Categories
Sociology

*****my song choice is Stevie Wonder’s Black man*** Song Assignments are fun! St

*****my song choice is Stevie Wonder’s Black man***
Song Assignments are fun! Students really like them. Many tell the instructor that it is the most fun paper they have written in college. Here are the reasons why students like this assignment:
You get to pick a song related to race and ethnic relations – any song out there is game for this assignment –I mean ANY;
You then listen to it over and over, find and print the lyrics, then read the lyrics to really get at the bottom of the sociological meaning of the song; and
Finally, you are asked to write a very structured paper applying what you’ve learned about race and ethnic minorities from Iceland’s text to the lyrics of the song you pick.
Fun, right? Think of this paper as a creative way for you to show me how much you’ve learned in the course. Also, think of this paper as a very structured WRITTEN EXAM that culminates into a fabulous paper that you can be proud of! By written exam, I mean that there are very specific things that go in each paragraph of your paper. If you follow the directions carefully, you won’t miss any of them.
Song Assignment Explained
This assignment requires you to analyze the popular cultural medium of music and make connections between the material in the course (Iceland’s text) and what the song says in the lyrics (i.e., words to the song).
The objective is for you to show me that you’ve read and can think critically about society using the popular cultural medium of music.
The goal is to connect different material from the chapters in Iceland — the terms, concepts, ideas, studies, and theories – to the lyrics of a song and then explain the connection. This means you should really think deeply and critically about the lyrics and how they depict the social world as far as race and ethnic relations go.
The major focus of this paper is the lyrics and not the artist, not the group, not the album, not the period when the song was written, not the music video, etc… Do not stray from an analysis of the lyrics. If you do, you will automatically receive a zero (0), and I will stop grading your paper. This paper is simply about making connections between what you learn in Iceland and what the song says in the lyrics.
Preparing to Write
As you read the Iceland text, try to think of songs that match the material that Iceland is discussing. It is a good idea to mark passages and pages where different songs come to mind. This will be helpful when it comes time to write. Once you pick a song to analyze, listen to the song multiple times and print out the lyrics to read and think about as many times as needed.
BEWARE! It is okay to watch the music video of the song you pick to get your sociological imagination flowing, but DO NOT ANALYZE WHAT YOU SEE IN THE VIDEO IN YOUR PAPER. Your analysis and writing should be solely about the lyrics of the song. If you begin to discuss what you see in a video or what actors do in a video, you will automatically earn zero (0) on this assignment. To be safe, don’t mention any videos at all. To be clear, we are analyzing the words in a song. What do they mean? How do they apply/connect to the material in Iceland? What does it mean about society that someone has written a song…with this message?
Formatting
I recommend using Microsoft Word.
NOTE: Google Docs does not interface well with learning management systems. Do not use Google Docs.
NOTE: Pages do not interface well with learning management systems. I do not recommend using Pages.
Your paper should have one of the following document endings: .doc .docx .pdf
If the professor (or TA) cannot open your paper, you will receive a zero (0) and should contact one of them immediately. If you do not contact one of them within one week of earning the zero (0), the grade will stick.
Use MLA formatting for this paper.
Look at the old example papers in Coursera for what MLA-formatted paper look like. This will help you get started.
Look at the handy MLA Handout that has some particulars about how the professor would like the paper formatted (e.g., no cover page is necessary).
For more help using MLA, visit the Purdue Owl at: Purdue Owl Style Guide
For an example, Works Cited page using MLA formatting: Purdue Owl Works Cited
For example, Page 1 uses MLA formatting: Purdue Owl MLA Formatting
Instructions for What to Write and More about How to Format
At the top left of page one of your Word document double space the following: your name, my full name, the course name and number, and the date. Your page-one heading should look like this:
Your first and last name
Curtis Joseph
Race and Ethnic Minorities, SOCI 4540
Current Date
Give your paper a title – preferably the name of the song and artist. Do not bold or underline your title. Simply center it. Your title should look like this:
Fuck the Police by NWA.
Make sure to get the running header at the top right correct. It should be your last name and page number and should NOT start on page 1. Start it on page 2 and continue all the way to the Works Cited. Your running header should be right justified. Mine would look like this:
Your Last Name 2
Double-space the content of your Song Assignment. Do not turn in a single-spaced paper.
Be careful not to put too much space in between paragraphs. If you do this, it is not MLA formatting. Sometimes Word has a setting turned on that automatically puts extra space in between paragraphs. This should be set to 0 in your paragraph formatting in Word.
In the Introduction(1 paragraph), tell me the following: a) What song you picked: b) Why you picked this particular song; c) What the song means to you personally; d) What makes you think about this song in a sociological manner, and then tell me e) How the song you picked fits Iceland’s book in a very general manner. To complete this last bit of criteria you must use Iceland’s text to explain. This means you must directly quote Iceland as part of your explanation. When you quote Iceland, be sure to use quotation marks and afterward cite Iceland like this: (Iceland Page#).
NOTE: All paragraphs in this assignment should be at least 8-10 sentences in length. If your paragraphs are not fully developed into 8-10 sentences (minimum), you won’t reach the minimum length requirement and you will lose points in the paragraph and for not meeting the minimum page length required.
The next part of your paper is the analytic paragraphs (APs). This part of your paper should consist of 3-4 paragraphs. Each analytic paragraph should do three things:
First, identify a concept, term, study, or theory from Iceland’s book that BEST fits the song you picked. To do this directly quote Iceland. Then, tell me about what you quoted. What does it mean about race and ethnicity? How is it relevant to the connection you are about to make? Quotes should look like this:
Iceland believes that “…it is likely that darker-skinned Hispanics may face many of the same discriminatory obstacles that blacks do” (Iceland 6-7).
Second, connect the concept, term, study, or theory you mention to a portion of the song (the lyrics). Quote the song lyrics in your writing to show me the connection. When quoting the lyrics for your song, always italicize them so they stand out. Quotes should look like this:
This makes me think about the line in the song that goes, “Fuck the police comin’ straight from the underground / A young nigga got it bad ’cause I’m brown” (NWA.)
Third, show me that you understand what the concept, term, study, or theory from Iceland means by explaining the connection you are attempting to make. This part of each analytic paragraph can be critical about society or it can be in the form of agreement or disagreement with the meaning of the connection. This is where YOUR IDEAS matter. So, what you think matters in this paper. This means tell me what YOU think the connection means or why it is important to note about society. Why does Iceland (or other social science researchers) study whatever it is you’re discussing? Why would songwriters write a song about the same thing? What does it all mean about society? To put it differently, you are telling me the BIG SO WHAT about race and ethnic relations?
REPEAT THIS PROCESS 3-4 TIMES!
Next(1 paragraph), tell me if you think the song you personally picked depicts the social world in a positive or negative light (+, or –, or maybe both). First, take a very clear stance. Then, support your stance by showing lyrics that indicate positive, negative, or both. Quote lyrics in this paragraph (see example above). Be sure to italicize them. Do not use anything from Iceland in this paragraph. Make a case for your stance. Be clear. Then, end the paragraph by discussing the impact this song would have on others if only they would carefully listen to the lyrics. Say something like this: “If only others would really listen to the lyrics of this song, they might…”
NOTE ABOUT STANCE: If you say that the song depicts a society in both a positive and negative light, in your writing show lyrics on both sides demonstrating your complicated stance. This means showing lyrics that depict a society in a positive way AND lyrics that depict a society in a negative way and then providing an explanation for each.
Please use your BEST COLLEGE WRITING for this assignment. Everyone makes minor errors now and then. The professor (and TA) understand this. However, if your paper is full of writing mistakes or sloppily written, you will lose substantial points. Take care to review your writing before submitting. One “once-over” for minor errors usually does the trick. You can also visit the Writing Center on campus for help. You can also contact them online.
Include a Works Cited page at the end of your writing. The Works Cited should be on its own page. The Works Cited should only have the Iceland text and your song selection listed. That’s it! No other sources are required for this paper. This means do not use other sources, only use the song you pick and Iceland’s text. Remember, this is a Written Exam over a song you pick and the Iceland text.
Copy and paste the lyrics to the song at the end of your Word The lyrics should go after the Works Cited page. The lyrics should start on their own page.
When finished, the content of your Song Assignment should be about 3-5 pages in length. This page length does not include the Works Cited page or the lyrics. If your paper is too short (if you do not write a full 3 pages), you will lose points. Please do not go over 6 pages in content with permission to do so.
Sometimes students do not write a full 8-10 sentences in their paragraphs. This hurts in the end because your paper will not meet the minimum of 3 full pages (and you’ll lose points). The professor (and TA) like paragraphs that are fully developed. So, if you come up short of 3 full pages, go back to reread what you’ve written to see if you can add some more solid analysis somewhere.
Sometimes students write 3 very long analytic paragraphs full of great connections. It is fine to do this, as long as you meet the minimum of 4 full pages. Other times, students write 4 analytic paragraphs. That’s fine too. Just be sure to write 8-10 sentences in each paragraph.

