FAQs

Vocational reflection

Instructions

Throughout this course, you have been invited to practice the discipline of examen and reflect on the following prompts:

What or who gave you reason to be thankful today?

Who or what in your life caused you grief or gave you a reason to lament today?

In what ways did you experience joy today?

What happened in your life today that gives you confidence and faith in God?

Write a 100-200 word essay reflecting on your experience with examen. The story of God found in scripture grows from humanity’s lived experience with one another and God. This reflective essay invites you to reflect upon and engage one small aspect of how you experience the world and God. You are free to reflect upon the whole experience of examen or on a particular moment. Some possible options may include:

An overview of your experience with the practice of examen and how you were shaped, challenged or formed.

Focus on the prompt that had a significant impact on you. Why do you believe one of the prompts had such an impact on you? What does this impact say about who you are, the world around you or your understanding of God?

How does the practice of examen connect with course material?

What biblical stories, scriptures or images came to mind during the practice of examen? What might you learn from this?

Did you struggle with the practice of examen? What might you learn from the struggle?

The only grading criteria for this assignment will be whether or not you were on topic (i.e. grammar and formatting will not be graded). This is for your own formation. Take a cue from the psalmists and seek to be honest with yourself and God.

You will also need to submit this assignment to your Vocational Formation ePortfolio in Canvas. If you haven’t already done so, please take a moment to create your ePortfolio. Instructions can be found here. In your assignment submission to your instructor, be sure to also include your ePortfolio link.

APA 7TH

Medical Terminology for Health Professionals

Type of service:  Academic Writing

Work type:          Discussion Essay

Format:      APA

Pages:        1 pages ( 275 words, Double spaced

Academic level:  Undergrad. (yrs 1-2)

Discipline:  Health Care

Title: Prompt

Number of sources:     0

Paper instructions:     

Please cite from book,

Medical Terminology for Health Professionals

Author: Erlich/Schroeder/Erlich/Schroeder, Medical Terminology for Health Professions, spiral bound version, 9th edition, Cengage

Publisher: Cengage

Edition: 9th

ISBN: 9780134495347

When treating an open wound, a physician must wear protective gloves. Discuss the possible reasons for this. Is this step taken to protect the patient against diseases on the physician’s hands? Is this step required to protect the physician from a bloodborne disease that the patient might have?

Cite your references using in-text citations—a minimum of two for each discussion.

Please do not copy and paste from the internet. Discussions post should be your thoughts, ideas, and words. Sources should supplement your post; they are not meant to be the entire post.

APA citation basics

When using APA format, follow the author-date method of in-text citation, meaning that the author’s last name and the year of publication for the source should appear in the text, like, for example, (Jones, 1998). One complete reference for each source should appear in the reference list at the end of the discussion post. To copy and paste a URL is not an acceptable reference. For More information, visit the Collin College Writing Lab or the Purdue Owl website.

Presumption of innocence

Type of service:  Academic Writing

Work type:          Research paper

Format:      APA

Pages:        2 pages ( 550 words, Double spaced

Academic level:  Undergrad. (yrs 1-2)

Discipline:  Criminal law

Title: CJUS-340 – M2: Discussion

Number of sources:     0

Paper instructions:     

1 Page initial post and 2 reply later.

M2: Discussion Post- The Presumption of innocence: Due by Wed, 2/2 by 11:55PM

The presumption of innocence is meant to ensure that 99 guilty people are acquitted before 1 innocent person is ever convicted.  With some cases, it is easy to grasp the concept that the defendant is innocent until the prosecutor proves otherwise.  However, with some cases, it’s not so simple.  When you hear of a horrific case, like the case against Casey Anthony for the murder of her little girl, it is human nature to feel as if someone is guilty and that is the end of it.   Because of that, it is very hard to pick a jury for certain cases.  This is especially true today, as so many high-profile cases are all over the media well before the case ever gets into a courtroom.  A lot of people I know were very surprised with the verdict in the Anthony case.  In the video clip you watched, a juror tries to explain why the jury reached a not guilty verdict.  Passion and emotion aside, she kept a level head in the face of very disturbing evidence.  Being a juror in any case is difficult.  Being a juror in a high-profile case in which the majority of the public has convicted the defendant before trial, it can be especially challenging.  The presumption of innocence is paramount, no matter how loudly the public and the press screams.

