What is racial profiling?

DIRECTIONS

Answer the following questions in your own words.

  1. What is racial profiling? Provide examples of how law enforcement, government officials and/or ordinary citizens use racial profiling in the aftermath of 9/11. (review Arizona case). How might the contact hypothesis remedy profiling?
  2. Discuss various ethnocentric practices historically used by those in power that have contributed to prejudicial attitudes towards racial and minority groups.
  3. What is the social construction of race? Provide a symbolic interactionist perspective. How can this concept (social construction of race) be applied to Americans from multiple racial backgrounds?
  4. Define the term model minority. Discuss which minority group is perceived as living up to that image. Discuss advantages and disadvantages of being a model minority.

Remember to remove the question from your assignment (just number your answers.) You must have a Turnitin score, and it must be under 30%, for you to receive credit on this assignment.

How do schools “reproduce and perpetuate social stratification”?

How do schools “reproduce and perpetuate social stratification”?

1. DB2

Think of a problem that impacts you personally (e.g., the high cost of tuition, unemployment, or divorce), and explain how you would make sense of it differently if you viewed it as (a) only a personal problem or (b) influenced by a public issue. How do possible solutions to the problem differ depending on how you view it?

2. DB3

Think of a subculture to which you belong. What are the norms, values, and material artifacts that distinguish members of your subculture from those who do not belong to it?

3.DB4

How do schools “reproduce and perpetuate social stratification”? If you had the power and desire to use the school system to reduce inequality, what policies would you implement? What do you think the chances are of your policies actually being put into place? Why?

Describe some social problems within educational institutions

Describe some social problems within educational institutions

SOC-220

Social Problems Within Education Worksheet

On a separate Word document, citing one to three scholarly sources from the GCU library, answer the following prompts in an essay format. Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center. An abstract is not required.

Describe some social problems within educational institutions (75-100 words).

Explain how social problems within social institutions (on micro and macro levels) have perpetuated or affected child abuse. (200-250 words).

Use the GCU library and identify an actual solution to the social problems within education. Summarize the solution you identified and compare it to historical solutions proposed in the past (150-200 words).

Why did Left Realists argue that a new approach was needed?

Take note in each paragrapher

·  Read the attached sheets on left and right realism. Design one quiz question for each of the focus points (see sheet – there are 3 focus points for left realism and 3 focus points for right realism so you will come up with 6 quiz questions in total).

·  Once you have read the sheets on left and right realism (and designed your 6 questions)

Left realist

Focus point 1: Why did Left Realists argue that a new approach was needed?

Focus point 2: How do Left Realists explain crime?

Focus point 3: what solutions do Left Realists offer to tackle crime?

Focus point 3: what solutions do Left Realists offer to tackle crime?

Right realism

Focus point 1: what does NOT cause crime according to Right Realists?

Focus point 2: what does cause crime according to Right Realists?

Focus point 3: what solutions are offered by Right Realists to tackle crime?

Left Realism

Focus point 1: Why did Left Realists argue that a new approach was needed?

Problems with the idealism of Marxist and Neo-Marxist approaches:

Left realists have argued that ‘left idealists’ have not provided policies on law and order as alternatives to  those provided by  right wing politicians who have portrayed themselves as the guardians of law and order.  They have been unable, therefore to counter the appeal of right wing policies. Can you see how Marxist and Neo-marxist approaches, as well as some interactionist research might be accused of this?

A need to recognise realities of crime

Left realists focus on the reality of crime, rather than on who defines or creates laws and how crime is socially constructed – which left ‘idealists’ tend to.  They argue that some groups in society are particularly likely to be victims of crime – often those most powerless and that left idealists pay little attention to this. They argue that whilst middle class and corporate crime is likely to be under estimated in the figures, that it is still likely that poorer and more excluded members of society; including some ethnic minority groups, are more likely to perpetrate certain types of crime e.g. street crime.

