Assignment 2

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Assignment 2

Part 1: In 1-2 paragraphs (per question), answer the following questions in “answer and question format”:

  1. Unions can play a vital role in improving working conditions for workers in a globalized economy. From the Bowe’s readings, please describe two ways unions can improve working conditions in the agricultural industry.
  2. In your research on agricultural workers what realities of their lives you found most disturbing about their working conditions. Please be specific and cite your source.
  3. Please identify two reasons agricultural workers leave their homeland to work in the fields of American agricultural for low pay.  Is it possible that free market competition benefits big corporations and undermine local farmers in Mexico?
  4. Please explain the how the working conditions described in Bowe’s book related to trade policy like (NAFTA).

Part 2: In two pages, write an essay explaining the labor conditions that unions improved based on the readings and your individual research.

  1. Address the sources of challenges and opportunities (e.g. profit motives by corporations, nationality and gender bias, lack of citizenship rights of migrant workers, and legal rights to unionized or lack thereof).
  2. Please provide resources as required by APA standards.
 
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Quiz

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1.   The primary developmental task of adolescence is:

a.   developing a sense of industry

b.   developing a sense of intimacy

c.   developing a sense of identity

d.   developing a sense of initiative

 

2.  Some characteristics that peer groups offer and which may be lacking in families are:

a.   strong belief structure

b.   a clear system of rules

c.   communication and discussion about drugs, sex, and religion.

d.   all of the above.

 

3.   Peer pressure is strongly associated with:

a.   level of academic success

b.   gender role conformity

c.   a and b

d.   none of the above

 

 

4.   Fundamental changes that occur in the adolescent brain include:

a.   neurological change

b.   cognitive appraisal

c.   emotion processing

d.   all of the above

 

5.   Adolescent thinking/cognition is characterized by:

a.   a belief that his or her experience is unique

b.   egocentrism

c.   a and b

d.   none of the above

 

6.   The pre-frontal cortex of the brain is associated with:

a.   self-awareness

b.   weighing consequences of potential decisions

c.   a and b

d.   none of the above

 

7.   Parents serve as role models for:

a.   substance abuse

b.   eating patterns

c.   physical activity

d.   all of the above.

 

8.   Baumrind’s research showed a relationship between parents’ authoritative parenting style and adolescents’

a.   academic competence

b.   social maturity

c.   a and b

d.   none of the above

 

9.   Qualities of effective parent-child relationships with adolescents include:

a.   open communication

b.   monitoring

c.    supervision

d.   all of the above

 

10. Authoritative parenting was related to teens’ self-confidence and competence regardless of

a.   ethnic background

b.   gender

c.   socioeconomic status

d.   all of the above

 

11. Protective factors that decrease the likelihood of risky behavior in adolescents include:

support of adolescents’ involvement in:

a.     extracurricular activities

b.    organized religion

c.     a and b

d.    none of the above.

 

12.  Which of the following is not true of gay and lesbian parents reveals that:

a.   they are as competent as heterosexual parents

b.   their children show special problems with self-concept

c.   their children appear to be typically developing children.

d.   all of the above

 

13. Which of the following is not characteristic of adolescent mothers?

a.   They are less likely to talk to and cognitively stimulate their infants.

b.    Their development conflicts with early parenthood.

c.   They are not as warm and responsive as older mothers.

d.   Their egocentrism may interfere with the development of empathy for the newborn.

 

14. Children raised in poverty are at-risk for:

a.   poor physical and mental health

b.   social incompetence

c.   abuse

d.   all of the above.

 

15. Children in poverty are likely to experience:

a.   more family conflict and turmoil

b.   separation from loved ones

c.   less social support

d.   all of the above

 

16. Which of the following have been identified as adjustment problems of children from affluent families?

a.   depression

b.   substance abuse

c.   emotional problems

d.   all of the above

 

17. Which of the following have been identified as sources of problems in affluent families?

a.   disconnectedness

b.   pressure to achieve

c.   a and b

d.   none  of the above

 

18. The cultural niche within which parenting occurs includes:

a.   the physical and social environment

b.   customs of child rearing and child care

c.   the parents’ beliefs, values, and attitudes.

d.   all of the above.

 

 

 

Answer the following in paragraph form:

 

19.

