Category: Sociology

PLEASE READ ALL OF THE INSTRUCTIONS AND INFORMATION GIVEN CAREFULLY BEFORE STARTING THE WOK! 
THE FOLLOWING ARE THE GUIDELINES FOR THE FINAL PROJECT REPORT:
Throughout the semester, you have engaged with various articles and news pieces that explore
how society impacts different groups based on factors such as class, gender, sex, race, and family
composition. Additionally, you have explored sociological discussions on how these issues can
be addressed. In light of this, I encourage you to reflect on these topics through a sociological
lens, considering the perspectives you have encountered during the semester.
For your final project, instead of a traditional exam, you will be applying the social research
method of interviewing (discussed in Chapter 2 of the course material). Please refer to the
interview guidelines provided on D2L under the Assignment Guidelines folder. The objective is
to gain insights into how individuals with different social statuses (race, class, sexuality, family
composition, or gender) experience socialization differently from your own experiences. 
General Steps
1. Select an interviewee. Choose someone who differs from you in terms of two of the
following social statuses: race, class, sexuality, family composition, or gender. For
instance, if you are an African American who grew up in a relatively affluent
neighborhood, you might consider interviewing a white individual who grew up in a
disadvantaged neighborhood. Similarly, if you identify as a binary male, you may wish to
interview a non-binary individual. You can opt for the most convenient medium for
conducting the interview, such as a video call, phone call, or in-person meeting.
2. Drawing from the discussion board question #1, encourage your interviewee to share
information about their personal identity, including the characteristics that influence their
social status, such as gender, race, sexual identity, and social class. Additionally, prompt
them to reflect on the significance of time, space, and social location in their lives.
Explore how these factors (where they are, when they are, and who they are)
sociologically shape their experiences.
3. Discuss the assignment#2 (cultural artifact), discussion post 5 (song on race and
ethnicity), and assignment#6 (photos on doing gender) to your interviewee. Allow them
to select a cultural artifact, a song related to race and ethnicity, and take photos depicting
how they are “doing gender”.
4. Place these items in a conceptual socialization box. It is not necessary to physically
include the actual items, but rather include a written description of the selected song or a
printed-out picture of the cultural artifact, along with the interviewee’s photos capturing
their experiences of gender. Feel free to unleash your creativity without any hesitation.
There are no limits to the techniques you can employ when presenting the box and its
contents. The sky’s the limit!
6. Regarding the interview report component:
a. Interview Report Formatting:
i. Use double-spacing with 1-inch margins.
ii. Choose Times New Roman font with a size of 12 points.
iii. Respect the 1200-word limit (excluding references, title, header, and list of
questions at the end).
iv. Follow the citation style guide provided in the “Assignment Guidelines” folder
on D2L. While I have not been overly strict with citation styles in previous
assignments, for the final paper, I will pay closer attention to it.
v. Save and submit your paper in a format that can be opened and edited in
Microsoft Word, such as “.doc” or “.docx”.
b. Required Sections in Your Paper (Not Limited to):
i. Begin with an introductory paragraph that describes the interviewee, their
differences from you in terms of two statuses (e.g., gender, sex, class, race), the
location and duration of the interview, the data collection method (phone, in
person), and any other relevant contextual information.
ii. Body paragraphs:
Cultural artifact: Refer to discussion board post #2 and ensure you direct the first
two questions to your interviewee and report their answers. Include a visual
representation of the cultural artifact, such as an actual photo or an image sourced
from the web. Analyze the artifact through sociological theories.
Songs on race and ethnicity: Refer to discussion board post #5 and ensure the
selected song by your interviewee aligns with the listed criteria. Include the
YouTube link of the song. Analyze the song through sociological theories.
Photos on “doing gender”: Refer to discussion board post #6 and ensure the
selected photos by your interviewee align with the listed criteria. Include the
photos taken by your interviewee. Analyze the photos through sociological
theories.
iii. Discussion paragraph: Compare your own selection of each item and your
responses with those of your interviewee. Reflect on how social statuses (race,
class, sexuality, family composition, or gender) may have influenced your choices
and reflections. Provide explanations for the impact or lack thereof.
iv. Include a conclusion paragraph (or two) that summarizes and reflects upon the
implications of the assignment and the knowledge gained from it.
v. Incorporate a minimum of 4 course materials throughout your paper. Please
highlight these concepts in the text. Note that regardless of the number of
references to the coursebook, it will count as 1 course material. The remaining 3
references should come from the articles, videos, and materials assigned to you
throughout the semester.
vi. If you asked additional questions (beyond the discussion board questions) to
your interviewee, attach a list of those questions (without the responses) to the
end of the paper. Ensure your questions follow the Golden Rules of social
research (refer to Chapter 2). If you have any concerns about your questions,
please consult with me before conducting the interviews.