Find a criminal case that went to trial that was high-profile over the last couple of years – make sure it is not outdated.  It can be one you followed closely, but it doesn’t have to be.  The case should be one with facts that would be considered disturbing to a reasonable person.   The case should be one that went to trial and resulted in a verdict.  Give a synopsis of the case in your own words.  Discuss the Presumption of Innocence, and whether or not you believe the jurors followed the judges instruction that the defendant is innocent until proven guilty.  Whether the defendant was found guilty or not guilty, do you agree with the verdict given the facts reported to the public that came out at trial.  Discuss why you believe the jury came to the verdict they did, and whether, given what you learned about the case, you believe you would have come to the same decision.  Explain your answers and cite your source(s) in APA format.  No exceptions – you must use APA – here is a reminder of the website that will help you with APA 7th edition but if you do not use it- and use it correctly, you will not pass your post. If you fail to respond – you will not pass the whole discussion forum rating and that does count towards your DP avg.

Additional reading/websites to review

Review the following website:  History of Cameras in Courtshttps://www.uscourts.gov/about-federal-courts/judicial-administration/cameras-courts/history-cameras-courts

Review the following: Pros v. Cons of having Cameras in the Courtroomhttps://www.unl.edu/eskridge/cj211cameras.html

Review the following: Should there be Cameras in Courtrooms?  

https://psmag.com/news/should-there-be-cameras-in-courtrooms#.bi5mkosx3

Watch the video below to hear the perspective on this issue from the point of view of 2 U.S. Supreme Court Justices:

Crime Scene Search and Evidence

Type of service:  Academic Writing

Work type:          Research paper

Format:      APA

Pages:        3 pages ( 825 words, Double spaced

Academic level:  Undergrad. (yrs 1-2)

Discipline:  Criminal law

Title: CJUS-555 – Forum 2 Crime Scene Search and Evidence

Number of sources:     1

Paper instructions:     

Initial first post 450 words  2 pages – Due Feb 2

Reply two Peers

Forum 2 Crime Scene Search and Evidence due Feb 6

This link will take you to a photo of a car in snow. https://aglobalstroll.com/wp-content/uploads/2017/02/hapless-abbotsford-burglar-s-getaway-van-gets-stuck-in-snow-asks-for-help-from-115282_1.jpg

the scenario is this: Chris Ring owes money to some people who want it back.  Chris cannot return the money and runs.  Unfortunately for Chris, she heads right into a snow storm in  northern NY.

Chris left a 10 am on Monday and the car was found around 8am on Tuesday, and there is no Chris in sight.

First define the limits of your crime scene or scenes.

What type of evidence will you be looking for to determine if Chris was abducted or got lost or just got lucky and found a ride?

First post 450 words  Due Feb 2

Response posts due Feb 6  must make 1 point in response to original post.

Race, Ethnicity, Gender, and Identity

Type of service:  Academic Writing

Work type:          Discussion Essay

Format:      APA

Pages:        1 pages ( 275 words, Double spaced

Academic level:  Undergrad. (yrs 1-2)

Discipline:  Nursing

Title: Writer’s choice

Number of sources:     0

Paper instructions:     

Discussion: Race, Ethnicity, Gender, and Identity

Required Resources

Read/review the following resources for this activity:

Textbook: Chapter 9, 10

Lesson

Instructor supplied resources

Student chosen resources (optional)

Initial Post Instructions

The lesson and textbook readings for this week emphasize that race, ethnicity, and gender are all social constructs.

For the initial post, respond to one of the following options, and label the beginning of your post indicating either Option 1 or Option 2:

Option 1: Can you describe a time when you felt that your race, ethnicity, and/or gender was giving you an advantage? Can you describe a time when you felt that your race, ethnicity, and/or gender was a disadvantage to you?

