Applied Social Science

/in /by

SCS 200 Research Investigation Progress Check 1 Guidelines and Rubric Overview: Throughout Theme: Exploring Social Science Issues, you have been guided through work on Project One (a research investigation), which you will continue to work on in Theme: Performing the Research Investigation and Theme: Tailoring the Message to an Audience and will formally submit to your instructor at the end of Week 5. This assignment provides you with an important opportunity to get valuable instructor feedback on the progress you are making and to ensure you are on the right track for your later submission. Prompt: Throughout Theme: Exploring Social Science Issues, you have explored social science issues for further investigation and examined social science principles that relate to issues of interest to you. Specifically, in this assignment, you will submit the Project One elements listed below for review by your instructor.

In Theme: Exploring Social Science Issues, learning block 2-2 (page 4), you began working on the following section of the prompt:

I. Introduction A. Describe the issue in the social sciences that you have selected to

investigate. Why is this issue significant?

In Theme: Exploring Social Science Issues, learning block 2-3 (page 2), you completed the following work:

II. Body A. Identify the social science principles that apply to your issue. In other

words, which principles of social science apply to the issue you selected? B. Explain how the principles you identified apply to your issue. In other

words, how are the social science principles you identified relevant to your issue?

Please note that the numbering included above directly aligns with the numbering of these elements as they are presented in the Project One Guidelines and Rubric document.

 

 

 

 

 

Rubric Guidelines for Submission: Submit your progress check assignment as a Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins. Your submission should be at least 1 page in length. Any citations should be formatted according to APA style.

Critical Elements Proficient (100%) Needs Improvement (75%) Not Evident (0%) Value

Introduction: Issue Describes selected issue in social sciences and its significance, reflecting an initial understanding of the issue and the social sciences

Describes selected issue in social sciences and its significance, but with gaps in detail or clarity

Does not describe selected issue in social sciences or its significance

30

Body: Identify Principles Identifies social science principles that apply to issue, citing sources

Identifies social science principles that apply to issue, but with gaps in accuracy or citation

Does not identify social science principles that apply to issue

30

Body: Explain Principles Explains how identified principles apply to issue, citing sources

Explains how identified principles apply to issue, but with gaps in detail, clarity, or citation

Does not explain how identified principles apply to issue

30

Articulation of Response Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

10

Total 100%

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Research Paper Sufism

/in /by

1

Introduction

As Egypt holds the title of one of the oldest civilizations on Earth, it comes with many

lessons around leadership, power and control. From the Pharaohs, to the Kings and Queens and

ultimately the modern Presidents of Egypt. The history of Egypt is enshrouded in military

leadership since Nasser through Sadat and eventually Muhammad Hosni Mubarak. This study

will focus on Mubarak’s presidential term and how he has led the country. Mubarak was the

fourth president of Egypt that followed many of the previous president’s leadership style – gain

control and loyalty over the military elites for personal gain and to maintain power. The military

elites have controlled the Egyptian political structure ever since the start of Egyptian

presidencies.

Military elites who preserve and control the overall power structure have transformed the

country. These generals manage change, policies, and oversee authoritative control of the entire

country. Egypt’s military elites under Mubarak’s leadership profited from financial rewards and

governorship positions throughout the regime’s existence, which highlights their complete

loyalty to the president. The president used powerful positions and monetary rewards to purchase

loyalty from the military elites as a method of ensuring political stability in Egypt, which

effectively controlled the army from engaging in any form of political activities that were

opposing his government. Mubarak knew that political stability depended on an established

circle of top military elites drawn from the Egyptian Armed Forces (EAF) who controlled the

country to eliminate any conflict against his government.

This study will cover Mubarak’s presidential term, his rise to complete power, the

approaches used to in order to achieve complete power and if he was successful in creating an

established Egypt. This research will also shed light to some important events that has taken

place during Mubarak’s presidency which will be covered in-depth further in this research.

 

Research Questions

This paper will be able answer the following research questions:

1. How did Mubarak gain complete power over Egypt during his presidency?

2. Did the appointment of top elite military personnel into high leadership positions

increase Mubarak’s capacity to control Egypt?

 

 

 

2

3. Did the use of elite military enhance stability in Egypt during Mubarak’s rule of

three decades?

These research questions will allow us to develop more knowledge on Mubarak as a

president as well as ultimately achieve the objectives of the research; to understand how

Mubarak maintained his power in Egypt for over three decades, to analyze his strategies when it

came to control over the military elites and finally, to determine if these strategies were effective

in creating a stable Egypt.

 

Methodology

The study provides answers to the research questions by discovering relevant literature

such as scholarly articles, academic journals and books that critically covers Mubarak’s rule and

Egyptian Armed Forces (EAF), their strategies as well as the elite military positions in

Mubarak’s government. The literatures used were found in the American University in Dubai’s

library resources and online databases; including JSTOR, Education Research Complete

EBSCO, Academic Research Complete EBSCO and Oxford Islamic Studies Online. An informal

interview was conducted with a male interviewee, Ahmed Issa, whose family had close relations

with the late former Egyptian President. This qualitative study will understand the political,

social and economic context that the army plays in the government structure in the course of

Egypt’s history.

 

Research Literature and Analysis

The military has been the backbone of the Egyptian political structure and strategy since

the 1920s when the monarchy was in power. With Mubarak being aware that creating a group of

top military elites from the Egyptian Armed Forces will aid his regime drastically, he was able to

organize a group that will ultimately give their full support and loyalty to him. This ultimately

led to Mubarak gaining complete power over Egypt during his presidency.1

1 Stephan Roll. “Managing Change: How Egypt’s Military Leadership Shaped the

Transformation,” Journal of Mediterranean Politics 21, no. 1 (2014): 23, Academic Research Complete EBSCO. Roll clarifies that the military elites have controlled the Egyptian political structure that began with Nasser and Sadat. Likewise, the overthrow of the monarchy in 1951 by the military gave generals more power to control the state. Findings indicate that the military could not oppose a presidential power because of the underlying culture of using the state-of-emergency as a norm in Egypt.

 

 

 

3

Maswood and Natarajan confirm that Egypt has lived with a fairly long and effective

state-of-emergencies since the 1960s, which has made political events a constitutional norm.2

This constitutional right enabled Mubarak to use the Supreme Constitutional Court (SCC) in the

1980s that effectively acted as an autonomous body, to appoint his people. SCC interfered with

electoral laws and forced parliament to dissolve allowing new elections in which Mubarak’s

favorites were selected as representative through gerrymandering, restrictive laws on the

formation of parties, and elimination of international election observers.3

As an autocratic leader, Mubarak had his way of manipulating generals and the public to

achieve his desires in the state. Mubarak understood that the EAF had a powerful role in the

political and economic sectors to the extent of authorizing their role. Marshall explains that

Mubarak knew the military elite’s interests and capitalized on their greed to control the country

to his advantage as a political leader.4 He controlled them in ways that they protected his major

position within the country’s core leadership.5 Mubarak eliminated civilians from the top

political leadership positions and appointed generals who directly implemented his policy. The

armed men also followed directives without questioning the president, which made it easier for

Mubarak to control the government’s policy and agenda without much opposition.6 Likewise,

many generals were appointed in highly paying civilian jobs, which ensured most generals

remained in good terms with the president for the sake of their private interests. This can be

supported by the interviewee Issa, when he stated that his father and grandfather were appointed

as Lieutenant General and a member of the SCC, as well as rewarded with huge sums of cash

payments and other social and economic privileges when following giving their full loyalty to

him. He said, “My grandfather’s loyalty is what brought us here… he stayed quiet even if he

2 Javed Maswood and Usha Natarajan. “Democratization and Constitutional Reforms in Egypt and Indonesia: Evaluating the Role of the Military.” Arab Spring in Egypt, no.1 (2014): 231. https://www-jstor-org.ezproxy.aud.edu/stable/j.ctt15m7mbm.16. 3 Ibid. 4 Shana Marshall. “The Egyptian Armed Forces and the Remaking of an Economic Empire,” Carnegie Endowment for International Peace, (2015): 5. Oxford Islamic Studies Online. 5 Hicham Bou Nassif, “Wedded to Mubarak,” Middle East Journal 67, no.4 (2013): 511. https://www-jstor-org.ezproxy.aud.edu/stable/43698073. He learned the tactics from Nasser, who gave officers a stake in his regime by promoting private interests after the 1952 coup. 6 Housam Darwisheh. “Egypt Under Sisi: From an Authoritarian Dominant-Party System to Strongman Politics,” Jetro-Ide Me-Review 6, no. 1 (2019): 4. Education Research Complete EBSCO.

