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Communist scholarly analysis deciphers a book by taking a gander at the job of social classes and social requests inside the content

Communist scholarly analysis deciphers a book by taking a gander at the job of social classes and social requests inside the content. In 1984, there were three primary social classes. The internal party or the higher class establishes “under two percent of the populace”. “Beneath the Inner Party comes the Outer Party”, which can be alluded to as the working class. “Underneath that comes the idiotic masses who we constantly allude to as ‘the proles’, numbering 85% of the populace”. 

This social pyramid is obviously more intelligent than that of a free enterprise society. In the novel, Orwell depicts the injustice of this social framework, and it is apparent it is the main driver of this tragic culture. Unmistakably the proles do not have the fundamental necessities of daily routine and experience in a horrible battle to endure, while the internal party individuals carry on with an existence of extravagance. For instance, the neediness of the proles was shown when “[t]wo swelled ladies had gotten hold of a similar pot and were attempting to detach it from each other’s hands”. 

The proles required the material products so frantically that they deserted their human mutual respect and went to battling like savages. Likewise, a party motto states “proles and creatures are free”, likening the helpless everyday environments of a prole with that of a creature. In any case, the internal party carries on with an existence of lavishness. This is shown when Julia says “there isn’t anything those pigs don’t have, nothing”. 

What’s more, the internal party accomplished full control of society by removing residents’ opportunities utilizing the idea of police and telescreens, where residents could be “viewed just as heard”. From the novel, a Marxist pundit would get the message that an industrialist authoritarian culture isn’t satisfactory, and that a socially reasonable, vote based framework is unrivaled. 

Women’s activist scholarly analysis deciphers a book by taking a gander at how ladies are depicted. In 1984, ladies assume key parts to foster Winston’s person and lead him to his inevitable battle for opportunity. To start with, Winston’s mom affected Winston’s choices extraordinarily. In Winston’s childhood, he was a “savage little pig” to his mom, regularly taking food and executing vicious demonstrations towards her. After his mom’s strange vanishing, he regularly feels repentant that he couldn’t accommodate their relationship. 

Likewise, Winston feels that “here and there the existences of his mom and his sister had been forfeited to his own”. Winston feels regretful and believes that he was the explanation that his mom and sister had vanished, and that “they should kick the bucket all together so that he may stay alive”. In view of Winston’s regret, he frequently dreams of the past and yearns for his mom. In his memories of his childhood, Winston is additionally thinking back of a reality where central opportunities and independence are as yet existent. “Misfortune, he saw, had a place with the antiquated time, to when there was still security, love and kinship”. 

Notwithstanding, in Winston’s current society, those excellencies are new to Winston. This makes Winston disdain the current society and gives him the inspiration to be a protester to look for the opportunities of the past. Besides, Julia additionally assumes a significant part in the possible result of the book. 

Right away, Winston imagines that Julia is an “acceptable party party, unadulterated in word and deed”. In any case, soon later, he finds that Julia is irregular and has similar aims and interests as him. Julia had said to Winston that “[she] should suit [him, on the grounds that she is] degenerate to the bones”, regardless of her already misleading appearance. 

This gives Winston the support that other apparently ordinary party individuals exist covered up with comparative expectations, which in the long run pushes Winston towards his demonstrations of apostasy. Moreover, Winston and Julia covertly foster a relationship and have an unsanctioned romance, which is illegal in their general public. 

Their demonstration of sex was driven by “the creature impulse, the basic undifferentiated craving”, rather than essentially being “[their] obligation to the party” as for the situation with Winston’s past spouse, Katherine. With this, Julia permits Winston to make his first strides in resisting the party, ultimately prompting substantially more genuine demonstrations. “It was a blow struck against the party. It was a political demonstration”, Winston clarifies. 

Besides, with the presence of Julia, being a unique and insubordinate stubborn, Winston starts to turn out to be more peculiar and resistant in his activities and straightforwardly offers his angry viewpoints towards Big Brother, eventually heightening to his enrolment in the alleged Brotherhood and his defeat. Julia is the impetus that moves Winston along in his aims, and it is very conceivable that without her, Winston couldn’t ever have diverged from the standards and made an actual move against the party. 

This underscores Julia’s significance in this novel. In view of Winston’s mom and Julia’s part in affecting Winston’s battle for opportunity and compatibility of a more liberal society, a women’s activist pundit would accept the significance of the novel to be that ladies largely affect men’s activities and society. 

Taking everything into account, 1984 by George Orwell can be deciphered diversely by two distinct people, specifically when broke down through the Marxist and women’s activist scholarly focal point. Contingent upon which abstract analysis is being utilized, the messages obtained by the perusers can be generously unique

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How can theory illuminate your understanding of the links between social class and crime in Australian context?