Categories
Sociology

Goal: This assignment asks you to reflect on what you have learned so far in thi

Goal: This assignment asks you to reflect on what you have learned so far in this course in order to apply it to create your own self and social wellbeing plan. As outlined on page 1 of the syllabus, this assignment addresses the General Education Student Enrichment and Lifelong Learning Fulfillment (SELF) student learning objective 1, outcome 1A, and outcome 1B.
Assignment Instructions: Using a word processor, and saving your file to .doc or .pdf, complete the assignment addressing the assignment outline below. Do not include assignment instructions in your paper. This project is worth 100 points.
Assignment Outline: For this assignment you will write your own self and social wellbeing plan. A self and social wellbeing plan is a plan of action geared towards achieving overall personal wellbeing. Personal wellbeing implies a state of multidimensional health and personal satisfaction. There are many dimensions to personal wellbeing, including physical, psychological, emotional, social, spiritual, and professional. Each dimension must be nurtured, developed, and maintained for optimal overall wellbeing.
Self and Social wellbeing plans are exactly what they sound like; they’re personalized plans to help you maintain health and wellbeing across the various dimensions listed above. How you organize and present your information is up to you, so long as you explore these dimensions in forming and achieving short-term-goals (between 1 and 6 months), medium-term goals (between 6 months and 2 years) and long-term goals (2 years and above).
In addition to creating this self and social wellbeing plan you will also need to apply symbolic interactionist thought and theory to help explain your development of self and how it can help you going forward to both plan for and achieve your goals to improve your self and social wellbeing. Application must come from the textbook. I want to see application throughout the entire paper.
Grading Criteria: You will be graded on the following criteria:
Content (40 points)
Does the project address short-term goals? Medium-term goals? Long-term goals?
Does the project address different dimensions of wellbeing?
Does the project create a plan of action for achieving these goals?
Does the project identify potential difficulties that may occur as well as present solutions for addressing those difficulties?
Application of source material (30 points)
Does the project apply information from the textbook?
Does the project’s application include proper introduction and discussion of applied information?
Does the project properly integrate symbolic interactionist theory to the development of a self and social wellbeing plan?
Does the project introduce and discuss relevant terms and concepts that help explain symbolic interactionist theory and thought?
Use of in-text citations and reference information in ASA format (20 points)
Does the project properly cite information from the textbook in ASA format?
Does the project have a reference page in correct ASA format listing the textbook?
Writing Mechanics (10 points)
Does the project begin with a thorough introduction paragraph?
Does the project use proper spelling and grammar?
Does the project use proper sentence and paragraph structure?
Does the project end with a thorough conclusion paragraph?
Assignment Format Guidelines:
The assignment must be typed, double spaced, have 1 inch margins, and using 11 or 12 point font.
Your paper should be around 1000 words, which equals around 4 pages double spaced.
Use proper sentence and paragraph structure. You can include headings but points will be deducted if they are formatted strangely (i.e. extra large font, extra spacing etc).
You should begin your paper with a cover page, which includes the title of your document, your name, the course name, and the term. Begin your paper on a fresh new page after the cover page. You can include page numbers if you like, but they are not required.
I recommend using an accessible font (one that does not contain any of the stylistic features of some fonts that make it difficult for people with reading challenges like dyslexia to read). I won’t take off points for this, but I’m trying to change the culture. Times New Roman has been recommended as the default for years but it is one of the most difficult for people with dyslexia to read. I recommend Arial.
Your assignment should be uploaded to Canvas in the final module which will open near the end of the term (see syllabus for exact dates). You will have an unlimited number of attempts to upload your paper, but only the most recent attempt will be graded. The unlimited number of attempts assures that if you accidentally uploaded the incorrect paper, you can still upload the correct one, without needing assistance from me.
Technical issues are not a valid excuse for missing the deadline on this project. Technical issues should be addressed immediately and may include the need to contact technical support.
Review your project for content, grammar, organization, sentence structure, paragraph structure, and ASA style format (please review my guide on Canvas for information on using ASA style format).
Make sure to save your file in the proper format. Only .doc and .pdf formats will be accepted. Improper submission due to file format is NOT an excuse for turning in work late. If you submit your paper in a file I cannot read you will receive a zero on the project.

