Each class, 1 student will facilitate a 30-minute discussion with their peers on the assigned course reading(s). At the beginning of the discussion, leaders will share with the class an outline of the topics that will be discussed. The student discussion leaders will provide a brief summary of the topics/themes they will cover during the class, come prepared with 5-7 open ended questions and guide the discussion throughout. At the conclusion of the discussion, co-facilitators will summarize the main insights shared. Discussion themes and open ended questions are due before the start of class. I uploaded the reading down below.
Submit a reading response to this week's reading that raises questions for discussion with a word count around 100 words Writing style should be a casual response and reaction to the readings and include a few questions. This week's reading: Mears, Ashley. 2011. Pricing Beauty: The Making of a Fashion Model. Berkeley: University of California Press Text is attached
there is no specific word count,or page count. just make sure to read the instruction files and include all of the necessary information. This is a continuation of the work you did for me last time, please read all the files attached. ARGUMENT: A STATEMENT THAT IS NOT NECESSARILY TRUE OR FALSE (NOT OPINION, NOT FACT), SUPPORTED BY EVIDENCE. A THESIS CAPTURES YOUR ARGUMENT AND TELLS THE READER HOW YOU WILL MAKE THAT ARGUMENT. - WHAT MATERIAL FROM CLASSICAL THEORY AND OUTSIDE SOURCES WILL YOU USE? - ORGANIZE THE INFORMATION TO SUPPORT YOUR ARGUMENT REQUIREMENTS: THESIS STATEMENT: This may change as you write. See the specific section on thesis development in the full instructions in the Modules. SECTIONS/SUBSECTIONS: To make your argument for clearly, you will provide at least three or four sections aside from the introduction conclusion, and bibliography: 1) Theory or theories 2) Comparison of theories if you are looking at two theorists 3) Social issue 4) Application of theory
Please read below for more instructions. The project should be a form of public sociology that highlights a sociological topic you are passionate about. Your project can be a podcast, website, short film (YouTube upload), or other form of media. It can NOT be a PowerPoint presentation. You should cite at least two academic sources and two media sources on your topic. (20 points) You should discuss the following: Why the topic is important to you? (5 points) How is it sociologically relevant? (10 points) Who is the public audience that can benefit the most by seeing your project? (10 points) What have the experts said about the topic - the empirical facts? (20 points) What are some policy recommendations to support this topic? (15 points) Please include some visual components in the project. It should not just be a written document. (20 points) Upload your Passion Projects Here. The upload should accept all types of media, websites, documents. If you have trouble uploading your project, please email me the project if possible. Grading Criteria This assignment is worth 100 points. Make sure you cite at least three articles with evidence on this topic.
Please read all the questions carefully and answer them accordingly. Remember not to PLAGIARIZE. Cite all sources that you may use! Use peer reviewed articles. Cite in text and provide a reference page. Answer in at least two paragraphs per question. 1. Briefly summarize and critically evaluate Kingsley Davis and Wilbert Moore’s arguments on why stratification (economic inequality) is functional or necessary in society. What is one social position in society that supports their argument? What is one social position in a society that refutes their argument? What are some of the limitations of their theory? 2. Proponents of conflict theory are always contradicting or arguing against structural functionalists on many social issues. First, compare and contrast the structural-functional and conflict views of social stratification. Second, discuss at least three ways that social class can affect an individual’s life chances and lifestyle at either the micro or the macro level of interaction. 3. To many scholars (including sociologists and geneticists) race is a figment of our imagination, and for that matter doesn’t exist. What do we mean by this statement? Provide some of the limitations against the biological definition of race, and and explain why sociologists argue that race is a social construct/concept rather than biological. 4. Although many people tend to interchange the concepts prejudice and discrimination, they are not the same. First, with practical examples distinguish between prejudice and discrimination. Second, describe how prejudice and discrimination operate at the micro and macro levels, and demonstrate how discrimination and racism affects racial and ethnic minorities in the US. 5. List four (4) agents of gender socialization, and with specific/concrete examples explain (only TWO of the agents of socialization) how boys and girls are socialized into their respective gendered roles by these agents. What are some of the reasons why certain societies across the world (especially in developing countries) practice female genital mutilation despite the harmful effects of this cultural practice? 