Expert Answers

Answer Each Unit Discussion in at least 15 lines each. Please avoid any jargon words and ensure proper grammar. Unit 7 Discussion: As the readings for this week remind us, your sex is determined biologically (even if within a continuum) while gender roles are socially established. So, when we hear someone tell a male “act like a man,” the assumption is that this person has male biological parts and therefore must adopt the male-appropriate gender role. Similarly when a woman is advised to “act like a lady.” Sooo… What does it mean to “act like a man” in our society? And like a “lady?” What if you’re man and don’t “act like a man?” Or a woman that does not act like a lady? How does “society” respond to those who do not fall neatly into the sex=gender role box? Discuss…. Unit 8 Discussion:A portion of the readings this week emphasized the “relativity” of deviance. What is deviant in some contexts, is not deviant in others. Similarly, social groups define deviance differently. Within groups, however, individuals manage to internalize the group norms so that what is considered deviant within the group is recognized. Sometimes that recognition is followed by sanctions. More often than not, however, we “get away with it” unless some authority figure (mom, cop, store owner, etc.) is aware of the deviant activity. Ok…here’s the question. What is the most deviant activity that you think a person your age can commit in this society? Let's exclude murder and other violent crimes. What are activities that folks your age (hell, maybe you) might perform that society really frowns upon...even though they happen more frequently than most people think. Ok... Have at it... Unit 12 Discussion: Throughout the course we’ve explored the process of Modernity and how its social forces shape and direct our lives. In the readings for Week 12, we see that, according to Barber, some of the most significant current conflicts can be interpreted as being created by the expansion of Modernity and the resistance it encounters. We are all modern individuals (I mean all of us reading these lines). What are the elements of modernity that you value the most? What elements of Modernity do you believe are negative to our society? Why would any group of people resist becoming “Modern?

Read each chapter (Chapter18, Chapter 20, and Chapter 10) carefully. For each chapter, create and write 2 multiple choice questions that cover main points from different sections of the chapter. Identify the correct answer to the questions in the text. For each chapter, write a paragraph (75-125 words) on what made you create the questions.

Hey there, I need help with an essay. I have a draft/outline and I just need help to expand on it. I am going to attach the rubric and guidelines for this essay, as well as some mandatory sources that need to be incorporated. The essay is 1250-1500 words length wise, including works cited!!! (it is ok to go over this by 100 words since works cited takes a bit of space, if needed.) It needs to include 4 scholarly sources (that I will provide) plus an additional 4 outside sources (that you will need to find and incorporate). The essay is about the gentrification going on in Oakland, CA. The four sources that I am providing that must be included is by Lance Freeman, Gina Perez, Sam Stein and Richard Florida. 2 of these need to be talked about in more detail and with analysis, and 2 need to be mentioned but not expanded on. In the outline I made, I included where and how these sources need to be included. Then, you will have to find a separate 4 other sources from things like newspapers, demographic info, etc - all of this information is detailed in the rubric, guidelines and outline that I am providing. I have all of the ideas on paper, I just need someone to flesh out my outline and make it a real essay. The rubric and guidelines are straightforward and need to be followed precisely! As always, no AI or plaigirism. Follow guidelines and rubric specifically. You do not have to completely stick to this outline - if you find stronger and better connections or arguments, please use them! Also refer to the other document I will give, which is some notes about some of the mandatory readings that will need to be used to help digest those more.