Categories
Sociology

*****my song choice is Stevie Wonder’s Black man*** Song Assignments are fun! St

*****my song choice is Stevie Wonder’s Black man***
Song Assignments are fun! Students really like them. Many tell the instructor that it is the most fun paper they have written in college. Here are the reasons why students like this assignment:
You get to pick a song related to race and ethnic relations – any song out there is game for this assignment –I mean ANY;
You then listen to it over and over, find and print the lyrics, then read the lyrics to really get at the bottom of the sociological meaning of the song; and
Finally, you are asked to write a very structured paper applying what you’ve learned about race and ethnic minorities from Iceland’s text to the lyrics of the song you pick.
Fun, right? Think of this paper as a creative way for you to show me how much you’ve learned in the course. Also, think of this paper as a very structured WRITTEN EXAM that culminates into a fabulous paper that you can be proud of! By written exam, I mean that there are very specific things that go in each paragraph of your paper. If you follow the directions carefully, you won’t miss any of them.
Song Assignment Explained
This assignment requires you to analyze the popular cultural medium of music and make connections between the material in the course (Iceland’s text) and what the song says in the lyrics (i.e., words to the song).
The objective is for you to show me that you’ve read and can think critically about society using the popular cultural medium of music.
The goal is to connect different material from the chapters in Iceland — the terms, concepts, ideas, studies, and theories – to the lyrics of a song and then explain the connection. This means you should really think deeply and critically about the lyrics and how they depict the social world as far as race and ethnic relations go.
The major focus of this paper is the lyrics and not the artist, not the group, not the album, not the period when the song was written, not the music video, etc… Do not stray from an analysis of the lyrics. If you do, you will automatically receive a zero (0), and I will stop grading your paper. This paper is simply about making connections between what you learn in Iceland and what the song says in the lyrics.
Preparing to Write
As you read the Iceland text, try to think of songs that match the material that Iceland is discussing. It is a good idea to mark passages and pages where different songs come to mind. This will be helpful when it comes time to write. Once you pick a song to analyze, listen to the song multiple times and print out the lyrics to read and think about as many times as needed.
BEWARE! It is okay to watch the music video of the song you pick to get your sociological imagination flowing, but DO NOT ANALYZE WHAT YOU SEE IN THE VIDEO IN YOUR PAPER. Your analysis and writing should be solely about the lyrics of the song. If you begin to discuss what you see in a video or what actors do in a video, you will automatically earn zero (0) on this assignment. To be safe, don’t mention any videos at all. To be clear, we are analyzing the words in a song. What do they mean? How do they apply/connect to the material in Iceland? What does it mean about society that someone has written a song…with this message?
Formatting
I recommend using Microsoft Word.
NOTE: Google Docs does not interface well with learning management systems. Do not use Google Docs.
NOTE: Pages do not interface well with learning management systems. I do not recommend using Pages.
Your paper should have one of the following document endings: .doc .docx .pdf
If the professor (or TA) cannot open your paper, you will receive a zero (0) and should contact one of them immediately. If you do not contact one of them within one week of earning the zero (0), the grade will stick.
Use MLA formatting for this paper.
Look at the old example papers in Coursera for what MLA-formatted paper look like. This will help you get started.
Look at the handy MLA Handout that has some particulars about how the professor would like the paper formatted (e.g., no cover page is necessary).
For more help using MLA, visit the Purdue Owl at: Purdue Owl Style Guide
For an example, Works Cited page using MLA formatting: Purdue Owl Works Cited
For example, Page 1 uses MLA formatting: Purdue Owl MLA Formatting
Instructions for What to Write and More about How to Format
At the top left of page one of your Word document double space the following: your name, my full name, the course name and number, and the date. Your page-one heading should look like this:
Your first and last name
Curtis Joseph
Race and Ethnic Minorities, SOCI 4540
Current Date
Give your paper a title – preferably the name of the song and artist. Do not bold or underline your title. Simply center it. Your title should look like this:
Fuck the Police by NWA.
Make sure to get the running header at the top right correct. It should be your last name and page number and should NOT start on page 1. Start it on page 2 and continue all the way to the Works Cited. Your running header should be right justified. Mine would look like this:
Your Last Name 2
Double-space the content of your Song Assignment. Do not turn in a single-spaced paper.
Be careful not to put too much space in between paragraphs. If you do this, it is not MLA formatting. Sometimes Word has a setting turned on that automatically puts extra space in between paragraphs. This should be set to 0 in your paragraph formatting in Word.
In the Introduction(1 paragraph), tell me the following: a) What song you picked: b) Why you picked this particular song; c) What the song means to you personally; d) What makes you think about this song in a sociological manner, and then tell me e) How the song you picked fits Iceland’s book in a very general manner. To complete this last bit of criteria you must use Iceland’s text to explain. This means you must directly quote Iceland as part of your explanation. When you quote Iceland, be sure to use quotation marks and afterward cite Iceland like this: (Iceland Page#).
NOTE: All paragraphs in this assignment should be at least 8-10 sentences in length. If your paragraphs are not fully developed into 8-10 sentences (minimum), you won’t reach the minimum length requirement and you will lose points in the paragraph and for not meeting the minimum page length required.
The next part of your paper is the analytic paragraphs (APs). This part of your paper should consist of 3-4 paragraphs. Each analytic paragraph should do three things:
First, identify a concept, term, study, or theory from Iceland’s book that BEST fits the song you picked. To do this directly quote Iceland. Then, tell me about what you quoted. What does it mean about race and ethnicity? How is it relevant to the connection you are about to make? Quotes should look like this:
Iceland believes that “…it is likely that darker-skinned Hispanics may face many of the same discriminatory obstacles that blacks do” (Iceland 6-7).
Second, connect the concept, term, study, or theory you mention to a portion of the song (the lyrics). Quote the song lyrics in your writing to show me the connection. When quoting the lyrics for your song, always italicize them so they stand out. Quotes should look like this:
This makes me think about the line in the song that goes, “Fuck the police comin’ straight from the underground / A young nigga got it bad ’cause I’m brown” (NWA.)
Third, show me that you understand what the concept, term, study, or theory from Iceland means by explaining the connection you are attempting to make. This part of each analytic paragraph can be critical about society or it can be in the form of agreement or disagreement with the meaning of the connection. This is where YOUR IDEAS matter. So, what you think matters in this paper. This means tell me what YOU think the connection means or why it is important to note about society. Why does Iceland (or other social science researchers) study whatever it is you’re discussing? Why would songwriters write a song about the same thing? What does it all mean about society? To put it differently, you are telling me the BIG SO WHAT about race and ethnic relations?
REPEAT THIS PROCESS 3-4 TIMES!
Next(1 paragraph), tell me if you think the song you personally picked depicts the social world in a positive or negative light (+, or –, or maybe both). First, take a very clear stance. Then, support your stance by showing lyrics that indicate positive, negative, or both. Quote lyrics in this paragraph (see example above). Be sure to italicize them. Do not use anything from Iceland in this paragraph. Make a case for your stance. Be clear. Then, end the paragraph by discussing the impact this song would have on others if only they would carefully listen to the lyrics. Say something like this: “If only others would really listen to the lyrics of this song, they might…”
NOTE ABOUT STANCE: If you say that the song depicts a society in both a positive and negative light, in your writing show lyrics on both sides demonstrating your complicated stance. This means showing lyrics that depict a society in a positive way AND lyrics that depict a society in a negative way and then providing an explanation for each.
Please use your BEST COLLEGE WRITING for this assignment. Everyone makes minor errors now and then. The professor (and TA) understand this. However, if your paper is full of writing mistakes or sloppily written, you will lose substantial points. Take care to review your writing before submitting. One “once-over” for minor errors usually does the trick. You can also visit the Writing Center on campus for help. You can also contact them online.
Include a Works Cited page at the end of your writing. The Works Cited should be on its own page. The Works Cited should only have the Iceland text and your song selection listed. That’s it! No other sources are required for this paper. This means do not use other sources, only use the song you pick and Iceland’s text. Remember, this is a Written Exam over a song you pick and the Iceland text.
Copy and paste the lyrics to the song at the end of your Word The lyrics should go after the Works Cited page. The lyrics should start on their own page.
When finished, the content of your Song Assignment should be about 3-5 pages in length. This page length does not include the Works Cited page or the lyrics. If your paper is too short (if you do not write a full 3 pages), you will lose points. Please do not go over 6 pages in content with permission to do so.
Sometimes students do not write a full 8-10 sentences in their paragraphs. This hurts in the end because your paper will not meet the minimum of 3 full pages (and you’ll lose points). The professor (and TA) like paragraphs that are fully developed. So, if you come up short of 3 full pages, go back to reread what you’ve written to see if you can add some more solid analysis somewhere.
Sometimes students write 3 very long analytic paragraphs full of great connections. It is fine to do this, as long as you meet the minimum of 4 full pages. Other times, students write 4 analytic paragraphs. That’s fine too. Just be sure to write 8-10 sentences in each paragraph.