Option 2: Explore how a person’s or family’s ethnic or gender identity can change over time. Interview a parent or grandparent about some of their family traditions that may no longer be part of the family practice, or that has evolved. Why might it have been stopped or changed?

Follow-Up Post Instructions

Respond to at least one peer. If possible, respond to one peer who chose an option different than the one you chose. Further the dialogue by providing more information and clarification. Make sure that you add additional information and not repeat the same information already posted on the discussion board as you further the dialogue.

Writing Requirements

Minimum of 2 posts (1 initial & 1 follow-up)

APA format for in-text citations and list of references

Minimum of 1 source cited

NB textbook: Kendall, D. E. (2018). Sociology in our times: The essentials. Boston MA: Cengage Learning

SWK 6381 S1-07-2201 – Social Work – Week 4 Discussion Forum 2: Treatment Group Case Example

Type of service:  Academic Writing

Work type:          Creative writing

Format:      APA

Pages:        1 pages ( 275 words, Double spaced

Academic level:  Undergrad. (yrs 1-2)

Discipline:  Social Sciences

Title: SWK 6381 S1-07-2201 – Social Work – Week 4 Discussion Forum 2: Treatment Group Case Example

Number of sources:     0

Paper instructions:     

Anne is a social worker for Parsons Child and Family Center, an agency which provides residential treatment services to adolescents in community based group homes. Most of the adolescents who have been placed in the homes have emotional and behavioral problems that have proven to be too difficult for their parents to manage, or who can not be maintained safely in foster care. The residences are segregated by gender. Anne holds group sessions with the adolescents in each residence three times each week. These groups are called “residential meetings.” The groups vary in size, depending upon the number of residents in each house. The groups are open membership and time unlimited, although many of the clients live in the homes for about twelve months. At times there is fluctuation in membership, as clients occasionally are hospitalized, or are discharged to a more or less restrictive setting and new members are placed in the residences. The girls in one residence have recently started to act out with increasing frequency and they have even begun to engage in dangerous behaviors such as running away. This behavior can not be tolerated because it is very dangerous. Two girls, Marela and Tamika, have a history of acting out and seem to be the instigators. These two girls are at risk of being placed in a more restrictive setting. Anne has started today’s residential meeting by focusing on an event that happened the previous night. Four of the girls, Marela, Tamika, Kim, and BJ, had left the group home after dinner and did not return until the next day. Anne stated that the purpose of today’s group was to help the girls examine their behavior, to think about what the potential consequences might be, and to help them make choices. The two girls who were the leaders, Marela and Tamika, both said that they did not have to talk about anything that they did not want to talk about because Anne had told the group members on a number of occasions that they could set the agenda for the residential meetings. Anne responded that the group was for them, and that they certainly could not be made to discuss anything they did not want to talk about. However, Anne also explained that the situation in the group home had escalated to a point that if changes did not occur, it was likely that some of the girls would be placed in more secure settings where they would have far fewer privileges and freedoms. Anne said that she would like to prevent this from happening, and that she hoped the girls would make choices now that would preserve their ability to make choices in the future. Anne said that it was impossible for her to make them to behave differently, but that she would like them to take steps to reach the goals for themselves that they had talked about previously in the group, rather than having them sabotage the gains they had already made. Anne also pointed out to Kim that she had the stated goal of being a singer, and to BJ that she wanted to become a veterinarian. She poised a question to the group. How are their current behaviors going to affect their future goals? Kim began to discuss her fears about the future, and worried how her behavior might be affecting her life while Marela and Tamika simply looked on. Then, Marela and Tamika began to voice some complaints they had about the way they were treated in the residence by members of the child care staff.

Use the questions below to discuss the case study above.

What might the worker do at this point to help Marela and Tamika?

What kind of resistance and reluctance might the worker receive at this point, and how might she deal with it?

What type of planning might the worker do for the next session?

 What type of activities or exercises might be useful?

Reminders:

Your initial post is due by Thursday at 11:55 p.m. CT. Your initial post should at least 1 Page

Please respond to two peers as well, with 1/2 page response. Replies to peers are due by Sunday at 11:55 p.m. CT.