Touchstone 1: Developing a Research Plan SCENARIO: Imagine that you work for a nonprofit organization that is focused on increasing diversity in community groups in your area. Your supervisor asks you to develop a sociological study concerning topics of diversity and collaboration in a specific community group of your choice. Eventually, you will prepare to share your research with colleagues. ASSIGNMENT: For Touchstone 1, you will begin by formulating a question about diversity in a community group that you have access to. Then you will use the steps of the scientific method to prepare a research plan, including a bibliography for a literature review. As you learned, sociologists follow the scientific method so that their results are both scientifically valid and useful to the greater sociological community. A literature review allows researchers to learn from completed studies and to build upon their conclusions. HINT For Touchstone 3 which will be completed later in Unit 3, you must incorporate your selected community group and research question from Touchstone 1 to conduct a literature review and develop your hypothesis and research plan. Use the following Touchstone 1 template to fill in your research plan as you develop it. When you have finished, submit this template to move on to the next unit. Touchstone 1 Template Touchstone 1 Sample In order to foster learning and growth, all work you submit must be newly written specifically for this course. Any plagiarized or recycled work will result in a Plagiarism Detected alert. Review Touchstones: Academic Integrity Guidelines for more about plagiarism and the Plagiarism Detected alert. For guidance on the use of generative AI technology, review Ethical Standards and Appropriate Use of AI. A. Directions STEP 1: PICK A TOPIC Select a community group to study. Some examples of community groups you might explore include: An activity-based group like a book club, a soccer team, or a community choir A religious or ideological community such as a church congregation or a local political party A community organization like a Parent Teacher Association (PTA), a neighborhood association, or the volunteer committee at a local soup kitchen An identity-based organization such as a social club for veterans or a fraternal type organization It should be a group in which membership is voluntary and recreational. Avoid the following: Families Workplaces Ethnic or racial categories Friend groups You might wish to choose a group that you are a part of, or you might not. You can use your personal experience with the group to form the basis of your research question. Or you can ask members of the group about their experiences, which will help you develop your research question. In the template, write a paragraph (approximately 6-8 sentences) describing the community group you have chosen. In particular, be sure to answer the following questions: What is the community group? What are the attributes or characteristics of this community group? (e.g. What activities does this group do together? What element of the members' interests or identities brings them together? How is membership in the group defined, if at all?) What kind of experience with or access to this community group do you have? HINT You will use this same topic in Touchstone 3 when you present your research plan. STEP 2: ASK A QUESTION Next, you will formulate a question related to this group, and to topics related to diversity and/or collaboration. You might think about diversity in terms of race, ethnicity, gender, sexuality, religion, socioeconomic status, or along multiple intersecting identities. Be sure to use what you learned in Unit 1 about the ways sociologists ask questions. Examples: What are the challenges of a mom’s community organization in appealing to moms with children of different ages? How does a group of car enthusiasts reach out to the surrounding community to get support for their events? How has the Boy Scouts accepting girls impacted their mission and programs? Do gender segregated sports teams for kids help maintain traditional gender roles? In the template, write the question you have formulated for your study. Be sure to identify the Independent and Dependent variables and identify them correctly. (HINT: Refer back to Lesson 1.3.3: Asking Questions and Lesson 1.3.5: Formulating a Hypothesis for help.) STEP 3: PREPARE A BIBLIOGRAPHY Finally, you will begin developing a bibliography for a review of the existing literature that relates to your question. Before conducting a full literature review, a sociologist will build a bibliography, or a list of potential sources that they will read and study in greater depth in the review. Collect 4-6 articles, books, or other resources that relate to your question and list them in your template. You don’t have to look into these materials in depth right now! You’ll review this literature more closely in Touchstone 3, and you will also be exposed to additional relevant research and frameworks in Unit 3. You’ll also be able to add to or amend your bibliography before you submit Touchstone 3 in Unit 3. Attributes of good readings for your literature review: They are academic, scholarly works about research findings or they are reliable journalistic reporting based on scientifically credible and reliable data. They should have been published in the last 10 years—unless they are a landmark work on the topic and provide important background or as a comparison. They look at different sides of the argument and a variety of perspectives. They do not have to be written by sociologists or published in sociology journals, but they should be academic and not popular works. Where to find readings: More than likely you will use a major search engine like Google Scholar. Start your search by identifying key search terms related to your research question, to generate relevant results. Google Scholar specifically searches scholarly literature. However, keep in mind that much of this literature may have limited or paid access. Another good place to search is in a public library or university library catalog or database. You might also want to try regular Google, but you will have to be careful to screen your results and make sure you only select academic sources. Whichever way you choose to search, make sure that you are selecting credible sources. What makes a source credible? Credible sources are written by authors who are well known in their field. They are based on scientific data—not opinions or with biased observations. Sources should be from reliable outlets, like major publishers, universities, think tanks, and credentialed current practitioners. (HINT: Refer back to Lesson 1.3.4: Researching Existing Sources for more guidance.) How to format sources in your bibliography: Sociologists use American Psychological Association (APA) format for their research. However, you will use a more simplified method to format sources for your bibliography. You will include five key elements for each source, with each element separated by a period: Author’s name(s) Publisher and publication date Title of the source, in quotation marks Page numbers (if applicable) Source's location for web-based texts (URL) EXAMPLE Alireza Behtoui. Journal of Sociology, 2015. "Beyond social ties: The impact of social capital on labour market outcomes for young Swedish people." p. 711-724. journals.sagepub.com/doi/full/10.1177/1440783315581217 Refer to the checklist below throughout the writing process. Do not submit your Touchstone until it meets these guidelines. 1. Identify Community Group ? Have you identified and described a voluntary, recreational community group? ? Have you provided group attributes/characteristics of this group? ? Have you discussed your experience with or access to this group? 2. Research Question ? Have you selected a research question that is sufficiently specific to be researchable while tying in to broader themes in sociology? ? Have you clearly identified independent and dependent variables? ? Are your independent and dependent variables in the correct relationship? 3. Bibliography ? Have you provided 4-6 credible, relevant, recent, and properly cited sources? ? Did you properly format these sources and include the five key elements for each source, with each element separated by a period: Author’s name(s) Publisher and publication date Title of the source, in quotation marks Page numbers (if applicable) Source's location for web-based texts (URL) 4. Conventions ? Have you proofread your essay for grammatical and mechanical errors? ? Have you used spell check or another method to check spelling? 5. Before You Submit ? Have you included your name and date at the top left of the page?

