Hello,

I have a few small assignments I don't have time to do. Glad your service is around for such emergencies. Please follow my instructor's instructions for this particular assignment. Please cite any sources. Thanks for your help.

Topic: "Adult Education in Contemporary Society"
Research key points and web sites on the ongoing debate about whether the individual or society should be the focus of adult education. The discourse around this issue can be plotted on a continuum, with the individual at one end and the mission of changing society at the other. Between these two opposites are those who advocate a dual mission of changing individual and society and those who emphasize adult educations' role in maintaining and improving our democratic society as it is. **Where do you place yourself on this continuum in regard to the two extremes? Justify your answer.** (300 words)

Key points to consider:

-Unity versus diversity.
-Core principles suggested by Beder (1989) --Check out Hal Beder on Google or some other search engine.
-What do you think are the values, goals, and assumptions that are the basis for Beder's principles?
-Explain the differences between Apps' overriding purpose for adult education and Koloski's recommendations for the field.
-Do you believe adult education should align itself with the broader field of education? Why or why not?
-Should adult education focus on the individual, society, or both? Why?
-What has been the focus (individual, society, both) of your experiences as an adult educator or an adult learner? Explain.
-How do each of the three social policy models for adult education proposed by Quigley relate to the philosophical issues of reinforcing the status quo, promoting social equity, and/or advocating social change?
-How do any of Quigley's models compare to the classifications proposed by Nordhaug or Cunningham?

Possible web sites to consider:

http://www.ericdigests.org/1997-3/adult.html "Critical Adult Education for Social Change"
http://www.ericdigests.org/1992-3/adult.htm NEW DIRECTIONS FOR CONTINUING EDUCATION, no. 44
http://www.cete.org/acve/docgen.asp?tbl=digests&ID=29 "Critical Adult Education for Social Change."
http://www-distance.syr.edu/contemp.html Contemporary Issues in Adult Education.
http://aeq.sagepub.com/

Access to the book: The Reluctant Welfare State: Engaging History to Advance Social Work Practice in Contemporary Society , 6th Edition by from this website:

http://myhome.cengagebrain.com/cb/
Email: [email protected]


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Frist, read these 2 chapters of the above book: * eChapter 5: Lost Opportunities: The Frontier, The Civil War, and Industrialization, * eChapter 6: Social Reform in the Progressive Era.

Second, student must submit a 2 page response ( 1 page for chapter 5, 1 page for chapter 6) to one of the points in the What You Can Do section of each text chapter ( 1 point in chapter 5, and 1 point in chapter 6 ). The response should be double-spaced, typed, with the students name, the date, the course, and the chapter of the reading on the cover page. The instructor will assign a grade based on written communication and evidence of critical thinking.

The reading response paper should include:
A. Headline 1 specific point for each chapter you are addressing;

B. solid grasp of content and a genuine and perceptive attempt to wrestle with the issues and implications of the material.

C. Your response and thoughts about the reading, any questions, gaps, inconsistencies, things you do not understand, agree or disagree with, contradictions, implications for social welfare or social work, connections to other ideas encountered in the course, etc.; and,Since the focus of this learning is to understand and grapple with the historical issues and dilemmas rather than memorizing facts. You need to put in your own critical thinking rather than summarizing
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Hint:

Write based on critical thinking, not just summarizing

All references need to be taken from the book above

You choose randomly and answer 1 point in the "What can you do now" of chapter 5, and 1 point in the "What can you do now" of chapter 6. Each point is written in 1 page

You are to write a 2-page paper. Read the article below. Please answer the discussion question after reading article. State the Question first and then continue to answer. "Do Not Use Outside Sources"

Discussion Questions
1.Does the author present a view of society?
2.Does the author present a view of the self?
3.How does the author discuss the relationship between the individual and society?
4.How does the author distinguish human actions from other forms of human behavior?
5.What societal functions do you think the author accords to schools?