6. On average, men earn more money than women do for performing the same job with the same level of education and experience. Explain this phenomenon from either the structural functionalist or conflict theory perspective. Describe how side-effect discrimination has affected women. Include concrete examples in your answer. What do you think can be done to reduce or eradicate gender gap in wages and improve the socioeconomic status of women in the US and across the globe? 7. Despite the family institution performs numerous functions, proponents of conflict theory continue to contend that the family promote inequality. Using the conflict theory framework or perspective, critically discuss the various ways in which the family institution is associated with inequality. What are some of the changes occurring within the family institution in the US, and what factors are accountable for these changes? Are these changes strengthening or weakening the family institution? Why or why not? 8. List 2 manifest and 2 latent functions of education. According to conflict theory, education perpetuates both racial and economic inequalities. Describe the three (3) main mechanisms/processes by which the educational system works to perpetuate racial and economic inequalities. What do you think can be done to improve the academic performances of racial/ethnic minorities in the US? 9. Studies have found that social factors such as gender, race, and social class are strong determinants of health outcomes rather than biological factors such as germs or bacteria. With examples of your choice, explain the mechanisms or process by which how gender or race influences or determines positive or negative health outcomes. What do you think can be done to minimize or eradicate health disparities in the US? 10. Summarize and explain the conflict theorists’ perspective on the health care system/institution. What are some of the factors responsible for the high cost of health care or medical expenses in the US? What can be done to minimize or control the high cost of health care/expenses in the US? BONUS QUESTIONS: (SELECT ONLY ONE, 11A OR 11B) 11A) What is the Sick Role theory? Briefly explain the “rights” and “obligations” associated with the Sick Role theory. What are some of the limitations associated with this theory? 11B) Give one example of an ascribed and achieved status stratification system. Compare and contrast these two systems detailed in your text. In your answer, explain the opportunity for social mobility. Requirements: 2 paragraphs per question.
This project is to be conducted and written reflecting the sociological perspective, where your arguments are supported by peer-reviewed sources. Focus on your U.S. State or Country of choice when conducting research on your selected topic—
using simple vocabulary write a one and a half page essay on the following four attached files. this is for my final exam. You don’t have to fully read each passage. You just have to use and or examples in the essay explaining how money affects sports nowadays. The professor is really big on making sure we know the readings so please just read important parts and then incorporate it into the essay so that it sounds like I /we know what we’re talking about. This is the description specifically from the professor on what he wants for the final exam. “The second half of the semester has been pretty much all about following the money. For the final exam, you will write an essay about how money impacts sports. Use the readings/videos to help back up your points. You can bring in ONE PAGE of notes (front and back) to help. That's it. One single piece of paper. This is a very broad topic. You should plan to focus on 3-4 subtopics to discuss. Please make it sound as best as you can and remember to please use the specific articles that I am going to attach below. Thank you so much! Please let me know if you have any more questions and also the better it is and the quicker It gets the done, the bigger tip I will give you just to keep in mind. Also please let me know if the files attached do not work.
Durkheim Essay prompt: Pick a social problem in contemporary society that you learned about in another class. In your essay, describe this problem briefly, citing materials from that class. Then explain how Durkheim would approach the study of this topic, drawing on course lectures and readings (make sure that you describe at least three dimensions of what Durkheim’s approach would look like). Make sure to read the full instructions here: SOC 120 Information on Durkheim Essay Spring 2025.pdfDownload SOC 120 Information on Durkheim Essay Spring 2025.pdf The grading rubric is available below. Rubric Durkheim Essay Rubric Durkheim Essay Rubric Criteria Ratings Pts This criterion is linked to a Learning OutcomeSummary of social problem using outside sources 4 to >2.0 pts Addressed and using outside sources 2 to >0.0 pts Addressed but without using outside sources 0 pts Not addressed 4 pts This criterion is linked to a Learning OutcomeAnalysis of how Durkheim would study this issue (one dimension) 4 to >2.0 pts Addressed in some depth and showing a strong understanding of course concepts 2 to >0.0 pts Addressed but very brief or showing weak understanding of course concepts 0 pts Not addressed 4 pts This criterion is linked to a Learning OutcomeAnalysis of how Durkheim would study this issue (second dimension) 4 to >2.0 pts Addressed in some depth and showing a strong understanding