Roxanne Dunbar Ortiz–Indigenous Peoples History of the US

Type of service:  Academic Writing

Work type:          Creative writing

Format:      APA

Pages:        1 pages ( 275 words, Double spaced

Academic level:  Undergrad. (yrs 1-2)

Discipline:  History

Title: History Assignment

Number of sources:     1

Paper instructions:     

Google the article “Roxanne Dunbar Ortiz–Indigenous Peoples History of the US “

Now that you have seen the 2 videos of 9/11 footage and read both the Challenge Editorial and Roxanne Dunbar Ortiz’s introduction, answer the following question: How is Roxanne Dunbar Ortiz’s definition of terrorism so different from the way we are taught to understand terrorism after 9/11? According to Ortiz, why would we call the corporations that controlled the World Trade Center the original and true terrorists? How has the US ruling class instituted a policy of terrorism since the founding of the colonies in British North America? Do you agree with the Challenge editorial’s assertion that the US ruling class indeed created the conditions that led to the 9/11 attack? Did anyone “benefit” from the effects of 9/11? How is your own response to 9/11 after seeing the  news footage impacted when you read the 2 readings that accompany this module? Give specific examples of the points that are made in both readings.

—  Quote from them — in your discussion posts;

Challenge Editorial, October 3, 2001: “Terrrorism Helps U.S. Bosses Pave Way For Oil War and Police State” The horrendous murders of thousands of innocent workers on September 11 have given U.S. bosses the excuse they need to:

•Drum up a flag-waving frenzy for a war that will slaughter millions to protect Exxon Mobil’s Middle Eastern oil empire;

•Disguise this imperialist aggression as a humanitarian crusade against terrorism; •Build political support within the military and society at large for the mass casualties their oil war will require;

•Blame terrorism for the economic recession their system faces and use the bombings as an excuse to eliminate more jobs, cut back on social services, and make workers and youth accept a police state;

•Wage a virulent racist campaign against Arab workers.

Communists must organize workers, soldiers and youth to smash anti-working class mass terrorism spawned by the profit system. Regardless of the individual perpetrators’ identity, the horrific attacks that slaughtered thousands of black, white, Latino, Arab and Asian workers and others in New York, Washington and Pennsylvania on September 11 are consistent with the lethal logic of capitalism. These bombings mark an escalation of the contradictions that are hurling the world into fascism and war.The thousands who died in these attacks are war victims. But they are not the first. They join one million Iraqis killed over a decade of US bombing missions and economic sanctions. They join thousands of Palestinians, millions in Africa and Vietnam, and hundreds of thousands in Latin America. All these casualties belong to our class, the workers of the world. As long as the bosses hold power, workers will continue to reap what the billionaire terrorist war makers have sown. Organizing against terrorists big and small, from Kabul to Washington, DC, and building a mass international PLP, are the order of the day. Bush’s declaration of war is a challenge that revolutionary communists must answer everywhere. During imperialist war, communists must lead workers against their ruling class. Our job is to fight all the rulers, not to mobilize our class to choose sides among them. This is the task at hand, whether in the US, Afghanistan, Israel, Germany, Russia or Iraq. No worker should blindly follow any boss. We communists have the responsibility of uniting the workers of the world and marching forward on the road to communist revolution. This is necessary and achievable. Millions of workers all over the world hate U.S. imperialism. At present, this hatred is particularly virulent in Moslem countries. But hatred of one imperialist gang alone can’t destroy imperialism. Hatred must be converted into pro-working class politics. It can serve workers only if it becomes infused with a revolutionary communist outlook. The twin poisons of nationalism and religious fanaticism serve only to unite workers with one gang of bosses or another. As the “only super power,” the U.S. rules an increasingly unstable world. This growing instability is evident in Osama bin Laden’s and Saddam Hussein’s history as former allies of the US, former contract employees of the CIA. Saddam was used by the US to attack Iran after the overthrow of the Shah in 1979. Bin Laden is a former US “freedom fighter,” who was employed to prevent the Soviet takeover of Afghanistan. (See article ) The U.S. rulers are using their mass media to whip up patriotism, nationalism, racism and war fever. They can reach many more people than we can, and will temporarily have mass support. Many tests, including further deadly terror assaults on U.S. soil, lie ahead for the working class. A more emboldened openly right wing movement may emerge in the unions and on the campuses. Inter-imperialist rivalries will sharpen, and bosses on all sides will spill plenty of workers’ blood. U.S. rulers will use every weapon in their considerable arsenal to protect their profits, their political power, and their empire. Their anti-worker attacks will increase in viciousness. At some point they will single out our Party. None of these obstacles should stop the PLP from growing. The communist movement has always managed to thrive under the direst conditions. The only answer to mass terror, regardless of the source, remains: Build the Party. Fight for communist revolution. Do whatever needs to be done, however long it takes and whatever the cost, to help move all the world’s workers together into a collective struggle against all the world’s bosses. We must not be swayed or intimidated by the difficulty of our task. We must have confidence that we can win the working class to internationalism and revolution. Our confidence will grow as we wage an aggressive struggle in our shops and factories, schools and campuses, neighborhoods and barracks. A mass base for PLP and CHALLENGE can give political leadership to tens of thousands more. As you will see in these pages, our Party has answered the bell, and this process has made a modest beginning. “Workers of the World, Unite!” Capitalism Has Brought Centuries Of Mass Murder — U.S. Bosses Lead By Far In The Body Count. Here is a brief, incomplete summary of the working class blood shed to feed the profit system in North America:

● Hundreds of millions of Native Americans wiped out through warfare or disease since 1492;

● Tens of millions of Africans brutalized and murdered in 400 years of slavery;

● Billions of workers devastated throughout Asia, Africa, and Latin America by U.S. imperialism’s drive for maximum profit;

● A status quo of racist economic and police terror against black and Latin workers within the U.S.;

● The nuking of Hiroshima and Nagasaki in 1945 when Japan was already going to surrender;

● A 45-year long “Cold War,” in which U.S. rulers backed scores of fascist dictators in a worldwide anti-communist “crusade;”

● The CIA-backed slaughter of nearly a million Indonesian workers in 1965 as part of this crusade;

● A genocidal war in southeast Asia during the 1960s and 1970s that murdered at least three million Vietnamese, Cambodians, and Laotians;

● Support for death squad regimes in Central and South America, whose CIA-trained thugs murdered hundreds of thousands in El Salvador, Guatemala, Chile, and Colombia.

● The butchery of hundreds of thousands of Iraqi workers in Bush Sr.’s 1991 “Desert Storm” to protect U.S. oil interests;

● The subsequent murder over the ensuing decade of a million more Iraqis—mostly children—by U.S.-imposed sanctions, a price Clinton’s Secretary of State Albright said she was “willing to pay” in defense of Exxon Mobil et al.;

● A campaign of nearly daily air bombing against Iraqi workers since 1998 by U.S. and British imperialists;

● An ongoing reign of terror against Palestinian workers by U.S.-backed Israeli bosses;

● A nearly three month-long campaign of “humanitarian” terror from the air over the former Yugoslavia in 1999 to make Caspian-related pipeline safe for U.S. and British energy giants.

Applying course concepts to a contemporary issue – Seattle Police Department disproportionately targets Blacks and Indigenous people for stop and search

You are required to read the instruction and answer Essay 2. “Analyzing a contemporary issue through course concepts.”You must follow every single instruction while writing your two page paper. Do not bid if you have not specialized in Sociology

Essay Assignment  

Write TWO short essays. Each essay should be 2-3 pages long, double-spaced.

Essay 1: Applying course concepts to a contemporary issue

Your aunt works for the Seattle City Council, and she just read this article (Links to an external site.) discussing research showing that the Seattle Police Department disproportionately targets Blacks and Indigenous people for stop and search. She heard that you are taking a course on criminal justice issues, and she asked you for help to understand why these disparities exist.