Part B: Essay
Length: 1200 Words (10% +/- applies)
Worth: 30%
Task: Choose ONE of the following topics to address:
TOPIC 1: Social class, crime and theory in Australia
The overarching theme in this essay should be around social class, class inequality, and intersections with crime in Australian context. In addition, you need to apply either structural theory OR conflict theory to help you argue your points and to demonstrate an understanding of the topic. You have an option to select between a specific question to answer OR a quote to interpret in a critical manner.
a) How can theory illuminate your understanding of the links between social class and crime in Australian context?
OR
b) “Rich get richer, poor get prison” (Reiman, 1979).
TOPIC 2: Gender, crime and theory in Australia
The overarching theme in this essay should be around gender, gender inequality, and intersections with crime in Australian context. In addition, you need to apply feminist theory OR queer theory to help you argue your points and to demonstrate an understanding of the topic. You have an option to select between a specific question to answer or a quote to interpret in a critical manner.
a) How can theory illuminate your understanding of the links between gender and crime in Australian context?
OR
b) “…men and women can be criminals, and criminality structures opportunities for the expression of varieties of masculinity and femininity” (Britton 2011, p. 26).
TOPIC 3: Race, ethnicity, crime and theory in Australia
The overarching theme in this essay should be around race/ethnicity, racial inequality, and intersections with crime in Australian context. In addition, you need to apply postcolonial theory to help you argue your points and to demonstrate an understanding of the topic. You have an option to select between a specific question to answer or a quote to interpret in a critical manner.
a) How can theory illuminate your understanding of the links between race/ethnicity and crime in Australian context?
OR
b) “Higher rates of offending in Indigenous communities can also be understood as a consequence of colonial processes…” (Pereira & Scott 2016 p. 333)
References:
You are required to explicitly use at least 8 different academic/scholarly sources in your essay.
These must include:
• At least 3 scholarly readings drawn from the LST1UNC reading list. These can be listed as either required or further reading, may be from any part of the subject and can include books, journal articles and published reports generated by reputable bodies (including those published on the internet).
• At least 2 reports from Australian Institute of Criminology (AIC) and/or Australian Bureau of Statistics (ABS) or reports generated by reputable bodies. You should locate these sources yourself, not use any of the ones available from the LST1UNC reading list.
• At least 3 additional scholarly materials that you have found yourself.
Please note that newspaper reports and other media items can be used but will not be counted towards meeting the above requirements. In addition, you need to avoid using just any ‘open web sources’ (e.g. Wikipedia) or quoting from lecture slides.
*** Reference list is NOT counted toward the overall word count!!!
You need to use Harvard Referencing style. If you require help with referencing, try accessing La Trobe Library’s Referencing Tool: https://latrobe.libguides.com/referencing-tool. Please note that referencing is very important in your University work. Every time you refer to ideas you have learned through reading a book, a journal article, or a report, you need to refer to this source in your writing. You need to also be mindful of Academic Misconduct policy (for more information see: http://latrobe.libguides.com/academic-integrity/ethical_use).
Direct quotes must be acknowledged using quotation marks (‘like this’) and should be followed by an in-text reference that contains the author’s name, year of publication and page number where applicable.
A reference list should be included at the end of your essay. It will contain the full details of the sources you have referred to in your text. The items should be in alphabetical order according to the author’s surname and formatted appropriately.
Submission:
• Your essay must be submitted electronically as a word file via the ‘Part B: Research Essay’ submission link in the Assessment block on the LST1UNC LMS site. No hardcopy submission is required.
• You will only be allowed to submit your essay once.
• Your essay will be subject to Turnitin which is a web-based text-matching software system, which can be used to assist in the detection of plagiarism.
• You do not need to submit a confirmation of submission or originality report.
• Please do not send late submissions via email to subject coordinator or tutor, you need to submit your essay via the appropriate process.
• Please note that your essay will not be marked until it is submitted electronically
Preparation, Presentation and Referencing:
• Your essay should be prepared and submitted using either:
o MS Word (.doc and .docx)
o You are not allowed to submit a pdf document
• Use A4 size pages and a clear, simple and legible black font – either 11 or 12 point.
• Double-space the text.
• Do not use margins smaller than 2.54cm.
• You need to use Harvard Referencing style.
• You need a title page (first page), which should include:
o your name, o student number, o tutorial group (day, time), o your tutor’s name,
o essay topic (be specific – for example: Topic 1, Option b), and o word count (not including reference list).
Essay Structure:
Suggested essay structure (according to the marks allocated to each section)
– Introduction and conclusion (5% of the overall mark): approximately 100 words each
– Crime issue (10-15% of the overall mark): approximately 300-350 words
– Theory description (20-25% of the overall mark): approximately 300-400words
– Theory application (25-30% of the overall mark): approximately 500-600 words
Please note that these dot points are suggestions and they do not indicate the number of paragraphs you need to have in your essay.
Content (see the marking rubric) Start with three key steps:
– First, you need to select one of the three suggested topics in Australian context. You will then search for the appropriate sources (authoritative sources) which will help you describe and frame the selected topic. The more information you have, the easier it will be to apply the theory.
– Second, you need to select one of the theories specified in your chosen topic (these are covered in Weeks 3, 4 and 5), which you will need to properly explain before applying it. Here you need to focus on theoretical concepts – provide a proper explanation of these in order to demonstrate your understanding. Do not write about the theorists, write about the ideas.
– Third, you need to now link the theory and topic. The links need to be properly supported with empirical evidence, which means here you need to use research in order to demonstrate how theory helps you understand the topic you selected.
This will help you construct your main argument(s) which you need to point out at the very start of your essay. In addition, you need to continuously relate the information you present back to this argument throughout the rest of your essay. In this instance your argument needs to be grounded in the application of the theory – how does your selected theory help you understand selected topic.
This is a persuasive essay, which means that you need to properly persuade the reader of your argument. In this instance you need to first persuade the reader about your knowledge on the selected topic; second, you need to persuade the reader of your theoretical understanding by properly explaining selected theory; finally through your application you need to persuade the reader of your argument.
For selected topic, you need to make sure you follow the tips:
– Briefly outline and explain key concepts relevant to the selected topic;
– Properly frame the topic in Australian context – here you need to provide statistical information on the extent, impact, etc.
Before applying the theory, you need to first explain the theory. Here you need to use academic and authoritative sources to define key theoretical concepts and demonstrate the understanding of theory. It does not matter which theoretical perspective you choose to apply. What does matter is how well you argue your case. Do not simply describe your selected theoretical position. You need to make arguments (maybe come up with three or four main points) that support your discussion and back these up with appropriate research (empirical) evidence. You need to keep in mind that when using empirical evidence to support your claims you need (i) a brief study description (e.g. number of participants, measures used), (ii) the key study findings (relevant to your argument) and (iii) the link back to the essay argument.
Throughout your essay you need to use at least 8 authoritative sources. This means you have to research widely, and you can begin your search with the set readings provided. These were selected because they are directly relevant to the subject content, so do not neglect them.
Structure (see the marking rubric)
Often the difference between a good and a poor essay is not what is said, but how well it is said. Essay structure is an important part of the essay. The following are some simple tips and rules that can greatly improve your essay.
Introduction