Categories
Sociology

Goal: This assignment asks you to reflect on what you have learned so far in thi

Goal: This assignment asks you to reflect on what you have learned so far in this course in order to apply it to create your own self and social wellbeing plan. As outlined on page 1 of the syllabus, this assignment addresses the General Education Student Enrichment and Lifelong Learning Fulfillment (SELF) student learning objective 1, outcome 1A, and outcome 1B.
Assignment Instructions: Using a word processor, and saving your file to .doc or .pdf, complete the assignment addressing the assignment outline below. Do not include assignment instructions in your paper. This project is worth 100 points.
Assignment Outline: For this assignment you will write your own self and social wellbeing plan. A self and social wellbeing plan is a plan of action geared towards achieving overall personal wellbeing. Personal wellbeing implies a state of multidimensional health and personal satisfaction. There are many dimensions to personal wellbeing, including physical, psychological, emotional, social, spiritual, and professional. Each dimension must be nurtured, developed, and maintained for optimal overall wellbeing.
Self and Social wellbeing plans are exactly what they sound like; they’re personalized plans to help you maintain health and wellbeing across the various dimensions listed above. How you organize and present your information is up to you, so long as you explore these dimensions in forming and achieving short-term-goals (between 1 and 6 months), medium-term goals (between 6 months and 2 years) and long-term goals (2 years and above).
In addition to creating this self and social wellbeing plan you will also need to apply symbolic interactionist thought and theory to help explain your development of self and how it can help you going forward to both plan for and achieve your goals to improve your self and social wellbeing. Application must come from the textbook. I want to see application throughout the entire paper.
Grading Criteria: You will be graded on the following criteria:
Content (40 points)
Does the project address short-term goals? Medium-term goals? Long-term goals?
Does the project address different dimensions of wellbeing?
Does the project create a plan of action for achieving these goals?
Does the project identify potential difficulties that may occur as well as present solutions for addressing those difficulties?
Application of source material (30 points)
Does the project apply information from the textbook?
Does the project’s application include proper introduction and discussion of applied information?
Does the project properly integrate symbolic interactionist theory to the development of a self and social wellbeing plan?
Does the project introduce and discuss relevant terms and concepts that help explain symbolic interactionist theory and thought?
Use of in-text citations and reference information in ASA format (20 points)
Does the project properly cite information from the textbook in ASA format?
Does the project have a reference page in correct ASA format listing the textbook?
Writing Mechanics (10 points)
Does the project begin with a thorough introduction paragraph?
Does the project use proper spelling and grammar?
Does the project use proper sentence and paragraph structure?
Does the project end with a thorough conclusion paragraph?
Assignment Format Guidelines:
The assignment must be typed, double spaced, have 1 inch margins, and using 11 or 12 point font.
Your paper should be around 1000 words, which equals around 4 pages double spaced.
Use proper sentence and paragraph structure. You can include headings but points will be deducted if they are formatted strangely (i.e. extra large font, extra spacing etc).
You should begin your paper with a cover page, which includes the title of your document, your name, the course name, and the term. Begin your paper on a fresh new page after the cover page. You can include page numbers if you like, but they are not required.
I recommend using an accessible font (one that does not contain any of the stylistic features of some fonts that make it difficult for people with reading challenges like dyslexia to read). I won’t take off points for this, but I’m trying to change the culture. Times New Roman has been recommended as the default for years but it is one of the most difficult for people with dyslexia to read. I recommend Arial.
Your assignment should be uploaded to Canvas in the final module which will open near the end of the term (see syllabus for exact dates). You will have an unlimited number of attempts to upload your paper, but only the most recent attempt will be graded. The unlimited number of attempts assures that if you accidentally uploaded the incorrect paper, you can still upload the correct one, without needing assistance from me.
Technical issues are not a valid excuse for missing the deadline on this project. Technical issues should be addressed immediately and may include the need to contact technical support.
Review your project for content, grammar, organization, sentence structure, paragraph structure, and ASA style format (please review my guide on Canvas for information on using ASA style format).
Make sure to save your file in the proper format. Only .doc and .pdf formats will be accepted. Improper submission due to file format is NOT an excuse for turning in work late. If you submit your paper in a file I cannot read you will receive a zero on the project.