 

What are the advantages and disadvantages of high-school-age adolescents working part-time jobs during the school year?  Include examples in your answer.  (6 points)

 

 

 

20.

 

In the Week 1 Discussion Forum, you were asked “If parents had to obtain a license in order to have a child, what would you require for such a license?  Why?”  How did you answer that question?  Would you answer it in the same way today?  Why?  Why not?

 

How did/do your ideas compare to those of Jack Westerman (p.329 in the textbook, chapter on social policy)?  Explain. (10 points)

 

21.  Select ONE of the following four parent groups:

 

Ø  Divorcing Parents

Ø  Step-parents

Ø  Military Parents

Ø  Working Parents

 

Briefly describe the underlying concepts of family systems theory. Then apply family systems theory to one of the four parenting groups above by identifying and describing their changes/challenges/issues related to roles, boundaries, rules, traditions, rituals, communication, etc.

 

 

Identify and describe strategies to reduce parental and child stress in the midst of these changes, challenges, and issues. (14 points)

 
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Taoism And Asian Mysticism

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Question 1

Correct

1.00 points out of 1.00

[removed]Flag question

Question text

“Tao” and “Tao te Ching” are only the old Wade-Giles romanization of words actually pronounced

Select one:

[removed]a. all the answers are right

[removed]b. Dow and I Ching

[removed]c. Dao and Daodejing.

[removed]d. Dao and Ijing

[removed]e. all the answers are wrong

Question 2

Incorrect

0.00 points out of 1.00

[removed]Flag question

Question text

Tao, in English, means

Select one:

[removed]a. Fate

[removed]b. Karma

[removed]c. Ren

[removed]d. Reality

[removed]e. None of the other answers

Question 3

Incorrect

0.00 points out of 1.00

[removed]Flag question

Question text

The Taoist arise in reaction against

Select one:

[removed]a. the Zhou or Chou dynasty

[removed]b. all of the other answers

[removed]c. The Confucianists

[removed]d. The first Emperor of Qin or Ching

[removed]e. wu wei

Question 4

Incorrect

0.00 points out of 1.00

[removed]Flag question

Question text

What is the difference between tao jiao and tao jia?

Select one:

[removed]a. Tao Jia is the original taoist philosophy in works like the Tao Te Ching

[removed]b. Tao Jiao is what you’ll find in Taoist temples

[removed]c. Tao Jiao isn’t mysticism, more like bribing the gods for favors

[removed]d. Tao Jiao is a superstitious religion made out of Tao Jia hundreds of years later

[removed]e. All the answers are correct

Question 5

Incorrect

0.00 points out of 1.00

[removed]Flag question

Question text

The Taoist temples

Select one:

[removed]a. venerate Confucius as well as Lao Tzu

[removed]b. none of the other answers are correct

[removed]c. are nothing but Chinese folk religion, animism, asking the gods for favors

[removed]d. include shrines where the local gods of the folk religion can be worshipped (asked for favors)

[removed]e. tried to stamp out Chinese folk religion and animism, the belief in spirits everywhere that had to be paid off (“worshipped”)

Question 6

Not answered

Points out of 1.00

[removed]Flag question

Question text

“To see the good and not to do it is cowardice” was said by

Select one:

[removed]a. Both Confucius and Lao Tzu

[removed]b. Lao Tzu

[removed]c. Mo Tzu

[removed]d. Nobody, it’s in the I Ching

[removed]e. Confucius

Question 7

Not answered

Points out of 1.00

[removed]Flag question

Question text

“Wu wei” is

Select one:

[removed]a. all the answers are right

[removed]b. “Actionless activity”– the difficult thing we do when we sit still, do nothing and meditate

[removed]c. the opposite of Confucian activism

[removed]d. the way Taoists believe they can best influence the world– by example, not by interfering, but by role modeling like Gandhi (a Hindu)

[removed]e. the main Taoist practice

Question 8

Not answered

Points out of 1.00

[removed]Flag question

Question text

Lao Tzu is pronounced

Select one:

[removed]a. Lao TTT’zu, both first tone

[removed]b. To rhyme with wu wei, for mystical purposes

[removed]c. It’s never pronounced out loud, just as the Jews chose four letters to symbolize God

[removed]d. Lao Zih, just like the “zih” sound at the end of Kong Fu Zi. In English it was spelled funny, that’s all.