IMPORTANT NOTE: You are not allowed to share any of those responses outside of this
class since you need MSU’s Institutional Review Board’s approval to conduct research with
human subjects if it is beyond the coursework.
**Scroll down to the next page to view some suggestions for good writing**
You are expected to apply concepts we’ve learned about in this course in your paper. While
you are free to speculate, hypothesize, or guess about what is going on; you should not be
concerned with your own subjective interpretation. In other words, your personal opinions and
value statements are not a substitute for critical thinking.
• Avoid text-speak and/or phrases that you might use in everyday conversation … “slavery was,
like, the worst thing in history”; “There was one time when xxx happened”;. Also, avoid
excessive usage of personal language “you; I; we” etc. Of course you are more than free to use
“I”, “he”, “she”, etc. when they are necessary and in the sections where I’m expecting you to talk
about the experiences of you and your interlocutors, but there should be a balance between the
“story telling” part and the academic discussions. You should strive toward a stronger, more
formal writing style in your academic studies
THIS IS THE INFORMATION GIVEN DURING THE COURSE WORK THAT SHOULD USED IN THE REPORT:
Discussion Post #1 Question: This week’s discussion forum is a chance to invite you to start thinking sociologically. Think about the role of time, space, and social location play in all of our lives (aka where you are, when you are, who you are) and how those sociologically matter determining your experiences. Then, please complete the following assignment: State and explain how your life might have been different if you had been born in a different time period and/or lived in a different place and/or occupied a different social location (i.e. you belonged to a different socio-economic class, were from a different ethnical background, were born somewhere else than your current country of origin). Now compare your two selves (real and imagined, it helps if you give your imagined self a name so we can keep it clear who you are talking about). Who has a better chance of going to and graduating from college? why? Who has a better chance of getting a good job? why? Will interactions with law enforcement or politicians be different for the two? Next, try and find some interesting comparisons that offer useful sociological insights. Make a point that is valid and that I’ve never heard before. I challenge you. You can keep playing with different variations of time, space, and social location. Lastly, in your own words, write why it is useful to think about and understand the influence that things like when and where you are born and who you have on your life.
Discussion Post #2 Question: Pick a cultural artifact that represents either the material or the non-material culture that shapes you through socialization and reminds you that you’re part of a broader society beyond the individual level.Artifacts (see the news piece for an example) can be drawn from popular culture, media, literature, art, drama, daily life, your personal history (a tattoo, a toy, etc.), or history in general. For example, a rap song can be an artifact that represents the subculture, micro-culture, counterculture, or global culture that you are affiliated with.
Take a picture of the artifact if it is possible/convenient, or share the link, and describe it in a few sentences. (2 points)
Explain its importance and relevancy by using TWO CONCEPTS from the week’s content. (2 points each=4 points)
How do these cultural artifacts influence your way of life and the way you interact with others both in verbal and nonverbal ways? Is it helping or not helping you to fit in with the norms? (4 points)
How would your behavior be different if this cultural artifact did not exist? Do you want to carry the legacy of what this cultural artifact represents to the next generations (See the TedTalk uploaded under this week’s content)? (4 points)
How would one of the theories of culture (Symbolic interaction, Structural-functional, Conflict, Middle-range theories) in the coursebook, explain the cultural artifact you’ve picked? Choose one of them and tell by using proper academic citation style (ASA, APA, MLA, Chicago etc.) you choose (if you need more information, see the ASA guidelines under the Assignment Guidelines folder). (4 point)
Discussion Post #5 Question: Select a song (it can be anything) that you find analyzable with concepts and theories of race and ethnicity. The song can be in any language or without lyrics, but please include the English translation of the lyrics for the part that you are specifically discussing since our medium of communication in this class is English.
You may want to talk about your response should include:
The name of the song and the artist(s), and the YouTube link of the song/video. English translation of the song if applicable (3 points)
A brief contextual explanation of why you have selected this song (the history of the song, the artist, the community identified with this song, etc.) (3 points)
Three concepts from this week’s course material (you can select anything from the materials that I’ve provided on D2L).