In this chapter, we will consider interpretivism, a very different point of view on the nature of social research and the relation of schools to society. Unlike the functionalist or Marxist, the interpretivism offers no global political argument about the role schools play in society. Interpretivist believes that there are many different roles that schools play in different contexts. Interpretivism has a local rather than a global orientation. Interpretivist are more concerned with the culture bound framework of particular schools and the ways individuals understand and act in specific social contexts and with finding general laws of all-encompassing explanations. They view schools as place where groups and individuals interact will all, neutral understood, and the rules of the game. Therefore, they see their main task as researchers to be that of describing what is going on in a particular instance of schooling. This requires an interpretation of the ways people think and act in schools. The study of the good high school by Sarah Lawrence Lightfoot is a good example of Interpretivist research. She gives a work that apt subtitle portrait of character and culture. She sought to find out what made five quite different schools, in different parts of the country, good schools. She engaged in indebt observation of the daily lives of students, teachers, and administrators at the school, trying to draw a portrait of each school that capture the essential features that meet each school special in its own weight. Just as the good people were all know to not look or act alike, Lightfoot found that each school had its special mix up characteristics that work together to make each school uniquely good in its own way. Each also had its warts and problems, of course, just as people do; but the overall impression Lightfoot sought to document and the portraits she sought to draw with her own words for portraits that captured the essence of goodness in each school. Of course, different artists might draw different portraits of the same person or school. There is no such thing as the correct or true portrait of someone or some school. In this way, Interpretivist research differs markedly from functionalist and Marxist research because it does not act on some universal, politically salient theory of explanation nor seek the one true description of social reality. Descriptions for the Interpretivist are interpretations. Perhaps she responded to our confession that we cannot agree about which you best fits the facts and the different way, by saying to yourself, one or the other (or some third view) must be H2 description of what schooling is and does. If you responded in this way, you may have revealed something important that you share with both functionalism and Orthodox Marxism. We can begin our discussion of interpretations by looking at the common ground. That is, we can look at the assumption that there is but one short description of the relation of school to society. Weekend in contrast this assumption with the Interpretivist point of view. Recall that both functionalist and Orthodox Marxists believe that, like the physical and natural universe, social behavior is governed by discernible loss. Both believe that if we examine social life scientifically, we should be able to discover certain universal generalizations that govern and accurately described the development of human societies. They disagree, of course, about the implication of these laws. Functionalist argue, for example, that in modern society there is a strong movement away from commuting rewards and positions on the basis of ascribed values and toward distributing them on the basis of achieved values. Orthodox Marxists, on the other hand, produce evidence suggesting that the distribution of rewards and positions can best be explained the terms of class conflict and the different relations that different classes have to the means of production. Both, however, affirmed the view that an adequate explanation of social facts must reflect the kind of explanation that is often associated with the natural sciences; it must be a universally trooped description of social reality based on objective evidence. For this reason both functionalist and Orthodox Marxists would be leery of the view that we were about to present. They would argue together that to reduce the role of lawful explanation and to elevate the importance of interpretation is to imply that there is not a standard for judging whether the explanation is or is not verifiable. Both Marxists and functionalist would argue that there is such a standard. It is to be found in the model of substantiating theories, laws, and hypothesis provided by the natural sciences. It is based on offering show evidence for one theory or claim without finding counter evidence that would support a contrary. Or claim. To say that a particular theoretical explanation is just an interpretation may be taken to imply that it does not meet the standard. Ironically, while both functionalist and Marxists accept such a standard, each denies that the other has met it. Both offer evidence to support their views, but they also provide strong counter evidence against each others views. While each sees its own view is scientific, each sees the other view as ideological, as politically motivated interpretation. There are a number of different strategies that might be taken to address the shortcomings of these competing theories. One could argue that even though functionalism and Marxist fail to meet Italy and the standards set down for an acceptable scientific explanation, we should not give up the quest for such an understanding of social life. That an adequate scientific explanation with explosive evidence for it has not yet been provided does not mean that one cannot be developed in the future. One also could argue, however, that any proposed explanation of social life will inevitably fall short of actual scientific explanation because it always must be based on some interpretation and hints eat a subjective point of view this is tantamount to denying that there is any possibility for the development of an object of social science.
Rather than trying to judge the correctness of functionalist and Marxist explanation or determine whether social science as possible, one could reject the basic assumption shared by both-the assumption that the natural sciences as they are currently understood provide an appropriate model for the understanding of social life. Such a rejection would not imply that a true understanding of human life as possible. It would mean only that it needs to be sought on different grounds. In moderate and social sciences, many scholars of trying to develop methodologies to investigate and understand the social world that do not merely imitate the methodology of natural sciences. It is the movement and the implications for understanding the social function of education that we will explore and this chapter under the general category of the interpretive point of view. It is the point of view that underwrites the current movement in educational research that has been called qualitative and Interpretivist or constructivist research.
An argument for the Interpretivist point of view
One argument against the view of the social research should be modeled after research in the natural sciences has been advanced by the British philosopher Peter Winch. Winch has taken a close look, critical look at arguments claiming that social behvior must be understood in the same way as natural sciences understand the behavior of physical events. In doing so he rejects the idea that social science can advance by discovering universe irregularities through the observation of the raw behavior of people and yet to be interpreted social events . Winch argues his case for the importance of interpretation by observing that any kind of understanding, including the understanding display by natural sciences, involving the ability to determine when it is that events of the same kind are occurring. He begins by questioning what same kind of event on the same kind of occasion. He then notes that whether to events are the same depends not only upon the events themselves but also from rules the article community uses to identify sameness or difference. Ate a few examples would help to illustrate his point. In the United States a marriage can be established by a formal some morning that culminates I thee wed, I do, or a number of other such verbal expressions. All of these expression do the same thing lying to people into the relationship called marriage. However, under different circumstances, a couple might say the same words and not thereby be married. They might, for example, be acting in the play. And in some states, a marriage can be established even when old also taken, as, for example, when the couple lives together in a certain weight was set of time. All of these except the acting are the same thing marriage but how do we know that? Rather, we know it because we share a certain language and a social world of common understandings. Or, to take a contrast example, a particular raw behavior may seem to be the same when removed from any social context, but it can carry very different meanings in different social situations. You raise your hand. In a situation you maybe reading a friend; in another, asking the teachers recognition; and in still a number, voting. By itself a raw behavior of raising hands has no meaning, even though the Moscow activity and the bodily movements in each of these cases is quite similar. The meaning is to be determined by the way the act is interpreted by the hand razor and private member of his or her community in a specific context. The following passage of anthropologist Clifford Geertz illustrates the complexities that are involved in determining the meaning of a seemingly simple form of behavior. consider two boys rapidly contracting the eyelids of their right eye. And one this is an involuntary twitch; and the other, a conspiratorial signal to a friend. The two movements are as movements, identical; from an I am a camera, phenomenalistic observation of them along, one could not until which it was a twitch or which was a wink, or indeed whether both or either was twitch or wink. Yet the difference, however unphotographable, between a twitch or wink is vast; as anyone unfortunate enough to have had the first take for the second Knows. The winker is communicating, and indeed communicating in a quite precise and special way: deliberately, to someone in particular, to impart a message, according to socially establish code, and without cognize of the rest of the company the winker has not done two things, contracted his eyelids and winked, while the twitcher has done only one, contracted is eyelids. Contracting your eyelids on purpose, when there exists a public code in which so doing counts as a conspiratorial signal is winking .
