Category: Sociology

Purpose: The purpose of this assignment is to introduce Mills’ Sociological Imagination as well as to describe a personal situation that you select to serve as the main topic of the Sociological Imagination essay that you will submit in week 10. The topic is left to your discretion and is preferably a situation that stands out in your life, or about which you can write 4-6 pages.
This assignment is the first step to the essay that you will work to complete throughout the term. You are required to submit only the Introduction part and should have the following:
Introduction: Write a paragraph introducing C.W. Mills’s Sociological Imagination and give a general overview of how you’ll be applying it to the personal situation that you will discuss in your paper. To do this, first, describe sociological imagination. Then, clearly specify your topic by providing a brief description (1-2 sentences) of the personal situation that you have selected. Next, identify three chapters that will be utilized to draw sociological concepts from that you will use to analyze your personal situation. Lastly, identify one sociological theory from the text that you will use to analyze your personal situation (e.g., conflict theory or symbolic interactionism).
Use APA format throughout the paper, including for the Title page, and references and in-text citations.

Interview 3 people about emotional abuse. This is a confidential interview so please do not identify the people you interview by name, address, or personal relationship with you. You will need to do the following:
Identify the person’s age and gender (this is basic demographic data that may help us better understand the responses)
Ask the following questions:
How do you define domestic violence?
How do you define emotional abuse?
Please give some examples of emotional abuse.
Do you think emotional abuse is as damaging as physical abuse? Why or why not?
Once you have completed your interviews please post the results.
Also post an analysis about the respondents’ answers. Postings that do not include an analysis of the responses will lose points. Consider at least some of the following when writing your analysis:
The analysis should be more than whether or not you agree with the respondents.
Do all of the respondents have the same or similar definitions?
Does it appear that the respondents are focusing only on intimate partners or are they including all family members in their discussions?
Are the respondents thorough in their definitions of domestic violence or are they leaving anything out?
Are the definitions/responses inclusive of all types of relationships or just marital ones?

Remember to cite specific page numbers in your answers. No quotations or outside sources are permitted.
Q)Bonneuil and Fressoz argue (130), “By learning to kill humans in an efficient fashion, the military have also learned to kill living things in general.”
a) How did WWII prepare the technological framework for mass consumption society? Discuss, with
specific reference to:
i) fishing capacity and expensive equipment, and
ii) gas warfare industry conversion to pesticides and herbicides.
b) How have artificial fertilizers disturbed the natural biogeochemical cycle of nitrogen on a global
scale? How did agriculture fertilization work prior to the late 1900s in the UK?

My Sociologically Examined Life’: Students will use their sociological
imaginations, material covered throughout the semester, and 2 additional
academic sources (i.e. academic books, peer-reviewed journal articles,
and reports from reputable polling and research institutions) from the
last ten years that are not on the syllabus to compose an essay that
investigates ways in which their society/societies have impacted them on
an individual level. For example, students may explore significant
moments of norm conformity/breaching, the ways in which they see
historical or local patterns reflected in their lives, how gender, race
or class have shaped their experience or the way they understand the
world, etc. Students should feel the freedom to explore whatever they
would like and should make use of all relevant sociological concepts and
readings. Essays should be 4-5 typed, double-spaced pages in 12-point
Times New Roman font. In addition to the 4-5 written pages, students
should include a Works Cited page.
In my essay, I intend to explore the intersection of social roles, gender norms, and professional behavior through the lens of my own experiences specifically drawing from my experience as a 21 year old female barber. This role encompasses a blend of traditionally male-dominated professions and challenges societal expectations regarding both my gender and age. For example, I will reflect on instances where I have been told I am “not acting my age” or criticized for behavior deemed “unprofessional.” These critiques often stem from societal norms regarding how young women should behave based on these characteristics.
To analyze this topic, I plan to incorporate several key concepts and theories from my sociology course. Firstly, I will draw upon the concept of social roles, which dictates the expected behaviors and responsibilities associated with specific positions in society. As a female barber, I navigate societal norms, sometimes facing scrutiny or surprise due to my deviation from traditional roles. Secondly, I will explore the theory of gender socialization, which examines how people internalize these expectations related to being a woman from a young age. Growing up, I witnessed firsthand the ways in which society reinforces certain racial and gender stereotypes, influencing my perceptions of suitable career paths and behaviors. As a young female barber, my interactions with clients and coworkers also shape the way I am perceived in this career. Through these analysis, I aim to unpack the complexities of my role as a 21 year old female barber and shed light on the broader implications of socially constructed gender roles in occupations.
Growing up, I was keenly aware of the societal expectations and stereotypes surrounding gender roles and career choices. This research in “The Vicious Cycle Linking Stereotypes and Social Roles”, sheds light on how these influences have shaped my own perceptions of suitable professions and behaviors, particularly as a young woman pursuing a career in barbering. The author argues that societal expectations and stereotypes create a vicious cycle where individuals are pressured to conform to predefined roles based on their gender, race, or other characteristics, further entrenching these stereotypes. In Barbara J. Risman’s book, ‘Where the Millennials Will Take Us: A New Generation Wrestles with the Gender Structure,” the author explores how the millennial generation is challenging and reshaping traditional gender roles and expectations. Risman delves into various aspects of millennials’ lives, including education, work, and family dynamics, to illustrate how they are navigating and transforming the gender structure of society. Even though I technically do not belong to the millennial generation as I am only 21 years old, there are similarities between our generations, Risman provides insights into the ways in which the younger generations are redefining gender norms and expectations, which is highly relevant to my exploration of challenging societal expectations as a female barber. For example, I relate to discussions about the pressure to conform to traditional gender norms within the workplace and the ways in which millennials advocate for gender equality.
RIsman, Barbara J. “Where the Millennials Will Take Us – Paperback – Barbara J. Risman – Oxford University Press.” Sage Journals, 14 July 2021, global.oup.com/academic/product/where-the-millennials-will-take-us-9780199324392.
Koenig, Anne M, and Alice H Eagly. “The Vicious Cycle Linking Stereotypes and Social Roles.” American Psychological Association, American Psychological Association, 2021, psycnet.apa.org/record/2021-74917-009.