Empirical Article Summary Assignment #3–Think about the research articles you selected in last week’s assignment, briefly summarize one of the articles. The questions and responses should be included in your Empirical Article Summary under #1 (see Canvas). Discuss which of the four goals of research the article met. Identify the unit of analysis, the type of data used, and whether the study was cross-sectional or longitudinal. Next, discuss if the topic of the article is an area you wish to pursue for your research proposal and discuss why or why not. Finally, provide an ASA style reference for the article and a link to the article. The instruction/direction sheet for the assignment is located below. ive also included my previous paper as this one is a building block to that.

Pick ONE of the following topics and respond within a minimum of three (3) and a maximum of eight (8) type-written, double-spaced pages, for a maximum of 300 points towards your final grade in the course. Proof-read your essay carefully (do not rely on the spell-checker). Properly cite the source of any direct quote, paraphrase or summary of another author’s ideas, concepts, and arguments in-text (e.g., Goffman, 1959 in CCST: 1061) and provide a ‘Works Cited” final section. Make sure that any work you cite in-text also appears in your “Works Cited” and vice-versa. *************************************************************************************** 1. Do you (and, if so, how do you) "do" being ‘man/woman' (N.B. “to ‘do’ gender is not always to live up to normative conceptions of femininity or masculinity; it is to engage in behavior at the risk of gender assessment.” West and Zimmerman: Doing Gender)? How do you enact, portray, and realize your status, position or social place (Cf Goffman, 1959 in CCST: 1059) as a ‘man’ or ‘woman’ (or ‘neither’/’both’)? Do you (and, if so, how do you) hold yourself accountable as a (routinely presumed by others) member of one or the/an other ‘sex class’ or ‘sex category’? Discuss, drawing as necessary from original sources and secondary analyses and commentary in our readings, from class discussions, online sources (e.g. West and Zimmerman: Doing Gender, Erving Goffman: The Arrangement between the Sexes , Erving Goffman: Gender Display), and, of course, your personal experiences. 2. Goffman writes: "Gender, not religion, is the opiate of the masses" (The Arrangement between the Sexes, p. 315). What is gender, according to Goffman? How is it related to sex? What is unique or special about sex/sex-class (male/female) as a principle to appeal to in making claims and warranting allocations, as compared to other possible principles (e.g. class, race, etc.)? Discuss, drawing as necessary from original sources (including the article by Goffman cited and linked-to above and Goffman's Gender Display, esp. section VII) and secondary analyses and commentary in our readings, class discussions, personal experiences, etc. 3. Do feminist theories remain "prisoners” of a. “gender" and b. of "modernist", Enlightenment-based grand-narratives? Discuss, drawing as necessary from original sources and secondary analyses and commentary in our readings, class discussions, online sources (e.g. Joan Alway - The Trouble with Gender: Tales of the Still-Missing Feminist Revolution in Sociological Theory , S.A. Mann and L.R. Kelley - Standing at the Crossroads of Modernist Thought: Collins, Smith, and the New Feminist Epistemologies Flax, Jane: Thinking Fragments: Psychoanalysis, Feminism, and Postmodernism in the Contemporary West. Berkeley: University of California Press, c1990. five -- Feminisms Stories of Gender, Jane Flax, Postmodernism and Gender Relations in Feminist Theory, Daryl McGowan Tress, Comment on Flax's "Postmodernism and Gender Relations in Feminist Theory"), personal experiences, etc. 4. Summarize and explicate Judith Butler's “Gender Trouble” (as excerpted in CCST: 1418-1425). Pay particular attention to her arguments about identity(ies), discourse(s), norms, practice(s), etc. with regard to sex, sexuality (desire, practice, identity, etc.) and gender. Draw, as necessary, from additional original sources and secondary analyses and commentary in CCST, class discussions, online sources (e.g. Timothy V. Kaufman-Osborn - Fashionable Subjects: On Judith Butler and the Causal Idioms of Postmodern Feminist Theory, Meijer and Prins: How Bodies Come to Matter : An Interview with Judith Butler, White - As the World Turns: Ontology and Politics in Judith Butler, Ki Namaste - The Politics of Inside/Out : Queer Theory, Poststructuralism, and a Sociological Approach to Sexuality, Mary McIntosh: The Homosexual Role) personal experiences, etc. 5. How is social order (as defined by Appelrouth and Edles in CCST: Chapter 1) accomplished and maintained, according to two of the following perspectives: symbolic interactionism, Goffman, Berger and Luckmann, ethnomethodology, feminist