A good introduction is crucial. To navigate through an unfamiliar essay, the reader needs a map or instructions that highlight the points of interest and guides them safely to the end.
Your introduction is a brief summary of your essay. It must do the following:
– Set out the problem to be addressed;
– Highlight the main arguments to be made;
– Provide an explicit plan of the essay (the order in which you will present information); – Provide a direct answer to the question (or instructions).
Discussion
You must give serious thought to the order in which you present your information. There needs to be logic to it – you cannot just present information in a random order. A discussion needs to be well structured and the structure should be obvious to the reader. Keep telling your reader what you are up to.
Make sure you set out a clear plan in your introduction and then follow that structure in your discussion. Use ‘signposts’ to emphasis that you are following the plan (e.g. The second argument is…). Do not write too short or too long paragraphs (longer than two sentences, no longer than half a page). Each paragraph should have a topic sentence and should only discuss one idea – make sure your paragraphs are not too long.
Avoid over-use of quotes; remember, every time you present a quote, you need to explain what it means. You should only use 2 quotes per whole essay. You should also avoid asking rhetoric questions. You just need to paraphrase these questions into sentences.
Conclusion
Your conclusion is a brief summary of the essay. Do not introduce any new information, and certainly do not leave your answer to the question (or instructions) until the conclusion. You need to avoid the use of quotes here.
*** Please note that in academic essay you should not use subheadings.
Writing: The way the information is presented is one of the most significant aspects. In your assessment you need to keep in mind to write clearly, identify and justify your choices. There are a few easy steps you should follow in your writing:
• You essay needs to be grammatically sound, so make sure to check the spelling and punctuation before submitting.
• To avoid grammatical mistakes, avoid the use of overcomplicated sentences (sentences that are more than a couple of lines in length).
• Do not write your essay in first person. Make sure you adapt a more formal language (third person) for the purpose of this essay. This includes avoiding the use of abbreviations.
• As this is an academic essay, avoid the use of dot points or lists. Instead incorporate these points into sentences.
• You need to use a proper essay style-structure throughout. This also means, do not include tables, figures, and appendices unless you are asked to. Instead incorporate the information from these into sentences.
• Avoid over-use of quotes – remember, every time you present a lengthy quote, you need to explain what it means. You should only use 2-3 lengthy quotes per whole essay.
• You should also avoid asking rhetoric questions. You just need to paraphrase these questions into sentences.
• Avoid long (longer than approximately half a page) or short paragraphs (one or two sentences is not a paragraph).
• Avoid the use of subheadings.
Extensions:
If you are having difficulties with the assessment and/or have grounds to request an extension, submit your request online (Online Extension Form) to your tutor or subject coordinator at least 3 days before the due date. Do not email your tutor or subject coordinator, you will be asked to submit your request online – we do not grant extension request for this task via email.
Please note that unless there are exceptional circumstances, requests after this timeframe will be rejected. You should also keep in mind that unless you have LAP, you will be required to submit documentation with your request. Please also remember that unless there are exceptional circumstances (e.g. emergency), retrospective extensions are not approved, and you should consider applying for Special Consideration.
If you are struggling to achieve the set due date, please make sure you reach out to us ASAP! It is important to contact us before the due date.
Late submissions:
Please keep in mind that the penalty for lateness is severe. “The standard penalty for late submission of assessment tasks is 5% of the marks for that task for each delay in submission of a day or partial day up to a maximum of five (5) working days after the due date. Assessment tasks will not be accepted after the fifth (5th) working day after the due date.”
Marking Rubric:
This might be the most important document for you to refer to when you prepare for your assessment. This rubric provides you with a clear marking expectation and you should be guided by this rubric. Markers use this rubric to assess your work, so you need to ensure that you address the key aspect of this rubric. Only include information that is being evaluated.
Above Expectations Meets Expectations Approaches Expectations Does Not Meet Expectations
Topic
Student’s comprehension of the selected topic in AU context is exemplar in terms of scholarship. Student briefly examines selected topic in appropriate AU context; demonstrates an awareness of key terminology. Student uses appropriate referencing and authoritative sources. Student attempts to examine selected topic in appropriate AU context, but there are issues. Student attempts to use appropriate referencing and authoritative sources. There might be minor factual errors. There is a lack of clarity around the topic understanding and contextualising. Limited knowledge of appropriate referencing and sources. There might be some factual errors.
Theory
Student’s comprehension of the theory is exemplar in terms of scholarship. Student demonstrates great understanding of key topical ideas. Student provides a concise overview of the key theoretical terms and concepts relevant to the topic; and clearly demonstrates an understanding of the topical ideas by accurately interpreting these. Student uses appropriate referencing and authoritative sources. Student also critically engages with the literature. Student provides some overview of the key theoretical terms and concepts relevant to the topic; and attempts to demonstrates an understanding of the topical ideas. Student attempts to use appropriate referencing and authoritative sources. The response does not demonstrate reasoning and understanding of the theory and/or source(s). Lack of clarity around sources or the sources presented are not relevant.
Application,
Critical
Engagement
and Argument
Student demonstrates exemplary skills in their critical thinking and reflection. Student mounts a coherent and logical application of theory; and does not just rely on description. Student clearly identifies key concepts and arguments relevant to the debate. Student integrates information from various sources; and where appropriate, supports application with empirical research findings. Student properly supports all claims made with appropriate references. Student attempts to provide a coherent and logical application of theory, but there are minor issues. Student attempts to identify key concepts and arguments relevant to the debate, but there might be some problems. Student attempts to use sources properly, but there might be issues (for example using empirical research). Student attempts to support all claims made with appropriate references. The response does not demonstrate relationship between theory and topic. There seems to be a vague understanding of theoretical application process. While there is an attempt, there are too many issues throughout the paper.
Independent Research Skills Student goes beyond the required 8 sources and researches widely. Student grounds their analysis in 8 appropriate sources (as specified in instructions). Student attempts to ground their analysis in 8 appropriate sources, but there are errors. Student did not select/draw from the 8 appropriate scholarly sources.
Structure Essay is organised extremely efficiently with sophisticated arrangement of content with evident and/or subtle transitions. Essay is effectively organised to enhance reader’s understanding of the information. The relationships between ideas are made clear with effective transitional phases. The ideas presented flow and structure is well thought out. Essay organisational structure is evident but may not be fully developed or appropriate. Transitional phrases may be used but the relationships between ideas are somewhat unclear. There might be some issues with essay structure. Essay organisational structure is largely absent and the relationships between ideas are unclear. There are issues with paragraphs and/or overall essay structure.
Expression and
Grammar Expression and grammar are exceptional and of a high academic standard. Ideas are presented clearly and in a formal language. The writing is grammatically sound and is free of punctuation errors. Ideas are mostly clear. There are minor grammatical and spelling errors. Ideas are not clear. There are several grammatical and/or spelling errors.
Format and Referencing The formatting and Harvard referencing contains no flaws and is within the specified word count. The assessment adheres to presentation guidelines, and specified referencing style (Harvard). Essay is written within the 10% of the suggested word count. The assessment mainly adheres to presentation guidelines and/or specified referencing style (Harvard). There might be issues with word count. There are several issues with presentation guidelines and/or specified referencing style (Harvard). There might be issues with word count.