Categories
Sociology

essay is a short (3-5 page) response paper focusing on one of the theorists cove

essay is a short (3-5 page) response paper focusing on one of the theorists covered in the second half of the course.
1. Take either Merton or Parson’s text and describe the functionalist approach in sociology (i.e. how Parsons and/ or other scholars theorized society)
2. Why did fucntionslism decline? Explicate criticisms of functionslism by using either the Fine or Owens reading.

Categories
Sociology

Colin Kaepernick (Career ending), Kneeling for the National Anthem, Police Bruta

Colin Kaepernick (Career ending), Kneeling for the National Anthem, Police Brutality, Black Lives Matter, Polarization, Celebrity Polarization, Sociology of Dissent

Categories
Sociology

essay is a short (3-5 page) response paper focusing on one of the theorists cove

essay is a short (3-5 page) response paper focusing on one of the theorists covered in the second half of the course.
1. Take either Merton or Parson’s text and describe the functionalist approach in sociology (i.e. how Parsons and/ or other scholars theorized society)
2. Why did fucntionslism decline? Explicate criticisms of functionslism by using either the Fine or Owens reading.

Categories
Sociology

Colin Kaepernick (Career ending), Kneeling for the National Anthem, Police Bruta

Colin Kaepernick (Career ending), Kneeling for the National Anthem, Police Brutality, Black Lives Matter, Polarization, Celebrity Polarization, Sociology of Dissent