Provide the definition of the selected concept and cite the resource properly. (2 points each-6 points in total)
Analysis of your song using the selected concepts. Please make explicit connections and explanations instead of abstract and shallow ones. Please ensure you address all the concepts you selected. (2 points each-6 points in total)
Assignment #6: In this assignment you will be using photovoice, a method of research that captures and reflects social reality – in this case, your gendered reality.
-Take a series of photos (two or three, but more if you like) that show how you experience gender. These photos could be anything – self-portraits, material goods, the environment, etc. Feel free to be creative; don’t try to make them “perfect”. (4 points each=8 points in total) Title your photos and describe them as if you were captioning for sight-impaired people. (2 points each=4 points in total) Pick three theories/concepts from this week’s content. Give the definitions of the concepts and cite the resource properly. (please use the course content instead of unreliable resources). Explain their relevance to theories and concepts in this week’s chapter and across the course. How do your photos encapsulate gender roles and gender socialization? How do they illustrate the way you “do gender”? Which theory/ies of gender explain your experience best? (5 points each=15 points in total)
PLEASE CHOOSE AN IMAGINARY INTERVIEWEE FOR THE REPORT WHO IS A AMERICAN(WHITE) MALE WHO IS 20 YEARS OLD, BECAUSE I AM INDIAN(BROWN) WOMAN, 20 YEARLS OLD, WHO WAS BORN AND RAISED IN INDIA. MAKE SURE THE REPORT INCLUDES EVERYTHING THAT IS REQUIRED, PLEASE IMAGINE THE ANSWERS TO ALL THE QUESTIONS BECAUSE THERE IS NO ACTUAL INTREVIEW.
MY PERSONAL RESPONSES FOR EACH DISCUSSION ADN ASSIGNMENT AR ATTATCHED BELOW INCASE IT IS NEEDED FOR A COMPARISON WITH THE INTERVIEWEE.
IF THERE ARE ANY QUESTIONS OR ANY MATERIAL REQUIRED PLEASE FEEL FREE TO PING ME ON THE CHAT.

PURPOSE
Outlining your reading material is a beneficial method for demonstrating that you understand the material you have read. It is a great way to individually review your course material: readings, lectures, articles. Additional benefits of outlining your reading material include:
helps to develop a better understanding of the material you read by:
revealing the basic structure of the text;
distinguishing between main ideas and supporting ideas or examples;
improves your ability to remember what you have read;
provides a study guide for the material you have read.
Before diving deep into the reading, skim through the entire material to get an overview. Pay attention to chapter titles, headings, subheadings, and any summary sections.  Identify the subtopics or supporting ideas that fall under each main point. Use capital letters (A, B, C, etc.) to designate these subtopics and indent them under the corresponding main points. There is no one-size-fits-all format for a reading outline, but the typical structure is hierarchical, with main points at the top, followed by subtopics, and supporting details. You can use bullet points, indents, or different font styles to differentiate between different levels of information. After completing each section or chapter of the reading, write a brief summary of what you learned or the key takeaways. This will help reinforce your understanding of the material.
STEPS TO CREATING AN OUTLINE:
Read the assigned chapters from the text (Timeline provided in your course calendar)
Skim the text for an overview of the content’s structure:
Title
Headings
Be able to answer the question: “What is the text talking about?”, in your own words. 
What are the key phrases used in each paragraph?
What are the critical supporting details in each section? 
Key concepts/definitions. Application beyond what is noted in the textbook
BEST PRACTICES
Do not use the text’s exact words when creating your outline. Use paraphrasing and summarizing to restate the topics and information.
For help paraphrasing and summarizing, visit Integrating Sources into your Paper
Review your outline by comparing it with the original text to insure that:
you followed the sequence of the reading;
no important information was missed.
HOW TO ORGANIZE
Logically organize information using Roman numerals, capital letters, and arabic numerals to represent the hierarchy of the levels. Papers should be submitted in Times New Roman, 12 point font, double-spaced. Examples of how to create outlines is noted below:
Level 1: Group Name (Subject Matter) of related Topic Sentences; label with Roman numerals (I, II, III, IV, V, …)
Level 2: Topic Sentences; label with capital letters (A, B, C, D, E, …)
Level 3: Supporting details; label with Arabic numbers (1, 2, 3, 4, 5, …), or bullet points.