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Social and Emotional Learning (SEL) critical to students’ long-term success in and out of school.

In your opinion, are Social and Emotional Learning (SEL) critical to students’ long-term success in and out of school. Please explain. What is a meta-analysis and how is such a research method useful to demonstrate efficacy of an outcome?Which of the of the four meta-analyses of SEL program effects provides the most compelling argument in general for SEL effectiveness and why?Which of the of the four meta-analyses of SEL program effects provides the most compelling argument globally for SEL effectiveness and why?What is a randomized control trial and why is it important to include these types of studies in a meta-analysis?

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A moral agent is a person who can make a decision to act in their social world and who recognizes some responsibility to make those choices in a way that can be recognized as ‘right’.

Instructions for Assignment on Moral Agent

Details on Moral Agent

This is a bit of a twist when it comes to how we look at ethics. It’s tempting to approach ethics as a way to tell other people what to do, to point fingers, or debate controversial issues that don’t directly involve us. For this assignment, think about your role as an ethical being – as a moral agent. A moral agent is a person who can make a decision to act in their social world and who recognizes some responsibility to make those choices in a way that can be recognized as ‘right’. This means you. You are a moral agent. 

What does it mean for you to act responsibly in your social world? What skills (virtues) do you need to cultivate and practice in order to live ethically and authentically?

Discuss any two ethical theories that we have explored as you develop your answer.

(Note: Your work in this assignment can also help you in your Final Project.)

Objectives:

Assignments have the following objectives:

  1. Identify and describe key concepts relevant to a theme presented in the assignment prompt.
  2. Explore ideas in philosophical depth beyond the presentation of course material.
  3. Examine course material in order to develop an informed investigation of your perspectives on a theme presented in the assignment.
  4. Research scholarly sources to help explore and expand students’ perspectives and develop critical thinking skills.
  5. Develop a cogent argument to support your position.

Expectations:

  • All sources must be responsibly cited and referenced. (APA)
  • Assignments should be around 1000 words.

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The National Council of Social Studies, where Mrs. Alice Kessler-Harris wrote and vocalized that although women represent over half the world’s population

(1)

Explain in your own words what it means to put women in the center, as subjects of social study. How does the notion that women have already achieved equality intersect with concerns of feminism, consumption and personal style?

Such an interesting article featured in The National Council of Social Studies, where Mrs. Alice Kessler-Harris wrote and vocalized that although women represent over half the world’s population, the social studies curriculum largely overlooks and underrepresents their stories and perspectives and marginalizes their voices, positions of power, and influence throughout the larger society”. Because leadership roles in these organizations were typically denied to women, their contributions have often been viewed by history books as marginal, serving only as “helpmates” or “tenders of the heart,” who work within the private sphere of the home rather than in the public sphere of the marketplace or politics.