 

 

 

4

didn’t believe in what he [Mubarak] said or did…” 7 Nassif clarifies that Mubarak used the

carrots or rewards more than sticks or punishments associated with rearranging or losing a

position in government.8

Furthermore, Mubarak built a system of control by allowing military elites to accumulate

wealth through appointments that include a term during the postretirement period. Such offers

made generals aspire for appointments by prioritizing Mubarak’s policies to ensure that they had

a career throughout their lives.9 As such, the president gave direct rewards to generals who

followed his orders. This created a system of bureaucracy that made profitability the main

motivation for appointees. Mubarak delivered prompt rewards to the most efficient generals who

did his bidding without failure.

Besides appointing 63 military officers into the governorship positions between 1981 and

2011 and another 34 from the police officers, the president left 59 slots only to civilians.10

Mubarak maintained a tight grip over the administration of the country through military elites.

Throughout his regime from 1981 to 2011, Mubarak rewarded members who served in the

Second Field Army (SFA) and Third Field Army (TFA) such that out of 21 retirees among

commanders, 11 of them were appointed as governors.11 Such appointments convinced most

generals that working hard towards achieving Mubarak’s prioritize in the bureaucratic system

ensured their survival, rewards, and better life in Egypt. Besides governors that lead local

governments, the president also appointed military officers as heads of cities and boroughs.12

Military officers occupied half of the local government positions while others served in special

departments as welfare, education, and health services.

Discriminative ways of making appointments of officers into the civilian sectors of the

Egyptian economy ensured tight control over Mubarak’s trusted generals. Officers from specific

forces had a higher advantage of being appointees compared to others based on specialization in

the bureaucratic sector. Hence, the appointment of top elite military personnel into specific

7 Ahmed Issa. (son of former Lieutenant General, Egypt), In discussion with the author, May 2020. 8 Hicham Bou Nassif, “Wedded to Mubarak,” Middle East Journal 67, no.4 (2013): 515. https://www-jstor-org.ezproxy.aud.edu/stable/43698073. 9 Ibid., 516. 10 Ibid., 517. 11 Ibid. 12 Ibid., 519.

 

 

 

5

positions increased Mubarak’s capacity to control Egypt. Nassif asserts that officers in the army

were likely to obtain higher appointments in the civilian sector contrasted with personnel in the

navy and air force.13 Retired generals from the Signal Corps gained appointments into the

telecommunication and information sector while their counterparts from the air force controlled

the civil aviation and airports. Likewise, the Ministry of Environment occupied 35 generals who

occupied the top position in the sector.14 Officers were appointed to lead ministries that include

housing, transportation, industry, information, and oil sectors. Moreover, the military operated

production industries under the name, Arab Organization for Industrialization (AOI), which

controlled 35 factories and farms that generated 70% non-military merchandise.15 The group-

controlled military and business enterprises like farms, factories, hotels, and military clubs,

which all contributed to Mubarak’s power over Egypt.

Nonetheless, senior officers received prized positions while others received direct cash

payments or arms trade commissions for engaging in Mubarak’s bureaucratic government. The

government created a budget in which cash was allocated to disaster management, emergency

responses, and security-related matters that were constitutionally under the president’s office.

For example, in 1991-1992 state budget, the government set aside $333 million, which reached

$2.75 billion in 2005-2006 financial year for the said purpose.16 However, the money was

diverted as cash payments to military elites for their work on behalf of being loyal. The

government called these direct cash installments as “alawat wala” or loyalty allowance.17 The

money was paid to top officials, who in turn paid some installments to lower-ranking officers

who effectively delivered on specific assignments. Likewise, Mubarak paid cash payments in

form of commission to the arms trade. Egypt purchases weapons from the western countries and

received aid with which they purchased weapons while hiding huge sums in foreign banks. For

example, the United States aid program of $1.3 billion requires that Egypt purchased weapons

13 Hicham Bou Nassif, “Wedded to Mubarak,” Middle East Journal 67, no.4 (2013): 523. https://www-jstor-org.ezproxy.aud.edu/stable/43698073. The navy elites were mostly appointed to manage the maritime industry that includes the Suez Canal and the National Navigation Company that included ports. 14 Ibid., 524. 15 Ibid., 526. 16 Ibid., 527. 17 Ibid.

 

 

 

6

only from America.18 Consequently, top generals negotiated deals with American arms

manufacturers and kept a cut of the money for themselves. The information clarifies that

Mubarak used cash payments and arms trade deals to ensure that military elites benefitted

directly.

This corresponds with findings by Maswood and Natarajan that the Egyptian military

took over the power formerly exercised by the monarchy with express financial independence.19

Consequently, the military elites used their influential position in the government to attain

significant economic interests. This includes direct involvement with the civilian economy,

whereby Mubarak’s regime privatized major national industries and put them under the care of

military appoints. Military interests in Egypt ranged from government control, express control of

the agricultural and industrial sectors, and other business activities. This explains the reason

behind hiding the military budget from parliament assessment to ensure that only the president

and top military generals known the precise amount allocated to the institution. Such

nondisclosure protected Mubarak and ensured that he had enough money to distribute to his

generals to maintain his control over the state. 20

With the rise of the Islamization movement, Mubarak was able to control it by including

some of the moderate supported in the opposition system, whereby members of the Muslim

Brotherhood ran for elections as independent candidates while reducing their numbers in

parliament through election fraud and gerrymandering.21 Mubarak also tolerated the rise of

Salafism, who hoped to take back the country to the pure state when Islam started and effectively

18 Hicham Bou Nassif, “Wedded to Mubarak,” Middle East Journal 67, no.4 (2013): 528. https://www-jstor-org.ezproxy.aud.edu/stable/43698073. 19 Javed Maswood and Usha Natarajan. “Democratization and Constitutional Reforms in Egypt and Indonesia: Evaluating the Role of the Military.” Arab Spring in Egypt, no.1 (2014): 229. https://www-jstor-org.ezproxy.aud.edu/stable/j.ctt15m7mbm.16. 20 Shana Marshall. “The Egyptian Armed Forces and the Remaking of an Economic Empire,” Carnegie Endowment for International Peace, (2015): 3. Oxford Islamic Studies Online. Findings indicate that the Egyptian Armed Forces (EAF) continue to play a critical role in the domestic economy where they rule a powerful economic and political spot. Even during the rise of Mubarak, a circle of the Supreme Council of the Armed Forces (SCAF) that took power and ruled with Mohamed Morsi of the Muslim Brotherhood in 2012. The group took advantage of the coup that drove out Morsi and took over as the interim government before the election of General Abdel Fattah el-Sisi as the president in May 2014. Evidence shows that even the current president is from the military, which clarifies the critical role that the EAF has play in the country since the 1950s. 21 Cengiz Gunay. “Egypt: The Marriage of Islamist and the System.” Global Political Trends Center, (2012): 2. https://www-jstor-org.ezproxy.aud.edu/stable/resrep07714.

 

 

 

7

countered the Muslim Brotherhood that wanted political representation in parliament.22 The

government joined the moderate conservative Islamist groups to counter political and economic

turmoil. Homoud adds that the government used legislation to stop or limit the press from

reporting in ways that would challenge the military elites who controlled the government from

1952 until now.23 Mubarak successfully detached the media from reporting in ways that

influence the public negatively by providing false information. This happened in 1993 when

Islamist militants started carrying attacks against innocent targets across the country.24 The

president used legal and regulatory means that limited the independence of the media in ensuring

government accountability. 25 Likewise, in the media industry, Mubarak was a taboo until 2003

when the press started raising issues on state-controlled television.26

El-Sherif agrees with the findings in saying that the state-authorized violence to control

and manipulate the people against rebelling.27 The presidential ability to deploy indefinite state-

of-emergency powers made Mubarak effective in dealing with civilian or military protests. The

presidents made the military his personal wing in government, which made his social

transformation work easier in controlling the institution. Therefore, Mubarak used the military to

stop civilians from expressing their concerns and demanding reforms that would have aided the

country in removing the military elites from civilian economy and positions. Maswood and

Natarajan explain that Mubarak created his autocratic regime in a way that ensured his longevity