EXPECTATIONS
The document should be uploaded as a PDF or Word document.
It should be written in Times New Roman, 12 point font, and double-spaced, and a minimum of 1-page long.
Your outline should be on one of the assigned chapters from Module 3, 2, or 1. Remember, it would only have to be a section of the chapter. For example, Social Research chapter has 3 sections: 2.1, 2.2, and 2.3. 2.2 in itself would count as one outline. You would then be tasked with selecting a section from a different chapter. Perhaps one of the sections under the chapter on culture?

Once you’ve completed the reading outline, review it to ensure it accurately reflects the content. Make any necessary adjustments or additions to improve its clarity and coherence.
Code of Ethics Lecture
The Code of Ethics (the Code) of the American Sociological Association (ASA or the Association)
sets forth the principles and ethical standards that underlie sociologists’ scientific and professional responsibilities and conduct. These principles and standards should be used as guidelines when examining everyday scientific and professional activities. They constitute normative statements for sociologists and provide guidance on issues that sociologists may encounter in their work.
Now, I don’t expect you to memorize the code. This is just an introduction course informing you that they exist.
The ASA Code of Ethics consists of the following six principles: 
Professional competence
Integrity 
Professional and scientific responsibility
Respect for people’s rights, dignity, and diversity
Social responsibility
Human rights
In addition to the six principles, there are nineteen ethical standards, covering the following topics: competence, representation and misuse of expertise, delegation and supervision, discrimination, exploitation, harassment, employment decisions, conflicts of interest and commitment, public communications, confidentiality, informed consent, research planning, implementation, and dissemination, plagiarism, authorship, publication process, responsibilities of reviewers, education, teaching, and training, contractual and consulting services, and adherence to the code of ethics.
The ethical standards that relate most to the research process itself are: confidentiality, informed consent, research planning, implementation, and dissemination. These principles require that researchers maintain objectivity and integrity in research, respect subjects’ rights to privacy and dignity, and protect subjects from personal harm. Researchers must also seek informed consent, preserve confidentially, and then when reporting on the research, acknowledge collaboration and assistance as well as any sources of financial support.
Each of these principles and ethical standards have detailed descriptions and parameters in the 2018 ASA Code of Ethics. 
Unfortunately, when these codes of ethics are ignored, it creates an unethical environment for humans being involved in a sociological study.

Below are some of the most popular studies typically highlighted when it comes to ethics. Review the studies and be able to summarize what ethical standards were violated in each: 
The Tuskegee Experiment: This study was conducted 1932 in Macon County, Alabama, and included 600 African American men, including 399 diagnosed with syphilis. The participants were told they were diagnosed with a disease of “bad blood.” The men were monitored by health workers but only given placebos such as aspirin and mineral supplements, despite the fact that penicillin became the recommended treatment for syphilis in 1947, some 15 years into the study. PHS researchers convinced local physicians in Macon County not to treat the participants, and instead, research was done at the Tuskegee Institute. In order to track the disease’s full progression, researchers provided no effective care as the men died, went blind or insane or experienced other severe health problems due to their untreated syphilis.
Henrietta Lacks: Ironically, this study was conducted at the hospital associated with Johns Hopkins University, where codes of the ethics originated. In 1951, Henrietta Lacks was receiving treatment for cervical cancer at John Hopkins Hospital, and doctors discovered that she had “immortal” cells, which could reproduce rapidly and indefinitely, making them extremely valuable for medical research. Without her consent, doctors collected and shared her cells to produce extensive cell lines. Lacks’ cells were widely used for experiments and treatments, including the polio vaccine, and were put into mass production. Today, these cells are known worldwide as HeLa cells (Shah, 2010). Henrietta’s story raises questions about ethics, race, and genetics. The book encourages the reader to think about the dark history of experimentation on African Americans, the birth of bioethics, and the legal battles over who owns and controls genetic material. Henrietta’s family lived in poverty and never received any of the financial benefits derived from their mother’s tumor cells.