[removed]e. Lao Su, like the English name Sue

Question 9

Not answered

Points out of 1.00

[removed]Flag question

Question text

In the West, the other Taoist we read is Chuang Tse, best known for

Select one:

[removed]a. “Ruling a kingdom is like cooking a small fish.”

[removed]b. None of the other answers

[removed]c. His battle with Lao Tzu over wu wei

[removed]d. His joking insight, “Do not piss into the wind. You will only get a face full of piss.”

[removed]e. his joking insight that after he had dreamed he was a butterfly, when he woke up, there was actually no way to know if the dream had been reality and now he was a butterfly dreaming he was Chuang Tse

Question 10

Not answered

Points out of 1.00

[removed]Flag question

Question text

The Tao Te Ching

Select one:

[removed]a. an anthology of poems, witticisms, angry denunciations, and sayings by the Taoist school attributed to a semi mystical Lao Tzu, the “Old Master” but written by many hands and very contradictory

[removed]b. older than Confucianism. Confucius himself was awed by it.

[removed]c. is entirely about mysticism except for the Confucian parts

[removed]d. From the same Zhou Dynasty that gave China the I Ching.

[removed]e. a collection of Chinese folk religion proverbs to go with the shrines

Question 11

Not answered

Points out of 1.00

[removed]Flag question

Question text

Its phrase “the uncarved block” …

Select one:

[removed]a. Life when we have the good sense to leave it alone and not try for “ren” like Confucius

[removed]b. Nothing. The Tao does not refer to it.

[removed]c. Everything that is going to happen, whether we like it or not.

[removed]d. was recognized by hippie physicist Fritoj Capra as referring to something like the “Singularity” before the Big Bang, when the Universe expands into what the Tao Te Ching calls, the “Ten Thousand things”

[removed]e. None of the answers are right

Question 12

Not answered

Points out of 1.00

[removed]Flag question

Question text

When we contemplate the Uncarved Block, in silent meditation, we

Select one:

[removed]a. come to realize the unity of things, and our unity with the Universe, and for many people a feeling of peace and content comes over us

[removed]b. we are ashamed that we did evil when the Block was good, then remember there is still time to “worship” our family god at the Taoist Temple.

[removed]c. Come to know Zen and find peace, as opposed to Confucian activism. We become role models and work on the world that way.

[removed]d. we start to realize that we have sinned by spinning off from Reality and go the Taoist temple sacrifice

[removed]e. Nothing happens because the Uncarved Block was made up by hippie physicists and isn’t in the Tao Te Ching!

Question 13

Not answered

Points out of 1.00

[removed]Flag question

Question text

Though all religions aren’t paths to the tops of the same mountain, as you sometimes hear, all mysticism are. Learn one and you can understand them all. What is the typical attitude to words?

Select one:

[removed]a. Rational arguments won’t help you. You have to do something, wu wei, meditation, and then you’ll start to have the experience.

[removed]b. People who talk and learn from books like the Confucianists will never have the mystic experience. “Much learning” is just misspent time, mere logic chopping.

[removed]c. “Anybody who tries to tell you about [mysticism] in words, doesn’t really know.”

[removed]d. Words tell you only what something is used for. Sit on it, you call it a chair. Write on it, it’s a desk. But about the thing itself, words don’t speak.

[removed]e. All of the answers are right.

Question 14

Not answered

Points out of 1.00

[removed]Flag question

Question text

Mysticism is the opposite of the mysterious and occult. For the occultists, a ‘miracle’ is a violation of the laws of nature, like seeing the Virgin Mary standing on top of a tree. By contrast,

Select one:

[removed]a. Mystics stick to common sense and study physics about the original universe

[removed]b. For mystics, a “miracle” IS the laws of nature not violations of it. The miracle to contemplate is existence itself.

[removed]c. Trick question. Mysticism is part of the occult, and the Great Mystery of why the Tao created the universe

[removed]d. Mystics are too busy with wu wei to talk about violations of the laws of nature, though they respect them all.

[removed]e. None of the other questions are right.

Question 15

Not answered

Points out of 1.00

[removed]Flag question

Question text

Mysticism typically make a distinction between two types of seeing.

Select one:

[removed]a. Another type is the mystical Vision, capital V, we arrive at during meditation, when we start to become aware of the miracle that anything exists at all.

