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Purpose This essay will enable you to understand the extent to which social media companies have permeated into the lives of citizens, and the commodification of personal data of users of social media platforms. Directions Watch the video: Shoshana Zuboff on surveillance capitalism [Length 49:59]Links to an external site. You may be interested in this one (optional) What is The Fourth Industrial Revolution [Length 4:17]Links to an external site. American pride themselves of their privacy and freedom. But to anyone who is conscious of the advancements in technology, these claims of privacy and freedom are becoming increasingly illusive. Identify and explain 2 of the underlying reasons for the shifts in attitude and tolerance about the invasion of our personal privacies. Identify and explain 2 ways you are under surveillance by your own technologies that you use routinely. It is important to be specific and precise. To what extent is your awareness of being watched by the technology you use modulating your behavior? Are you conscious of this? Why, or why not? Research and write about what someone had broadcasted or posted on social media came back to hunt them at a crucial point in their life. Formatting: It is important that you cite and reference all your sources following the APA (7th edition) standardsLinks to an external site.. Length: about 2-3 pages. Strive for quality over quantity. Submission: Submit your essay as an attachment (.doc or .docx) by clicking the Start Assignment button above. Grading This assignment is worth 25 points toward your course grade and will be graded according to the essay grading rubric below. Rubric SOC 268 Essay 10 Grading Rubric SOC 268 Essay 10 Grading Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeExtent of concerns about personal privacy 6 to >5.0 pts Very Good 5 to >4.0 pts Good 4 to >2.0 pts Needs Improvement 2 to >0 pts Failing 6 pts This criterion is linked to a Learning OutcomeExtent of surveillance by personal technologies 6 to >5.0 pts Very Good 5 to >4.0 pts Good 4 to >2.0 pts Needs Improvement 2 to >0 pts Failing 6 pts This criterion is linked to a Learning OutcomeAdverse impact of social media 5 to >4.0 pts Very Good 4 to >3.0 pts Good 3 to >2.0 pts Needs Improvement 2 to >0 pts Failing 5 pts This criterion is linked to a Learning OutcomeGrammar and spelling 4 to >3.0 pts Very Good 3 to >2.0 pts Good 2 to >1.0 pts Needs Improvement 1 to >0 pts Failing 4 pts This criterion is linked to a Learning OutcomeIn-text citations and references 4 to >3.0 pts Good 3 to >2.0 pts Needs Improvement 2 to >0 pts Failing 4 pts Total Points: 25 PreviousNext

Throughout this course, we have explored how social constructionism helps us understand the ways in which race, class, gender, and power operate in society. Social constructionism reveals that many aspects of our social world—things often taken as natural or inevitable—are, in fact, created, maintained, and transformed through historical, cultural, and institutional processes. Deepening this analysis, we have also examined how individuals internalize social structures and reproduce them in their daily lives, as well as how power operates within distinct social spaces to reinforce inequality. Your task is to explore these subjects by responding to the following questions: 1) What does it mean to say that race and gender are socially constructed? Use examples to explain how historical, cultural, and institutional forces shape these constructs and how they are reinforced through everyday practices. 2) How are inequalities based on race, class, or gender (choose one) upheld and reproduced? Consider how people internalize societal norms and values related to race, class, or gender, and how these norms influence their actions and identities. Discuss how these internalized norms are reinforced or challenged in daily interactions. 3) How do race and gender intersect in shaping individual experiences and societal structures? Reflect on the ways that these constructs influence each other and how individuals or groups challenge or transform these overlapping systems of inequality 4) How do systems of power and knowledge make social constructs such as race, gender, health, or criminality seem natural or inevitable? Consider how distinct social spaces (e.g., workplaces, schools, or cultural institutions) shape the ways individuals engage with and reproduce these constructs. How do these spaces reinforce hierarchies? Your essay should integrate these ideas into a cohesive argument, drawing on course readings, class discussions, and examples to support your points. Guidelines for Success: Begin with a clear thesis that ties together the central themes of your essay. Define key concepts like social constructionism clearly and apply them to specific examples. Structure your essay logically, with each section addressing one of the questions. Write clearly and proofread for grammar, spelling, and clarity. Ensure your essay is between 3-4 double-spaced pages (12-point Times New Roman or equivalent). Use in-text citations to support your arguments and provide a references list (ASA format), citing lectures and class readings. Rubric Some Rubric Some Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeDefinitionsImportant concepts and ideas are referenced and accurately defined. 30 pts Full Marks 0 pts No Marks 30 pts This criterion is linked to a Learning OutcomeTheoretical PresentationTheories are appropriately and accurately referenced and explained in context, and connections between theories where appropriate are well established. 30 pts Full Marks 0 pts No Marks 30 pts This criterion is linked to a Learning OutcomeExamplesExamples (either established through personal reflection or from class content) are offered when appropriate to demonstrate applied comprehension of course content. 20 pts Full Marks 0 pts No Marks 20 pts This criterion is linked to a Learning OutcomeThesisSubmission has a clearly identifiable thesis that is defended throughout the body paragraphs. 10 pts Full Marks 0 pts No Marks 10 pts This criterion is linked to a Learning OutcomeWriting and FormattingWriting is clear, coherent, and well organized. Formatting is in-line with specifications outlined in the prompt. 10 pts Full Marks 0 pts No Marks 10 pts Total Points: 100