Milgram ExperimentLinks to an external site.: In 1961, psychologist Stanley Milgram conducted an experiment at Yale University. Its purpose was to measure the willingness of study subjects to obey an authority figure who instructed them to perform acts that conflicted with their personal conscience. People in the role of teacher believed they were administering electric shocks to students who gave incorrect answers to word-pair questions. No matter how concerned they were about administering the progressively more intense shocks, the teachers were told to keep going. The ethical concerns involve the extreme emotional distress faced by the teachers, who believed they were hurting other people. (Vogel 2014). Milgram’s experiment demonstrated the power of authority and how someone in a position of authority can influence people to behave unethically and against their wishes.

4.3 The Milgram Experiment

Philip Zimbardo and the Stanford prison experiment:Links to an external site. In 1971, psychologist Phillip Zimbardo conducted a study involving students from Stanford University. The students were put in the roles of prisoners and guards, and were required to play their assigned role accordingly. The experiment was intended to last two weeks, but it only last six days due to the negative outcome and treatment of the “prisoners.” Beyond the ethical concerns, the study’s validity has been questioned after participants revealed they had been coached to behave in specific ways. 
https://www.prisonexp.org/faq#google_vignette

You can write in small font such as 10 or 12 or even 8 on the power point slide so as to be able to fit your information. Note that the PDFs can be blown up by zooming into them. Bullets and pictures are encouraged. Keep it simple. Your grade will be based on content, and clarity and attractiveness and readability of the poster. Have fun!!
To complete your poster, please refer to your country’s NDC report under the NDC registry at
https://unfccc.int/NDCREG and the information on the other assignments that you collected in
Title for poster, your name, the date, name of the poster session.
b) Copy all the graphs you made in Assignments 1 to 4 and arrange them on your poster. You will need to shrink them down so they fit. Since, they will be saved as PDFs, it will be possible to zoom in on fine details. Feel free to convert graphs into different forms than the line graph if you think that these will convey the information in the graph better.
c) Text box with a brief summary of main IPAT/ KAYA identity drivers of CO2 emissions (from fossil fuel combustion and cement manufacturing) and methane (CH4) emissions for your country based on your graphs and analysis from Assn 1 to 3. You may want to put one textbox under each graph or describe them all together in one textbox. It may be paragraph or in bullets.
d) Textbox describing overall emissions trends (for both CO2 from fossil fuels and cement) and methane trends for your country based on the graph in part b) and reasonable hypothesis with references. You may want to arrange this near the total CO 2 emissions, and emissions per capita graphs you made.
e) Textbox with your country’s abatement target type. Ex. emissions level target relative to some previous baseline level of emissions (ex. 1990), emissions level target relative to a Business as Usual estimate, target based on GHG intensity of the GDP relative to previous baseline year, no target (see your country’s NDC)
f) What is the abatement target level for the short term (ex. 2030), long term (ex. 2050)? Has your country met targets made under previous UNFCCC agreements (ex. the Kyoto Protocol & Copenhagen Accord) (see your country’s NDC)?
g) Textbox with some important abatement options for CO 2 and CH 4 emissions your country.
h) Textbox which highlights a few of the key policies in place to mitigate (abate) and adapt to climate change. Ex. Canada has carbon pricing with provinces setting own policies to price GHGs 16 and keeping any revenue generated, subsidies to electric cars, FIT systems in some provinces to incentivize renewable energy, fuel efficiency standards.
i) Textbox on the ways and extent to which LULUCF are contributing to your country’s emissions and whether other countries are offsetting their emissions by paying your country to conserve/restore forests or whether your country is offsetting its own emissions by paying other country or countries to conserve forests, for example though REDD+ with mention of potential loopholes.
https://data.worldbank.org/indicator/EN.ATM.GHGT.KT.CE
j) Text box with key damages your country hopes to avoid by cooperating to keep Earth’s average surface temperature from rising by more than 1.5 to 2 degrees C.
k) Textbox with a discussion of whether your country faces a prisoners’ dilemma with respect to abatement and, if so, what it can do or is doing about this.
l) Pictures such as photos of damages already incurred, Emissions gap graph, abatement technologies in place or that are part of abatement plans. “A picture is worth a thousand words”.
m) One textbox with something else that you found particularly interesting about your country. You may wish to call this a “Fun fact” or “un-fun fact”.
m) References: Please put these in a textbox with the title references and use APL and be sure to source photos also. This should include the World Bank (for your graphs) and your country’s NDC report.  

Part 1
Topic: Why is heroin use more common in a rural area than in a nearby city.
answer the following questions in reference to the above topic.
* Which social science would be most interested in this topic? Why? 