Because culture provides a larger context in which human messages are interpreted, it is quite likely that the same behavior will be interpreted differently from one culture to another. What is taken as a regularity and won a cultural context may not be taken that way and another, and it suggests, at least to Winch, that the primary task of social research is not to uncover a universal laws of regularity that can be applied to any culture. It is rather to uncover a specific framework that defines the rules and meanings of cultural life for a specific social group. Rom Harre and Paul Secord carry this view of social science even further. They argue that while natural science is presumably correctly based on materialistic, mechanical, and casual mold of explanation, social science cannot be based solely on that model. To do so, they argue, would be to omit the scientific consideration that which is distinctively human and which accounts for much of human behavior our shared meaning understanding of the social situations in which we act. Social behavior is role and rule following behavior. However we do not engage in this behavior and some mechanical way, but in a way that requires human agency, interpretation, and understanding, and monitoring.
The active quality of mind
The activity of interpretation occurs mostly clearly in situations where there is some kind of ambiguity needing resolution or where there is clearly identifiable text, such as a point, a play, or a novel that needs explication. However, acts of interpretation may occur in other situations as well, and even simple perception seems to require some activities that are similar to those performed in a more sophisticated interpretive acts. By examining a special example of perception we can learn more about interpretation. The difficulty we have with this picture is that we can see it in two different ways, as a goblet or as two identical heads that are facing one another. If you have not yet seen it both ways continue looking at it until it switches for you. If you still cannot see it both ways, as someone else to point out ahead to the top is if youre having trouble seen it because we can come to see the picture in two ways, we realized that it is not a picture of two heads or a goblet even though we can see it as one or the other. To recognize that is the seeing as that is important is to acknowledge the role of an active mind in interpreting perceptions. The black and white areas do not change on the page. Our interpretation of the figure as the goblet or as a two heads changes. We read the evidence to support different visual hypothesis. Whether we call this exercise and interpretation and the strict sense of the word as a matter of debate. However it does not reveal to elements that are essential to any interpretative activity. The first is the active engagement of the mind trying to read or make sense of something. The second is the movement from one plausible meaning to another.
The role of interpretation and social science
Now that we have looked at elements of interpretation and perception, we can turn to look at several processes as they occur and our interpretation of social situations. We will began with a fanciful example that draws a strong distinction between the two different views of social science that we have discussed. The first view, shared by functionalist and Marxist , affirms that the goal of social sciences to discover regularities through systematic data gathering and quantitative studies. This also was the dominant form of educational research in the 20th century. The second view of firms that the goal of social science is to understand the meaning system of the society under study through interpretive engagement and explanation. This is the new our view of the qualitative educational research. Began by imagining that you are a traditional social scientist visiting the US for the first time. You are here on a research grant to study American culture, and you have been told that the game of baseball is the key understanding to American life. Now youre on culture is very different from the one that you are visiting, and you are now aware of the difference on a general level, but you have not yet to learn about a specific aspects that separate the two cultures. One of the specific differences is that people in the US share a concept about sports that is not present in your own society. This is the idea of a spectator sport, a concept that is taken for granted by American sport lovers, but of which you are unaware. It is not just that you are unaware of th fact that American share the concept of a spectator sport; more important, you do not realize that there is such a concept to be shared. Youre all culture has a competitive games in which everyone who was present is expected to participate, and everyone does what is expected. No one just watches the game. A spectator sport is an inconceivable contradiction in your culture. On your arrival in the US you asked your host to take you to a baseball game. You want to study it as a scientist. However, not wanting to contaminate your study with preconceptions, you also request that you not to be informed about the nature of the game for its rules. You want to study it objectively and reach your own unbiased conclusions. As a traditionally trained social scientist, one who is looking for universal generalizations, you decide the systemize your observations by measuring the frequency with each certain events follow one another. And this way you hope to establish some correlation and reasonable casual generalizations as you began your data gathering, however, certain problems develop. Since you do not share the concept of a spectator sport, you also lack other related concepts such as fan, and rooting. Moreover, since your host has not informed you about the rules of baseball, you do not have an understanding of the concepts that are specific to that game. Concepts such as strike, ball, hit, and run are not a part of your own conceptual framework. Without these concepts is not even clear to what events should be considered as important, and thus it is not clear which he bends to count in your data gathering. Your difficulty is compounded by the fact that you are not even aware that you lack the key concepts of spectator sport, and hints you are not conscious of the fundamental problems in understanding that is present. Even though you might realize that you lack a knowledge of the rules of the game being played. Because you are unaware of the fact that there is a fundamental difference between your understanding of the sport and that of the native American, you began your investigation by assuming that everyone is playing the game. And everyone includes bills whom the native American would call fans and players alike
Interpretive scholarship in education
Interpretive scholarship in education has intended to take two different forms, each of which is closely related to an aspect of baseball example. One of the youths look at the intentions and reasons of individuals in classroom context, all the other looks at the shared system of meaning filed within the school we have already saying that an analysis and interpretation of the participants meaning has become an important component of some of the recent work in neo-marxist educational scholarship. Williss research clearly goes beyond the traditional Orthodox Marxist account of schooling by taking the interpretive framework of the lads account. He helps us to see an intricate schooling through the eyes of the lads. In this section to look at work that has been developed independently of a Marxist framework and that image trace the significance of the interpretative point of view in understanding schooling as a social activity. The discipline of anthropology has been especially important in the development of interpretive research programs within the field of education. Social anthropologist and ethnographers hashed rests their importance of understanding the perspective of students, teachers, and others who are engaged in the educational enterprise. The ethnographers will study classroom behavior had been expressly insists that the educational researchers should avoid imposing their own theories on those who are the objects of their study. The point of educational research, as the Interpretivist sees it is rather to understand the various meanings and rules of the gang that costs into government culture of the classroom and not to try to fool one general theory or another. In contrast to the functionalist, and Interpretivist would not want to assess school in terms of preestablished notion of progress and development. In contrast to the Marxist, the Interpretivist what it says that not all important educational activities can be explained in terms of class domination. In fact, the Interpretivist would remind both Marxist and functionalist that their own way of viewing classroom life is just one among several plausible interpretations of the social and political dimensions of schooling. Ray McDermott, and Interpretivist ethnographer who studies classroom behavior, provides, in a study done with Lois Hood, a very detailed example of the way in which different roles and rules of the game may operate in the classroom setting. McDermott views the classroom as a place where status and meaning are constantly negotiated in the process of everyday interaction. Success and failure as the results of what he calls the politics of everyday classroom life, as issues our negotiated between different students and between the students and the teacher. In this interaction the rules of the game are established in each of the students come to take on different roles within the game as it is the find that the enter action of the various parties. A vivid example of McDermotts approach can be found in this observation of the lowest level reading group in a primary school classroom. To a person first observations group, actions typical of low-level readers might be noticed fidgeting, distractedness, talking out loud, and so on. It probably would seem that the teacher must exercise firm control to keep the tool turn on task. In his analysis of the reading group situation however, McDermott stresses that the children seem to be off task, not because there is something deficient in them that because the observer is looking for the wrong task for them to be attending too. Indeed, the students are quite attentive to their task at him, which, unfortunately, is better described as playing the game that is always played at reading time then has learning to read. The game is a group encountered in which the actions of the teacher and the students are guided by each other. Too old for organization of the group is based