When a few women rose to prominence by assuming men’s roles in history (e.g., Queen Elizabeth, Joan of Arc) or challenging social norms (e.g., Abigail Adams, Elizabeth Cady Stanton, Sojourner Truth, Susan B. Anthony, Ida B. Wells, Rosa Parks), public recognition of their accomplishments gained traction. In other words, history recognizes women who exercised aggressive leadership traits or roles traditionally exhibited by males, rather than valuing them for accomplishments of passivity, care, and compassion ( McIntosh 2005). 

I find very interesting that women have been singled out and labeled to being the weaker vessel. As far back as history portrays it or how it has been taught to us in school that women were to be helpers, followers, submissive and homemakers. As the times evolved and technology grew it seemed and I can only go off what my ancestors and family have shared is that at least in our Mexican culture the roles were defined from the movement the family knew the sex of the baby. I understand that many at that time worked in the fields and the more children especially boys were brought into the world or their family the richer their crops would grow. Awhile the females would automatically inside be tending to the home, the children and for the men.

Generation after generations are conditioned to see women as nurturing submissive “helpers”. Seemed that as technology advanced some of those little girls were exposed and continue to be to “other ways” of accomplishing the same goals as men and some were fortunate enough to have been born with women having equal rights as those of the men, yet as these women seek to better themselves they now have to take on the task of being seen as rebellious by going against their own families, whose mindsets have been conditioned to follow traditional roles. I think women are just naturally instinctive and have an inner strength like no others especially after enduring many childbearing pains or just mentality in general.  They thirst to learn and excel at anything that is out of the norm. The irony is it seems that the very society that said they could not accomplish these goals or dreams is the very society that wants to suppress them after they were proven wrong want to set them back to the very mold, they just broke. Again, it is like a revolving door of someone holding this carrot in front of you to do better but deep down they do not want you to.

I have a bumper sticker that says,” Well-behaved women seldom make history”, and if you go back to the history of famous historical women its usually those who took on the “definition of a joining a man’s world” and flipped inside out. Yet, instead of women being applauded for becoming a stronger, highly intelligent, assertive, bold nurturing submissive helpers they are labeled as aggressive, power hungry, men hating hormonal activists. Sadly, sometimes even other women who chose not to pursue higher education or Corporate America because they had their “own right” as well to be a homemaker or stay at home which to each its own seem to also join men and turn on bold history making impactful women. It is as if you can’t win for losing being a woman. Some of us are going against the current to implement social changes and changing some societal norms, while fighting for the very women who complain about women being treated unfairly and being seen as a weaker vessel are first to throw you under the bus per say. In my opinion it sometime seems as we Strong BOLD women are somehow always fighting domestic terrorism from within …taking on other dominant females as if it were a competition in female dominance plus still fighting the traditional men’s old fashioned stereotypical mentality of what a women’s role is and how she belongs in the home raising the children or cleaning the home.

(2)

 To put women in the center of social studies means shifting the focus of attention from men who are consistently talked about in our history and social studies to the marginalized women and gender minorities. In many education plans, women are not represented nearly as much as men, suggesting to children that women simply play the role of caretaker and do little to contribute to the history and achievements of society (Lockyer and Tazzymant 2016). To put women in the center of study aims to achieve a balance of education and representation. However, one must do this genuinely, as some curriculums include studies of women’s struggles and achievements in a tokenistic manner, which does very little to balance the education of women’s history and can be seen as performative activism (Lockyer and Tazzymant 2016). This same type of tokenism can be seen in workplaces in order to form an outside perspective of being inclusive. While balance may appear to be equal between men and women, the true distribution of power may leave women under-represented and underappreciated when it comes to their status in the workplace (Wallace and Kay 2012). This unequal treatment in the workplace is a consequence of hundreds of years of women doing work for society in the background and being underrepresented. When we begin to change the system of education to form a more representative sample of all genders throughout history, perhaps the gender norms will change to be more inclusive of women in positions of power. 

The notion that women have already achieved equality is very harmful to progress for women and minorities within society. However, this notion coincides with popular feminism, which confuses hashtag activism and capitalist feminist merchandise with the true reconstruction of the laws and policies that keep women from dominating within society (Hadjicostandi-Anag 2021). While it is beneficial to keep the media and society talking about the inequalities of women within our culture, with the rise of celebrity and famous feminism, people are supporting more capitalism rather than feminism. Popular feminism continues to thrive because it makes a profit. It makes individuals feel as if they are supporting a cause, without doing more than contributing their money by buying fashion that labels them as a feminist through the form of a graphic t-shirt. This is a step in the right direction from refusing to address issues of women’s equality, however, a great deal of reform will be necessary in order to make a substantial change in the way that society views women. Another con to popular feminism is the reactive behavior of popular misogyny. Popular feminism can be troublesome moving forward as a majority of those who are accessing this popular feminism on social media are young and easily influenced. They could be tricked into thinking that this type of feminism is a real act of social change, giving the illusion of freedom that a majority of women, especially minority women, still do not have the privilege of receiving. Most of the time, popular feminism is thought of in a more “positive” light and does little to address the racial, political, and violent sides of feminist discussions (Banet-Weiser et al. 2020). Third-wave feminism has been said to include women of color more often as a form of tokenism rather than being truly transformative from second-wave feminism (Clark Mane 2012). For example, in my community, I have seen far more white women wearing t-shirts with the words “feminist”, “women are powerful” or just “women” than I have seen political marches for women’s rights. A big change in Texas this year was the heartbeat bill that Abbott signed in on May 19, 2021, which prevented women from having legal abortions in Texas after 6 weeks. I expected to see a great deal of uproar about this from people on social media but I was surprised to see that a number of women stayed quiet. This is likely due to the fact that it wasn’t popularized in the national media, therefore there was no popular feminist “trend” to jump onto. However, popular feminism does see the vulnerability of women when it comes to problems of sexual assault (Hadjicostandi-Anag 2021). This can be helpful in all communities, especially online, as it can help survivors of such crimes come forward to show that there is still a problem with these gender inequalities such as in the #MeToo movement. Such a community coming together and recognizing these gender inequalities can be progressive for a more equal future. 