* What group or groups of people would be research subjects for this study? 
* What research method do you think would be most appropriate to use to research this topic? Why? 
https://www.ukri.org/who-we-are/esrc/what-is-social-science/social-science-disciplines/#contents-list
Part 2
Topic:LGBTQ
1. What special population did you select?
2. What are the current rates of domestic violence in your special population?
3. What is the most common kind of abuse perpetrated against your special population?
4. What are the specific challenges or barriers encountered by your special population when it comes to seeking help or finding safety? 
5. How can service providers and members of the community better support your special population against domestic violence?
6. Identify what efforts state or federal lawmakers have made to address domestic violence in your special population. 
7. What advocacy efforts have been undertaken in support of your special population? What innovative programs or initiatives have proven to be effective?
Part 3
Please watch the following four brief video lectures on the PARC concepts:
* Proximity
* Alignment
* Repetition
* Contrast
Examine the website for the James Bond 007 museum: http://www.007museum.com/
write a brief paragraph in which you analyse the website’s application of proximity, of alignment, of repetition, and of contrast.

Consider the characteristics noted by Dr. Reeves as they may relate to you, and specifically consider each of the five predictors of social mobility noted by Dr. cherry as they relate to the area in which you grew up. Consider both your area and your own experience as it relates to each predictor. 

Please refer to the linked files.
I am going to upload several different notes from chapters for you to accumulate your info from before getting started on the paper please tell me which chapter or chapters you have chosen and I will send you additional information and readings that correlate with each chapter to further help you.  I will also upload the corresponding PowerPoint lecture slides that match the lecture transcripts notes i am uploading right now. It is important you see it too so let me know, please.
When looking for my sources please use academic peer-reviewed scholarly articles /books

Purpose: Most of us watch some form of media many times throughout the week, if not every day, to entertain or educate ourselves. This assignment encourages you to sociologically analyze media portrayals (i.e., how people are portrayed or represented in the media) as they relate to race and families. This assignment was designed for you to reflect on the types of portrayals that many of us consume as well as the impact of these media portrayals, especially over time.
Guidelines: Analyze a form of media (i.e., TV show, film or advertisement) by following the format below:
Form of media: (include link if possible): 1 point: explain what form of media you chose to analyze and why you chose this specific form of media.

you are to read the below short story, The Ones Who Walked Away from Omelas, by Ursula K. LeGuin. 
After reading the story, write a 2 and a half to 3 page essay, double spaced essay: that connects the story to our class, and then talks about what you learned from taking this class this quarter. 
All essays that talk about what you learned about race and/or life this quarter will get credit for the exam, but essays that do not attempt at least one paragraph that links the story to the class will not get full points for this final exam essay.
Pay attention to make sure that your ideas are well developed; take time to proof-read this essay.  Use this essay to show what you have learned this quarter.
With a clamor of bells that set the swallows soaring, the Festival of Summer came to the city of Omelas, bright towered by the sea. The rigging of the boats in the harbor sparkled with flags. In the streets between houses with red roofs and painted walls, between old moss-grown gardens and under avenues of trees, past great parks and public buildings, processions moved. Some were decorous: old people in long, stiff robes of mauve and grey, quiet, merry women carrying their babies and chatting as they walked. In other streets the music beat faster and the people were dancing. Children ran in and out, and boys and girls exercised their horses, getting them ready for the races.   In the silence of the broad green meadow, one could hear the music winding through the city streets… a cheerful faint sweetness of the air that from time to time trembled and gathered together and broke out in the great joyous clanging of the bells.
Joyous! How is one to tell about joy? How to describe the citizens of Omelas? They were not simple folk, you see, though they were happy. But we do not say words of cheer anymore. All smiles have become old. Given a description such as this one tends to make you have certain assumptions. Given a description such as this one tends to make you look for the King, mounted on a great stallion, leading the processions of dancers and citizens of Omelas. But there was no King. They did not use swords or keep slaves in Omelas. They were not barbarians. I do not know the rules or laws of their society, but I suspect there were only a few. As they did without a King and without slavery, they also did without the stock exchange, the secret police, and bombs. Yet I repeat these WERE NOT simple folk. They were not less complex than us. The trouble is that we have a bad habit, encouraged by scholars and philosophers, as considering happiness as a something rather stupid. Only pain is intellectual, only evil is interesting. This is the sin of the artist: a refusal to admit that evil is dull and pain is boring.