upon each childs reading a passage aloud. As one child finishes reading a passage, all the other children raise their hands, and the teacher calls on them one of them to pick up for the previous redder left off. But it is too simplistic to include that the teacher controls the group. At the end of each reading turn there is a great deal of movement hands go up, one child jets back in his chair, another moves her head to avoid the teachers glance. The striking thing is that the apparent confusion constantly recurs at the end of each reading turn. Far from being random, the childrens actions are under control. And this control is essentially independent of explicit commands of the teacher. Rather, control is exercise via all of the group members as they take use from and respond to the behavior of each other. This orchestration of movement is not merely the result of conditioning. When there are disruptions of the pattern, as when a disturbance occurs in another part of the classroom, the children look at each other and that teachers to determine how the group will respond. The important points to recognize our that all of the actors are up to the group encounter and play their parts as developed in the group interaction. Furthermore, the observer must not bring preconceived notions about what is happening in the group for example, assuming that reading is their shared task but must examine the task as the group determines it. McDermott believes that too often educational researchers blame school bell you either on the channel for being intellectually deficient or on the teacher for having a biased attitude. He feels that a more fruitful torch what be to examine the interaction patterns in the classroom and quarter to understand the interpretive understanding that may be occurring. According to make them, the tendency to blame eiter the teacher or the child arises because most educational researchers make the mistake of viewing the individual as the primary unit of analysis and of ascribing certain traits, such a competent or incompetent, to individuals as such. However, for the Interpretivist researcher, classroom is a place where people do things together, and as McDermott and Hood asserts, the proper unit of analysis for what people do together is what people do together. In other words, what the ethnographer is looking for the social rules that structure individual behavior in a particular group setting. McDermott and Hood, the rules derived from our analysis ideally the rules that the people have been using themselves to organize each other. McDermott and others have been interested in finding out the strategy is that children used to deflect otherwise shameful exposure. Other students hide their in adequate performance by eliciting the cooperation of friendly classmates who helped cover up the display of incompetency. In steel other cases, students where their non-reader status as a badge that solidifies their identification with others, non-reading members of the peer group, as well as reinforcing the teachers view of their inherent incompetence. For the Interpretivist the object of study is to find out just what is going on in the specific solstice deletion and to discover the meaning it has for those who participate in it. Interpretivist do that asked whether some people are better than others in reading, writing, or mathematics. Rather, the task is to find the way in which different goals are nested together and to use this understanding to define the character of a specific social situation. In the case of the poor readers, for example, the significance given to bear displays of incompetence leads them to adopt certain face-saving strategies. The way in which the two goals, learning to read and saving face, worked together with help to find the character of that classroom. Indeed, for McDermott it is a mistake to view competence as a property of individuals. He believes that competence is best understood as a property of situations. Situations are recognized so that some kind of behavioral displays take on more significant than others. A student may be competent and a whole range of activities except the lawns that the school defines as significant. For this reason, and are meant to suggest that we tried to find the rational core behind any display of behavior. We can develop this kind of understanding only bikes for meaning that such behavior has for the actors themselves what might and quiet of McDermotts study whether such a declaration has been adequately developed. Since neither teachers or students have been asked how they view their own actions, one might wonder about the correctness of the particular account that McDermott gives. Nevertheless, the general point remains quite sound. We need to know how participants understand their own situation before we begin to think about describing their behaviors and more general terms. Whether or not we choose to ask the participants about this understanding will depend in part on how well we think they may be able to articulate it and whether we believe that they have reason to tell us the truth. We may feel that asking participants about the meaning that any event has for them is generally take a hike this. However we should not a sum that the explication for communication of meaning is a simple task.
Interpretation, socialization, and legitimation
They know the way to look at the interpretivist perspective as a point of view that provides a new way to interpret, clarified, and sharpen the central issues that separate the Marxist and functionalist positions. To illustrate how interpretivism may clarify the nature of the conflict between the functionalist and the Marxist points of view, we need to recall that there are two important elements in an interview this analyst. The first to be found at the social level and involves the meanings, rules, and norms through which a certain society is constituted. The second is to be found on the individual level and involves the way in which a persons inclinations and once become structured through social learning. Functionalist who have looked at schooling as societys neutral measurement of socialization into patterns of thought and behavior required by an end to assure world have focus on factors that largely involve the structuring of individual wants and inclinations. In doing so, they have analyzed the way in which it does show society necessarily requires that school take over the socializing function from the family in ways that enable individuals to adapt to the larger social world of mass society. industrialization and the growth of technology are perceived as an inevitable, governed by their own rules of development; the school is given the function of structuring the wants and inclinations of individuals according to the habits and skills they need to function effectively in an ever more technological integrated society. Because technological growth is perceived as an inevitable process of development, this body of literature focuses upon the need of restructure the wants and inclinations of individuals and ways that will be compatible with this interpretation of reality. Marxist, who claim that the schools are largely involved in legitimizing existing inequalities, focus their attention on a different aspect of the educational process, based on a different interpretation of contemporary social reality. They draw attention to classroom relations and to the nature of the social meaning and rules that children learn to adopt. Their interpretation highlights the way in which social roles are generated and contemporary society, providing some people with great power and authority, while restricting the opportunities for power and position of available to others. The Marxist study of schooling thus focuses on the way in which children are taught to accept a situation of reduced authority and constricted opportunity. The concept of legitimation, as it is used by Marxists, covers much of the same propositional ground as does the concept of socialization when used by functionalist. Each refers to a process whereby children learned to adopt the values and behavior patterns that are required to live in the moderate social world. Nevertheless, while there is similarity and the propositional content of these two concepts, there is a great deal of difference in the attitudinal content. School socialization for the functionalist is the central growing up in a modern technological society. It serves the individual child well. Legitimation for the Marxist is essentially only for maintaining the source of class domination. It serves not the individual child, but the ruling elite and the structure that supports them. Hence, whereas the functionalist fuse technology as a basically benign engine serving to create individual opportunities, the Marxist cease class domination as a malignant social force, over which the individual has little or no control and which serves to generate inequalities and to reduce opportunities. Each takes a different element of the interpretivist view of the social world as its point of departure.
When the functionalist claims the school serves to socialize children into the behavior required by an ever more technical world, they have little doubt that the children are learning to conform to rules that really to govern social and economic life. Teach a child that it is not who you know that counts and you have presumably taught that shout a fundamental principle of contemporary social life. For the Marxist, things are quite different. The basic idea behind the concept of legitimation is that to occur systematically taught to miss understand the rules of the game. Tell them that it is not who you know but what you know that counts and you have told them a lie. Yet according to the Marxist, the system can only work if the lies are believed at that nature allthe real rules remain misunderstood. In this way, the Marxist leave, the schools exercise and a central role in maintaining the present system. They provide a systematic misrepresentation of the rules that is required to maintain inequality and domination. If people were to become aware of the real rules, the nature of the game would change. The functionalist believe that children are learning the rules of the game, while the Marxist believe that students are being taught to structure their inclinations and intentions according to the wounds of one game, while another game is really being played. Marxist also believe that continuation of the real game depends upon the fact that people persist in misunderstanding its rules. This interpretation of the difference between the two approaches help us to see and raise the basic interpretivist question: what really are the rules of the game and the moderate democratic society?