Write a short critical reflection essay about The Course of Love. You might think of this assignment as what you would produce if asked to write a journal entry about the book- or a lengthy version of your response if a friend asked you: "Would you recommend this book? Why or why not?" There is no particular substance you are required to discuss. But questions you might address include: Did you learn anything from it? (If so, what?) Did you think it was useful or a waste of time? What were your favorite and least favorite parts? Was the substance surprising or unsurprising? What features did you agree or disagree with? What did you really love; what did you find provocative; what did you find problematic- and why? And so on. While there is no particular substance you're required to address, your submission will be graded based on the quality of writing and the quality of your analysis/engagement with the text, in terms of breadth and depth. A detailed rubric is here. Your submission should be no longer than 2 pages, double-spaced, in 12-point Times New Roman font with 1-inch margins on all sides. There is no need to include a title or header. As the purpose of this assignment is to offer subjective reflections on the course text, there are no "right" or "wrong" responses and no particular substance I am looking for. Rather, your sole objective is to engage the text in a broad and thoughtful manner using high quality writing (and, of course, follow all formatting guidelines). Accordingly, the 20 points for this assignment will be distributed as follows: You will automatically receive 10 points if it is clear that you actually read the book. Please try not to stress about this; if you did, in fact, read it in its entirety then there should be no problem (and our baseline assumption is that you did). But if it becomes evident to us that you did not- for instance, because there are blatant inaccuracies in claims you make about the plot, because the entirety of your submission focuses on just one or two chapters, because you make claims that are contradicted by later events in the narrative, etc.- then we will deduct from these 10 points accordingly. You will receive 5 points for the depth and breadth of your reflections- in other words, for engaging the text thoughtfully and holistically (while of course you are still welcome and encouraged to provide concrete examples and details). You will receive 5 points for the quality of your writing (in other words, writing that is well-structured, easy to follow, and free of spelling and grammatical errors). No ai or chat gpt found. Additionally, you will lose 1 point if you do not follow the formatting guidelines exactly and you will also lose 1 point for every additional page beyond 2 pages that has any writing on it (for instance, you will lose 1 point if there is any writing on a third page, 2 points if there is any writing on a fourth page, etc.). can have an extension if needed.

submit a written reflection on one or two readings of your choice 2-3 typed double-spaced pages in length. To guide your responses, you may address all or some of the following orienting questions: Did you enjoy the readings? Why? Why not? (Taste/Interest) Is (Are) the readings important? If so, why and for whom? If not, why not? (Relevance) Can you apply the readings to a personal experience (past or present)? To a historical or current event? To a play or other artistic performance? To a novel or other written work? To a movie or television show? (Application) No ai or chat gpt Did the readings inspire questioning/questions on your part? (Curiosity/Questioning)