22 Cengiz Gunay. “Egypt: The Marriage of Islamist and the System.” Global Political Trends Center, (2012): 6. https://www-jstor-org.ezproxy.aud.edu/stable/resrep07714. 23 Maher Homoud. “Hegemony and the Interest of Egypt’s Business Elite in Post-Mubarak Press.” New Middle Studies 9, no.1 (2019): 122. https://www-jstor- org.ezproxy.aud.edu/stable/resrep12804. 24Adel Abdel Ghafar. Egyptians in Revolt: The Political Economy of Labor and Student Mobilizations 1919-2011. (New York, NY: Taylor & Francis, 2016): 114. Education Research Complete. 25 Ibid., 115. Just like Nasser, Mubarak successfully detached the media from reporting in ways that influence the public by providing information. This happened in 1993 when Islamist militants started carrying attacks against innocent targets across the country. The president used legal and regulatory means that limited the independence of the media in ensuring government accountability. Likewise, in the media industry, Mubarak was a taboo until 2003 when the press started raising issues on state-controlled television.25 Journalists were unable to criticize the government’s accountability measures, which made citizens unaware of the state’s status. 26 Volker Perthes. Arab Elites: Negotiating the Politics of Change. (London, UK: Lynne Rienner Publishers, 2004). Oxford Islamic Studies Online. 27 Ashraf El-Sherif. “Egypt’s Post-Mubarak Predicament.” (2014): 10. https://www-jstor- org.ezproxy.aud.edu/stable/resrep12804. El-Sherif argues that the state exploited violence as an extra-legal measure of controlling and disciplining Egyptians that included political and social unrests against women, religious minorities, and ethnic minorities.

 

 

 

8

in the country.28 Mubarak effectively controlled the rise of opposition through suppression

tactics. He did this by combining the military power and police repression programs.29

Mubarak integrated the generals in civil matters like political appointments in the national and

local governments to control the allocation of resources which weakened transparency and

accountability.30 In Egypt, Mubarak guaranteed civilians supremacy by controlling the military

as the supreme commander. However, he used this as a mechanism to play a dominant role in

national politics.

During his reign, Mubarak allowed the creation of separate fiefdoms with different

leadership, rules, and rights to the division of resources with intense use of police force to repress

citizens. These fiefdoms created unreasonable accountability whereby people were recruited

based on kinship or personal networks that included military, police, intelligence services,

judiciary, bureaucracy, and public sector companies.31 The establishment of independent taifas,

which is an exclusive and closed self-governing institution within Egypt, made it easier for

Mubarak to control regional allegiance by appointing military generals to leadership positions.

The state used institutions and the constitution to restrict opposition and used violence to restrain

rebellion. As such, the police force operated the fiefdoms with the highest possible violence that

repressed the people. Common citizens had to deal with police who ran the state affairs,

administered social relations, economic resources, and solved conflicts.32 These approaches

made Mubarak unfavorable among people, but the police’s repressiveness prevented civil

28 Maswood and Natarajan, “Democratization and Constitutional Reforms in Egypt and Indonesia (Cairo: American University in Cairo Press, 2014): 229. https://www-jstor- org.ezproxy.aud.edu/stable/j.ctt15m7mbm.16. 29 Ibid., 230. He remained hostile towards the rise of the Muslim Brotherhood that according to the leader, represented Islamic fundamentalism that justified his actions against them. He banned the party for practicing religious extremism and this made Mubarak a favorite among the western world leaders who also worked against the rise of such fundamentalism. 30 Ibid. The independence constitution of 1923 balanced the powers between the monarchy and parliament during the decolonization process that created a liberal democratic government.30 The country fought for freedom from Great Britain by asking a Constitution and the right to conduct internal affairs without foreign interference.30 The monarchy had the power to impose and suspend constitutional demands over parliament. However, a 1952 revolutionary group under junior military officers suspended the constitution created a new system that resulted in the first three presidents who are Muhammad Naguib, Gamal Abdel Nasser, and Anwar Sadat. 31 Ashraf El-Sherif. “Egypt’s Post-Mubarak Predicament.” (2014): 9. https://www-jstor- org.ezproxy.aud.edu/stable/resrep12804. 32 Ibid.

 

 

 

9

conflict. Combined with the power to declare and use the state-of-emergency, Egypt under

Mubarak become unbearable to citizens during the late 2000s.

Mubarak used the military elites to enhance corruption and misuse of public resources,

which was critical in maintaining his leadership position in government. The president is accused

of conducting corrupt privatization of public institutions and property that ended up in military

elites’ ownership. Likewise, the government sold commercial plots and real estate deals below

the market price to generals. This was done as a form of exchange for personal profit. For

example, the former governor of Matruh, Major General Sa’d Khalil, was accused of

underpricing 1,659 acres of land in the El ‘Alamein region, which cost public treasury close to

$167 million loss in settlements.33 Another governor sold the Olympic Games stadium for $7.3

million while the real market price was roughly $58 million.34 Most military elite governor

appointees have been taken to court over similar allegations of corruption, which emphasizes the

extreme fortunes that they benefitted from their leadership position because of associating with

Mubarak.

The Egyptian military operates in a way that creates a link between constitutionalism and

military power. Maswood and Natarajan clarify that military professions who felt that change

threatened their political structure delayed the democratization process in Egypt.35 Moreover,

civilians have no power to question neither the military nor the president in this kind of regime.

People have no access to a fair legal process that can guarantee their rights to enhance

democratization. Mubarak undermined civilians through the regime, which reduced people’s

capacity to question resource appropriation in the military and the role of the military in

governance. While it is expected that the military should not play a domestic role, Mubarak’s

regime lured generals into becoming part of the country’s internal security forces and some

served in the intelligence agencies.36 This is against the known international code where the role

of the armed forces is to protect state sovereignty, thus leading to Egypt’s economic instability.

33 Hicham Bou Nassif, “Wedded to Mubarak,” Middle East Journal 67, no.4 (2013): 518. https://www-jstor-org.ezproxy.aud.edu/stable/43698073. 34 Ibid. 35Maswood and Natarajan, “Democratization and Constitutional Reforms in Egypt and Indonesia (Cairo: American University in Cairo Press, 2014): 224. https://www-jstor- org.ezproxy.aud.edu/stable/j.ctt15m7mbm.16. 36 Ibid., 225.

 

 

 

10

Results indicate that the military elites have maintained their economic influence and

benefits from the political system. Marshall confirms that under Mubarak, the EAF maintained

its financial and industrial privileges that included fuel inputs, control over profitable real estate,

access to state contracts, and use of special permits to oversight different sectors of the

economy.37 However, as Mubarak’s power waned in the late 2010 and 2011, the military elites

started securing joint production agreements with foreign defense firms that ensured them of

access to export and imports with excess costs that doubled up their commission. For example, in

February 2011 when Mubarak was at the brink of resigning, the navy renegotiated a contract of

$13 million with Swift-ships that had been signed in 2008 for four patrol vessels at a new cost of

more than $20 million that include technology transfer.38 Likewise, the government that was

exclusively composed of military elites managed to make top economic agreements and signed

deals that made them millions.39 Likewise, the government made sure that ministers would sign

no-bid contracts that directed funds to military firms and their partners. The military signed a

$770 million in contracts, $1 billion in no-bid government contracts in 2014, and a $40 billion

low-income housing project awarded to a Dubai-based developed without following the

competitive award procedure.40

 

Conclusions

The leader maintained a powerful control over the military and generals in ways that

ensure complete stability of his three-decade rule in Egypt. The results of the study assert that

Mubarak understood the strong political and economic connections associated with the Egyptian

Armed Forces as rent-seeking elites. Consequently, he gave them access to economic

opportunities that include direct cash payments, appointments, and economic opportunities that

expanded their ownership of wealth in return for loyalty. This is supported by the interviewee

37 Shana Marshall. “The Egyptian Armed Forces and the Remaking of an Economic Empire,” Carnegie Endowment for International Peace, (2015): 5. Oxford Islamic Studies Online. 38 Ibid. 39 Ibid. This includes the $4.9 billion stimulus package obtained from the UAE to fund infrastructure development in the military sector. 40 Ibid. The findings indicate that the military used the power vacuum in the post-Mubarak and before Sisi come to power to manipulate contracts through which the elites obtained exclusive commercial contracts worth billions of dollars.

 

 

 

11

Issa when he states that his grandfather and father has been appointed to top leadership positions

for following Mubarak’s commands and ultimately providing their full loyalty and support.