Once again, we seem to be required to discover the true view of the rules of the gang. Instead of doing that, however, there is another tack the interpretivist might take in this dispute; that is, to try to explicate the constitutive rules for a democratic society and to urge that they be consciously and deliberately taught to each new generation of future citizens. The rogue political theorist Amy Gutman offers one version of this strategy and Democratic education. She sees our democratic society as essentially one where we can disagree over the relative value of freedom and virtue, the nature of the good life, and the elements are moral character but nevertheless we share a common commitment to collectively re-creating this all in society we share. She urges us to consciously reproduce such a democratic form of life that permits this agreement and that is constituted from such virtues, principles, attitudes, and values as in freedom, tolerance, reasonableness, justice, equality, open-mindedness, nondiscrimination, and non-repressive. Our view of social reproduction is neither the functionalist deterministic socialization nor the Marxist hegemonic , unconscious legitimation; she argues for the conscious and intentional attempt to reproduce the kind of society we want to live in. Of course, inhuman, weekend failed to accomplish what we set out to do. There is no fundamental determinism in the interpretivist view.
Objections to the interpretivist approach
When the interpretivist point of view is presented as more than simply a way of clarifying certain issues that is to put for it as a more adequate way of understanding social and educational life, however, new controversies emerge. Interpretivism is often advance as a way to counter what it seemed to be the overly mechanical and deterministic model that is found in certain forms of both functionalism and Marxism. Instead of offering a strictly casual account of social life, it provides an account in which individual reason and cultural rules are given a primary role. Instead of searching for universal walls that are thought applicable to all forms of society, it emphasize in rule govern behavior, a degree of individual autonomy, and the uniqueness of local situations. And instead of emphasizing the need to verify interpretations against an object world, the interpretive approach stresses the importance of understanding and validating interpretations and their own contextual terms. In educational research, the quantitative-qualitative debate mirrors these differences. The objections to interpretivism as a superior Mull of understanding are many, and here we will mention only a few of them. Neither orthodox or Marxist nor functionalist would necessarily object to the Interpretivist point of view unless it wore a salute that social rules, norms, and interpretations could not be explained by a more fundamental casual mechanism. Functional this would tend to identify these mechanisms with the level of development of a specific society, while Marxist what it include in their explanation the relationship that different classes have to the means of production while both functionalist and Marxist might see the need to understand how certain groups view its world, neither would accept the idea that this is the primary function of social research. In contrast to the view that we should avoid a attributions of incompetence to social actors, both functionalist and Marxist, for different reasons, which finds such attribution important. Functionalist need the category of incompetence to explain and justify a different social positions that students will calm to occupy after they leave school. Marxist meet the same category to identify and explain false consciousness. Whereas both might agree with the interpretivist that there is a need to understand the project lead interpretation developed by social characters, they would insist upon the need to apply a more refined set of procedures in order to judge its adequacy. Functionalist, for example, would judge an adequate Amy interpretation they saw was based on a commitment to particularistic norms, while Marxists would view with suspicion any interpretation developed in the context of class domination. Finally, both functionalist and Marxist would object to what they perceived as an inconsistent relativism in the interpretivist position. Interpretivism seems to be asserting the need to understand all perspectives on their own terms. This seems to require that we put aside our own standards of judgments and enter the world of bills we are studying. This perspective also seems to imply that all perspectives are equally worthwhile and that we will do to understand and to tolerate each of them. Yet when it calms to the questions of adequacy of different theoretical perspectives, there is little doubt that those who argue for the interpretive point of view look upon both Marxism and functionalism as inferior forms of understanding. Thus, on the other hand, the attractiveness of these perspectives is to be found in is acceptance of other points of view, while, on the other hand it seems to affirm that there is at least one point of view that he is more acceptable than any other, and, of course, that view of the interpretivist one.
What is at stake?
At this point, you might well be asking Jess what is at stake and taking one of these approaches? Granted, they provide different ways to think about sports, but do they have any implications for the way in which school work in our society, and for your role as a teacher in the educational process? The answer to the question depends on how you think about your role. If you believe that your role as a teacher is simply to do what you are told, and these theories may not make a significant difference, however, if you believe that the part of your responsibility as a citizen in a democratic society is to participate in determining what the goals of education should be; and if you also believe that your role as a teacher is to read reflect on the worth of the means available to accomplish these goals, then these ferries may influence how you define success and failure in schooling and, subsequently, what you are willing to work to achieve.consider recent attempts by the federal government to rationalize education. Historically, the control and fancy of public education has largely been left to the states and local communities. However, federal interest in education began to grow in the last two decades of the 20th century, especially in response to foreign economic competition. In the early 1980s, a report issued by President Reagans Secretary of Education blame schools or a weakened economy, alleging that schools that fail to produce an adequate training workforce. The report, entitled a nation at risk, called for more rigorous academic standards in order to meet the economic challenges coming from overseas. At the beginning of the 21st century, American schooling has been dominated by the creation and enforcement of policies aimed at holding schools accountable for reaching certain benchmark scores on standardized tests. Oe example is the no Child left behind act of 2002, which rewards and punish schools according to performance of their students on such tests. One could agree or disagree with federal policies from the point of any one of the three theories presented in this book. Moreover, we believe that these theories to influence the reasons for agreement or disagreement. For example, some functionalist might agree with such tests based policies on the grounds that there is an important relationship between student achievement and the ability of the nation to compete with other nations economically. However, the other functionalist might disagree, pointing to the stagnation of the Japanese economy and the growth of the United States economy during much of the 1990s, along with a relatively minor changes in the standardization test scores of children in the two main nations during this time. These two functionalists would argue that such data is proof that the relationship between fast or as an economic competitiveness is more complex than originally thought and that high-stakes testing may not be the best solution. In either case, however, both sets of functionalist what implicitly accept the idea that the goal of schooling is to advance economic competitiveness. Conflict theorist on the other hand, might take a more critical stance toward the assumed goal of schooling. They would likely challenge any claims that it was reached by consensus and would ask about the people whose voices might have been left out of the liberation or about the people whose interests because this is really serves. And raising these questions, conflict here we provide for the opening where other interests can enter; for example, labor interests, educators interest, environmental and global interest, and so forth. An awareness of these other interest sometimes serves to aid in the automation of correlations that may challenge official definitions of success and failure in schools.
Lastly, Interpretivist theorists what consider local conditions that affect the way federal and state mandates are interpreted and become shortened by administers, teachers, and students. For example, a high-stakes test that determines whether a school was rewarded or punished as souls that each student who was tested at the end of the year has been a student at the same school during the entire school year. In some schools, however, there is a large student turnover, and administrators and teachers at such schools might seek ways to prevent this from impacting the schools task force, even if it means encouraging the war and slower students a hall on days of tax. From an outsiders perspective this is cheating, but from the local perspective it is a method of correcting a perceived problem in inequality. Also, some teachers may interpret the mandates as they walk will call for high standards while others may see them as forcing teachers to teach the test and as limiting their time and ability to provide a richer curriculum. Thus, the interpretivist views reveals a local conditions that try the reinterpretation of these mandates and allows for a more nuanced judgment about what is seen as serving the best interests of the children in any given school.
These examples should help you understand the prevalence of these three theories of making sense of current practices and policies in schools. Not only do these theoretical stance helped us understand how schools work, they also reveal new perspectives and provide different vocabularies that can help to ensure a fuller evaluation of the performance of schools. And the process, they opened up avenues for discussion among many different interests that impact our school and provide us with the tools and addresses the influence of the powerful in our society.