The task involves completing two parts: A 5-10 slide presentation A 300-500 word statement The specific details and instructions for the assignment are in the first document. The three folders provided contain the course materials you need to complete the assignment: Folder 1: Materials related to The Sex/Gender/Sexuality System. Folder 2: Materials related to The Politics of Reproduction. Folder 3: Materials related to Gender, Labor, & Racial Capitalism. You must reference at least 3 texts (one from each folder) in the statement and include an MLA-style works cited page.NO A

Data and Methods In this assignment you will produce YOUR data and methods sections for your final research project. Each student is required to conduct their own study. This assignment allows me to review your study and help guide you for success. Using the data I provided or another data set (must have my approval before you can proceed), locate data. Once you find a data set that has the variables you wish to use, write up your data and methods sections. I have included italicized text to help you see where to fill in your data and methods information. This allows you to see where to drop in your own words - please do not italicize your words. Please use my paragraphs -- this class is to teach you how to write like a scientist. You must follow the American Sociological Association (ASA) format and your sections should look exactly like the sections below (without the italicized fields -- you will fill in your data and methods information in those fields). DATA The data are drawn from the insert the data source agency here. They include information from the year/s insert the years of your data. They include the population/sample of insert the group being surveyed and include n=insert the number of cases in the study insert the unit of analysis here – people, nations, schools, etc.. These data are particularly useful for the analysis because they include measures of insert your measures here. The data are not perfect as they do not consider insert any draw backs or limitations here. Despite this limitation, they do consider the key measures of this study. {Choose population or sample. If your data include all people (like all college students) write "population"; if your data are a sample, write the word "sample." Choose year OR years - if your study is a snapshot of 1 year, use "year"; if it spans multiple years use "years."} METHODS The study will measure the effect of insert your independent variable here on insert your dependent variable here. It will compare insert the units of analysis here by insert race, class or gender here, specifically by considering how insert your measures here pattern the outcome of interest. Example DATA The data are drawn from the Department of Education, National Center for Education Statistics. They include information from the year 2017-2018. They include the population of all high school students in Los Angeles Unified School District (N=170,093). These data are particularly useful for the analysis because they include measures of race and gender and graduation rates. The data are not perfect as they do not consider students who have dropped out prior to 9th grade. Despite this limitation, they do consider the key measures of this study. METHODS The study will measure the effect of race and gender on graduation rates. It will compare male and female graduation rates in each racial category by considering how race patterns educational outcomes. Reminder -- here is a list of potential data sites for your study: LIST OF POTENTIAL DATA SITES FOR QUANTITATIVE RESEARCH CRIMINOLOGY Federal Bureau of Investigation, Uniform Crime Reporthttps://cde.ucr.cjis.gov/LATEST/webapp/#/pages/exp... o an external site. Officers Killed (Use the tables for data; do not use their figures): https://ucr.fbi.gov/leoka/2018/topic-pages/officers-feloniously-killedLinks to an external site. State of California Department of Justice https://openjustice.doj.ca.gov/exploration/crime-statisticsLinks to an external site. EDUCATION International (PISA) http://www.oecd.org/pisa/data/Links to an external site. PISA Data Explorer - 2015Links to an external site. 2012Links to an external site. National National Center for Education Statistics (NCES) Report Card https://nces.ed.gov/nationsreportcard/naepdata/Links to an external site. State California Department of Education Data and Statistics https://dq.cde.ca.gov/dataquest/Links to an external site. LAVC Los Angeles Valley College https://www.lavc.edu/research/Data-Dashboards.aspxLinks to an external site. PUBLIC HEALTH Centers for Disease Control (CDC) http://www.cdc.gov/DataStatistics/Links to an external site. STRATIFICATION Global Inequality and Demographics CIA World Fact Book : CIA World Fact BookLinks to an external site. WORK US Department of Labor, Bureau of Labor Statistics, Current Population Survey http://www.bls.gov/cps/demographics.htmLinks to an external site. WOMEN IN POLITICAL POWER Women in Congress: CAWP (Women in Congress) linkLinks to an external site.