Mubarak exploited rewards effectively not only with the military but also with the police force in

repressing the public against protesting about his incompetency and used media to contain any

speculation about his doings.

Mubarak appointing his favored individuals to high leadership positions and economic

benefits because of their loyalty and efficiency when establishing his orders has motivated others

to do the same. This has increased Mubarak’s capacity to control Egypt by appointing not only

top military elite personnel, but also members of the police force into high positions and

influential roles. Mubarak has given them so much power that they started exploiting civilian

rights for their own self-interests and profited billions of dollars with arms deals between the

United states and the EAF. The late former president also used state-authorized violence, media

censorship and privatization to maintain his power.

This has backfired on Mubarak when he desired to create a stable Egypt. Civilians were

not able to express their concerns about Mubarak’s government and the power of the military

because he used violence against anyone who said otherwise. He persuaded generals to take

positions in internal security forces and intelligence agencies that went against the sovereignty of

the country. This has united the Egyptian state’s sovereignty with their military which violated

international enigma. With the vast volume of corruption within his government, it has created

the building up of resentment amongst the civilians for over thirty years until they revolted.

Mubarak was not able to create a stable Egypt, but rather control and maintain it for his own self-

interests and self-gain. This exploitation materialized until his bubble regime popped and could

no longer stay put.

 

 

 

 

 

 

 

 

 

 

 

12

Bibliography

Darwisheh, Housam. “Egypt Under Sisi: From an Authoritarian Dominant-Party System to

Strongman Politics.” Jetro-Ide Me-Review 6, no. 1 (2019): 1-20. Education Research

Complete.

El-Sherif, Ashraf. “Egypt’s Post-Mubarak Predicament.” Master’s thesis, Carnegie Endowment

for International Peace, 2014. https://www-jstor-org.ezproxy.aud.edu/stable/resrep12804.

Ghafar, Adel Abdel. Egyptians in Revolt: The Political Economy of Labor and Student

Mobilizations 1919-2011. New York, NY: Taylor & Francis, 2016. Education Research

Complete EBSCO.

Gunay, Cengiz. “Egypt: The Marriage of Islamist and the System,” Global Political Trends

Center, no. 1 (2012): 1-9. https://www-jstor-org.ezproxy.aud.edu/stable/resrep07714.

Homoud, Maher. “Hegemony and the Interest of Egypt’s Business Elite in Post-Mubarak Press.”

New Middle Studies 9, no.1 (2019): 115-132. https://www-jstor-

org.ezproxy.aud.edu/stable/resrep12804.

Issa, Ahmed. “Mubarak’s Strategies Over Military Elites to Control Egypt.” Interview by Mae

Khoory. May 30, 2020. The Village Mall, Jumeriah.

Marshall, Shana. “The Egyptian Armed Forces and the Remaking of an Economic Empire.”

Carnegie Endowment for International Peace, (2015): 1-28. Oxford Islamic Studies

Online.

Maswood, Javed, and Natarajan, Usha. “Democratization and Constitutional Reforms in Egypt

and Indonesia: Evaluating the Role of the Military.” Arab Spring in Egypt, (Cairo:

American University in Cairo Press, no.1, 2014): 223-249. https://www-jstor-

org.ezproxy.aud.edu/stable/j.ctt15m7mbm.16

Nassif, Hicham Bou. “Wedded to Mubarak: The Second Careers and Financial Rewards of

Egypt’s Military Elite, 1981-2011.” Middle East Journal 67, no.4 (2013): 509-530.

https://www-jstor-org.ezproxy.aud.edu/stable/43698073.

Perthes, Volker. Arab Elites: Negotiating the Politics of Change. London, UK: Lynne Rienner

Publishers, 2004. Oxford Islamic Studies Online.

Roll, Stephan. “Managing Change: How Egypt’s Military Leadership Shaped the

Transformation.” Journal of Mediterranean Politics 21, no. 1 (2014): 23-43. Academic

Research Complete EBSCO.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Women Gender Studies

/in /by

Resources: Gendered Voice, Feminist Visions by Shaw and Lee Seventh Edition

Two paragraphs each question.

1. Discuss the politics of sterilization practices in terms of the intersections of systems of inequality and privilege with these procedures. – [For example, see the Chapter 7 intro materials; Reading #45]

2. Explain the trend in women’s fertility. What are the reasons why women might want to control their fertility? – [For example, he Chapter 7 intro materials; Reading #45]

3. How family (including marriage and parenthood) works as an institution to regulate social norms about gender, sexuality, race, and class — [For example, see the Chapter 8 intro materials; readings #50, #52 and #54]

4. How feminists differ from each other in relation to the politics of marriage and parenthood, specifically what these different perspectives are and how they overlap and conflict — [For example, see the Chapter 8 intro materials; Reading #50 and 52]

5. What barriers women face when entering the corporate workforce and how women can fight back against these barriers — [For example, see the Chapter 9 intro materials, reading #57 and #59]

6. How racism, sexism, and classism impact the experiences of women in the paid labor force — [For example, see the Chapter 9 intro materials; reading #57, 59 and 60]

7. How people can work to end violence against women and support victims of gendered violence [For example, see the Chapter 10 intro materials; reading #63 and #66]

8. What sex trafficking is, how it is a form of gendered violence, and how it impacts women in the United States and Missouri specifically [For example, see the Chapter 10 intro materials; reading #65]

9. What challenges women soldiers face when joining the military, and how these challenges reinforce sexism and racism [For example, see the Chapter 11 intro materials and reading #73]

10. How the criminal justice system maintains social inequalities and perpetuates sexism, racism, and classism [For example, see the Chapter 11 intro materials]

11. What barriers still prevent individuals from joining the feminist movement, and how these can be overcome [For example, see the Chapter 13 intro materials; reading #86 and #89]

12. What kinds of inclusive activist strategies feminists are utilizing in the current day to make change [For example, see the Chapter 13 intro materials; reading #89 and #91]

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

COMM THEORY – ATTRIBUTION THEORY/CRISIS/COVID

/in /by

COMM 300 – Assignment 1 – Literature Review

Assignment Subject

Communication Theory: Attribution Theory and Situational Crisis Communication Theory

Workplace Problem: Communicating Workplace COVID-19 Safety Protocol. Addressing employee and client fears as it relates to COVID-19 safety.  The workplace communication problem I was faced with relates to the pandemic. COVID-19 created organizational changes and challenges, as well as uncertainty, and emotional disruption for my employees. It is difficult to find appropriate communication channels to match the multi-generational workforce to effectively covey messages. For example, communicating evolving safety protocols placed by the state, the building management team, and our organization. Normally, we would communicate HR related information via an in-person team meeting and place posters in the breakroom. Since the team is working remotely, keeping them in the loop on proper procedure has proven problematic. Employee’s are required to wear facial coverings when in the building, take their temperature when entering the office, and report if they have tested positive for COVID. Assuaging employee fears by effectively communicating the safety protocols in place needs to be rectified, so they are comfortable coming into the office on a limited basis

Communication Theory Goals:

· My theory goal is to understand workplace crisis management.

· My goal is to persuade co-workers to follow workplace safety protocols.

· My goal is to change people’s attitudes toward workplace safety.

———————————————————————————————————————

Assignment Criteria

 

Content: Based on what you learn, write a 2-page, double-spaced essay in which you explain how the theory that you have chosen relates to your final paper’s research question.

· Your literature review should begin with an introduction that contains your research question, an explanation of its significance, and any other background information setting the context of your research.

· Use the body paragraphs to describe and assess what you learned about the communication theory that you plan to use in your final project.

· The conclusion should summarize the major issues that the researchers reported about the theory; it also should evaluate whether the theory accurately explains or can be used to resolve the workplace* communication problem you are investigating.

 

Format:

· 2 pages

· Double-spaced

· 12 point font

· 1” margins

· APA-style cover page

 

Do not use any quotes or paraphrases in your writing. Just synthesize and summarize what you learned about your communication theory and critique its utility for your final project.