Source must be at least three newspapers (online). Choose a theme like crime,poverty, or politics ahd based upon assesments of what is happening within contemporary society, choose one of the three theoretical paradigms: Symbolic interactionism(key concepts symbol, communication, interaction, interpretation, definition and key quesiton how do individuals attribute meaning to anything?), structural functionalism(key concepts stability, order, function, homeostasis, equality, and key question what are the functions of american family), conflict(key concepts inequality, conflict, class struggle, exploitation and key question who benefits).Paper should include the following:
a. Introduction which should include a brief discussion of the 3 theoretical paradigms still used within the field of Sociology, pointing out differneces as well as any similarities that appear among them.
b. Contemporary Events: this should cover the basic theme chosed. provide full citations of sources. In your summary of the news report, be specific
c, Theoretical assesment: Choose one of the Sociologic paradigms to explain the events happening in the real world. Discuss the basics of the paradigm, the basic concepts of import to the theories, and the key question driving research in this area. Then apply these to the news events you have chosen to discuss. Also discuss why you feel this paradigm is best equipped to explain the news reports you are analysing.
d. Conclusion: Summarize what your conclusions and why it is important to use theory when considering the real events taking place in contemporary society

Requirements:

Thesis and purpose are clear to the reader; closely match the writing task. Fully and imaginatively supports thesis and purpose. Sequence of ideas is effective. Transitions are effective. Substantial, logical, and concrete development of ideas. Assumptions are made explicit. Details are germane, original, and convincingly interpreted. Uses sources to support, extend, and inform, but not substitute writers own development of idea. Combines material from a variety of sources. Doesnt overuse quotes.