Colorblind Racism Think about how you learned about race and racial groups. We are going to apply Bonilla-Silva's theory, colorblind racism to our personal experiences. The module includes a lesson on colorblind racism, a theory by sociologist Bonilla-Silva. He shows us that many people assume there is no racism when in fact there is. The ways racism is structured in society is through different social structures, like family, school, peers, and the media. The discussion asks you to find examples where this happens and identify which aspect of his theory it is. He has 4 frames, 4 styles, story lines and testimonies. Find an example from your life, then determine which of his frames, styles, etc. it is. For example, if one of my pals says in a discussion that she is not racist as she has friends that are a different race from her, that would be an example of a testimony. Pick one of the Socializing Institutes below and discuss how this institution may socialize us to be racist. To do this, provide three elements of Bonilla-Silva's theory. Specifically, that means at least one frame, one style or one story for the socialization institution. Bonilla-Silva shows us that there are a list of 4 frames, 4 styles and storylines and testimonies used to maintain racism in a "colorblind" society -- so you can pick which frames and stories/storylines to talk about but you will need to apply 3 of these to 1 institution of your choice. Socializing Institutes How do families socialize us to view groups in particular racialized ways? How do schools and education systems construct racialized ideologies? How do peer groups inform us about race and inequality? How do the mass media, including social media, present racialized images that lead us to adopt ideologies? Example Here I demonstrate 1 frames,1 style and 1 story line for family. Family: Abstract liberalism, Avoidance of Direct Language, and Testimonies* At a family dinner, my cousin brought a friend who talked about how unfair policies are that favor one group over another. He talked about Affirmative Action saying it was "reverse discrimination." There is no "reverse" as discrimination is discrimination, but the fact that he said this is an example of the frame Abstract Liberalism -- he is saying it is "unfair." This is also an example of the style Avoidance of Direct Language as he would not say this if there were people of a different race in the room. This is also an example of testimony as he said there would be plenty of talented people of color who would be accepted for jobs if they just applied -- he knows some. Therefore Affirmative Action is necessary. *You may not use my example for your submission.

You will be creating a study guide for a final exam. I will attach the directions to a google doc. This study guide is to be detailed and specific with information from the provided sources and book. There is no word count required, however it is important to make sure all of the directions are followed thoroughly and accurately.

I was not able to attend my chosen event for this assignment, however I have submitted for previous assignments details of the event. I will copy and past that at the bottom of these instructions. There are also more instructions I will screenshot and send as well but this is the basics of them. This is a personal assignment so it may be difficult to assist me with it. Culture Share/Experience Assignment: Following this meaningful experience, write a 3-5 page reflection paper about your experience (double spaced, size 12 font). If you researched and used any literature to support your work, be sure to site your sources in APA format. Be creative in the title of your paper. The following are guiding questions that should be answered in your paper, in addition to other pertinent information you desire to share in your paper. Describe your experience, in general. Be sure to identify why you selected what you did and your initial thoughts on the experience, prior to your attendance/participation. Be specific in your response. Did it meet your expectations? How? How was this different from your typical experiences? Note: if the answer is that it was not different, then the experience is not appropriate for this assignment. How was this similar to any previous life experiences? What surprised you? What was your emotional response? What did you learn? Would you do it again, or would you choose a different opportunity? Explain your response in detail. What were your “aha” moments or “takeaway” learning experiences? How did this assignment/experience align with one or more of the course learning outcomes/objectives (refer to the syllabus for course learning outcomes/objectives This is my chosen and approved event with some details of the event...... The event/activity I am wanting to do is volunteer at The Warming Station. The warming station is a non-profit program in Salem, Indiana, that helps the homeless or those in need by providing donated necessities, such as coats, food, and shelter, for when the temperatures drop to dangerous levels. They are open to the public on Mondays when the temperatures are not low and provide those in need a plate of food, clothing, blankets, or whatever they have that has been donated. They will also open up throughout the week as needed for when it is very cold. Therefore, I am projected to volunteer at the warming station, if approved, on Monday, November 18th, 2024, from 6:00 pm to 10:00 pm.When I spoke with the founder, Cynthia Bowsman, she gave me a lot of information. For example, Salem does not have any type of shelter for the homeless. The closest shelter from Salem is approximately 40 miles away; that is a long walk for anyone, especially when it is below 0. She told me they helped save 2 individuals from losing their feet when they first opened up, along with many more since then. Homelessness has become a much larger concern in our small community the past few years and it continues to rise. This activity would be very different from my daily norm, as well as be a very first for me. I have always had a home and have never needed support in that kind of way, so it will be a new experience for me all together. This experience will give me another perspective on how others have to live. It will take me out of my comfort zone, and I believe it will be life-changing. According to the World Population Review (2024) Salem, Indiana’s poverty rate is 25.03% and increasing. References: Salem, Indiana Population 2024. (2024-10-30). World Population Review. https://worldpopulationreview.com/us-cities/indian...