Categories
Sociology

OVERVIEW Students may complete this assignment, which is subject to the SafeAss

OVERVIEW
Students may complete this assignment, which is subject to the SafeAssign policy, as an alternative to Assignment 2. The assignment requires the student to write an academic paper (minimum of 5 pages) that demonstrates ethical reasoning and the minimum academic skills outlined for academic papers in the course syllabus.
PURPOSE
When working with clients who demonstrate strong resistance to ideas, alternative solutions, behavioral modifications, cognitive or affective shifts, etc., counselors do not cower to resistance, avoid clients’ negative emotions, or support clients’ reflexive inclinations to avoid introspection. Instead, we help them to explore their resistance, to go deeper into the topics that fuel their resistance, and to consider multiple perspectives of issues to help them acquire deeper understandings of themselves, others, and the world (Abbass & Town, 2021). Since counselors can never ask clients to do more than they are willing to do themselves, they, too, must engage in personal practices that require introspective thinking about their own manifestations of resistance from both personal and professional positions (Bennett- Levy & Finlay-Jones, 2019). As Bennett-Levy and Finlay-Jones (2019) explained, “Trainees or therapists who engage with personal practices soon realize the discomfort, pain, and challenge of addressing personal issues… Consequently, their understanding, respect, empathy, and compassion for the pain and challenges their clients face typically increases [sic.] significantly” (p. 139).
Regarding clinical training, counselor educators are tasked with training graduate students to become multiculturally competent, which requires them to facilitate difficult dialogues, defined as “exchange[s] of ideas or opinions between individuals that [center] on an awakening of potentially conflicting views of individual beliefs or values on social justice issues” (Watt et al., 2009, p. 87; Watt, 2007), among trainees. However, as Watt (2007) pointed out, trainees sometimes demonstrate tempestuousness, disengagement, and/or resistance when counselor educators attempt to facilitate such dialogues in educational contexts. Notwithstanding, difficult dialogues are personal practice methods that are necessary for trainees’ cultivation of critical consciousness and awareness of personal values and biases, both of which are crucial for the development of multicultural competence (Watt, 2007).
Thus, this assignment constitutes an opportunity for personal practice that is designed to foster students’ introspection, perspective-taking, and critical thinking by infusing objectivity, reason, and information from the professional literature into moral arguments on a loaded topic. It is an invitation to go deeper into an emotionally laden issue, to fortify self-understandings, and to practice balancing emotions with thoughts, all which counselors must model for clients in sessions. Ultimately, the topic that the assignment addresses is of little-to-no importance in the completion of it. Instead, what is most important is the experience of personal practice, the process of engaging in a self-exploratory activity with a focus on reflecting over personal and professional development (Bennet-Levy & Finlay-Jones, 2019), that the assignment poses for trainees.
LEARNING OUTCOMES
Cognitive Domain
The student will be able to:
1. Support vying positions on an argument by substantiating each position with sound reason and
evidence from the professional literature.
2. Justify a subjective position on an argument with objective facts published in professional
literature.
Affective domain
The student will be able to:
1. Examine an ethical/moral dilemma from multiple perspectives in depth.
2. Identify alternative solutions for moral arguments that represent compromise and sensitivity for
cultural differences.
DETAILS
To complete this assignment, the student must use APA 7th edition writing guidelines for the paper and include a cover page and a reference page. In the paper, the student must state their position in relation to the argument below. Then, the student must present their counterargument to the argument that is based on reason and evidence and follow with presentation of a COUNTERARGUMENT TO THEIR COUNTERARGUMENT (a.k.a., support for the original argument) that also is based on reason and evidence. Although a student’s intuition might guide their decision-making about the morality/ethics of an argument, it is crucial that the student not assume that having a particular moral intuition automatically means that the student’s intuition is rational and defensible. Moral positions must be substantiated with reason and evidence.
Argument: In addition to book learning, counselors-in-training must undergo experiential activities to develop cultural competence. Assignment 2 is an experiential activity that will help counselors-in- training to cultivate empathy for a marginalized population.
I. Introduction
A. Write 1-2 paragraphs to provide an overview of the content that the rest of the paper will
cover.
B. Include a short descriiption of the requirements for Assignment 2. C. State your position in relation to the argument.
II. Counterargument to the Argument
A. Discuss some of the following, providing reason and evidence to substantiate the
counterargument to the argument: (a) inconsistencies detected in the argument, (b) unfounded assumptions that underlie the argument, (c) implausible logic in the argument, (d) ambiguities in the argument, (e) doubts about the argument’s importance, and (f) better alternatives to the argument.
B. Write no less than a minimum of 2 full pages.
C. Cite the ACA (2014) Code of Ethics, the course textbook, and at least one other professional, credible source to substantiate the counterargument.
III. Counterargument to the Counterargument (a.k.a., Support for Original Argument) A. Discuss some of the following, providing reason and evidence to counter the
COUNTERARGUMENT presented in the section above: (a) inconsistencies detected in the counterargument, (b) unfounded assumptions that underlie the counterargument, (c) implausible logic in the counterargument, (d) ambiguities in the counterargument, (e) doubts about the counterargument’s importance, and (f) better alternatives to the counterargument.
B. Write no less than a minimum of 2 full pages for this section.
C. Cite the ACA (2014) Code of Ethics, the course textbook, and at least one other professional,
credible source (must not be the same professional source[s] cited in the section above) to substantiate the counterargument to the counterargument.
IV. Conclusion
A. Restate your position in relation to the argument.
B. Provide a summary of the strengths and weaknesses that you presented for each argument. C. Identify the argument that is best substantiated with reason and evidence in the literature. D. Finish with a strong rationale for selecting your position in the argument.E. Write a minimum
of 1 full page for this section.
REFERENCES
Abbass, A. A., & Town, J. M. (2021). Alliance rupture-repair processes in intensive short-term dynamic psychotherapy: Working with resistance. Journal of Clinical Psychology, 77(2), 398-413. http://dx.doi.org.libproxy.lamar.edu/10.1002/jclp.23115
Bennett-Levy, J., & Finlay-Jones, A. (2019). Why therapists should walk the talk: The theoretical and empirical case for personal practice in therapist training and professional development. Journal of Behavior Therapy and Experimental Psychiatry, 62(2019), 133-145. doi:10.1016/j.jbtep.2018.08.004
Watt, S. K. (2007). Difficult dialogues, privilege, and social Justice: Uses of the privileged identity exploration (PIE) model in student affairs practice. College Student Affairs Journal, 26, 114-126.
Watt, S. K., Curtis, G. C., Drummond, J., Kellogg, A. H., Lozano, A., Nicoli, G. T., & Rosas, M. (2009). Privileged identity exploration: Examining counselor trainees’ reactions to difficult dialogues. Counselor Education & Supervision, 49(2), 86-105. doi:10.1002/j.1556-6978.2009.tb00090.x
Syllabus: Multicultural Counseling
Course Descriiption, Prerequisites, Learning Objectives, Learning Outcomes, & Required Materials
COURSE DESCRIPTION
This course focuses on culturally responsive treatment approaches with culturally diverse individuals and families. Students will learn the impacts that worldview and cultural factors have on individual and family functioning and on the counseling process.
PREREQUISITES
COURSE LEARNING OBJECTIVES
Counselors-in-training will:
1. Discuss multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally;
2. Explain theories of multicultural counseling, identity development, social justice, and advocacy;
3. Demonstrate understanding of the multicultural counseling competencies;
4. Describe their own heritage, attitudes, beliefs, understandings, and acculturative experiences through participation in specific, experiential learning activities designed to foster students’ understanding of self and others;
5. Analyze the effects of power and privilege on counselors, clients, and the counseling process;
6. Identify help-seeking behaviors among diverse clients;
7. Evaluate the impact of spiritual beliefs on clients’ and counselors’ worldviews;
and
8. Explicate the roles that counselors play in, and strategies they can employ for, eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination.
LEARNING OUTCOMES
Summative Learning Outcomes
Counselors-in-training will be able to:
1. Articulate their own world view, as well as the cultural influences that have helped to shape their world view;
2. Demonstrate greater self-awareness and an ability to discuss sensitive issues related to race, ethnicity, gender, and other cultural characteristics with respect and appreciation for differences; and
3. Exhibit knowledge and skills that are necessary for multiculturally competent work with diverse students/clients.
Formative Learning Outcomes
Cognitive Domain:
Counselors-in-training will be able to:
1. Connect newly learned information with prior knowledge/understandings.
2. Identify similarities and differences among group members’ cultural experiences.
3. Apply models of racial identity development (RID) to RID observed among fictional characters/clients.
4. Demonstrate understanding and mastery of knowledge and skills specific to multicultural counseling.
5. Evaluate one’s own biases, internal motivators, and external behaviors.
Interpersonal Domain:
Counselors-in-training will be able to:
1. Participate in discussions on controversial topics with an open mind.
2. Actively listen to others with the goal of obtaining new understandings of self, others, and the world.
3. Openly share about one’s life experiences with group members.
4. Collaborate with group members to achieve a common goal.
5. Express genuine, accurate empathy for others’ experiences.
6. Practice respectful communications with others to cultivate professional dispositions.
7. Selectively focus adequate attention to others’ communications about course-related matters.
8. Initiate discussions with others to bolster one’s own learning.
9. Remain physically and cognitively present for others via active listening, responding, and joining.
10. Actively engage members of the educational community in live discussion about course-related content
Affective Domain:
Counselors-in-training will be able to:
1. Question new ideas/concepts with the goal of understanding them fully.
2. Revise judgments based on new understandings.
3. Practice emotional regulation in interactions with others.
4. Explain the limits of one’s multicultural competence.
5. Explicate one’s own learning process.
6. Explain internal and external responses to group experience.
7. Navigate difficult, simulated situations with the goal of cultivating empathy for others.
8. Revise opinions/judgments to accommodate understandings gained from new experiences.
9. Present an overview of important influences on one’s own development of multicultural competence.
10. Propose a plan for continued development of one’s own multicultural competence.
11. Exemplify commitment to ethical practices by complying with professional standards of practice and institutional policies.
12. Explain personal contributions to one’s own problems and to conflict in interpersonal relationships.
13. Prioritize time effectively to maintain commitments to self, others, and the institution.
REQUIRED TEXTBOOK
One textbook is required for the course. The reference for the text (ISBN: 978-1-119-44828-0) is as follows:
Sue, D. W., Sue, D., Neville, H. A., & Smith, L. (2019). Counseling the culturally diverse: Theory and practice (9th ed.). Wiley.
RECOMMENDED TEXTBOOK
The following textbook is recommended, but not required, for the course:
American Psychological Association (2020). Publication manual of the American Psychological Association (7th ed.). Author.
REQUIRED SOFTWARE
Students must subscribe for a free account with Canva and Spreaker, both web-based programs that are required for completion of Assignments 2 and 3.
• On the Canva site, click the “Sign Up” button at the upper right corner of the screen to enlist for a free subscriiption to Canva.
• On the Spreaker site, click the “Sign Up” button at the top of the page to sign up for a free Spreaker account.
• Follow instructions for joining the Flip site that are provided with the instructions for Assignment 1.
• On the Otter site, click the “Sign Up” button at the top of the page to sign up for a free Otter account.