———————————————————————————————————————

Literature Review Citations

Charoensukmongkol, P., & Phungsoonthorn, T. (2020, July 21). The effectiveness of supervisor support in lessening perceived uncertainties and emotional exhaustion of university employees during the COVID-19 crisis: the constraining role of organizational intransigence. The Journal of General Psychology. doi: https://doi.org/10.1080/00221309.2020.1795613

Coombs, W. T. (2007). Attribution Theory as a guide for post-crisis communication research. Public Relations Review, 33(2), 135–139. https://doi-org.ezproxy.umgc.edu/10.1016/j.pubrev.2006.11.016

Coombs, T. (2017). Crisis communication. In M. Allen (Ed.), The sage encyclopedia of communication research methods (Vol. 1, pp. 291-293). Thousand Oaks, CA: SAGE Publications, Inc doi: 10.4135/9781483381411.n108

Groysberg, B., & Abrahams, R. (2020, August 17). What the Stockdale Paradox Tells Us About Crisis Leadership. Retrieved August 21, 2020, from Harvard Business School: https://hbswk.hbs.edu/item/what-the-stockdale-paradox-tells-us-about-crisis-leadership

Holtom, B., Edmondson, A., & Niu, D. (2020, July 9). 5 Tips for Communicating with Employees During a Crisis. Retrieved August 21, 2020, from Harvard Business Review: https://hbr.org/2020/07/5-tips-for-communicating-with-employees-during-a-crisis

Honigmann, D., Mendy, A., & Spratt, J. (2020, June 26). Communications get personal: How leaders can engage employees during a return to work. Retrieved August 21, 2020, from McKinsey & Company: https://www.mckinsey.com/business-functions/organization/our-insights/communications-get-personal-how-leaders-can-engage-employees-during-a-return-to-work

Institute for PR. (2007, October 30). CRISIS MANAGEMENT AND COMMUNICATIONS. Retrieved August 21, 2020, from Institute for Public Relations: https://instituteforpr.org/crisis-management-and-communications/

McDermott, V. (2009). Attribution theory. In S. W. Littlejohn & K. A. Foss (Eds.), Encyclopedia of communication theory (Vol. 1, pp. 61-63). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412959384.n23

Thompson, S. (2019). Attribution Theory. Salem Press Encyclopedia. Retrieved from: https://search-ebscohost-com.ezproxy.umgc.edu/login.aspx?direct=true&db=ers&AN=89164082&site=eds-live&scope=site.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

PERSUASIVE ESSAY- Has The Internet Made People Less Kind?

/in /by

COMPOSITION NO. 4: PERSUASIVE ESSAY

A persuasive essay is an essay written to convince an audience to think in a certain to way or to take an

action. A good persuasive essay presents arguments, shows evidence, and appeals responsibly to the

emotions of its audience. Because different audiences respond to different arguments and varying

emotional appeals, a persuasive essay must build its case forcefully and intelligently for its audience.

 

Guidelines for Achievement

A persuasive essay:

• begins with a concise statement of position on an issue that will interest the audience.

• presents its points clearly and logically.

• supports its position with valid evidence and logical arguments (facts, statistics, examples, reasons, expert opinions) and responsible appeals to emotion.

• addresses an audience whose views probably differ from the writer’s.

• anticipates opposing arguments.

• ends in a way that prompts readers to change their thinking or to take a certain course of action.

 

What Issue Should I Write About?

The point of a persuasive essay is to change your readers’ minds. If all your readers already agree with

you about an issue or a debate resolution, then whom are you persuading? If you have not already been

assigned a topic and wish to find one that hits a nerve, try any of these strategies:

 

1. Scan the editorial pages of your newspaper for a controversial issue such as a social or political

problem that affects you or someone

2. Research some of the ethical dilemmas arising from technological or scientific advances such as

genetic research.

3. Tune in to a radio talk show and list the gripes that callers have. Is there a caller to whom you would

like to respond?

4. Conduct a class survey to find out what issues are of concern to your peers.

Developing Thesis Statements Once you have chosen an issue, you must develop your position, or thesis statement. Developing your

thesis statement right away will help you focus on your issue as you draft your essay. You should include

your thesis statement in the introduction of your essay to let your readers know what issue you have

chosen and what your position is. Narrow your position to one strong, clear statement incorporating as

usual topic, purpose and method. One way to formulate your position and focus on an issue is to ask

yourself the question “What should be done about it?” Keep revising your answer until you can state your

conclusion in one sentence.

 

Once you have formulated your thesis statement you are ready to begin developing the body of your

paper.

 

 

 

 

What Should I Include in My Essay? You should begin your essay by defining the debate resolution or issue you will address. Try to use facts

examples, anecdotes, or statistics to show your readers what the issue entails and why it is important If

you have chosen a controversial issue, summarize the controversy. Then state your position, and develop

your supporting argument.

 

How Do I Develop My Argument? Once you have stated your position, you must make a case for it. As you build your argument, you should

provide logical proofs. You may also want to appeal to your readers’ emotions: however, you should not

use such appeals in place of good arguments and you should not stir up feelings that are harmful or

dangerous. The proportion of logic to emotion that you should use will depend entirely on your audience,

your purpose and your subject. As you plan your argument, consider the following:

 

Subject: Can you make your point by using valid arguments that appeal to logic and at the same time

appeal responsibly to emotion? For example, effectively mobilizing people to work toward ending

wrongful imprisonment requires valid arguments that are logically convincing and emotionally

motivating. If you have chosen a controversial issue, you know that the issue is probably charged with

emotion. Rather than focus on the emotional aspects of the issue, you could probably win your readers’

confidence by basing your arguments on careful thinking and facts, and by using emotional appeals only

sparingly, to indicate your concern over the issue.

 

Audience: Are you addressing scientists who expect to hear hard evidence or an audience that is apathetic

about a serious problem? Consider your audience when you are composing your arguments.

 

Purpose: Do you want readers to see something in a different way or do you want to motivate readers to

take action? How urgent is your issue? The proportion of reason to emotion should be tailored to your

particular purpose. Here are some tips to help you write valid arguments that will appeal to both logic and

emotion:

 

Establish Common Ground. When you are addressing an audience that disagrees with your thesis, search

for a common ground, or area of agreement. If you want to ban smoking in restaurants and all other

public places in your town, and you are addressing an audience of smokers, you might argue that the town

government has a responsibility to safeguard public health. Since most readers would agree with this

statement, they might be more inclined to consider your argument that smoking, as a public health hazard,

should be banned in public places.

 

Distinguish Facts from Opinions. Facts are statements that can be proved or verified. When citing a fact

to prove a point, ask yourself: Is this fact accurate? Is it relevant? Opinions are personal judgments. Do

not use opinions as the sole basis of your argument.

 

Argument Based on Opinion: Goat’s milk tastes better than cow’s milk. [Taste is a matter of opinion or

personal preference]

 

Argument Based on Fact: Goat’s milk is easier to digest than cow’s milk. [This fact can be verified.]

 

Use Statistics Accurately. Statistics are facts based on numbers. Because statistics can be confusing,

double-check such information in more than one source. When writing on a current topic, note the publi-

cation dates of your sources to be sure your statistics are up-to-date. Be aware that the statistics you

choose not to include can alter your case. Advertisers often manipulate statistics to make their point.

 

 

 

Build Credibility. Citing reliable sources gives your writing validity. When quoting an expert, ask yourself, “Does this person s knowledge help me prove my point? Is this opinion unbiased?”

 

Set an Effective Tone and Convey a Confident Voice. Your tone, or attitude toward your subject, can

help you to win readers’ respect. Tone is revealed through the connotations of the words you choose and

through the care with which you develop your arguments. Voice is the distinctive identity you reveal in

your writing. Establish a voice that shows you are confident, reliable, and committed to your position.

 

Check your Logic. A valid argument must follow logically from one step to another. If your readers

cannot follow your argument, they may not be persuaded. Map out the steps of your argument before

writing. Check to make sure your essay has included all of them.

 

Anticipate Opposing Arguments. You need to anticipate the arguments that will be leveled against yours. You can strengthen your case by acknowledging valid dissent or by refuting invalid arguments. In the fol-

lowing excerpt, a professional writer clears the way for her argument by conceding several points to the

opposition.

 

Use Responsible Appeals to Emotion. Another effective way to persuade your audience is to try to stir the heart as well as the mind. It is important to make such appeals sparingly, so that they do not ignite

feelings that are unreasonable or harmful.

Evaluate Your Points. Find a way to emphasize the strongest point of your argument. You may want to

devote more space to it. You can do this by using a memorable image to illustrate it or to place it last in

your essay so that your readers will remember it. And have you properly cited your sources? Note,

Shakespeare citations identify act, scene and lines, as illustrated here, (1.2.123-135).

 

How Do I Revise My Persuasive Essay?: Checking Your Performance

 

1. Does my essay contain a clear definition of my issue and a statement of my position?

 

2. Have I presented my points clearly and logically? Have I supported my points using valid evidence,

logical arguments, and making responsible appeals to emotion?