Write your aunt a memo, in which you explain how sociologists have explained such racial disparities in stop and search practices. If you use sociological concepts, define them (your aunt has never taken a sociology class!). On the basis of your explanations, give her a sense of what policies the City Council might consider, in order to reduce racial disparities in policing. 

You can format your memo in the way you like: it can be a letter (“Dear Auntie…”) or a more formal memo, written in a way that she could forward to colleagues at the City Council for example.

Essay 2: Analyzing a contemporary issue through course concepts

In an analytical essay, discuss Joe Biden’s criminal justice platform (Links to an external site.), using concepts and theories we learned about in class. Your essay should

1. Briefly describe the political orientation of Biden’s proposals: are they closer to the “crime control” rhetoric, or the “social welfare” one? In what ways?
2. Based on the course material, explain Biden’s previous endorsement of tough-on-crime policies (Links to an external site.). What might explain that he endorsed these policies in the 1980s and 1990s? To do this, you should draw on the theoretical perspectives we learned about in class (you can rely on just one perspective, or on more than one).
3. Discuss possible reasons why Biden shifted his policy position recently. Again here, you should draw on the theoretical perspectives we studied in the module on criminal justice expansion, and discuss how these perspectives can help explain Biden’s position today. You don’t need to have all the answers, what matters is raising the right questions (eg. Marxian scholars would pay attention to X and ask Y. they might explain Biden’s recent shift by drawing attention to Z).
4. End your essay with reflections on the potential of Biden’s proposals: do you think the proposals will effectively reduce mass incarceration? Why or why not? Specifically: what obstacles might the Biden administration face when attempting to pass these policies? Again, for this section, you should draw on the course material.

Tips for writing the essays

1. Read the essay prompt carefully
2. Read the article(s) linked in the prompt. As you read, underline or highlight the points that will be relevant when you address the essay questions.
3. Go back to your course notes and figure out which concepts or theories will help you write the essay.
4. If needed, go back to the readings you will rely on most.
5. Once you have a good idea of what you want to argue, write a detailed outline of your essay. The outline should include all the issues you must address (return to the essay prompt to make sure).
6. Write the essay. Each essay should include
   1. An introduction, where you introduce the topic and the main questions you will address in the essay.
   1. The body of the essay – this is where you address the issues in the essay prompt. This part can be divided into sections, but it doesn’t have to.
   1. A conclusion, where you wrap up and summarize the main argument of your essay

You do not need to use a formal citation style or to include a bibliography, but you must always reference the sources you use in your essays

• DO cite authors’ names or theoretical perspectives when you describe their argument,
  • eg: “Charles Epp and his colleagues argue in Pulled Over that…”
  • eg: “Marxian sociologists like Loic Wacquant argue that, to understand criminal justice expansion, we must pay attention to…”
• DON’T use concepts without saying who coined or defined them
  • Eg: “Workfare is xyz” à you must mention that Loic Wacquant coined and defined this term.

Grading checklist

A good or excellent essay (90-100)

• Addresses all the points included in the prompt
• Is organized with an introduction, a body, and a conclusion
• Develops a clearly spelled argument, which draws on course concepts and theories, and effectively connects them to the issue being analyzed
• Defines sociological concepts accurately when needed
• Supports the arguments made with material from the course

An adequate essay (80-89)

• Addresses all the points included in the prompt
• Is organized with an introduction, a body, and a conclusion
• Develops an argument, which draws on course concepts and theories, but the connection to the articles is not always clearly spelled out
• Defines some (but not all) of the sociological concepts accurately
• Sometimes (but not always) supports the arguments made with material from the course

An insufficient essay (<80)

• Is missing some of the points included in the prompt
• Is missing an argument
• Doesn’t draw on course concepts, or does so in a way that misunderstands the concept or theory
• Does not define the sociological concepts used, or does so inaccurately
• Makes arguments solely based on the student’s personal opinion without supporting them with course material

Note:

You do not need to draw on each module in each of the essays. In contrast to the quiz, this assignment is not meant for me to assess how much of the course material you know. Rather, I want to see how well you’re able to use one piece of the course material to think through real-world problems. So try to focus on the material most directly related to the essay question and go in depth with it: make sure you define key concepts and explain how they apply to that particular issue. For example, it’s totally okay, for the letter to your aunt, to focus only on Epp’s reading (institutionalized practices). You may rely on one of the earlier readings to give your aunt an idea about how these policing practices are embedded in a larger criminal justice expansion that had X causes, but don’t spend all your (short) essay on this, and make sure you spend most of the essay on the readings/concepts that most directly help you address the question of racial profiling in policing.