IN 5-7 LINES, RESPOND TO THIS TWO DISCUSSION BOARD

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What effect did Herbert Spencer’s Social Darwinism have on 19th century economics, social beliefs and, in turn, the arts?

  1. What effect did Herbert Spencer’s Social Darwinism have on 19th century economics, social beliefs and, in turn, the arts?
  2. The art from Africa, Oceania and Native people of America became a major source of inspiration for many early- 20th century artists. “Pablo Picasso and George Braque radically challenged prevailing artistic conventions with Cubism”. Defend these statements and use examples.

3. The Fauves freed color from its descriptive function. Explain what this means and use examples from Matisse and Derian.

4. Explain the art genre Die Brucke, how it developed, and who were the main artists. Use 3-5 of the artists works as examples.

5. Who was Leo and Gertrude Stein and what roll did they play in the history of the European and American avant-garde art world?

6. List the four sources in which Art Nouveau artists drew inspiration. Show an image of each being used.

7. Discuss the influence of Japanese woodblocks prints on late 19th century French panting. What stylistic features did each artist adopt in the following images: Edward Degas’s Ballet Rehearsal (Fig. 29-25) Mary Cassatt’s The Bath (Figure 29-30 and Toulouse Lautrec’s At the Moulin Rouge (Fig. 29-31) and Paul Gauguin’s The Vision after the Sermon (Fig. 29-33).

8. Compare MacIntosh’s Tea Room (Fig. 29-51) with the 16th century Japanese Tea House in Kyoto (Fig. 2-6). What attitudes do they share toward craftsmanship and design?

9.  What was the goal of the Arts and Crafts movement and what type of objects did its members produce?

10. What visual parallels have been pointed out between photographs and the work of the impressionists? Give examples.

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Discuss ways in which social media platforms can be used to advance your career or open new career opportunities.

Respond to the following in a minimum of 175 words: 

  • Discuss ways in which social media platforms can be used to advance your career or open new career opportunities.
  • How can they hurt your chances for advancement in the workplace?

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Social workers strive to make informed decisions about the interventions they implement.

Social workers strive to make informed decisions about the interventions they implement. These decisions should be driven by what the research data say. As a result, social workers have been called to systematically evaluate the effectiveness of the interventions they implement. A common way to evaluate interventions is to use a single-subject design. This involves monitoring an outcome for an intervention implemented for one client. After a social worker works with the client to determine the outcome to be measured, the following steps to the evaluation might look like this:

  • Administer the instrument before the intervention is implemented
  • Implement the intervention
  • Administer the same instrument, after a specified time period
  • Monitor to determine if there have been any changes in the outcome

In this Discussion, you use the lens of resiliency theory when reflecting on a case from your fieldwork, and then you consider how to measure the effectiveness of a possible intervention.

To prepare, read this article listed in the Learning Resources:

  • Smith-Osborne, A., & Whitehill Bolton K. (2013). Assessing resilience: A review of measures across the life course. Journal of Evidence-Based Social Work, 10(2), 111–126. doi:10.1080/15433714.2011.597305

By Day 3

Post:

  • Reflect on your fieldwork experience, and identify a case where it would have been beneficial to employ resiliency theory. Describe the case in 2 sentences.
  • Describe the presenting problem in one concise sentence.
  • Describe an intervention you would implement to promote resiliency.
  • Identify an instrument from the Smith-Osborne and Whitehill Bolton’s article that would be appropriate when employing a single-subject design to evaluate how effective the intervention is in increasing the client’s level of resiliency.
  • Explain why you selected the instrument.
    • In other words, why would the instrument be appropriate? (Consider the age of the client and for whom the instrument was designed, how feasible it would be to administer the instrument such as cost, time to administer it, etc.).

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How can corporations measure the impact of a corporate social responsibility (CSR) initiative?