****EXTREMELY STRONG THESIS STATEMENT REQUIRED.****


ESSAY TOPIC:

"Communication technologies are everywhere. From cellphones to computers to flat-screen televisions, we are surrounded by an enormous range of media devices, each vying for our attention and making demands upon our time. This has led some commentators to suggest that the social world is changing in important ways, and not for the better. For example, British writer Paul Connerton has said that informational overload is one of the best devices for forgetting, the function of the news media being not to produce, nor even to consume, but rather to discard, to consign recent historical experience to oblivion as rapidly as possible (How Modernity Forgets, p. 84). Write an essay that explores the proposition that modern forms of communication are having a negative influence on contemporary society. Do you agree with Connerton that too much information produces forgetfulness? Do you think that people are becoming less attentive because of the sheer numbers of new communication devices on the market? What are some of the opposing arguments to this position?"

Focus on answering the topic in a focused, critical and clear manner.

see E-mailed description from [email protected]

The topic is just a suggestion. What I need is a paper related to the class "Gender and Race in Contemporary Society". It must be a minimum of five pages and I will also have to do an 8 minute presentation on the topic, so any wisual aids would be appreciated. I will also send you some examples of my writing style to help. Thanks, L.McIntire

/"FOR HOPHEAD ONLY"/
(essay question)
Drawing primarily from Reader 3, Reading 3B, discuss the analytical problem of the "middle classes" (and class in general) in contemporary societies, and summarize and critically evaluate how E.O.Wright has attempted to resolve it.

It says draw "primarily" from Reader 3, Reading 3B, so if you need to use maybe one outside source it should be O.K. If the Reader is enough thats fine too. I do need parenthetical citations. I'm going to fax the reader in around 45 minutes. Can you send a confirmation email to let me know when you receive the fax.
Thank-you

/"FOR HOPHEAD ONLY"/ (THIS IS THE WRITER I PREFER)
There are faxes for this order.

This must be double-spaced, 10-12pt font. All aspects and parts of the question need to be answered thoroughly.

Explain what role protests or social movements have in Habermas's general social theory. According to Habermas, what can we see through the lens of protest? What does this lens reveal about contemporary society?