[removed]b. None of these are right

[removed]c. A third type is the Vision that spots the Virgin Mary standing on top of a tree, a religious miracle

[removed]d. The two statements about useful vision that spots when the light is red, and a higher Vision of existence during or just after meditation– both of those are correct.

[removed]e. One type is our normal useful vision, which we need to spot a traffic light and see its color correctly. Necessary and useful.

 

 

 
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SOC-100 Week 6 Topic 6, Quiz

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Week 6 Topic 6: Quiz

Access the Quiz 6 attachment and answer each of the four questions. This is an open book quiz.  The answer to each question must be 100-125 words.  Complete by the end of Topic 6.

Topic 6

  1. Compare and contrast the conflict and the functionalist perspective relative to the political system in the United States.  Select one current issue such as healthcare, immigration, or one of your choosing and discuss the issue from both perspectives.
  2. Describe your family dynamics from the functionalist, conflict, and symbolic interactionist perspectives.
  3. What are the sociological characteristics of religion in the United States?  Build an argument that religion is likely to remain a strong feature of life in the United States or why religion may not remain a strong feature in the lives of Americans.
  4. Select one of the sociological perspectives, the functionalist, conflict, or symbolic interactionist, and analyze the problems facing K-12 education in the United States.  Describe three or four solutions that you would like to present to your local school board to improve the educational system.

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

 

 
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Post An IRA (Insights, Resource, And Application) In The Discussion Board As Follows: Insights: As You Read The Resources, Create Bullet Points That Capture What You Have Learned About The Relationship Between Equality And Social Equity, And Critical Insi

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Discussion: The Concepts of Equality and Social Equity

H. George Frederickson, expert in the field of public administration, coined the term “social equity,” which urges public administrators not to view individuals within one environment as the same but instead to view them against a backdrop of social and economic factors before assuming equality.

Ideals of equality and social justice form the basis of political philosophy. However, enforcing principles of equality across society often infringes on the liberal concept of social justice. Tensions within social and political relations have led to the creation of international government and nongovernment organizations that seek to maintain ethical standards of equality throughout the world. These ethical standards allow reasonable individuals to maintain their philosophical differences without jeopardizing the greater good of global society.

In this Discussion, you will compare the concepts of equality and social equity, and the role of public administrators in promoting social equity.

Post an IRA (Insights, Resource, and Application) in the Discussion Board as follows:

Insights: As you read the resources, create bullet points that capture what you have learned about the relationship between equality and social equity, and critical insights you gained from each article. Summarize these key points and insights by using APA format.

Resource: In addition to the assigned readings, share one other resource that amplifies the themes for this week, such as the relationship between equality and social equity. Note a book, article, news items, website, or film with similar ideas, thoughts, and themes. Cite your resource by using APA format, and explain, in no more than three sentences, how this resource is relevant to the assigned readings.

Application: Provide an example from current or past experience (about one paragraph) on a threat to equality or equity. (Multicultural and/or international examples are welcome but not required.) Then, explain a strategy you believe that a public administrator might use to promote equality and equity in this example and explain why you chose this strategy.

Required Readings

Cooper, T. L. (2012). The responsible administrator: An approach to ethics for the administrative role (6th ed.). New York, NY: Jossey-Bass.

Chapter 9, “Applying the Design Approach to Public Administration Ethics” (pp. 243–254)

Frederickson, H. G. (2005). The state of social equity in American public administration. National Civic Review, 94(4), 31–38.

Note: Retrieved from Walden Library databases.

Glaser, M. A., Bartley Hildreth, W., McGuire, B. J., & Bannon, C. (2011). Frederickson’s social equity agenda applied: Public support and willingness to pay. Public Integrity, 14(1), 19–37.

Note: Retrieved from Walden Library databases.

Hacker, J. S., & Pierson, P. (2010). Winner-take-all politics: Public policy, political organization, and the precipitous rise of top incomes in the United States. Politics and Society, 38(2), 152–204.

Note: Retrieved from Walden Library databases.

Required Media

Ted Conferences (Producer). (2011). Frans de Waal: Moral behavior in animals [Video file]. Retrieved from http://www.ted.com/talks/frans_de_waal_do_animals_have_morals

 

Note: The approximate length of this media piece is 17 minutes.