COMPARATIVE BUSINESS ETHICS AND SOCIAL RESPONSIBILITY
FINAL ASSESSMENT
Assessment Weight: 50 total marks
Instructions:
• All questions must be answered by using the answer boxes provided in this paper.
• Completed answers must be submitted to Blackboard by the published due date and time.
Submission instructions are at the end of this paper.
Purpose:
This assessment consists of six (6) questions and is designed to assess your level of knowledge of the key topics covered in this unit
Students who cite a minimum of 12 peer-reviewed academic articles (in total) in the text to support their assertions, and list all references appropriately at the end of the report using Harvard referencing style may receive higher marks than those who do not cite relevant materials. References provided must follow ‘Reference Requirements’ detailed on page 3-4.
Question 1 ( 7 marks)
How can corporations measure the impact of a corporate social responsibility (CSR) initiative? Analyse how ethics contributes to employee commitment and customer satisfaction. Support your claims/arguments with key research findings. (Answer this question in 300 words).
ANSWER: ** Answer box will enlarge as you type
Question 2 (7 marks)
What are normative business ethics, and how can their application enable a business to create an ethical atmosphere? Discuss your opinion and support your claims/arguments with key research findings. (Answer this question in 300 words).
ANSWER:
Question 3 (11 marks)
Explain your opinion as to whether a crime can ever be overlooked because the offending act was for the greater good of others. Provide an example of when this might be the case, following a philosophical perspective. Support your claims/arguments with key research findings. (Answer this question in 300 words).
ANSWER:
Question 4 (11 marks)
What happens if an employee refuses to take a drug test at work? Does it matter if the test is for marijuana in a state where marijuana use is legal? Discuss your opinion and support your claims/arguments with key research findings. (Answer this question in 300 words).
ANSWER:
Question 5 (7 marks)
How does utilitarianism apply in business, and does this secure an ethical outcome? Discuss your opinion and support your claims/arguments with key research findings. (Answer this question in 300 words).
ANSWER:
Question 6 (7 marks)
Analyse the ethical pros and cons related to overseas manufacturing for a company such as Nike. Support your claims/arguments with key research findings. (Answer this question in 300 words).
ANSWER:
END OF FINAL ASSESSMENT
Submission instructions:
• Save submission with your STUDENT ID NUMBER and UNIT CODE e.g. EMV54897 HC2121
• Submission must be in MICROSOFT WORD FORMAT ONLY
• Upload your submission to the appropriate link on Blackboard
• Only one submission is accepted. Please ensure your submission is the correct document.
• All submissions are automatically passed through SafeAssign to assess academic integrity.
Reference requirements
Assessment Design – Adapted Harvard Referencing
Holmes will be implementing as a pilot program a revised Harvard approach to referencing. The following guidelines apply:

  1. Reference sources in assignments are limited to sources which provide full text access to the source’s content for lecturers and markers.
  2. The Reference list should be located on a separate page at the end of the essay and titled: References.
  3. It should include the details of all the in-text citations, arranged alphabetically A-Z by author surname. In addition, it MUST include a hyperlink to the full text of the cited reference source.
    For example;
    P Hawking, B McCarthy, A Stein (2004), Second Wave ERP Education, Journal of Information Systems Education, Fall, http://jise.org/Volume15/n3/JISEv15n3p327.pdf
  4. All assignments will require additional in-text reference details which will consist of the surname of the author/authors or name of the authoring body, year of publication, page number of content, paragraph where the content can be found.
    For example;
    “The company decided to implement a enterprise wide data warehouse business intelligence strategies (Hawking et al, 2004, p3(4)).”
    Non-Adherence to Referencing Guidelines
    Where students do not follow the above guidelines:
  5. Students who submit assignments which do not comply with the guidelines will be asked to resubmit their assignments.
  6. Late penalties will apply, as per the Student Handbook each day, after the student/s have been notified of the resubmission requirements.
  7. Students who comply with guidelines and the citations are “fake” will be reported for academic misconduct

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Social reality is constructed

Philosophy, Religion, and Social Ethics.

PH 338.

This the welcome video.https://cuh.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=48e48c50-4c1b-4b50-8ad2-ad030176e0de (Links to an external site.)

1. What do we learn in this course?

In this course we shall talk about how our social reality is constructed. By society we mean ‘institutions’ like government, law, marriage, and money. The reality of such social institutions are dependent on the reality of basic facts. The basic facts are not dependent for their existence on us. we experience them directly. But institutional facts are dependent on basic facts. Our ability to analyze and understand society itself was considerably aided by the work of Frege, Russell, Wittgenstein, Quine, Carnap, Strawson, and Austin who were the individuals involved in constructing what is known as the Philosophy of Language.We shall rely on the methods of study which philosophy of language developed to understand what the philosophy of society talks about. To be a human beings is distinguished from being other animals, on the basis that human specious is able to use a language to express what is on their minds. Language is an institution but it is not just an institution but the primary one. Human beings and they are able to live in institutions of society which they have themselves instructed. To inhabit these institutions the human beings will have the ability to speak a language. The rudimentary details of how this has taken place is what this course will attempt to explain.

2. How is the course taught?

In the course I shall first introduce the ideas that are necessary to imagine how reality, especially social reality is constructed by us. I shall introduce six such notions. They are, 1. status functions, 2. collective intentionality, 3. deontic powers, 4. desire-independent reasons for action, 5. constitutive rules, 6. institutional facts. After we lean what these fundamental ideas are, we shall apply them to see how sisal reality functions in our lives. I shall take atomic theory of matter in physics and evolutionary theory of life in  biology as my guidelines of how to develop our view of society. 

3.  What are the main requirements to complete the course?

Before I state these requirements here are some directions in answering the questions. Each of these question was formulated with great care for you to answer. We have learned as children that promises are to be kept, and lying and stealing is bad, and that no harm should be inflicted upon living creatures. But what we have learned are not explained to us. As children we don’t really know why truth should be told. We think that it is because our parents require this. But as adults we know that truth telling is required by living in society because it secures one’s trustworthiness. Why this is so is something as an adult we come to understand.  So think carefully when you answer these questions. Read the book, get a good idea of what is discussed, put your own views in non-technical words as far as possible, compose you answers to the point of what is asked, and write for informing rather than making impressions. This course explains what institutions are and why they were constructed by us and how it serves our purposes, and how sometimes it is corrupted by some of us, we cannot as a group function with out some institutions. We constantly try to make the institutions better.

4. The assignments and requirements for this class fall into five categories.

Essays are based on Making the Human World: Structure of Human Civilization. John R. Searle, Oxford University Press. ISBN 9780195396171

For the essays here, they should be written in nontechnical, straightforward, ordinary language. They should be a approximately a 1000 words, without errors that might impede their understanding as a reader. If you use a technical term please immediately say how the term is to be understood. Thank you.

