languages? Does anybody in your family speak other languages? 6. Do you have a pet? If not, what animals do you like? 7. Who lives in your house? 8. Have you ever traveled to another place? Where? What was it like? 9. Is there special music that your family listens to? 10. Are there special clothes that you, or people in your family, dress in for special occasions? If so, describe them. 11. How are you similar to your family members? 12. How are you different than your family members? 13. What kinds of things do you do with your family on the weekends? 14. Share something about you or your family that is special? Directions: 1. Gather a small group of children (4-6) at a table. Tell them they are going to play a game to get to know each and themselves better. Remind the children of what the word culture means (taught in a previous lesson): We all have families, and they are all unique. Culture is what makes your family special. 2. Show them the game board, point to the path, and show them the direction they will move in, hold up markers that are all different colors and let them pick which one they want (ask by first name in alphabetical order if they disagree or compete over a color). Then hold up the card stack and tell them these are the question cards. Place them on the table face down next to the game board. 3. The teacher goes first to model how the game is played. Roll the die, pick a card, if you can answer the questions, you can move that many spaces forward, and mark it with your marker. 4. Child to the right of the teacher goes first. They roll the die, the teacher reads the card, if the child can answer they move forward the number of spaces they rolled, and mark it with their color marker. 5. Keep playing rounds until somebody wins. The deck can be cycled through as many times as necessary, as long as the child doesn’t get the same question twice. Assessment: Summative assessment – as children are playing, the teacher can take note of their level of comprehension and ability to answer the question. Formal assessment – at the end of the game, or the next day, the teacher can ask individual children some of the questions from the index card to check for comprehension and retention. Cultural Relevance/Anti-Bias: 1. Children begin to identify with aspects of their culture and family. 2. Children get to describe their family and culture with comfort and acceptance. Family Involvement: Create a handout with the questions from the index cards. Send it home to families with directions to discuss them with children at home. Reflection: Some of the children were not able to answer the questions. Perhaps it would be better to send the questions home first to discuss with the family, and then they would be more prepared when it is time to play in class. Also, this game does not benefit from being competitive. I think just the cards and a conversation would work just as w

Graded Response Paper 3: Minimum 250 words, maximum 300 words.  Submit a written response to the following: Required Readings Haque, E. (2010). “Homegrown, Muslim and other: Tolerances, secularism and the limits of multiculturalism. Social identities: Journal for the study of race, nation and culture, 16(1): 79–101.  Brown, T., & Nevins, S. (Producers). Obaid-Chinoy, S. (Director). (2015).  A girl in the river: The price of forgiveness. USA: HBO Documentary Films (Vimeo Video).  Supplemental References   Read the 2010 Star article “I killed my daughter… with my hands”, by Bob Mitchell and Noor Javed. Questions to answer: 1. Do you notice any differences and/or similarities in the way the two cases of violence were presented by Chinoy and Haque?  2. Describe these and discuss why there might be differences or similarities in their approaches to two events.

1. How would you describe constructivism as a paradigm for teaching and learning? You MUST cite academic literature in your responses. As a general guide, each discussion forum should have at least three citations and must include citations from outside sources.  Irby, B.J., Brown, G., Lara-Alecio, R., & Jackson, S. (2013). The handbook of educational theories. Charlotte, NC: Information Age Publishing. Link to textbook: https://www.google.com/books/edition/_/awIoDwAAQBAJ?hl=en&gbpv=0 Critical Theory and Structuralism Read the entry at the following link:  https://ebrary.net/5143/philosophy/critical_theory_structuralism The Rules of Sociological Method Read the entry at the following link:  http://durkheim.uchicago.edu/Summaries/rules.html Williams, J. (2012). Deconstructing academe. Chronicle of Higher Education, 58(2), B7-B8.