theories, Bourdieu, Foucault, etc.? Discuss, drawing as necessary from original sources and secondary analyses and commentary in our readings, class discussions, online sources, etc. 6. Describe an occasion in your life during which you experienced a sustained re-framing (or reconstruction/change/alternation) of your (sense of) 'reality' (including your sense of 'self' or ‘identity’). Discuss, in a self-reflexive but analytical way, using -- as necessary -- insights from original and secondary class readings on Symbolic Interactionism, Goffman, Schutz, Berger and Luckmann, Ethnomethodology, Foucault, etc. A. the conditions which made that re-framing of ‘reality’ and ‘identity’ possible for you, and B. the conditions which have enabled you to maintain that re-framing of ‘reality’ and ‘identity’ in the face of pressures (e.g. from ‘public opinion’, the media, school and work influences, your old friends and associates, your family of origin, your ‘old self’, etc.) suggesting or insisting that an alternative framing of 'reality' or of your identity is the 'real' reality, your ‘real’ self, etc. (The following online readings MAY be useful: Berger & Luckmann: Maintenance and Transformation of Subjective Reality, Hilbert: Anomie and the Moral Regulation of Reality, Hilbert: Ethnomethodological Recovery of Durkheim, Cashmore - More than a Version: A Study of Reality Creation, Kim: Religious Deprogramming and Subjective Reality; you may also consult readings made available through Canvas) 7. How can a group's (socially constructed, taken-for-granted, objectified, legitimized and internalized, Cf. Berger and Luckmann) reality be deliberately changed? Would doing so involve undoing or undermining its members' sense of self and identity, the relative stability and persistence of the 'meaning' of 'things' (including actions and behaviors, words, signs, etc., Cf. Blumer) for them? Under what conditions and for what purposes would you be interested in, and support, the development of knowledge and techniques (Cf. Foucault) that would allow for the deliberate 'de-construction' and 're- construction' of your own or other people’s realities, selves and meanings? Discuss, drawing as necessary from original sources and secondary analyses and commentary in our readings, class discussions, online sources, personal experiences, etc. 8. What types of issues, ideas, practices, etc., are you 'narrow-' and 'broad-minded' (intolerant-tolerant, rigid-flexible, etc.) about? Give a few specific examples of each. How did you come to be narrow- or broad-minded in just those ways? How do you remain so? How have you moved in the other direction (from narrow- to broad-minded and vice-versa); what did it take? Offer a social/sociological theory- informed account or explanation of the above, using concepts and insights from our readings. 9. Compare and contrast at least two of your professors (you may use pseudonyms) using Goffman's theories of “impression [through expression] management” and “deference and demeanor”. For example, you may consider the following questions: How do they dress and talk? How do they use settings and objects differently? How does their demeanor (in different settings) communicate different levels and kinds of expected deference from you and other students? Discuss, drawing as necessary from original sources (in CCST and the Canvas course-site) and secondary analyses and commentary in our readings, class discussions, and, of course, your personal experiences, etc. 10. Erving Goffman writes: "As performers we are merchants of morality. [...] [T]he very obligation and profitability [i.e., benefit, advantage] of appearing always in a steady moral light, of being a socialized character, forces one to be the sort of person who is practiced in the ways of the stage." (CCST: 1061) What is the relationship between the 'authentic' or 'true' self and the 'contrived' self; between 'self-as- performer' and 'self-as-character'? Is there any 'time-out' from having to use 'techniques' of 'impression management'? Are strategic manipulation and morality radically opposed, in practice? Discuss, drawing as necessary from original sources and secondary analyses and commentary in our readings, class discussions, personal experiences, etc. 11. What is the relationship between 'knowledge' and 'discourse(s)' on the one hand, and 'power' on the other, according to Foucault? How is power exercised, by whom, on whom, and to what effect, today? Discuss, drawing as necessary from original sources and secondary analyses and commentary in our readings, class discussions, online sources (e.g. Michel Foucault: The Subject and Power , Michel Foucault: Omnes et Singulatim - Toward a Criticism of Political Reason , Leslie Paul Thiele: Foucault's Triple Murder and the Modern Development of Power , V. Tadros: Between Governance and Discipline -- The Law and Michel Foucault , John O'Neill -- The Disciplinary Society: From Weber to Foucault , Summary of MICHEL FOUCAULT's "THE DISCOURSE ON LANGUAGE" (1971)), personal experiences, etc. 12. How are changes in the social organization of 'time' and 'space' associated with 'globalization', the transition to a post-industrial 'information-' and/or 'service-' economy, etc., related to the processes of identity-, self-, and reality-construction in which we engage, and by which we are affected? Discuss, drawing as necessary from original sources and secondary analyses and commentary in our readings, class discussions, online sources (e.g. Ritzer, The Globalization of Nothing, Castells: Toward a Sociology of the Network Society, Janet Lee: The Utility of a Strategic Postmodernism, M. Poster: Postmodern Virtualities, Globalization - Resources and Links), personal experiences, etc. 13. Explore Foucault’s (broadly Althusserian – see "The Soul is the Prison of the Body": Althusser and Foucault, 1970-1975) notion of disciplinary and normalizing power as they operate and are practiced in institutions of higher education by examining your own ‘career’ so far as a college student. Discuss, drawing as necessary from original sources and secondary analyses and commentary in our readings, class discussions, online sources, and, of course, personal experiences. 14. In what ways can the current "War on Terrorism/Authoritarianism" be analyzed and understood as hyperreal and/or as a series of simulacra (For definitions and a useful discussion see: reality, hyperreality (1), reality, hyperreality (2) and simulation, simulacrum (1), simulation, simulacrum (2))? How do we know what the 'real' threats are? How do we know (i.e., how do we come to know) what is 'really' going on e.g., in Iraq, Afghanistan, Iran, Pakistan, Syria, Libya, Ukraine, China or even here, in the U.S.A.? Against what do we judge this or that 'image' (or re-presentation or account) of reality as 'truthful' or 'false'? Discuss, drawing as necessary from original sources and secondary analyses and commentary in our readings, class discussions, personal experiences, online sources (e.g. Gamson et al: Media Images and the Social Construction of Reality, W. Bogard - Closing Down the Social: Baudrillard’s Challenge to Contemporary Sociology, Der Derian: Virtuous War/Virtual Theory , M. Poster: Postmodern Virtualities), etc. 15. “The existence of racism does not require that there are races; it requires the belief that there are races." What does believing “that there are races” entail? Is “the belief that there are races” sufficient for racism to exist? For racism not to exist, must “the belief that there are races” disappear? Discuss, drawing as necessary from original sources and secondary explanations and commentary in our readings, class discussions, online resources (e.g. Winant: Race and Race Theory, Race and Racism: A Symposium, Winant: Rethinking Race in Brazil, Amanda Lewis - "What Group?" Studying Whites and Whiteness in the Era of "Color-Blindness", and/or additional readings provided through the Canvas site for the course), personal experiences, etc. 16. The ambivalence that dogs the logic of social constructionist positions should now be all too familiar to feminist sociologists. If ... social inequalities and the categories they reference (e.g., gender, race, and class) are not rooted in biology, then we may at some point seem to flirt with the notion that they are, therefore, rooted in nothing. For us, biology is not only not destiny but also not the only reality. Gender, race, and class inequalities are firmly rooted in the ever-present realities of individual practice, cultural conventions, and social institutions. That's reality enough, when we ponder the pernicious and pervasive character of racism, sexism, and economic oppression. (C. West & S. Fenstermaker, Doing Difference: pp. 33-34). Discuss, drawing as necessary from original sources and secondary explanations and commentary in our readings, class discussions, online resources, personal experiences, etc. 17. Discuss the ways the issue of “same-sex” or “gay” marriage is not (merely, only, or simply) about sexuality (sexual desire and sexual activity) and identity. What about marriage, love, sex, children, and property does this issue (also) touch upon and render problematic, and how does it relate to more general trends and transformations in societies such as ours? Discuss, drawing as necessary from original sources and secondary commentary in our readings, class discussions, online resources (e.g. Ch. Calhoun: Denaturalizing and Desexualizing Lesbian and Gay Identity, Nancy D. Polikoff - We Will Get What We Ask for: Why Legalizing Gay and Lesbian Marriage Will Not "Dismantle the Legal Structure of Gender in Every Marriage", Julie Abraham: Abraham - Public Relations - Why the Rush to Same-Sex Marriage? And Who Stands to Benefit?), personal experiences, etc.