These are:

CATEGORY 1

Essay 1. On the conceptual equipment. (Chapter 1 of the book)

You should address the following questions in this essay.

(a) In physics we talk of the atom, in chemistry we talk of the bond, in biology it is the cell, genetics the DNA, in geology it is the tectonic plate. What do we talk about in sociology (the systematic study of sociology)?

(b) What other ideas are necessary to explain the logical mechanism of society? 

(c) Status functions, what are they? 

(d) Collective intentionality, what is it?

(e) Deontic powers, what are they?

(f) Reason indipendente of desires for action, what sort of reason is it?

(g) Constitutive rules, how are they different from regulative rules?

(h) Institutional facts, what are they?

CATEGORY 2.

Essay 2. On intentionality. (Chapter 2 of the book)

You should address the following questions in this essay.

(a) What does it mean to form intentions?

(b) How is consciousness different from intentions?

(c) If you were to explain intentionality, what is its general structure?

Essay 3. On Colective intentionality. (Chapter 3 of the book)

You’r essay should address the following.

(a) what are we talking of when we are talking of the logical properties of something?

(b) Collective intentionality or we-intentionality as opposed to I-intentionality, what is it?

(c) What are some of the current ways  of talking of collective intentions?

(d) How can collective intention move individual bodies?

(e) Distinguish the idea of cooperation from that of collective recognition

Essay 4. On Language. (Chapter 4 of the book)

Your essay should address the following.

(a) How  is the biological and social elements distinguished in Language?

(b) Explain briefly the phonology, syntax and semantics of language.

(c) The common features of language and pre linguistic mentality.

(d) What has language got that prelinguistic mentality lacks?

(e) What are the features of consciousness tat language lacks?

(f) What are the functions of language and explain the difference between representation and expression.

(g) Show the features of language that is active in creating society. 

(h) Sho how commitments are part and parcel of using langue.

(i) How does language enable us to construct social institutions?

Essay 5. On Language and Social Reality. ( Chapter 5 of the book)

Your essay should address the following.

(a) What is institutional reality?

(b) Creating institutional facts: How does a wall become boundary?

(c) Creating institutional facts: How does one thing counts as another thing in certain context?

(d) How is something like a corporation constructed?

(e) Explain speech acts with reference to construction of social events.

(f) What is the special function of writing?

Essay 6. On Free Will (Chapter 6 of the book)

Your essay should address the following.

(a) How do human institutional facts lock in to human rationality?

(b) Why does the institutional structure of society be there?

(c) Can society be constructed as an engineering problem?

(d) Can unconscious robots have institutions?

(e) Is it possible to program human beings to act like robots?

(f) What does ‘Deontology’ mean and how is this thought involved with rationality and freedom?

Essay 7. On Power (Chapter 7 of the book)

Your essay should address the following problem.

(a) What is the idea of power and specifically the idea of political power?

(b) What is bio-power, what is French thinkers Foucault ideas of power.

(c) What is the idea of a background/network power?

(d) How does the existence of background/network power explain who or what is exercising this power?

(e) State the paradox in political power.

(f) Can democratic societies be made consistent with religious societies?

(g) What in summary is the conclusion of the discussion of political power in the text book?

Essay 8. On Rights.

Your essay should address the following.

(a) What are riots or what does it mean to have rights?

(b) I have duties and rights as a father, and a son, and a teacher, but do I have any as a human being?

(c) How does rights come to be?

(d) Why do all rights also imply obligation?

(e) How can there be universal human rights?

(f) Is there a distinction of sorts between positive and negative rights?

(g) what are the common logical mistakes about the idea of rights?

CATEGORY 3

Essay 9. On the book, a book report.

Your essay should address the following.

(a) With what purpose is the book written?

(b) Does the book achieve that purpose?

(c) What makes people accept the ideas in the book?

(d) Is the logic of the book and the way the author argues his points compelling for you?

(e) Where or to which part do you disagree with the author?

(f) Provide a summary of what you are doing in writing this book report.

CATEGORY 4

Essay 10: On collaborative Learning.

Write in simple readable prose. Word limit 1000

(a) In collaborative learning you are not in competition with the other students, instead, you learn from the other student and give help in return.

(b) You have to initiate questions, what did you do especially to accomplish this?

(b) You have to respond in a nonoffensive way to other’s responses. What did you learn about this?

(c) Making your question and response conversational, this means one thing leads to another, your questions will invoke a response.

(d) How do you show that your interlocuter was wrong or you have to disagree? Were you able to state your disagreement and yet not offend the person?

(e) Please note that collaborative learning is a Marianist and a Hawaiian educational feature. Can collaborative learning be a good thing for all human beings?

CATEGORY 5.

Essay 11:  On practical or service-learning. (Sometimes known as the x-factor assignment.)

Write in simple readable prose. Word limit 1000

(a) What kind of service-learning were you doing that makes it relevant to what this course is? Was it something requiring manual labor, intellectual help, emotional companionship or any other like these?

(b) Service-learning means that you interacted with others. What did such interaction teach you about the people, their circumstances in life, about yourself?

(c) When you learn to do something usually there are many practices that you learn. What practice did you learn by serving others?

(d) Why were those practices instructive? What did you learn from them?

(e) Why did those practices matter? What value did they have for you?

(f) Please note that this is a Marianist requirement. Can serving others also be a good thing for the rest of us members of human beings?

4. What do we read as texts in this course?

We shall read the following.

Making the Human World: Structure of Human Civilization. John R. Searle, Oxford University Press. ISBN 9780195396171

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