of course concepts 2 to >0.0 pts Addressed but very brief or showing weak understanding of course concepts 0 pts Not addressed 4 pts This criterion is linked to a Learning OutcomeAnalysis of how Durkheim would study this issue (third dimension) 4 to >2.0 pts Addressed in some depth and showing a strong understanding of course concepts 2 to >0.0 pts Addressed but very brief or showing weak understanding of course concepts 0 pts Not addressed 4 pts This criterion is linked to a Learning OutcomeReferences to course readings and lectures 4 to >2.0 pts Incorporates all required course readings and lectures; ideas are referenced appropriately throughout 2 to >0.0 pts Incorporates some, but not all, required course readings and lectures; referencing is very sporadic 0 pts No required course readings and lectures incorporated 4 pts This criterion is linked to a Learning OutcomeClarity of writing and organization 4 to >2.0 pts Clear, cohesive, with intro and conclusion 2 to >0.0 pts Adequate, but could be revised (e.g., missing intro/conclusion) 0 pts Difficult to follow, very disorganized 4 pts This criterion is linked to a Learning OutcomeEssay length 4 to >2.0 pts Paper length is above 600 words 2 to >0.0 pts Acceptable, but noticeably shorter than 600 words 0 pts Insufficient length 4 pts This criterion is linked to a Learning OutcomeOverall assessment of essay 4 to >2.0 pts (Very) good 2 to >0.0 pts Acceptable 0 pts Poor 4 pts Total Points: 32 Previous Next
In this 2-3 page paper, students will make connections between concepts covered in class and any film. Be sure to use as many concepts as you can! DO NOT go near AI for this paper. You will be submitting it though a detection website and I will know. I have chosen the movie "Zootopia". Here are the concepts I would like included in the paper and how they relate to the movie: Emotion labor: Judy Hopps performs “service with a smile” as the first rabbit cop, hiding fear or frustration to meet societal expectations. Dramaturgy (Goffman): Front stage: Judy’s upbeat, confident persona on patrol. Back stage: Her self?doubts and exhaustion after long days. Impression management & face work: Nick’s smooth con?artist routine versus his genuine moments. Given vs. given off: Judy “gives” determination but “gives off” anxiety about fitting in. Mead’s I, Me, Generalized Other: Judy’s spontaneous “I” reactions (running full?speed into danger) versus her reflective “Me” (worrying about public opinion), shaped by the “Generalized Other” of Zootopian social norms. Cooley’s Looking Glass Self: Judy internalizes stereotypes (prey are weak) when she fears being judged by predator colleagues. Collectivism vs. Individualism: The city’s motto “Anyone Can Be Anything” praises individualism, yet predators are socially pressured to conform into “savage” groupthink. Self?Reference Effect: Judy’s bias toward evidence that “rabbits can be cops” because it confirms her identity. Self?Serving Bias (False Uniqueness, Unrealistic Optimism, False Consensus): Judy overestimates her own capabilities (unrealistic optimism). Both Judy and Nick assume “anyone would help” in rescuing Bellwether. Social Identity Theory: Predator vs. prey categories drive in?group favoritism and out?group fear. Le Bon’s Crowd & Emergent Norms: The predator panic “savages” exhibit contagious behavior and new norms of aggression. Primary vs. Secondary Groups: Judy’s tight rabbit family (primary), ZPD police force (secondary). Task vs. Socio?emotional Leaders: Chief Bogo (task?oriented) vs. Clawhauser (socio?emotional support for Judy). Groupthink: The ZPD initially ignores evidence because they’re unwilling to challenge the “savage” panic narrative. Social Arousal & Rumors: Fear of predators spreads like urban legend, amplified by media “reports.” Fads & Cults: The public’s brief craze for predator?turned?heroes, then swift reversal into “savage” panic. Dunning–Kruger Effect: Bellwether underestimates Nick and Judy’s abilities and overestimates her own tactical skill. Parsons on Socialization: Characters learn “proper” predator/prey behavior through institutional roles. Freud’s Id, Ego, Superego: Nick’s id (trickster urges), Judy’s superego (moral drive), and their egos balancing the two. Piaget & Kohlberg: Judy moves from a “pre?conventional” focus on personal achievement toward “post?conventional” justice when she exposes Bellwether. Collective Identity: The “prey” community vs. the “predator” community each forge a shared sense of self. Attraction Traits, Halo Effect: Judy’s bravery creates a positive halo that makes other officers trust her. Companionate vs. Passionate Love: Judy & Nick’s friendship evolves from task?based partnership to deep, supportive bond (companionate). Two?Factor Theory of Emotion: Scenes where anxiety (physiological arousal) plus cognitive label (“I’m a cop chasing a fox”) produce fear.
Do this assignment based on chapter 1 all the way to First Half of Chapter 5 Reading notes should be 1 to 2 pages double spaced, no more than 2 pages. Guiding questions to address in your reading notes: What new information, concepts/key terms or ideas did you learn from the readings? What was most compelling about the readings to date? What was least compelling about the readings? How might you apply what you have read to date to other courses you are currently taking or to courses that you have previously taken?