Optional Resources

Gospath, S. (2007). Equality. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy (Spring 2011 ed.). Retrieved from http://plato.stanford.edu/archives/spr2011/entries/equality/

Fleurbaey, M. (2008). Economics and economic justice. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy (Summer 2012 ed.). Retrieved from http://plato.stanford.edu/archives/sum2012/entries/economic-justice/

 
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Addiction Models

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There are differences on how addiction is seen from a moral failing, with people suffering from addiction shunned for their weakness to addiction being considered a disease that can be treated.

Addiction work incorporates several models for understanding addiction and addictive behavior. Addiction models not only attempt to explain the causes and behaviors of addiction, but they are also used as a basis for treatment. To understand the current approach of addiction treatment, it is essential to study the various historical models of addiction, as each has influenced the understanding and treatment of addiction today. It is also imperative to distinguish between different types of addiction because they may be best described by different models. For example, chemical dependence is a type of indigestive addiction of alcohol or drugs, whereas a process or behavioral addiction is considered a behavioral pattern such as gambling addiction (Capuzzi & Stauffer, 2016).

For this Discussion (no more than 1 page), you consider how the definitions, perceptions, and treatment of addiction have evolved.

Post a comparison between two models from the text that explain how addiction treatment has been viewed. Then briefly explain the articles your located on current conceptualizations of addiction and identify if there are similarities from the models you found in your additional research. Explain these models have influenced perceptions of and treatment for addiction.

 
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Post An IRA (Insights, Resource, And Application) In The Discussion Board As Follows: Insights: As You Read The Resources, Create Bullet Points That Capture What You Have Learned About The Relationship Between Equality And Social Equity, And Critical Insi

/in /by

Discussion: The Concepts of Equality and Social Equity

H. George Frederickson, expert in the field of public administration, coined the term “social equity,” which urges public administrators not to view individuals within one environment as the same but instead to view them against a backdrop of social and economic factors before assuming equality.

Ideals of equality and social justice form the basis of political philosophy. However, enforcing principles of equality across society often infringes on the liberal concept of social justice. Tensions within social and political relations have led to the creation of international government and nongovernment organizations that seek to maintain ethical standards of equality throughout the world. These ethical standards allow reasonable individuals to maintain their philosophical differences without jeopardizing the greater good of global society.

In this Discussion, you will compare the concepts of equality and social equity, and the role of public administrators in promoting social equity.

Post an IRA (Insights, Resource, and Application) in the Discussion Board as follows:

Insights: As you read the resources, create bullet points that capture what you have learned about the relationship between equality and social equity, and critical insights you gained from each article. Summarize these key points and insights by using APA format.

Resource: In addition to the assigned readings, share one other resource that amplifies the themes for this week, such as the relationship between equality and social equity. Note a book, article, news items, website, or film with similar ideas, thoughts, and themes. Cite your resource by using APA format, and explain, in no more than three sentences, how this resource is relevant to the assigned readings.

Application: Provide an example from current or past experience (about one paragraph) on a threat to equality or equity. (Multicultural and/or international examples are welcome but not required.) Then, explain a strategy you believe that a public administrator might use to promote equality and equity in this example and explain why you chose this strategy.

Required Readings

Cooper, T. L. (2012). The responsible administrator: An approach to ethics for the administrative role (6th ed.). New York, NY: Jossey-Bass.

Chapter 9, “Applying the Design Approach to Public Administration Ethics” (pp. 243–254)

Frederickson, H. G. (2005). The state of social equity in American public administration. National Civic Review, 94(4), 31–38.

Note: Retrieved from Walden Library databases.

Glaser, M. A., Bartley Hildreth, W., McGuire, B. J., & Bannon, C. (2011). Frederickson’s social equity agenda applied: Public support and willingness to pay. Public Integrity, 14(1), 19–37.

Note: Retrieved from Walden Library databases.

Hacker, J. S., & Pierson, P. (2010). Winner-take-all politics: Public policy, political organization, and the precipitous rise of top incomes in the United States. Politics and Society, 38(2), 152–204.

Note: Retrieved from Walden Library databases.

Required Media

Ted Conferences (Producer). (2011). Frans de Waal: Moral behavior in animals [Video file]. Retrieved from http://www.ted.com/talks/frans_de_waal_do_animals_have_morals

 

Note: The approximate length of this media piece is 17 minutes.