Acknowledging the ‘real’ problem of crime and fear of crime allows left realists to consider the implications on people e.g. women fearing going out in the dark

A need to counter some of the romanticised images of criminals

Left realists have criticised the image presented by some Marxist and neo-marxist  writers of criminals as promoting justice or fighting back against oppression (or Robin Hood type figures). E.g. most victims of robbery and burglary are themselves poor

Focus point 2: How do Left Realists explain crime?

Relative deprivation

Crime is seen as rooted in social conditions and closely related to deprivation, BUT, there is not a simple relationship between poverty / unemployment and crime. Many crimes are committed by more affluent members of society for example. What matters is whether deprivation is experienced as ‘relative deprivation’ e.g. compared to those around you or wider society. A consumer culture and the role of the media in advertising can play a big role in this.

Subculture

Groups of individuals experiencing relative deprivation will develop lifestyles that enable them to cope with the problem. Human creativity is emphasised – crime is only the response of a minority to this situation of oppression – other responses include Pentecostalism and Rastafarianism among second generation Caribbean immigrants.

Marginalisation

Marginal groups are not well represented in society through organisations such as political affiliations, trade union membership, or other avenues through which their ‘voice’ might be heard. Marginalised groups are seen as more likely to resort to violence and rioting as forms of political action.

Focus point 3: what solutions do Left Realists offer to tackle crime?

Improve Policing

Policing needs to move to policing by consensus. Build up community relations etc… public confidence in the police needed to improve(especially in the 1980s context when the Brixton and Toxteth riots had occurred and at a time when the police were often seen as puppets of a right wing state e.g. policing of the miners strike)

Police rely greatly on the public – 90% of crimes known to police are brought to their attention by the public (Kinsley, Lea & Young, 1986) – if information from the public dries up due to lack of confidence, then police have to resort to tactics like stop and search or drift towards ‘military policiing’ – public confidence gets worse… vicious cycle

Community policing – needs to develop. Police should respond more to needs and desires of the communities they serve. Stop over-policing things like minor juvenile offences and focus on more serious crimes which they should investigate e.g. corporate crime, domestic violence, racially motivated attacks etc…

Tackle the social causes of crime

Redistribution of wealth needed – socialism. Reduce income inequalities. Changing policing alone will not solve the problem of crime.

Improve equality, opportunity and freedom of choice. Reduce unemployment, improve housing estates, provide better community facilities, leisure facilities etc…

The Square of Crime – a multifaceted approach needed.

Focus on the 4 elements – the state, the offender, the public (or informal social control) , the victim THE SQUARE OF CRIME.  Need to understand why people offend, what makes victims vulnerable, what affects public attitudes and what social factors influence the police and formal agencies of control.

Right realism

Associated with American sociologists James Q. Wilson and Richard Hernstein

Focus point 1: what does NOT cause crime according to Right Realists?

Poverty

Wilson argued that poverty was not an important factor in crime.  He gives the example that in the 1960s USA anti-poverty programmes happened alongside increases in crime. In addition to this, it should be noted that many poor people do not commit crime.

Crime can neither be explained nor tackled through welfare programmes or policies to redistribute wealth

Focus point 2: what does cause crime according to Right Realists?

Wilson focused in particular on the rational calculations made by those who commit crime regarding the likely cost and benefits of their criminal actions

Later Wilson and Hernstein argued that there was a significant biological element to crime – some people are biologically predisposed to commit crime; this, alongside inadequate socialisation makes it more probable.

Still focused on rational cost benefit – over generous welfare system makes crime pay – no need to work hard and hold a job down.

In their 1982 article ‘Broken  Windows’ Wilson and Kelling focused on how the physical environment can give cues to people about a lack of social control and can lead to more crime– indicating that  social rules have broken down – e.g in estates where windows are broken and graffiti is everywhere – people who are not criminals are scared to go out, this means that there is less informal social control  through the presence of law-biding citizens on the streets and those predisposed to commit crime are more likely to do so.