write an argumentative essay about if parents should be legally responsible for their children’s actions?

http://archive.sciendo.com/JESR/jesr.2019.9.issue-3/jesr-2019-0034/jesr-2019-0034.pdf
https://www.tandfonline.com/doi/abs/10.1080/01639625.1996.9968014
https://www.tandfonline.com/doi/pdf/10.1080/00332747.1980.11024063
Guidelines for Annotated Bibliography
Objective: The annotated bibliography is a critical assessment of three selected academic articles that demonstrate their relevance, effectiveness, and applicability to the course on Sociology of Deviant Behaviour. Your task is to convince the instructor of the pedagogic value (how well the chosen articles contribute to the educational objectives of the course) of these articles for an upper-level sociological classroom.
Requirements:
Article Selection: Choose three academic articles with clear relevance to the course. The articles may be related by topic, but this is not mandatory.
Content Overview: Provide a clear and concise overview of the relevant content of each article. Demonstrate an understanding of the main arguments, methodologies, and key findings.
Critical Thought and Organization: Showcase critical thought in your examination of the articles and their relevance to the course. Organize your annotations in a coherent and structured manner.
Complementarity to the Course: Explain why these articles complement the themes and objectives of a course on fear. Highlight specific connections between the content of the articles and the course topics.
Strengths and Weaknesses: Identify the strengths and weaknesses of each article.
Discuss the methodological rigor, theoretical contributions, and any limitations.
Relate to Class Themes: Relate the content of the articles to other themes discussed in the class. Demonstrate an understanding of how these articles contribute to the broader course context.
Sociology:: Deviant Behaviour (course content)
Introduction to Deviant Behaviour. Foundations. Discussion of the Syllabus. 
History of the Study of Deviance. 
Theorizing Deviance. Subcultures and labeling. Social facts.
Criminogenic Environments. 
Representation of Crime. Mass Media Theory
Representation of Crime. Mass Media Theory
Religion, deviance and social control
Social Control Agents. Theories of Surveillance. Panopticon
Social Control, Deterrence and Law 
Crime and Punishment. Rational Choice Theory
Visions of Total Control.