In the same way, the essay analyzing Biden’s policies can rely squarely on criminal justice expansion, and not draw on the other modules. The most important thing is to explain the theories and concepts well and to explain how they can help us understand Biden’s policy proposals in the 80s and today.

In other words, when I say “use sociological perspectives” I don’t mean just the classical theories we started with, everything we learned and read in this class is sociological.

Domestic violence and suicide

Type of service:                Academic Writing

Work type:         Essay (any type)

Format:                APA

Pages:   2 pages ( 550 words, Double spaced

Academic level:                Undergrad. (yrs 1-2)

Discipline:            Nursing

Title:      addiction

Number of sources:        0

Paper instructions:         

Required Resources

Read/review the following resources for this activity:

Textbook: Chapter 1

Lesson

Minimum of 3 outside scholarly sources in addition to the textbook/lesson

Instructions

The textbook readings for Weeks 1 and 2 explore social forces that can affect the seemingly private act of suicide. For this assignment, conduct scholarly research on a different private or individualistic act that could be regarded as a broader social problem or social issue, something other than suicide. You may choose one of the following or a topic of your own:

Homelessness

Veteran homelessness

Domestic violence

Addiction

Obesity

In an essay, address the following:

Thoroughly explain what the sociological imagination is

Thoroughly examine how and why the sociological imagination helps understand the personal problem you chose as your topic for this essay

Compare and contrast the outside research you find on your topic with the textbook’s descriptions of sociological studies of suicide, specifically.

Your paper must contain scholarly support in the form of paraphrases *only* with respective citations from assigned reading (the textbook/lesson) and the outside scholarly sources that you identify on your own. Do not directly quote from sources for this paper, but instead paraphrase in your own words from source material and cite the sources with parenthetical in-text citations and with full APA-style reference entry citations in a reference page at the end of your essay document.

Writing Requirements (APA format)

Length: 2-3 pages (not including the reference page as the late page of the document)

1-inch margins

Double spaced

12-point font

Page number in the upper right of all pages

Parenthetical in-text citations included and formatted in APA style

Reference page (minimum of 3 outside scholarly sources in addition to the textbook/lesson)

Title page not required

Socioautobiography

Type of service:  Academic Writing

Work type:          Other : Assignment

Format:      APA

Pages:        2 pages ( 550 words, Double spaced

Academic level:  Undergrad. (yrs 1-2)

Discipline:  Nursing

Title: Writer’s choice

Number of sources:     0

Paper instructions:     

Week 3 Assignment: Socioautobiography Narrated PowerPoint – Personal Case Study

Required Resources

Read/review the following resources for this activity:

Textbook: Chapter 1, 2, 3, 4, 5, 6

Lesson: Week 1, 2, 3

NB Textbook: Sociology in our times: The Essentials by Diana Kendal

Minimum of 3 outside scholarly sources in addition to the textbook/lesson

Introduction

There is a strong tradition of creating both sociologically-informed biographies and sociologically-informed autobiographies in the discipline of sociology. The socioautobiography is a “disciplined, systematic exploration of one’s life from a sociological point of view” (Hill, 2009, p. 3). Also, the sociobiography is the systematic exploration of another person’s life from a sociological point of view.

For this assignment, you will be doing one of those (your socioautobiography) in the form of a Narrated PowerPoint, and for Week 7, you will interview an adult of your choice to create a sociobiography, then, also in the form of a Narrated PowerPoint.