Focus point 3: what solutions are offered by Right Realists to tackle crime?

Cost vs benefit – need to increase the cost or reduce the benefit to criminals:

BUT Simply increasing punishments is not the answer – so few get caught so it is not a good detterent. Swift and definite punishments might work but are not common.

Instead focus might be on things like methadone for heroin addicts (cost of heroin outweighs benefits) and making communities stronger so offenders have more to lose (standing in community)

Wilson and kelling 1982 Broken Windows – police and councils must react to first signs of disintegration e.g remove broken windows quickly, police should use zero tolerance and clamp down on minor crimes to avoid deterioration

Also, focus on socialisation, nuclear family and strong communities.

Take note in each paragrapher

·  Read the attached sheets on left and right realism. Design one quiz question for each of the focus points (see sheet – there are 3 focus points for left realism and 3 focus points for right realism so you will come up with 6 quiz questions in total).

·  Once you have read the sheets on left and right realism (and designed your 6 questions)

According to your reading Do Muslim Women Need Saving?

According to your reading Do Muslim Women Need Saving?

Drawing from the Blackboard article Gendered Islamophobia: hate crime against Muslim women, Muslim women are particularly vulnerable to Islamophobia due to their multiple subject positions as an historically marginalized sex (by Western, non-Muslim society), a religious minority, and a (perceived) racial minority. I want you to be sure that you discuss the issue of intersectionality, hegemony, privilege, and ethnocentrism in your response.

According to your reading Do Muslim Women Need Saving? (Lughod), the West has had a history of employing something called the “colonial appropriation of women’s voices” in order to literally colonize Muslim-majority countries. Please discuss what the colonial appropriation of women’s voices means, and how we have used this tactic to colonize other countries. Then I’d like you to address why it has been so ironic that the West has used the rhetoric of women’s oppression (in particular, the veiling of Muslim women) to legitimize their “liberation.” Remember, as the author asserts, in order to liberate women from something, we need to liberate women “to” something.

Compare and contrast politics and sports events or religion and sports events

ompare and contrast politics and sports events or religion and sports events (i.e., opposing viewpoints). Using the CSU Online Library, locate two selections on sports and politics events or two selections on sports and religion events. Depending on the event you have chosen (sports/politics or sports/religion), ensure there are two opposing viewpoints (similarities and differences) to review. Write a two-page essay summarizing the piece and identifying the similarities and differences. Be sure to specifically address how the globalization of sports has affected the topic you choose (politics or religion).

Below are some possible ideas to compare and contrast.

  • Who was involved?
  • What were the key points/arguments?
  • Were these points valid and/or logical?
  • How did politics/religion play a role?
  • What was the outcome?
  • Did the outcome involve issues of money and power?
  • How did this affect sports?
  • Did the decision lead to better management of sport or sport play? If so, in what way?
  • Which views do you support? Why?
  • Which views do you refute? Why?

Include the following parts in your paper.

  • Title page – Include the assignment title, Columbia Southern University, and your name.
  • Introduction – Provide a brief Introduction of your selections and the connection to this chapter’s topic.
  • Section comparing and contrasting first selection (Similarities/Differences)
  • Section comparing and contrasting second selection (Similarities/Differences)
  • Conclusion – Provide a brief conclusion wrapping up the elements of the selections and how they relate to the chapter topic
  • Reference page – Include a reference page that lists the sources in proper APA format. If you also used content from our textbook, be sure to include this as a source in your reference page, as well. It is important that you provide the reader with enough information about your article so he/she will be able to locate the article.

Your essay must be at least two pages in length, not counting title and reference pages. Follow APA Style when constructing this assignment, including a title page, and in-text citations and references for all sources that are used.

Pretend you are trying to convince someone who believes we live in a post-racism and antiBlackness world

After 1492

Purpose: This essay is an opportunity for you to reveal your ability to read a text (in this case, a film) and think critically. Doing so requires careful use of close reading and critical analysis. You will reveal your knowledge of the subject before presenting your own viewpoint of this topic.