Optional Resources

Gospath, S. (2007). Equality. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy (Spring 2011 ed.). Retrieved from http://plato.stanford.edu/archives/spr2011/entries/equality/

Fleurbaey, M. (2008). Economics and economic justice. In E. N. Zalta (Ed.), The Stanford encyclopedia of philosophy (Summer 2012 ed.). Retrieved from http://plato.stanford.edu/archives/sum2012/entries/economic-justice/

 
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Short Essay

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2

 

Study Guide for True Justice

This is an important film and so I have created this study guide to help you get the most out of the material presented by Bryan Stevenson. This 2019, HBO documentary has a running time of about one hour and 42 minutes. Hopefully, we will watch it all in one sitting. Let me give you a little background information on Mr. Stevenson:

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Bryan Stevenson is the founder and Executive Director of the Equal Justice Initiative (EJI), a human rights organization in Montgomery, Alabama. Mr. Stevenson is a widely acclaimed public interest lawyer who has dedicated his career to helping the poor, the incarcerated, and the condemned. Under his leadership, EJI has won major legal challenges eliminating excessive and unfair sentencing, exonerating innocent death row prisoners, confronting abuse of the incarcerated and the mentally ill, and aiding children prosecuted as adults. Mr. Stevenson and his staff have won reversals, relief, or release from prison for over 135 wrongly condemned prisoners on death row and won relief for hundreds of others wrongly convicted or unfairly sentenced. Mr. Stevenson has argued and won multiple cases at the United States Supreme Court, including a 2019 ruling protecting condemned prisoners who suffer from dementia and a landmark 2012 ruling that banned mandatory life-imprisonment-without-parole sentences for all children 17 or younger. Mr. Stevenson has initiated major new anti-poverty and anti-discrimination efforts that challenge inequality in America. He led the creation of two highly acclaimed cultural sites which opened in 2018:  the Legacy Museum and the National Memorial for Peace and Justice. These new national landmark institutions chronicle the legacy of slavery, lynching, and racial segregation, and the connection to mass incarceration and contemporary issues of racial bias.

Mr. Stevenson’s work has won him numerous awards, including the prestigious MacArthur Foundation “Genius” Prize; the ABA Medal, the American Bar Association’s highest honor; the National Medal of Liberty from the American Civil Liberties Union after he was nominated by United States Supreme Court Justice John Stevens; the Public Interest Lawyer of the Year by the National Association of Public Interest Lawyers; and the Olaf Palme Prize in Stockholm, Sweden, for international human rights. In 2002, he received the Alabama State Bar Commissioners Award. In 2003, the SALT Human Rights Award was presented to Mr. Stevenson by the Society of American Law Teachers. In 2004, he received the Award for Courageous Advocacy from the American College of Trial Lawyers and also the Lawyer for the People Award from the National Lawyers Guild. In 2006, New York University presented Mr. Stevenson with its Distinguished Teaching Award. Mr. Stevenson won the Gruber Foundation International Justice Prize and was awarded the NAACP William Robert Ming Advocacy Award, the National Legal Aid & Defender Association Lifetime Achievement Award, the Ford Foundation Visionaries Award, and the Roosevelt Institute Franklin D. Roosevelt Freedom from Fear Award. In 2012, Mr. Stevenson received the American Psychiatric Association Human Rights Award, the Birmingham Civil Rights Institute Fred L. Shuttlesworth Award, and the Smithsonian Magazine American Ingenuity Award in Social Progress. Mr. Stevenson was inducted into the American Academy of Arts and Science in 2014 and won the Lannan Cultural Freedom Prize. In 2015, he was named to the Time 100 list recognizing the world’s most influential people. In 2016, he received the American Bar Association’s Thurgood Marshall Award. He was named in Fortune’s 2016 and 2017 World’s Greatest Leaders list. He received the Martin Luther King Jr. Nonviolent Peace Prize from the King Center in Atlanta in 2018.

Mr. Stevenson has received 40 honorary doctoral degrees, including degrees from Harvard, Yale, Princeton, the University of Pennsylvania, and Oxford University. He is the author of the critically acclaimed New York Times bestseller, Just Mercy, which was named by Time Magazine as one of the 10 Best Books of Nonfiction for 2014 and has been awarded several honors, including the American Library Association’s Carnegie Medal for best nonfiction book of 2015 and a 2015 NAACP Image Award. He is a graduate of the Harvard Law School and the Harvard School of Government.