How can I tell you about the people of Omelas? They were not naïve and happy children, though their children were. They were mature, intelligent, passionate adults whose lives were not horrible. O Miracle! But I wish I could describe it better to you. I wish I could convince you! Omelas sounds in my words like a city in a fairy tale, long ago and far away, once upon a time. Perhaps it would be best if you imagined it however you want to… for certainly I cannot describe well enough to suit you all. For instance, how about technology? I think that there would be no cars or helicopters in and above the streets of Omelas. Happiness is based on a just discrimination of what is necessary… and in Omelas, cars and helicopters was just not necessary. The people of Omelas could have had central heating and air, subway trains, washing machines, and all kinds of marvelous devices not yet invented here like floating light sources and the cure for the common cold… or they could have had none of that. It doesn’t really matter. As you like it. Imagine it as you will.
One thing I know there was none of in Omelas is guilt. But what else should there be? I thought at first there were no drugs there, but that is naïve of me to think. What else? What else belongs in this joyous city? The sense of victory! The celebration of courage! There are no soldiers, therefore there is no war. Victory caused by death is not the right kind of joy. Being content, and in communion with everyone is what brings joy to the hearts of the people of Omelas. The victory they celebrate is life!
Most of the processions have reached the Green Fields by now. A marvelous smell of cooking goes forth from the red and blue tents of the cooks. The faces of small children are sticky, and in the grey beards of the elderly a couple of cupcakes crumbs are entangled. The youths and girls have mounted their horses and are beginning to group around the starting line of the race. An old woman, small, fat and laughing, is passing out flowers from a basket. Tall young men wear her flowers in their shining hair. A child of nine or ten sits as the edge of the crowd, alone, playing a wooden flute. People pause to listen, and they smile, but they do not speak to him, for he never stops playing and never sees them. He is so lost in his music, the sweet, thin magic of the tune. He finishes, and slowly lowers the flute. As if that little private silence were the signal, all at once a trumpet sounds from the pavilion near the starting line: imperious, melancholy, piercing. The horses rear on their slender legs, and some of them neigh in answer. Sober-faced, the young riders calmly stroke the horses’ necks and soothe them, whispering, “Quiet, quiet there my beauty… my hope…” They begin to form in rank along the starting line. The crowds along the race course are like a field of grass and flowers in the wind. The Festival of Summer has begun.
Do you believe? Do you accept the festival, the city, the joy? No? Then let me describe one more thing.
In the basement under one of the beautiful public buildings of Omelas, there is a room. It has one locked door, and no window. A little light seeps in dustily between the cracks in the boards, secondhand from a cobwebbed window somewhere across the cellar. In one corner of the little room a couple of mops, with stiff, clotted, foul-smelling heads stand near a rusty bucket. The floor is dirt, a little damp to the touch, as cellar dirt usually is. The room is about three feet long and two feet wide: a mere broom closet of a disused tool room.
In the room a child is sitting. It could be a boy or a girl. It looks about six years old, but actually it is near ten. It is feeble-minded and slow. Perhaps it was born defective, or perhaps it has become imbecile through fear, malnutrition, and neglect. It picks its nose and occasionally fumbles vaguely with its’ toes. It sits hunched in the corner farthest from the bucket and the two mops. It is afraid of the mops. It finds them horrible. It shuts its eyes, but it knows the mops are still standing there; and the door is locked; and no one will come.
The door is always locked and nobody ever comes, except that sometimes- the child has no understanding of time- sometimes the door rattles terribly… and opens, and a person (or several people) are standing there. One of them may come in and kick the child to make it stand up. The others never come close, but peer in at it with frightened disgusted eyes. The food bowl and the water just are hastily filled, and the door is locked, the eyes disappear. The people at the door never say anything. But the child, who has not always lived in the closet, and can remember sunlight and his mother’s voice, sometimes says, “I will be good.”   It says, “Please let me out. I will be good.” They never answer it. The child used to scream for help at night, and cry a lot. But now it only makes a sort of whining, “eh-haa, eh-haaaaaa,” and it speaks less and less often. It is so thin there are no calves to its legs; its belly protrudes; it lives on a half-bowl of corn meal and grease a day. It is naked. Its buttocks and thighs are a mass of festered sores, as it sits in its own excrement continually.