For this week’s socioautobiography Narrated PowerPoint, you will reflect on your own life story, making connections between your everyday life/life story and the broad sociocultural structures within which you live.To begin this assignment, consider your own life as you review all the textbook readings and online weekly lessons and decide which sociological concepts you wish to explain in connection to a part or parts of your own life story. Focus on vocabulary words in bold in your textbook reading, for example, and decide which terms apply to you and to your life story.

Link: Questions to Consider

Reflect

As you consider your own life consider the following questions:

How might a sociologist introduce you?

How have social influences shaped you?

What were the social forces that constructed your life or lifestyle?

How have you negotiated the crisscrossing pressures of autonomy and conformity?

Who are you in social context and what does it mean to understand your life using the “sociological imagination,” or utilizing a sociological perspective?

What sociological concepts would be most helpful in understanding and interpreting your life experiences, whether class, or reference group, conformity, agents of socialization, gender socialization, racial socialization, norms, roles, significant others, total institutions (particularly if you were in the military), achieved status, ascribed status, deviance, subculture, culture, culture shock, ethnocentrism, folkways, mores, peer groups, and any others described in the textbook chapters, to interpret your life experiences?

What events, moments or relationships in your life have impacted you significantly?

Include the following in your analysis:

Quotes or paraphrases and citations from both outside scholarly sources and assigned readings (online Lessons or textbook readings), to support your observations in your presentation.

6 different concepts, key words, or vocabulary words from Chapters 1-6 in your analysis and observations on your slides, formatted in boldface and underlined on slides.

You may repeat these 6 terms throughout the PowerPoint presentation, if you want to, but you are not required to.

Link: Writing Tip

Writing Tip: Focus

As Kanagy and Kraybill (1999) wrote in their book, The Riddles of Human Society, the socioautobiography is “not a diary” or a “point-by-point account” of life since birth (p. 287). Feel free to focus on only a part or parts of your life story.

Instructions

For this personal case study project, you are required to create a narrated PowerPoint presentation with audio and/or video within the PowerPoint. The audio/video must be part of the PowerPoint file. Audio/video may not be external to the presentation and you must submit a .ppt file extension PowerPoint file.

The presentation must include the following:

Part or Parts of Your Own Life Story:Explain and analyze your life story or parts of your life story as a sociologist might, examining sociological categories relevant to your life story.

Include details of family, culture, and background.

Consider what types of categories a sociologist might use to describe you.

Audio Narration:Allow the audio narration to serve as the main explanation of the presentation. Do not use blocks of text on slides. If you want to add additional written explanations, in addition to the audio narration, you may add that in presentation notes for slides.

Engagement:Be sure to deliver the presentation in a professional and engaging manner.

Visual Aids: Include photos of yourself and photos or symbols that represent the sociological concepts you are analyzing in your presentation. Your own personal photos do not need to be cited, but if you use any images from the Internet or from any sources other than your own personal photographs, you must include citations for those and those citations are *not* part of your required 3 outside scholarly sources plus the online Lesson or textbook.

Key Words in Bold and Underlined: Be sure to include 6 different concepts, key words, or vocabulary words from Chapters 1-6 in your analysis and observations on your slides, formatted in boldface and underlinedon slides

Visual Appeal and Organization: Do not include slides with large blocks of text. Use bullet points, brief text, and clear organization to create an organized and visually appealing presentation.

Citations:Include parenthetical in-text citations in the slide presentation citing at least 3 outside scholarly sources and assigned textbook/lesson reading to support observations made in the presentation. Remember, cite sources for all images, too, that are not your personal photographs and those sources do *not* count as part of your 3 required outside scholarly sources plus the textbook/lesson.

Presentation Requirements (APA format)

Narration Length: 5 to 10 minutes (you will miss credit if the presentation is too short or too long, so adhere closely to presentation length requirements)

Slide Length: 5 to 8 slides (not including title slide and references slide)

APA-style parenthetical in-text citations on slides for a minimum of 3 outside sources plus the textbook/lesson

Title Slide

References slide (minimum of 3 outside scholarly sources in addition to the textbook/lesson)