Please write a response to the attached discussion post. It can be any length, short or long. It can include citations but does not have to. I have attached my course book if needed. Instructor directions: "note what you find interesting in others’ posts and why, developing an analysis. • Your response might seek to clarify ideas or bring something new into the discussion. • A response of "I really agree with what you said" or “ditto!” does not reflect your thoughts or contribute to the discussion. • Look for ways to add value to the DB with additional information, examples, quotes from the readings, items in the new"

For this assignment you will post a reply to the question listed below and then reply to the posts of at least TWO of your classmates. You must post your response before you will be able to see the posts of your classmates. Please review the link below and/or the video for assistance on how to post replies: Participating in Discussions Please review the Guidelines For Student Participation in Online Discussion Forums for some guidelines and expectations on how to behave in an online learning environment. Objectives Recall the 6 Steps of the Scientific Method Differentiate between four kinds of research methods: surveys, field research, experiments, and secondary data analysis. Explain the appropriateness of specific research approaches for specific topics. Grading Rubric QUESTION For this discussion, please post your reply to the question below: Write down the first three steps of the scientific method. Think of a broad topic that you are interested in and which would make a good sociological study—for example, ethnic diversity in a college, homecoming rituals, athletic scholarships, or teen driving (do not use these topics). State your topic and then take it through the first steps of the process. For each step, write a few sentences or a paragraph: Ask a question about the topic. Do some research and write down the titles of some articles or books you’d want to read about the topic. (Use the Alabama Virtual Library to find at least 3 and no more than 5 articles or books and provide links each of them.) Formulate a hypothesis.

OVERVIEW The objective of this assignment is to analyze how social stratification and social inequality based on socioeconomic status, gender, race, and other factors are portrayed in different media sources. Choose two different media sources (i.e., TV shows, movies, news articles, advertisements, blog posts, etc.) that depict a distinct portrayal of the chosen factor (socioeconomic status, gender, race, etc.). You will explore how these representations shape public perceptions, reinforce/challenge stereotypes, and discuss the impacts and consequences of these portrayals on social stratification and inequality in society. LEARNING OUTCOMES Examine the determinants and consequences of social stratification and inequality based on class, gender, race, and other factors. Identify various agents of socialization, demonstrating an understanding of how family, education, peers, media, and other institutions shape individuals' attitudes, values, and behaviors. Differentiate industrial and pre-industrial societies and describe the role of social institutions in shaping societal organization and behavior. Explain social stratification and inequality and classify types of stratification, illustrating their impacts on individual opportunities and societal structures. Outline the aspects of stratification, such as social class, race, gender, and education. Analyze how stratification affects social mobility and its impact on individual opportunities and societal structures. Explain the role of gender and socialization in perpetuating inequalities, examine social stratification based on gender, and discuss the goals and impact of feminism as a movement for societal change. Define and differentiate between prejudice, discrimination, and racism, describing their manifestations, impacts, and intersections within social contexts. TASK The assignment will include the following elements by way of a 750-1000 word, double-spaced essay. Please use this chart to help you organize your assignment: Step 1: Selection of media sources Select two media sources. You may choose to focus on a single factor, such as gender, across both media sources OR compare different factors, such as race and gender, across the two media sources. Acceptable media sources include TV shows, movies, news articles, advertisements, podcasts, blogs, or documentary films. Unacceptable sources include sources from unverifiable sources, memes, user-generated content, and any content that is intended for satirical/comedic purposes which may be offensive. Content that includes unprofessional language, unprofessional/disrespectful tone, or violence is not acceptable. Step 2: Writing the Essay (Introduction) Introduction of media content. Introduce the two media sources you have chosen. Specify the factor(s) of social stratification and inequality you are focusing on (e.g., socioeconomic status, gender, race). Thesis statement. Provide a clear thesis statement that states the main points you will discuss in your essay. Example thesis: This essay will examine representations of gender and femininity as comparatively portrayed in a classic and modern instance of Barbie movies to explore how media depictions of gender play a salient role in not only reflecting the norms and values of a society at that particular moment in time, but also in