Categories
Sociology

OVERVIEW Students may complete this assignment, which is subject to the SafeAss

OVERVIEW
Students may complete this assignment, which is subject to the SafeAssign policy, as an alternative to Assignment 2. The assignment requires the student to write an academic paper (minimum of 5 pages) that demonstrates ethical reasoning and the minimum academic skills outlined for academic papers in the course syllabus.
PURPOSE
When working with clients who demonstrate strong resistance to ideas, alternative solutions, behavioral modifications, cognitive or affective shifts, etc., counselors do not cower to resistance, avoid clients’ negative emotions, or support clients’ reflexive inclinations to avoid introspection. Instead, we help them to explore their resistance, to go deeper into the topics that fuel their resistance, and to consider multiple perspectives of issues to help them acquire deeper understandings of themselves, others, and the world (Abbass & Town, 2021). Since counselors can never ask clients to do more than they are willing to do themselves, they, too, must engage in personal practices that require introspective thinking about their own manifestations of resistance from both personal and professional positions (Bennett- Levy & Finlay-Jones, 2019). As Bennett-Levy and Finlay-Jones (2019) explained, “Trainees or therapists who engage with personal practices soon realize the discomfort, pain, and challenge of addressing personal issues… Consequently, their understanding, respect, empathy, and compassion for the pain and challenges their clients face typically increases [sic.] significantly” (p. 139).
Regarding clinical training, counselor educators are tasked with training graduate students to become multiculturally competent, which requires them to facilitate difficult dialogues, defined as “exchange[s] of ideas or opinions between individuals that [center] on an awakening of potentially conflicting views of individual beliefs or values on social justice issues” (Watt et al., 2009, p. 87; Watt, 2007), among trainees. However, as Watt (2007) pointed out, trainees sometimes demonstrate tempestuousness, disengagement, and/or resistance when counselor educators attempt to facilitate such dialogues in educational contexts. Notwithstanding, difficult dialogues are personal practice methods that are necessary for trainees’ cultivation of critical consciousness and awareness of personal values and biases, both of which are crucial for the development of multicultural competence (Watt, 2007).
Thus, this assignment constitutes an opportunity for personal practice that is designed to foster students’ introspection, perspective-taking, and critical thinking by infusing objectivity, reason, and information from the professional literature into moral arguments on a loaded topic. It is an invitation to go deeper into an emotionally laden issue, to fortify self-understandings, and to practice balancing emotions with thoughts, all which counselors must model for clients in sessions. Ultimately, the topic that the assignment addresses is of little-to-no importance in the completion of it. Instead, what is most important is the experience of personal practice, the process of engaging in a self-exploratory activity with a focus on reflecting over personal and professional development (Bennet-Levy & Finlay-Jones, 2019), that the assignment poses for trainees.
LEARNING OUTCOMES
Cognitive Domain
The student will be able to:
1. Support vying positions on an argument by substantiating each position with sound reason and
evidence from the professional literature.
2. Justify a subjective position on an argument with objective facts published in professional
literature.
Affective domain
The student will be able to:
1. Examine an ethical/moral dilemma from multiple perspectives in depth.
2. Identify alternative solutions for moral arguments that represent compromise and sensitivity for
cultural differences.
DETAILS
To complete this assignment, the student must use APA 7th edition writing guidelines for the paper and include a cover page and a reference page. In the paper, the student must state their position in relation to the argument below. Then, the student must present their counterargument to the argument that is based on reason and evidence and follow with presentation of a COUNTERARGUMENT TO THEIR COUNTERARGUMENT (a.k.a., support for the original argument) that also is based on reason and evidence. Although a student’s intuition might guide their decision-making about the morality/ethics of an argument, it is crucial that the student not assume that having a particular moral intuition automatically means that the student’s intuition is rational and defensible. Moral positions must be substantiated with reason and evidence.
Argument: In addition to book learning, counselors-in-training must undergo experiential activities to develop cultural competence. Assignment 2 is an experiential activity that will help counselors-in- training to cultivate empathy for a marginalized population.
I. Introduction
A. Write 1-2 paragraphs to provide an overview of the content that the rest of the paper will
cover.
B. Include a short descriiption of the requirements for Assignment 2. C. State your position in relation to the argument.
II. Counterargument to the Argument
A. Discuss some of the following, providing reason and evidence to substantiate the
counterargument to the argument: (a) inconsistencies detected in the argument, (b) unfounded assumptions that underlie the argument, (c) implausible logic in the argument, (d) ambiguities in the argument, (e) doubts about the argument’s importance, and (f) better alternatives to the argument.
B. Write no less than a minimum of 2 full pages.
C. Cite the ACA (2014) Code of Ethics, the course textbook, and at least one other professional, credible source to substantiate the counterargument.
III. Counterargument to the Counterargument (a.k.a., Support for Original Argument) A. Discuss some of the following, providing reason and evidence to counter the
COUNTERARGUMENT presented in the section above: (a) inconsistencies detected in the counterargument, (b) unfounded assumptions that underlie the counterargument, (c) implausible logic in the counterargument, (d) ambiguities in the counterargument, (e) doubts about the counterargument’s importance, and (f) better alternatives to the counterargument.
B. Write no less than a minimum of 2 full pages for this section.
C. Cite the ACA (2014) Code of Ethics, the course textbook, and at least one other professional,
credible source (must not be the same professional source[s] cited in the section above) to substantiate the counterargument to the counterargument.
IV. Conclusion
A. Restate your position in relation to the argument.