Things to notice in the film. I have left room for your notes under each question:

· What year did Bryan experience swimming in a segregated swimming pool in the deep South? What state was he in? Think about how recent in time this actually was. Your professor in this class has a daughter that is only 7 years younger than Bryan.

 

· Do you think the white children who were made to get out of the swimming pool remembered the incident? How powerful do you think memories are? Does racism harm everybody or only people of color?

 

 

· Why did Johnnie Carr tell Brian he was going to need to be “Brave Brave Brave”?

 

· Notice that the State of Alabama has no public defender system and the highest death penalty rate in the nation.

 

 

· Notice the comment that the death penalty belt states go with “race, poverty, politics, and passions of the moment” and that it’s all about race and place. What does that mean to you?

 

· Pay attention to the scene when Bryan Stevenson is confronting a white female legislator about percentages of black people who are incarcerated versus percentages of the population of black people and the applause that follows. How do you feel about that scene? What do you see on Bryan’s face when the people applaud? Is the legislator right or wrong?

 

· What was the Dred Scott decision and what was its impact on African-Americans in America?

 

 

 

· How were states rights used as a tool of racism and why is the term “states rights” considered a dog whistle in today’s politics?

 

 

· Note the protests of the 1940s and 1950s as African-Americans began to assert their civil rights in America.

 

· Who was Thurgood Marshall and the NAACP?

 

 

 

· Pay attention when you see pictures or scenes of the Supreme Court of the United States. What racial and gender makeup do you see? Are there any women? Are there any people of color?

 

· What was Brown versus the Board of Education and what year was it decided?

 

 

 

· What were colored schools?

 

 

· What did you hear Ray Hinton say about the smell of burning human flesh? Why does he say he needs a southern white man to help when his case?

 

· What is death Row syndrome?

 

 

· What does Brian say about the power of “I love you”?

 

 

 

· How was the narrative war won by the South? What does that mean?

 

 

· Was white supremacy enforced by lynchings? If so, how?

 

· What were some of the reasons for lynching given in the film? Did you notice that interracial romance was one of the top reasons for lynching? How do you feel about that?

 

 

 

· Where is Monroe County? Who is Harper Lee and why is she important to Monroe County?

 

 

· What does the film teach you about Walter McMillan’s conviction? When did that happen? Why is that especially relevant today?

 

· Why does Walter have dementia?

 

 

 

· Why is the death penalty so dangerous? What percentage of people sentenced to death are found to be innocent?

 

 

 

 

 

· Why does Bryan say that gangs, drugs, and crime go back to the horrors of slavery and poverty? Do you agree? Why or why not?

 

· Who is the unseen child? What does Bryan say about kids in huge orange jumpsuits chained to poles? How do you feel about teenagers doing life sentences were getting the death penalty?

 

 

 

· What is the difference between law and justice? Are they the same thing? Why not?

 

 

 

· In 2005 Roper versus Simmons was an important case. What was it about?

 

 

· What did Bryan’s grandmother tell him about hearing sounds of misery, suffering, and sadness? Are you listening to those sounds too? Are you motivated to help?

 

 

· Why was there a mass migration by African-Americans from the South to the North after the Civil War?

 

 

 

 

· What does it mean to be an agent of change? Bryan Stephenson says he is broken. Are all of us broken?

 

· Notice that in 1972 there were 300,000 people incarcerated in the United States. Today there are 2.2 million. Why do you think that is?

 

 

 

· What do you think of the Legacy Museum and how can that help other people to understand how many lives were lost to lynchings?

 

· What does Bryan say is the root of a “consciousness of racism”? What does that have to do with the Dred Scott decision?

 

Notes and Reflections: use the space below to record your own feelings and reflections about this important subject.