Text

BBC, “Racism: A History”

Topic: As we have discussed thus far, the creation of races was an intentional project that resulted from the European Enlightenment and its philosophical and scientific communities. In the documentary, “Racism: A History,” we see how the construction of race, and more specifically, antiBlackness, still affects our world today.

Writing Task

In a well-developed, thesis-driven essay of 2-pages (500 words) using the film, “Racism: A History” and our class discussions and lectures, respond to the following prompt:

Pretend you are trying to convince someone who believes we live in a post-racism and antiBlackness world that in fact, we are still dealing with a lot of racial injustice. What ideologies and practices shaped our world? Please use examples from the documentary.

Paper Requirements

Your essay should convince the reader that the claim you make (your thesis) is an arguable one, not simply a statement of fact.

Be sure to support your claim with quotes (textual evidence) from the film.

Papers must be 2-pages (500 words) and follow MLA format: typed, double-spaced, 12 pt., Times New Roman font with 1” margins and left-alignment.

please read the attachment (chapter 5)

complete a Cultural Formulation Interview based on the “Cultural Formulation”

Part One: Cultural Formulation Interview

Read “Topic 2: Vargas Case Study.” Select one of the Vargas family members and complete a Cultural Formulation Interview based on the “Cultural Formulation” section in the DSM-5 and based on the new information learned in session two of the Vargas case study. Refer to the attached CFI form for guidance and complete the CFI template.

Part Two: Cultural Diversity Reflection

Write a 200 to 250-word response about how in a counseling session with the Vargas family you can attend to multiculturalism and diversity. Please refer to the cultural diversity section of the counselor dispositional expectations document for guidance.

the brain development of the child in early life as well as the impact of accidents and maltreatmen

 the brain development of the child in early life as well as the impact of accidents and maltreatmen

Constellation: Mossler, R. A., & Ziegler, M. (2016). Understanding Development: A Lifespan Perspective. San Diego, CA: Bridgepoint Education, Inc

Chapter 5 of the course textbook discusses the brain development of the child in early life as well as the impact of accidents and maltreatmen required article by Perry (2009) illustrates and defends an approach to child maltreatment based on neurodevet. Thelopmental analysis that seeks to understand and treat abuse victims with reference to the areas of the brain affected.

Based on these readings, account for or respond to each of the following in your initial post:

  • Analyze the findings of the Perry study, addressing the strengths and shortcomings of the neurodevelopmental approach. Are there limits to this sort of approach, and if so, what alternative approach might add something to a neurobiological analysis?
  • Offer a real life experience, alternative study, or recent news report that in some way illustrates or casts light upon Perry’s findings.

In your responses to no fewer than two of your classmates, compare and contrast your respective responses to the Perry study and illustrative examples, offering constructive criticism of your respective arguments and conclusions. A

Punishment and Capital Punishment

Module 5 Discussion: Punishment and Capital Punishment

Module 5 Discussion: Punishment and Capital PunishmentInstructions:This discussion will be completed in two parts and will give you an opportunity to reflect upon this week’s content and to interact with your classmates.

  • Part 1 – Post your initial response to the discussion questions by Wednesday at 11:59 pm
  • Part 2 – Post substantive feedback to two (2) classmates by Saturday at 11:59 pm

During each module, you should create a thread of your own to make comments or ask questions about the material. You should also respond to other threads started by at least two of your classmates. That’s a minimum of three posts per module: one of your own plus two responses.

  • If you meet these requirements by each deadline indicated, you will receive at least 15 of 20 points possible for each discussion.
  • To get more than 15 points, the quality of your various posts will be taken into account. Are your comments insightful? Are your questions thought-provoking?
  • Do your criticisms move the discussion forward? And so forth.
  • If you do not meet these requirements by the deadlines, your scores will be below 15 points.
  • There is no length requirement on the discussion board. However, comments must be substantively concerned with the material.