 

3. Do I acknowledge that my audience’s view is probably different from my own?

 

4. Do I acknowledge valid opposing arguments or respond to invalid ones?

 

5. Does my conclusion challenge readers to think in a new way or to take action?

 

 

 

Notice how the following student-writer, develops argument with anecdotes and logical reasoning, and

concludes with a call to action and a restatement of her thesis.

 

“The Coffee Cup Half Full”

Although many experts may say that to truly understand society we must study its people, how

they live and make a living, their families, how they treat others, what their values are, and what’s really

important to them, I think you can get the best view of today’s society through the eyes of one who works

at a coffee shop. Ahhhhh, a coffeehouse. The modern soda fountain. It has come a long way since the

days when beatniks were the prominent customers. Nowadays, coffee cupping is almost as popular a

pastime as wine tasting, and coffee connoisseurs are willing to pay top dollar for premium coffee beans.

Since I began work at Second Cup a few months ago, I have learned a lot that I could never have learned

in school; not just how to make a cappuccino in under 90 seconds, or how to treat third degree burns from

an espresso machine, but I have learned valuable lessons about mankind.

The people who come into the Second Cup where I work are from all walks of life. Although you

may not believe that all types of people can afford a $4 latte or $3 for a bottle of water, all classes of

society do pass through our doors each day, from the homeless to the rich and famous. Most weekends, a

local homeless man comes in to buy a cup of coffee. He has been in the area for years and is always polite

and friendly. Although I know that he spends his nights in a bus shelter and wears the same brown

bathrobe from August to July, he always manages to pay for his medium cup of coffee. Still others don’t

give him the respect he has earned; they wrinkle their noses, as if he smells, (which he does not), and

quickly leave the store as if they can simply not choke down one more sip of Earl Grey tea with him in

their presence. If only they could be a bit more compassionate, and look past his matted hair and ragged

clothes, they would see a man much like themselves. A man who was once a successful lawyer and proud

father, with two little girls and a wife. A man so full of sadness and guilt after his wife and children are

killed in a car crash that he can no longer go on with his work. With no family and no job, he was forced

to live on the streets.

In contrast to the less fortunate members of society, there are those who like to think of

themselves as “the upper class” or the crème de a crème, and expect to be treated as such. You can learn a

lot about people by observing how they treat others. Some people treat Second Cup employees as if they

are lowly servants whose only purpose in life is to serve them a double espresso and a café au lait. Others

treat us with respect and show no signs of an inferiority complex.

A lot can also be learned about society by watching how people treat children and their attitudes

towards their families. There was once a woman I observed who was so impatient and self-centered that

after listening to a newborn baby cry for a mere 10 seconds she came up to the cash and asked if I could

tell that “bloody brat to shut up.” She told me that she was a teacher and had been forced to deal with “the

same sort of obnoxious child” at school that day. Thankfully, she never came back. Then there is one

family who comes in every Sunday to buy hot chocolates for the children and sit down together to share

some quality time. The importance of family is obviously a big part of these people’s lives. Two middle-

aged women with Down Syndrome often come in together. Not only are they best friends and roommates,

but they are also like a surrogate family; they take care of each other. Still, some people’s behaviour

shows a genuine lack of concern or responsibility for others. Washrooms and floors are often littered with

garbage that has been carelessly dropped. Many people have no consideration, and apparently, no

conscience for a space that is not their own home. If they don’t own it or have to put up with cleaning it,

they don’t care what happens.

In spite of this, I will always have faith that our society is still actively progressing. There will

always be some individuals who are willing to take the time to help others; the woman who stepped

behind the counter and called 911 when the boiler room was on the verge of catching fire when the whole

store was filling with smoke, for example. Or the man who always leaves us a two dollar tip. Society is

really about the everyday people that make up our city and can often be reflected in your local coffee

shop.

 

 

Argumentative Essay Rubric

Criteria Level 1 (50-59%) Level 2 (60-69%) Level 3 (70-79%) Level 4 (80-100%)

Reasoning:

(position stated,

directional statement)

 

-position (thesis) is

mechanically incorrect; the

position taken is ‘fact’ &

not arguable

-directional statement is

incomplete or non-existent

 

-unclear argument (thesis)

is stated

-directional statement is

unspecific, vague & may or

may not relate to thesis

-a clear argument (thesis) is

stated

-directional statement is

complete & related to thesis

-a

compelling

and arguable

position

(thesis) is

exceptionall

y stated

-directional

statement is

complete & offers

unique, compelling

arguments directly

related to thesis

Organization, Logic

& Analysis of ideas:

(use of supporting

evidence as

organizers)

– there are clear

inconsistencies related to

argument

– little/no evidence of

organization

-little/no no direct support

-logic is unclear, and does

not follow point, proof,

comment protocol; no

detail

– inconsistent development/

organization of ideas

-supporting evidence is

mostly inconsistent,

underdeveloped; evidence

mostly anecdotal & not

direct

– -logical development of

paragraph [point, proof,

comment] is inconsistently

followed (i.e. one element

missing); may or may not

have detail

-clear evidence of

organization of ideas

-relevant supporting

evidence exists, but is

sometimes inconsistent,

needs further development

or is unspecific at times

-logical development of

paragraph [protocol of

point, proof, comment] is

present, but may be

awkward or inconsistent at

times; usually has detail

-exceptional

evidence of

organization of ideas

-supporting evidence

is exceptional and

very well developed,

detailed, very

specific & consistent

throughout

-logical development

of paragraph

[protocol of point,

proof, comment]

exceptionally

followed; always has

exceptional detail

 

Style:

(Word Choice)

 

-formal Standard Canadian

English is not employed;

no clear use of persuasive

language & sentence

structure

-expression is lacking;

vocabulary is limited and

restricting or too confusing

– more than four grammar

errors

-formal Standard Canadian

English is inconsistently

employed;

use of persuasive language

and sentence structure is

inappropriate for audience

-expression is very limited;

vocabulary is either

colloquial or slangy,

attempts to be esoteric or

leads to confusion

-two to four grammar errors

-formal Standard Canadian

English is usually

employed; appropriate use

of persuasive language &

sentence structure

– style is generally correct;

some awkward sentences

do appear

– expression attempts to be

fresh and appealing

-vocabulary is striking but,

may be artificial at times

– one grammar error

-formal Standard

Canadian English is

always employed;

excellent use of

persuasive language

and sentence

structure

-expression is fresh

and appealing;

original or unusual

-phrasing adds to

meaning

– no grammar errors

Mechanics:

(essay protocol)

 

-does not follow essay

conventions

-inappropriate format; little

or no mechanics employed

-APA style not employed

or displays serious flaws &

errors

-inconsistently follows

essay conventions

–inconsistent and unclear

format; hastily written

composition

-APA style inconsistent

with several errors noted

– usually follows essay

conventions & protocol

– usually has a clear,

consistent format which

presents evidence of

rewriting

-APA style generally

correct

-always follows

essay conventions

and employs

exceptional structure

– clear & consistent

format suggest many

revisions & drafts

-APA style always

correct

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Socw 6301 Assignment Week 2

/in /by
Home>Homework Answsers>Social Science homework help
SocialWorkAssignment

A research topic can come from many different sources. For some social workers, it starts with a nagging question or obsession that just won’t leave them. For others, it is a noticeable gap in the social work knowledge base, which they discover through immersing themselves in the literature. For still others, it is a practice problem they have encountered that doesn’t seem to have a clear answer. What issues do you see in the social work field—on the job, or through articles you have read? What is one problem you would like to address as a social worker? That problem could be related to gaps in services, diverse populations in need, or an ongoing human challenge such as addiction or trauma.

In this Assignment, you begin thinking about your own “nagging question” while also gaining experience searching in the Walden Library databases. Additionally, you have the opportunity to practice APA Style by referencing the research articles you find in the Library

To Prepare:

  • Review the Learning Resources on searching for and reading research articles.
  • Complete the APA Style interactive media.
  • Reflect on topics you are curious or excited to learn about related to your social work interests. Consider what brought you to social work and what you want to know. Review the current issues and trends you have read about and studied in other courses. Select one of the topics you generate as a potential research focus.
  • Conduct a search in the Walden Library databases for peer-reviewed research articles related to your research focus that have been published within the past 5 years. Use the resources for help determining what makes a good search topic and keywords.
  • Download the Search Worksheet in the Learning Resources for additional support in your library searching. Note that you do not need to submit this worksheet.