 
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Reading Assignment

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ISS305: Reading Diary Questions Module #4

4 Total Questions Q1: Dishonesty and the Tragedy of the Commons [40 points] Ariely’s findings about dishonesty support the philosophical conundrum of the “tragedy of the commons.” First, give us a quick rundown of the tragedy of the commons (using your own words; it would be ironic to get dinged for academic dishonesty here). Now find and describe an example of the tragedy of the commons that you have experienced in your life, or that you see happening in the world. (Note that we also have access to Wikipedia and the other common examples, so do spend some time here coming up with something that is novel/interesting) How was this tragedy of the commons dealt with? How did the parties respond? Was the remedy for this tragedy of the commons effective? How might you apply Ariely’s findings about dishonesty to this tragedy of the commons to make the remedy more effective? Q2: Behavior Explained [40 points] Throughout Predictably Irrational, we are presented with research that shows us that while we think we are in the driver’s seat of our decisions, we are “pawns in a game whose forces we largely fail to comprehend.” For this question, we would like you to become a behavioral economist. You will describe a situation where you have seen people behave in a manner that is irrational. Then we would like you to design an experiment which explains this irrationality. How will you divide participants into a control and treatment group? What potential issues might your experiment face? How would you overcome those issues? And finally, while you obviously cannot perform your experiment, what answers might you find that explain why your subjects behaved so irrationally? Q3: The Power and Perils of Statistics [30 points] In your opinion, wherein lies the greatest potential benefit of statistical inference? That is, are the greatest advances and gains to be made within the field of medicine, economics, or some other field? Why this field? Name at least one specific benefit that your chosen field might bring in the near future with the help of statistics, and precisely how statistics can help. Next, wherein lies the greatest danger of the abuse of statistical inference? That is, in what field would such abuse have the worst consequences? (This may be either the same field whose potential advances you’ve already discussed, or a different field.) Again, why this field? Name a specific possible abuse of statistics that you think could lead the field’s research astray in such a way as to have such consequences.

 

 

Q4: Programmatic Self-Evaluation [40 points] Think about the kinds of program evaluations that would relate to your life, the comparisons that might be made between you as you are now and certain counterfactuals in which one of your characteristics is changed. For example, you are most likely seeking a college degree, but how would certain ‘dependent variables’ – like your life expectancy or your likely wealth at age 65 – be changed if you weren’t? Wheelan touches on this example, so come up with two different characteristics of your own life (ideally, the outcomes of some of the more important decisions that you’ve made in the past, like the decision to seek a degree), and imagine yourself without each of these characteristics (one at a time, of course, so as to isolate the effects of each). Don’t worry about how you would design a test of the effects of each characteristic – each ‘treatment’ – but think about what these effects might be. What might the significant differences be between yourself and each of your two counterfactuals, in terms of things like long-term health, long-term earnings, long-term happiness, etc.? For each of your two comparisons, make two suggestions as to what the ‘treatment effects’ of your two real-life characteristics might be. (You probably won’t be able to be very precise, but that’s okay.)

 
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Penn Foster Exam 40609400

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Penn foster Exam # 40609400

 

 

Complete the following exam by answering the questions and compiling your answers into a word-processing document. When you are ready to submit your answers, refer to the instructions at the end of your exam booklet.

 

Part A:

Answer each of the following questions in one or more complete paragraphs. Each answer is worth 10 points.

 

1. How does the Chicago School of thought explain the causes of crime by making an analogy to ecology?

 

 

2. Explain Cesare Beccaria’s theory of criminology.

 

 

 

3. Explain the differences between a complaint, an information, and a grand jury indictment.

 

 

4. Identify ways in which inquisitorial systems differ from adversarial systems.

 

5. What are the different philosophical rationales or justifications for punishment?

 

 

Part B:

Answer each of the following questions in about five to seven sentences. Each answer is worth 5 points.

 

 

1. Explain how guidelines are used to help judges and juries decide whether the death penalty should be imposed in a given case.

 

 

2. How does the right to have your appeal heard in an intermediate court of appeal differ from the right to have it heard in a court of last resort?

 

 

3. How do psychoanalytic theories explain psychopaths?

 

 

4. How do personal relationships and homosexual relationships in women’s prisons differ from those in men’s prisons?

 

 

5. Indigent defendants can have a court-appointed attorney, a public defender, or a contract lawyer. What are the differences among these?

 

6. What is preventive detention and how is it justified?

 

 

7. What are the differences between the four models of teen court?

 

 

8. What is the exclusionary rule, and what are its three primary purposes?

 

 

9. Explain five of the types of police misconduct identified by Ellwyn Stoddard.

 

 

10. What are the three different operational styles, or different overall approaches to the police job, that James Wilson found in a study of eight police departments?

 
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