Please read the instructions and rubric I've attached very carefully. The abstract is already done and attached as well. The readings which need to be used are below this, and I will attach the lectures once this is picked up. I did not get the best grade on the midterm so I will attach the feedback so you can do it differently. I REALLY NEED TO GET A GOOD SCORE, don't hesitate to ask me any questions. Readings: Globalization and the New Economy Sassen, Saskia. 2012. Cities in a World Economy.Links to an external site.Ch1 "Place and Production in the Global Economy," (1-22). "The New Inequalities Within Cities. " (241-272). New York, Sage. Florida, Richard. 2013. “Building the Creative Community.” Ch27 in Brown-Saracino, Japonica. 2013. The Gentrification Debates: A Reader. Routledge. (345-354) Gentrification and the Suburbanization of Poverty* Stein, Samuel. 2019. Capital City: Gentrification and the Real Estate State. Verso Books. Planning Gentrification (41-75). Freeman, Lance. 2013. “Neighborhood Effects in a Changing Hood.” Ch 26 in Brown-Saracino, Japonica. 2013. The Gentrification Debates: A Reader. Routledge. (337-343) Perez, Gina M. 2013. “Gentrification, Intrapolitan Migration, and the Politics of Place.” Ch 24 in Brown-Saracino, Japonica. 2013. The Gentrification Debates: A Reader. Routledge. (319-329) Housing / Homelessness Desmond, Matthew. 2012. “Eviction and the Reproduction of Urban Poverty.” American Journal of Sociology 118(1):88-133. Herring, Chris. 2019. “Complaint-Oriented Policing: Regulating Homelessness in Public Space.” American Sociological Review 84(5):769–800. Wacquant, Loïc. 2001. “When Ghetto and Prison Mesh.” Punishment and Society 3(1). Selections (95-98. 105-120). Martinez, Cid. 2017. Chapter 1 “Neighborhood Councils: City Hall Competes with the Street for Legitimacy.” The Neighborhood Has Its Own Rules: Latinos and African Americans in South LA Suburbanization of Poverty, Foreclosures, and New Geographies of Segregation Rugh., J. & Massey, D. (2010). “Racial Segregation and The American Foreclosure Crisis”. American Sociological Review, 75:5 Todd Swanstrom and Peter Dreier (2014). "Suburban Ghettos like Ferguson are ticking time Bombs" Links to an external site.Washington Post. Read executive summary and skim the report: Kneebone, E. & Berube, A. (2013). “Confronting Suburban Poverty in Environmental Crisis and Contesting Urban Futures Dawson, Ashley. 2017. Extreme Cities: The Peril and Promise of Urban Life in the Age of Climate Change. Selections from Ch 1 “Capital Sinks” (31-59) Hondagneu-Sotelo, Pierrette, and Manuel Pastor. 2021. South Central Dreams: Finding Home and Building Community in South LA. Vol. 13. NYU Press. Selections from Chapter 6 “Organizing Community, Building Power” (212-243).