 

Submit a document in which you record:

  • Your potential research topic
  • Search terms you used to search for peer-reviewed research articles in the Walden Library
  • APA references for three peer-reviewed research articles from your search and a brief explanation of how each article relates to your topic

 

Walden University Library. (n.d.). Subject research: Social work. https://academicguides.waldenu.edu/library/subject/socialwork

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Week 8 Midterm

/in /by

1. TCO 3. Phillipe is talking to a group of other students. They are discussing their ancestry. Phillipe describes himself as French-Canadian. This is an example of which of the following aspects of self-concept? (Points : 5)

social identity self-efficacy perceived self-control personal identity

Question 2.2. TCO 10. Kelly Ripa and Mark Consuelos met when they were young members of the cast on the popular television soap opera, “All My Children.” They were strongly attracted to each other because of constantly working together, their physical attractiveness, and their similar family backgrounds. Eventually they married, started a family, and are both popular current television personalities. They have had a good outcome from meeting each other. Good outcomes are associated with which one of the following theories of interpersonal attraction? (Points : 5)

social learning theory mutual admiration theory reinforcement theory reward theory of attraction

Question 3.3. TCO 13. By definition, militant animal rights groups, like People for the Ethical Treatment of Animals (PETA), are socially deviant because they use bombings, arson, and poisoning to get their messages to get attention in the media. PETA has done major damage to retail outlets, laboratories, and clinics while innocent people have come close to being killed by PETA’s activities. Other groups have behaved similarly in the past, and the technique seems to have been successful. Even so, PETA has a large following of supporters from all the media attention, who by their support, are encouraging the organization to continue its aggression. What theory or concept of aggression, in the textbook, corresponds to the argument that PETA continues its anti-social ways, because it gets attention and support for their cause, and reflects an imitation of observed behaviors of other people?

(Points : 5)

equity theory of motivation social learning theory hostile aggression frustration-aggression hypothesis

Question 4.4. TCO 1. Myers suggests that he can make a confident guess about your attitude towards the 2003 invasion of Iraq, if he knows your educational level and what media you read and watch. This is an example of which one of the following? (Points : 5)

how intellectual training alters our political views the power of the situation the power of social influence a self-fulfilling prophecy

Question 5.5. TCO 8. Six people who interact with each other and have influence on each other several times a week are which of the following according to social psychologists? (Points : 5)

a clan a mob a collectivity a group

Question 6.6. TCO 4. After seeing several advertisements for the Powerball lottery, you imagine living the life of the rich and famous for yourself. This future self-schema you imagine is an example of which one of the following? (Points : 5)

gloried self feared self possible self hoped-for self

Question 7.7. TCO 2. You are interested in whether the high price of gasoline will influence how people will perceive future car purchases. You want to specifically target those individuals who will be purchasing a vehicle within the next six months. The method must be able to be administered to a large number of people in a simple and direct way. Which is the best approach to completing this research? (Points : 5)

ask people to come to your lab, and put them through a car purchasing simulation administer a survey to the specific target group you are studying unobtrusively follow people around two or three car dealership sales floors, observing the makes of cars that they look at first and longest (field study)

Question 8.8. TCO 11. Which one of Melvin’s relatives is most likely to respond favorably to an unexpected request for a charitable donation to a local hospital? (Points : 5)

Melvin’s older sister, who is in a hurry to get to her doctor’s appointment Melvin’s mother, who just got a very positive job evaluation at work Melvin’s cousin, who is upset over receiving a D on his college physical exam Melvin’s father, who is annoyed because the person who delivers the newspaper threw the paper into a prized rose bush

Question 9.9. TCO 7. If an attorney purposely creates a Prisoner’s Dilemma-like situation for two suspects, the attorney’s goal is which one of the following? (Points : 5)

trick one or the other into revealing what really happened create an incentive for one of them to confess, while the other maintains innocence create the incentive for each of them to confess privately achieve the greatest punishment for both suspects

Question 10.10. TCO 3. After arguing with her boyfriend over the telephone, in a fit of rage, Roberta throws the cordless telephone receiver across the room as a means for taking the anger out in another way. She barely misses the TV. This behavior demonstrates which one of the following aspects of aggression? (Points : 5)

displacement instrumental aggression hostile aggression an adaptation response

Question 11.11. TCO 9. Research on proximity and social attraction, in general, supports which one of the following views?(Points : 5)

familiarity breeds contempt familiarity encourages liking proximity leads to affection distance makes the heart grow fonder

Question 1.1. TCO 5. The Beijing Olympic Games were all over the news in 2008, well before opening day on August 8th. World leaders, human rights groups, and sports celebrities condemned China’s policies in Tibet. As the Olympic torch began its world tour, Beijing faced a fresh wave of international criticism over human rights issues, because of China’s latest crackdown on Tibet. Talk of boycotting the 29th Olympiad was widely heard within the international community.

Among the countries criticizing China were two nations that had and continue to have questionable records on human rights issues internally, and have been widely criticized for their international human rights policy failures, Canada and the United States. Even so, just before the opening ceremonies, George Bush promoted the virtues of American-style democracy and scolded China for its repression, and Canadian Prime Minister Stephen Harper encouraged China to change its ways towards dissidence.

Apply the course concepts of ethnocentrism and moral hypocrisy to the criticisms of China made by these international leaders. What do you conclude about their behaviors? Hint: Explicitly use each course concept by name and also give a one sentence definition of it before explaining how it applies to this case.

(Points : 41)

 

Question 2.2. TCO 6. The Beltway sniper attacks in the Washington D.C. area, in 2002, completely transfixed American consciousness for the three weeks in October, when a pair of armed killers roamed through the Capital region, ambushing and killing 10 people, and wounding three others. As time progressed and law enforcement officials were having little luck in solving the case, tensions and apprehensiveness spread far beyond the area where the killings were concentrated. Even though there was never any hard evidence that the killers were headed in their direction, the citizens of towns and cities a hundred miles away were terrorized by the notion that the killers were about to show up in their communities.

Discuss this with respect to the effects of suggestibility that Myers writes about in Chapter 6. Be specific as to what aspects of suggestibility apply to the case.

(Points : 41)

 

Question 3.3. TCO’s 4 and 12. At the 1994 Winter Olympics, American figure skaters Tonya Harding and Nancy Kerrigan became embroiled in bitter conflict. Harding, envious of the attention the media paid to Kerrigan, arranged for an attack on her at the Olympic trials. Harding’s husband and a confederate, accosted Kerrigan with a pipe, and struck her hard on the knee, causing significant injury. When the facts of the matter became public, Harding was banned for life from participating in competition figure skating.

This is a two part question:

a. What is it about the fundamental nature and structure of the Olympics that helps explain why the conflict arose and escalated?

b. Was the form of aggression displayed by the attackers hostile aggression or instrumental aggression? Explain your reasoning. (Note: you must make a decision between these alternatives and defend your decision.)

(Points : 41)

 

Question 4.4. TCO 9. One rarely sees a homely person in a romantic leading role on television, or in the movies, or as an anchor person on a major television news or talk program. Everyone is at least pleasant looking, and many are especially beautiful or handsome. Katie Couric, Anderson Cooper, Kelly Ripa, Julia Roberts, and Matt Damon are examples.

Name two (2) factors of interpersonal attraction mentioned in the textbook that would explain why audiences prefer celebrities with pleasing looks.

(Points : 26)

 

Question 5.5. TCO 6. Why do common external threats and shared goals lead to greater cooperation between two conflicting groups?(Points : 26)

 

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Need Help With A 3-5 Pages Paper.

/in /by

In a reflective essay of 3-5 pages, drawing from the syllabus as well as the course readings to date, please answer the following questions (the last three in depth, please): J

 

· Please introduce yourself—your name(penny), major(Accountancy), hometown(china, Hunan), interests(traveling and shopping), your goal in this course(….), and anything else you think I should know about you to help you succeed in this class(…..dont know).

· Please answer these fill-in-the blank questions from this syllabus (there are several words missing from each sentence) and copy-and-paste the complete sentences in your assignment: A 3-5 page paper means I require at least _at least 3 full pages of double-spaced text __with standard 1-inch margins (see format section), Late assignments are only given _ half-credit for the next three days after the________ following the due date (Late Work), Wikipedia will not be ___ considered credible and authoritative___ for purposes of this class (General Notes for Assignments), and Papers must also meet the___the format, length, grammar and organization, and citation __ requirements to be eligible for full points (Grading Information).