reinforcing and challenging stereotypes and social inequalities. Step 3: Writing the Essay (Media Analysis) For each media source, provide a thorough analysis of how your chosen factor (e.g., socioeconomic status, gender, race) is portrayed. Consider specific elements depicted in your chosen sources such as character representation, dialogue, setting, and imagery. Compare and contrast the portrayals in the two media sources. Discuss how these elements contribute to the overall portrayal of social stratification and social inequality. For example, you might discuss how a TV show’s depiction of worker dynamics highlights issues of gender inequality in the workplace, or how an article’s framing of racial dynamics reinforces certain stereotypes. Step 4: Writing the Essay (Broader Societal Implications) Examine the broader societal implications of the media portrayals you have discussed in Step 3. Consider the following questions: How do these portrayals shape or reflect societal values and norms? How might these portrayals influence the way people think about or react to societal issues around socioeconomic status, gender, race, or other factors? Step 5: Writing the Essay (Conclusion) Synthesis and reflection. Summarize your analysis and reflect on how media portrayals can impact public perceptions of social stratification and inequality. REQUIREMENTS Length: Approximately 750-1000 words, double-spaced, excluding your title page and reference page (The paper should be at least 750-1000 words double-spaced pages of analysis). Formatting: Adhere to APA formatting guidelines, including a title page, in-text citations, and a reference page. Structure: The paper should have clear headings for each section outlined in the table above (e.g., Introduction, Media Analysis, Broader Societal Implications, Conclusion) RESOURCES Make sure to review these helpful resources associated with this assignment: Assignment Rubric: Please refer to the "Assignment Rubric: " Media Portrayals of Social Stratification and Inequality in Society” for detailed grading criteria. Example Assignment: Marriage and Social Forces: An Examination of Gender Representation in Barbie. Textbook: Introduction to Sociology 3e by OpenStax APA Guide: Please refer to the Purdue OWL APA Guide for formatting assistance. Top Tip for Success: To succeed in this assignment, ensure that you draw clear connections between the factors identified (e.g., socioeconomic status, race, gender, etc.) in your media sources and how they shape public perception and social stratification/inequality in society. Incorporate sociological concepts from the textbook (e.g., values, norms, Conflict theory, meritocracy, status) to explicitly support these connections. EXAMPLE ASSIGNMENT: AN EXAMINATION OF GENDER REPRESENTATION IN BARBIE Jane Smith Sociology 101, Straighterline Dr. Jones August 14, 2024 Introduction The iconic character of Barbie was first introduced to American society in 1959 and quickly became a cultural phenomenon not only for her eclectic display of fashion and accessories that corresponded to various personas, but also for how she represents gender roles and femininity (Weissman, 1999). The earliest portrayal of Barbie reflected the gender norms of that time, when women were not only expected to physically look a particular way, but also expected to be subservient, nurturing, passive, and modest. In the span of sixty years, the depiction of Barbie’s character in the 2023 film, Barbie reflects an adapted version of the character – one who exhibits more agency and influence in how she views herself and who she wants to be in her world. This essay will examine representations of gender and femininity as comparatively portrayed in a classic and modern instance of Barbie movies to explore how media depictions of gender play a salient role in not only reflecting the norms and values of a society at that particular moment in time, but also in reinforcing and challenging stereotypes and social inequalities. Media Analysis In Barbie as Rapunzel (2002), Barbie’s portrayal of Rapunzel reinforces several stereotypes that mirror the gender inequalities that we see in our society. Physically, she is depicted as a young girl wearing ball gowns, whose defining characteristic is her floor-length blonde hair. This portrayal of Barbie reflects prevalent Western beauty standards and prescriptive stereotypes, where thin, blue-eyed, and blonde is typically associated with what is considered ideal and beautiful (Conerly et al., 2023). The imagery of Barbie also reveals gendered associations of pink, with Barbie consistently outfitted in in this color, reinforcing the narrow view that while pink is for girls, blue is for boys, and anything that deviates from these associations can be stigmatized and viewed as socially unacceptable (Conerly et al., 2023). As Barbie navigates her outside world in Barbie as Rapunzel (2002), she encounters a magical hairbrush which becomes her saving force, enabling her to paint outside portals. Using the lens of the symbolic interactionist perspective, the hairbrush symbolizes the societal expectations that women need to prioritize beauty and vanity, and that their worth as individuals is critically dependent on their physical appearance (Conerly et al., 2023). In contrast with Barbie’s character, Stefan, the male lead in Barbie as Rapunzel (2002) represents the traditional masculine archetype – the strong, and dominant savior who plays a key role in Barbie’s escape from the