B. Provide a summary of the strengths and weaknesses that you presented for each argument. C. Identify the argument that is best substantiated with reason and evidence in the literature. D. Finish with a strong rationale for selecting your position in the argument.E. Write a minimum
of 1 full page for this section.
REFERENCES
Abbass, A. A., & Town, J. M. (2021). Alliance rupture-repair processes in intensive short-term dynamic psychotherapy: Working with resistance. Journal of Clinical Psychology, 77(2), 398-413. http://dx.doi.org.libproxy.lamar.edu/10.1002/jclp.23115
Bennett-Levy, J., & Finlay-Jones, A. (2019). Why therapists should walk the talk: The theoretical and empirical case for personal practice in therapist training and professional development. Journal of Behavior Therapy and Experimental Psychiatry, 62(2019), 133-145. doi:10.1016/j.jbtep.2018.08.004
Watt, S. K. (2007). Difficult dialogues, privilege, and social Justice: Uses of the privileged identity exploration (PIE) model in student affairs practice. College Student Affairs Journal, 26, 114-126.
Watt, S. K., Curtis, G. C., Drummond, J., Kellogg, A. H., Lozano, A., Nicoli, G. T., & Rosas, M. (2009). Privileged identity exploration: Examining counselor trainees’ reactions to difficult dialogues. Counselor Education & Supervision, 49(2), 86-105. doi:10.1002/j.1556-6978.2009.tb00090.x
Syllabus: Multicultural Counseling
Course Descriiption, Prerequisites, Learning Objectives, Learning Outcomes, & Required Materials
COURSE DESCRIPTION
This course focuses on culturally responsive treatment approaches with culturally diverse individuals and families. Students will learn the impacts that worldview and cultural factors have on individual and family functioning and on the counseling process.
PREREQUISITES
COURSE LEARNING OBJECTIVES
Counselors-in-training will:
1. Discuss multicultural and pluralistic trends, including characteristics and concerns within and among diverse groups nationally and internationally;
2. Explain theories of multicultural counseling, identity development, social justice, and advocacy;
3. Demonstrate understanding of the multicultural counseling competencies;
4. Describe their own heritage, attitudes, beliefs, understandings, and acculturative experiences through participation in specific, experiential learning activities designed to foster students’ understanding of self and others;
5. Analyze the effects of power and privilege on counselors, clients, and the counseling process;
6. Identify help-seeking behaviors among diverse clients;
7. Evaluate the impact of spiritual beliefs on clients’ and counselors’ worldviews;
and
8. Explicate the roles that counselors play in, and strategies they can employ for, eliminating biases, prejudices, and processes of intentional and unintentional oppression and discrimination.
LEARNING OUTCOMES
Summative Learning Outcomes
Counselors-in-training will be able to:
1. Articulate their own world view, as well as the cultural influences that have helped to shape their world view;
2. Demonstrate greater self-awareness and an ability to discuss sensitive issues related to race, ethnicity, gender, and other cultural characteristics with respect and appreciation for differences; and
3. Exhibit knowledge and skills that are necessary for multiculturally competent work with diverse students/clients.
Formative Learning Outcomes
Cognitive Domain:
Counselors-in-training will be able to:
1. Connect newly learned information with prior knowledge/understandings.
2. Identify similarities and differences among group members’ cultural experiences.
3. Apply models of racial identity development (RID) to RID observed among fictional characters/clients.
4. Demonstrate understanding and mastery of knowledge and skills specific to multicultural counseling.
5. Evaluate one’s own biases, internal motivators, and external behaviors.
Interpersonal Domain:
Counselors-in-training will be able to:
1. Participate in discussions on controversial topics with an open mind.
2. Actively listen to others with the goal of obtaining new understandings of self, others, and the world.
3. Openly share about one’s life experiences with group members.
4. Collaborate with group members to achieve a common goal.
5. Express genuine, accurate empathy for others’ experiences.
6. Practice respectful communications with others to cultivate professional dispositions.
7. Selectively focus adequate attention to others’ communications about course-related matters.
8. Initiate discussions with others to bolster one’s own learning.
9. Remain physically and cognitively present for others via active listening, responding, and joining.
10. Actively engage members of the educational community in live discussion about course-related content
Affective Domain:
Counselors-in-training will be able to:
1. Question new ideas/concepts with the goal of understanding them fully.
2. Revise judgments based on new understandings.
3. Practice emotional regulation in interactions with others.
4. Explain the limits of one’s multicultural competence.
5. Explicate one’s own learning process.
6. Explain internal and external responses to group experience.
7. Navigate difficult, simulated situations with the goal of cultivating empathy for others.
8. Revise opinions/judgments to accommodate understandings gained from new experiences.
9. Present an overview of important influences on one’s own development of multicultural competence.
10. Propose a plan for continued development of one’s own multicultural competence.
11. Exemplify commitment to ethical practices by complying with professional standards of practice and institutional policies.
12. Explain personal contributions to one’s own problems and to conflict in interpersonal relationships.
13. Prioritize time effectively to maintain commitments to self, others, and the institution.
REQUIRED TEXTBOOK
One textbook is required for the course. The reference for the text (ISBN: 978-1-119-44828-0) is as follows:
Sue, D. W., Sue, D., Neville, H. A., & Smith, L. (2019). Counseling the culturally diverse: Theory and practice (9th ed.). Wiley.
RECOMMENDED TEXTBOOK
The following textbook is recommended, but not required, for the course:
American Psychological Association (2020). Publication manual of the American Psychological Association (7th ed.). Author.
REQUIRED SOFTWARE
Students must subscribe for a free account with Canva and Spreaker, both web-based programs that are required for completion of Assignments 2 and 3.
• On the Canva site, click the “Sign Up” button at the upper right corner of the screen to enlist for a free subscriiption to Canva.
• On the Spreaker site, click the “Sign Up” button at the top of the page to sign up for a free Spreaker account.
• Follow instructions for joining the Flip site that are provided with the instructions for Assignment 1.
• On the Otter site, click the “Sign Up” button at the top of the page to sign up for a free Otter account.