_ 1.5-2 pages double spaced
-two articles needed
* First Article by Federman-What Does It Mean to be Poor in America
paragraph 1: brief summary of the claim/argument …. what is the pattern and degree of stratification/inequality
paragraph 2: summary of the empirical data/evidence that the author presents to document the pattern of inequality
* Second article : Trends in U.S. income and wealth inequality (PEW RESEARCH CENTER)
paragraph 3: the findings of the latest data on the problem in question
paragraph 4: explain how and to what extent the recent research findings that were gathered reveal a change in the problem or pattern of stratification

1 PAGE SUMMARY REACTION PAPER: After watching the three video clips, type up your one page summary of one of the clips as it relates to the topic of: CH. 14 education. Submit your assignment to this dropbox.
Watch Video
The Harlem Children’s Zone
Duration: 14:11
User: n/a – Added: 12/10/09
1) HARLEM CHILDREN’S ZONE-HCZ. Published on Dec 10, 2009 Geoffrey Canada’s ‘Harlem Children’s Zone’ has helped put historically low-achieving students in New York on academic par with their grammar-school peers. Over the years, the HCZ introduced several ground-breaking efforts: in 2000, The Baby College® parenting workshops; in 2001, the Harlem Gems® pre-school program; also in 2001, the HCZ Asthma Initiative, which teaches families to better manage the disease; in 2004, the Promise Academy, a high-quality public charter school; and in 2006, an obesity program to help children stay healthy. CNN’s Anderson Cooper reports. (EQ 1): Describe the Harlem Children’s Zone-(HCZ)? (EQ 2): Explain the pros & cons of HCZ? Overall, do the pros outweigh the cons of HCZ as a way to close the achievement gaps in New York City, and perhaps nationwide.
Watch Video
Educators, parents debate the Common Core
Duration: 7:23
User: n/a – Added: 9/21/14
2) Educators, parents debate the Common Core. Published on Sep 21, 2014. [7:22]. Some states are re-thinking their approach to the Common Core, the academic standards for grades K-12 launched by state officials in 2009 and since promoted by the federal government. So what grade is the curriculum receiving from educators and parents? Correspondent Jan Crawford reports. (See your Quiz Questions 9, 10). (EQ): LIST A COUPLE OF THE PROS & CONS OF THE COMMON CORE? ARE YOU MOSTLY IN FAVOR, AGAINST, OR IN THE MIDDLE ON THE COMMON CORE?
Watch Video
A real education: The plight of teachers
Duration: 8:14
User: n/a – Added: 9/16/19
3) A real education: The plight of teachers. [8:14]. CBS Sunday Morning. Published on Sep 16, 2019. Since 1996 inflation-adjusted pay for a public school teacher has actually fallen, and nationwide about one in five teachers has a second job during the school year to make ends meet. Fury over those flat and falling wages helped spark a movement over the past 18 months in which tens of thousands of teachers walked off the job, but thousands have also been forced by economic conditions to give up their profession. “CBS This Morning” co-host Tony Dokoupil talks with New York Times education reporter Dana Goldstein, and with Oklahoma teachers who have struggled with low pay – including one, Carri Hicks, who turned her frustration into a run for public office. (EQ): HOW WOULD YOU EVALUTE the plight of teachers? WHAT ARE SOME OF THE REASONS teaching is no longer a desired occupation? WHAT CAN BE DONE to recruit new teachers into the profession?

In this class we have seen different sites/conflicts from which different processes of
subjugation and theories of liberation have been voiced. (ALL SOURCES NEEDED ATTATCHED)
1) In their pamphlet Combahee River Collective (CRC) ushers in the revolutionary subject
– gendered, racialized- experiencing interlocking oppression with an anti-capitalist and
womanist vision. They say, “We realize that the liberation of all oppressed peoples
necessitates the destruction of the political-economic systems of capitalism and
imperialism as well as patriarchy.” How does CRC articulate/connect oppressed people’s
struggles and how does their program seek to overcome and transform it to create
feminist futures? (in 150 words)
2) Despite the daunting realities of subjugation and its legacies the anti-war politics of Du
Bois and the Vietnamese struggle for self-determination show how people launched
resistances against imperial extraction, sexism, racism and militarism/policing. These
movements give us an aspirational vision for liberation, self-determination, and an
egalitarian society. Giving equal weight to Du Bois’ I take a stand for peace; and Ho Chi
Minh’s letter to Johnson and the Vietnamese declaration of independence show how do
these struggles balance local self-defense and community autonomy with an inclusive
worldview which situates their struggles within global struggles for social justice? (300
words)

What was the movie, show, or crime you analyzed?
What deviant behavior was seen in the movie/show/crime? Is the deviant behavior seen harmful with a clear victim, harmless (no clear victim), or murky? If murky, why is it murky?
Three or more ideas from Soc 4260 that can explain the deviant behavior seen in the movie/show/crime, defined, and applied clearly to the case