They all know it is there, all the people of Omelas. Some of them have come to see it; others are content merely to know it is there. They all know that is HAS to be there. Some of them understand why, and some do not, but they all understand that their happiness, the beauty of their city, the tenderness of their friendships, the health of their children, the wisdom of their scholars, the skill of their makers, even the kindly weathers of their skies depend wholly on this child’s horrid misery.
This is usually explained to children when they are between eight and twelve, whenever they seem capable of understanding. And most of those who come to see the child are young people, though often enough an adult comes, or comes back, to see the child. No matter how well the matter has been explained to them, these young spectators are always shocked and sickened at the sight. They feel disgust, which they had thought themselves superior to. They feel anger and outrage despite all the explanations. They would like to do something for the child. But there is nothing they can do.
If the child were brought up into the sunlight out of that vile place, if it were cleaned and fed and comforted, that would be a good thing indeed; but if it were done, in that day and hour, all prosperity and beauty and delight of Omelas would wither and be destroyed. Those are the terms. To exchange all the goodness and grace of every life in Omelas for that single, small improvement: to throw away the happiness of thousands for the chance of the happiness of one: that would definitely let guilt within the walls of Omelas.
The terms are strict and absolute; there may NOT even be a kind word spoken to the child. Often the young people go home in tears, or in a tearless rage, when they have seen the child and faced this terrible paradox. They may brood over it for weeks or years. But as times goes on they begin to realize that even if the child could be released, it would not get much good of its freedom; a little vague pleasure of warmth and food, no doubt, but little more. It is too degraded and dumb to know any real joy. It has been afraid too long ever to be free of fear. Its habits are too barbaric for it to respond to normal human treatment.   Indeed, after so long it would probably be wretched without walls about it to protect it, and darkness for its eyes, and its own excrement to sit in.
The peoples’ tears at the injustice dry when they begin to perceive the terrible justice of reality, and to accept helplessness, which are perhaps the true source of splendor in their lives. They know that they, like the child, are not free. They know compassion. It is the existence of the child, and their knowledge of its existence, that makes possible their elaborate buildings and mansions, the magic of their music, the greatness of their science. It is because of the child that they are so gentle with children. They know that if the wretched one were not there suffering in the dark, the other one, the flute-payer, could make no joyful music as the young riders line up their horses for the race.
Now do you believe in them? Are they not more credible? But there in one more thing to tell, and this is quite incredible.
At times one of the adolescent girls or boys who go to see the child does not go home to weep or rage, does not, in fact, go home at all. Sometimes also a man or woman, much older, falls silent for a day or two, and then leaves home. These people go out into the street, and walk down the street alone. They keep walking, and walk straight out of the city of Omelas, through the beautiful gates. They keep walking across the farmlands of Omelas. Each one goes alone, youth or girl, man or woman. Night falls; the traveler must pass down village streets, between the houses with yellow-lit windows, and on out into the darkness of the fields. Each alone, they go west or north, towards the mountains. They go on. They leave Omelas, they walk ahead into the darkness, and they do not come back. The place they go towards is a place even less imaginable to most of us that the city of happiness. I cannot describe it at all. It is possible that it does not exist. But they seem to know where they are going, the ones who walk away from Omelas.

Questions down below, one source per question. Please do not combine into one paper essay. Questions must be answered separately. 150-200 words each. Question 1: Identify the symptoms and root cause of a social issue and apply a framework for engaging a population group affected by this social issue in a change episode. Question 2: How can social workers use empathy, reflection, and interpersonal skills in their macro activities?

I AM UNABLE TO COPY THE CHAPTER SO PLEASE HAVE ACCESS TO THE BOOK BEFORE ACCEPTING THE ASSIGNMENT. I HAVE ATTACHED THE ARTICLES.
1. Before posting in this discussion forum, please read chapter 8 of Race in America (Second Edition) by Matthew Desmond; Mustafa Emirbayer: ISBN: 9780393535686
Discussion Forum, discuss your thoughts on how the articles relate to 3 of the 5 main points in chapter 8. Write at least 2 sentences per main point. It’s okay to write more. 
https://www.theatlantic.com/politics/archive/2016/05/white-people-dont-use-white-emoji/481695/
The Problem With Emoji Skin Tones That No One Talks About (dailydot.com)
Serena Williams: “Ain’t I a Champion?” | NewBlackMan (in Exile) (newblackmaninexile.net)