wicked Gothel. The gendered dynamics between Barbie and Stefan reinforce traditional gender roles surrounding male-breadwinner culture where these norms define the expectations for men to be the leaders and heroes, whereas women are thought of as vulnerable individuals who need saving (Conerly et al., 2023). In contrast to Barbie as Rapunzel (2002), the film Barbie (2023) portrays an evolved, modernized depiction of Barbie’s character as a woman who exhibits more agency and empowerment to redefine feminism and defy traditional gender norms. In this modern version, Barbie chooses to leave Barbieland and explores the outside world to choose her own path and understand what that world can offer. Rather than constricting herself in a world where she is “supposed” to be, Barbie relies on her volition to create her own identity as a woman. In one scene, Barbie enters the board room at the Mattel headquarters where her presence is juxtaposed by the male board members who serve on the Mattel’s executive leadership team – confronted by this, Barbie asks the board members, “Where are the women?” This scene aims to actively criticize the gender gaps and glass ceiling effects in corporate America, where women are often underrepresented in leadership roles despite having the skillsets and qualifications for a role (Conerly et al., 2023). In the board room, the patriarchal structure of society is symbolically reflected when the dozen male board members, uniformly dressed in black suits, stand in opposition to Barbie, dressed in her usual hot pink. In the same scene, the board members ask Barbie to step into the packaging box labeled as “stereotypical Barbie.” As Barbie proceeds to step in, the box ties start to physically bound her, but before they tighten, Barbie quickly jumps out and runs away. Conflict theorists and feminists would interpret this scene as symbolic of the struggle between the dominant group (men) and the subordinate group (women), and Barbie’s attempt to overcome patriarchal structures (Conerly et al., 2023). Broader Societal Implications While Barbie as Rapunzel (2002) portrays Barbie to reflect traditional feminine roles associated with subordination and adherence to narrow beauty standards, Barbie (2023) depicts an evolved version of the character who chooses to chart her own path and uses her own voice to find her place not only in Barbieland but in the outside world. This contrast reflects shifting norms in society; while genderstratification continues to persist, norms and beauty standards have evolved historically to be more inclusive and diverse (Conerly et al., 2024). These portrayals of femininity and what it means to identify as a woman inevitably shape perceptions by both reinforcing and challenging gender stereotypes. In Barbie as Rapunzel (2002), the depiction of Barbie as a damsel in distress perpetuates stereotypes, particularly for young female audiences who may internalize and normalize this role given the media’s influence as an agent of socialization (Conerly et al., 2023). Conversely, Barbie’s character in Barbie (2023) refuses to conform to conventional gender roles, using her agency to stand up against patriarchal structures to define her own identity. This message critiques and highlights the existing gender inequalities that still exist in society while encouraging viewers to feel empowered to resist narrow beauty standards and the stringent norms that dictate femininity and what it means to be a woman. Conclusion Media is a powerful agent of socialization that allows individuals to learn about nonmaterial culture(Conerly et al. 2023). Classic and modern versions of Barbie films undoubtedly shape public perceptions by supporting gender stereotypes and norms while simultaneously critiquing the patriarchy to underscore the gender stratification and social inequality that continues to be a hallmark of our current society. References Hurley, O. (Director). (2002). Barbie as Rapunzel[Film]. Family Home Entertainment, Mainframe Entertainment, & Mattel Entertainment. OpenStax. (2023). Introduction to Sociology 3e. OpenStax. https://openstax.org/books/introduction-sociology-3e/pages/1-1-what-is-sociology Robbie, M. (Producer), & Gerwig, G. (Director). (2023). Barbie [Film]. Warner Bros. Pictures. Weissman, K. N. (1999). Barbie: The Icon, the Image, the Ideal: an Analytical Interpretation of the Barbie Doll in Popular Culture. United States: Universal Publishers.

Students will produce a tangible output, such as a 3D model of the solar system that shows all competencies listed below. You are not limited to a 3D model. What you want to do is up to your imagination, whatever you like. (NO slideshows!!) You must show how the sun's energy is generated from nuclear fusion within its core. You must be able to explain what happens during this process and what elements are formed during this process. You must show/tell how its solar energy is transferred to other planets and tell how it influences them (scientifically-please-no fun facts!!). You must also show/ make a diagram of the sun's layers. With this diagram you will tell me how each layer (photoshere, convection zone, radiation zone, chromosphere) plays a role of the transfer of energy from the sun's to its surface and beyond. Please bring in any items that may help you make your project unique. You are able to use any supplies I have in the class. You will be expected to explain to me what your presentation is and how your are displaying these competencies.