· How would you define the sociology of religion, and how should we approach religious belief as religious studies/sociology scholars?

· Why is it important to study religion scientifically?

· What is the Rational Choice Theory? Do you believe it fully explains why believers choose a given religion, or are there other considerations as well?

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Comparative Analysis Of Painting

/in /by

The purpose of this final projectis to evaluate your knowledge of the skills necessary for performing a visual and contextual analysis of two works and to measure your application of these techniques as you relate the worksto real-world relevance/popular culture/ideas/concepts.

Select two works from this list. The first work will be from one of the following categories: baroque, rococo, neoclassicism, or romanticism. The second will be modern (e.g., realism, impressionism, postimpressionism), postmodern, or contemporary (1970–present). You will identify a common/shared theme (e.g., social or cultural issue) in both works. For example, in Judith Leyster’s Self Portrait (Dutch baroque, 1630) and Frida Kahlo’s The Two Fridas (surrealism, 1939), a shared theme is the presentation of self.

After identifying the common theme in both works, you will develop an essay that explores how each work is a product of its particular historical moment. Finally, you will address the relevance of this shared theme in contemporary culture by choosing a third work that exemplifies this theme. This third work could be a specific contemporary work belonging to any genre of the arts or even a contemporary social construct such as reality television or social media. For example, you could consider the presentation of self as a relevant and recurring theme on Facebook today.

Specifically, the following critical elementsmust be addressed:

I. Introduction 

This section of the comparative analysis will introduce readers to the works you have selected to analyze.

A. For each work, identify the artist, the title (in italics), the date, the medium, the dimensions, the cultural origin or period of creation, and the current collection.

B. What is your main argument/thesis statement about the relationship between your selected works and their shared theme?

II. Visual and Historical Analysis 

This section will provide a visual and historical analysis in which you will analyze the physical characteristics in each work as well as the connections of each work to its historical and cultural context.

A. What formal characteristics are similar between the two works? What characteristics are different? Be sure to reference specific aspects of each work.

B. How did each respective culture’s traditions and ideologies influence the two works you have selected? Be sure to use examples to support your response.

C. How does each work represent its particular social, historical, and cultural climate? Be sure to use examples to support your response.

III. Comparative Analysis 

In this section, you will compare and contrast your two selected works.

A. Explain how each of your two selected works reflects the social or cultural identity of its day. Support your response with examples.

B. What influence have your two selected works had in the shaping of social or cultural identities?

C. What influence have your two selected works had on a modern or contemporary expression of the identified shared theme? Support your response with examples.

IV. Parallels 

In this section, you will introduce a third creative work and explain how that work parallels the relationship between the two works previously selected.

A. How do the shared historical themes and settings tie your two previously selected works to your work from popular culture?

B. Discuss how the theme is still relevant today, utilizing the popular culture work you selected to support your response.

V. Conclusion 

In this section, you will discuss the relevance and value of studying worksof artand cultural artifactswith regard to their influence, relevance, and impact on modern and contemporary culture and practice.

A. What is the value of challenging perceived notions of historical, cultural, and social identity? How do the humanities, as a discipline, help us understand this? Be sure to justify your response.

B. How does our understanding of social and cultural practices of the past impact how we conduct ourselves socially and professionally in the present? How do the humanities, as a discipline, help us understand this? Be sure to justify your response.

C. What is the responsibility of the artist to society, especially in terms of shaping our understanding of ourselves and the world in which we live? How do the humanities, as a discipline, help us understand this? Be sure to justify your response.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Working With Data

/in /by

W 6311: Social Work Research in Practice II | Week 4

Week 4: Data Analysis I

Conducting statistical analysis can prove an intimidating task for some students. However, statistical analysis is the critical component of social work research that can link interventions to client outcomes. Statistical analysis software simplifies the task of the mathematical computations. It is the social worker’s responsibility to choose the proper research design and type of statistical analysis.

This week, you analyze the relationship between study design and statistical analysis in a case study. You also interpret the results of the research from the case study and a SPSS data that will be provided to you.

Learning Objectives

Students will:
  • Interpret the statistical results in a case study
  • Analyze the relationship between study design and statistical analyses

Photo Credit: [Henrik5000]/[E+]/Getty Images

Learning Resources

Required Readings

Dudley, J. R. (2014). Social work evaluation: Enhancing what we do. (2nd ed.) Chicago, IL: Lyceum Books.
Chapter 9, “Is the Intervention Effective?” (pp. 226–236: Read from “Determining a Causal Relationship” to “Outcome Evaluations for Practice”)

Plummer, S.-B., Makris, S., & Brocksen S. (Eds.). (2014b). Social work case studies: Concentration year. Baltimore, MD: Laureate International Universities Publishing. [Vital Source e-reader].
Read the following section:
“Social Work Research: Chi Square” (pp. 63–65)

Document: Stocks, J. T. (2010). Statistics for social workers. In B. Thyer (Ed.), The handbook of social work research methods (2nd ed., pp. 75–118). Thousand Oaks, CA: Sage.  (PDF)
Copyright 2010 by Sage Publications, Inc.
Reprinted by permission of Sage Publications, Inc. via the Copyright Clearance Center.

Trochim, W. M. K. (2006). Internal validity. Retrieved from http://www.socialresearchmethods.net/kb/intval.php
Be sure to click on all the links in the narrative.

Document:Week 4: A Short Course in Statistics Handout (PDF)

Document: Week 4: Handout: Chi-Square findings (PDF)

Discussion: Selection of a Statistical Analysis Approach

Though data analysis occurs after the study has completed a data collection stage, the researcher needs to have in mind what type of analysis will allow the researcher to obtain an answer to a research question. The researcher must understand the purpose of each method of analysis, the characteristics that must be present in the study for the design to be appropriate and any weaknesses of the design that might limit the usefulness of the study results. Only then can the researcher select the appropriate design. Choosing the appropriate design enables the researcher to claim the data that is potential evidence that provides information about the relationship being studied. Notice that it is not the statistical test which tells us that research is valid, rather, it is the research design. Social workers must be aware of and adjust any limitations of their chosen design that may impact the validity of the study.

To prepare for this Discussion, review the handout, A Short Course in Statistics and pages 210–220 in your course text Social Work Evaluation: Enhancing What We Do. If necessary, locate and review online resources concerning internal validity and threats to internal validity. Then, review the “Social Work Research: Chi Square” case study located in this week’s resources. Consider the confounding variables, that is, factors that might explain the difference between those in the program and those waiting to enter the program.

By Day 3

Post an interpretation of the case study’s conclusion that “the vocational rehabilitation intervention program may be effective at promoting full-time employment.” Describe the factors limiting the internal validity of this study, and explain why those factors limit the ability to draw conclusions regarding cause and effect relationships.

By Day 5

Respond to at least two colleagues by explaining how that colleague might rule out one of the confounding variables that they identified

Submission and Grading Information
Grading Criteria

To access your rubric:
Week 4 Discussion Rubric

Post by Day 3 and Respond by Day 5

To participate in this Discussion:
Week 4 Discussion

Assignment: Working With Data

Statistical analysis software is a valuable tool that helps researchers perform the complex calculations. However, to use such a tool effectively, the study must be well designed. The social worker must understand all the relationships involved in the study. He or she must understand the study’s purpose and select the most appropriate design. The social worker must correctly represent the relationship being examined and the variables involved. Finally, he or she must enter those variables correctly into the software package. This assignment will allow you to analyze in detail the decisions made in the “Social Work Research: Chi Square” case study and the relationship between study design and statistical analysis. Assume that the data has been entered into SPSS and you’ve been given the output of the chi-square results. (See Week 4 Handout: Chi-Square findings).

To prepare for this Assignment, review the Week 4 Handout: Chi-Square Findings and follow the instructions.

By Day 7

Submit a 1-page paper of the following:

  • An analysis of the relationship between study design and statistical analysis used in the case study that includes:
    • An explanation of why you think that the agency created a plan to evaluate the program
    • An explanation of why the social work agency in the case study chose to use a chi square statistic to evaluate whether there is a difference between those who participated in the program and those who did not (Hint: Think about the level of measurement of the variables)
    • A description of the research design in terms of observations (O) and interventions (X) for each group.
    • Interpret the chi-square output data. What do the data say about the program?
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!