Topic: The Diverse Nature of Psychology Paper

Write a 700- to 1,050-word paper in which you analyze the diverse nature of psychology as a discipline.
Address the following items as a part of your analysis:

? Evaluate the influence of diversity on psychology?s major concepts.
? Identify two examples of subdisciplines and two examples of subtopics within psychology. Examples of major concepts and their subtopics include the following:

o Motivation: theory of emotion, and approach and avoidance
o Behaviorism: aggression, cheating, and binge drinking
o Cognition: cognitive dissonance and false memories

? How can the subdisciplines and subtopics you identified be applied to other disciplines and venues in contemporary society?
? Relate the subdisciplines and subtopics to your theoretical perspective.
? Conclude with your psychological contribution to society in the areas of work, education, health, and leisure.

Format your paper consistent with APA guidelines.
The author for citing chapter to use: Landrum, R. E. & Davis, S. F. (2010). The psychology major: Career options and strategies for success (4th ed). Upper Saddle River, NJ: Pearson/Prentice Hall.

The Scientific Method-Theory, Methodology, & Human Development
*Not a research paper or project*

The task asks for you to justify a research question, also known as a substantive question, of your own choosing and three research problems, which are methodological. Then the task asks you to summarize the scientific method as used in the natural sciences, and then repeat that summary but for the social sciences using your research topic as the example. Analyze a selected topic from a social scientific perspective by doing the following:

A1: SUBSTANTIVE QUESTION Paragraph 1

Explain the significance of a suitable question, which you have formulated, for social analysis.
Choices for topics: human psychological development, personality, social interaction, social identity, social classes, or the psychology of group behavior.
Take things that we assume are true and prove you are right or wrong.
It must be a question that can be examined methodically and systemically and does not have an immediate evident answer.

How to Phrase the Question:
*Do not use WHY questions*
Start question with, How does..? OR Suggest an answer and a question put together, (i.e. Is it true that ...because..?
Narrow question to be more specific: Cause (independent variable) Effect (dependent variable or outcome)

A2: THREE METHODOLOGICAL QUESTIONS Paragraphs 2, 3, 4

Analyze and discuss THREE specific research method problems (i.e., subordinate questions) that will help answer the social scientific question that you have formulated.

a. Explain the social scientific analysis required for each of the three research problems.

*Please refer to attached JPEG document: Pg. 16, Table 1 Common Methods of Social Science Research, to choose your three research methods.*

EXAMPLES OF POSSIBLE QUESTIONS
What methods (e.g., interviews, opinion polls, etc.,) should be used to gather data on..? Where will the data come from? What research design to use?

For example, Question: What research design to use?
Answer: Sample survey. Then explain what a sample survey is, and how it applies to the specific research question.

Try suggesting answers and discuss the relative merits or demerits of each, such as describing who you would like in your sample and why, or why you prefer one design (experiment, survey, etc.) over another, or how you might go about measuring the dependent variable.

A3: THE SCIENTIFIC METHOD IN THE NATURAL SCIENCES Paragraphs 5, 6, 7

Consider the extent to which your chosen topic question can be examined by the application of the scientific method by doing the following:

a. Discuss and summarize the scientific method as understood in the natural or physical sciences.

*Please refer to attached JPEG documents for information:
pp 5-9 The Scientific Method*

1. Choose a topic: Here use a natural science example simply to illustrate all the individual steps in the method. A good place to get an idea of questions for natural science is: www.sciencedaily.com
e.g. Biology with cells or Chemistry with chemicals.

b. Compare the research methods required for your formulated question (from part A2a) to the scientific method as understood in the natural or physical sciences (from part A3a).

1. Repeat the same summary of the scientific method, but apply to your chosen topic as the illustration.

c. Discuss whether a social science perspective must rely on the scientific method in the same way that natural or physical science would.

1. Highlight the differences between application of the method between the social and natural sciences, e.g. The primary difference is the subject of study, people versus cells or chemical and so forth, and specific methods used.

CONCLUSION: Paragraph 8

Should include a well-reasoned response to the following question: To what extent does a social scientific perspective rely on methods drawn from the physical and natural sciences?

REFERENCES:

Perry, J. A. and Perry, E. K. (2009). Contemporary society: An introduction to social

science (12th ed.). Boston, MA: Pearson Custom Publishing

www.sciencedaily.com
There are faxes for this order.

Write a 1050- to 1,250-word paper describing the historical development of police agencies and their jurisdiction and analyze their role in contemporary society. Describe the main types of law enforcement agencies, including local, state, and federal agencies and their various components.

Format your paper consistent with APA guidelines

Below is a copy of the report, suggested bibliography and working title I handed in as an approved structure, please work as closely to this as possible. Use any of Oscar wilde's writings.
Referencing in British Standard Numeric please...

Oscar Wilde, the 56;conformist rebel57;: the extent to which his work contains an inherent contradiction, pointing out the folly of his contemporary society and expressing values contrary to the social norm or expectation, whilst being published, performed and appreciated within that society.
Summary of Dissertation Scope:

The dissertation will discuss the central image of Wilde as a figure of contradiction and paradox. What reading of many biographies of Wilde57;s life and critiques of his work has gleaned, is that the reality of his image is one of inconsistent value. 56;Wilde blurs the edges and hides behind a non-alignment with his own utterances.57; Through examination of the social and moral standards of the time in which he was writing, his writing style and strong philosophical element to his work, and his dramatic personal life, I will attempt to highlight many of the contradictions between both his life and his work, his life and his society, and most importantly, his work and his society.
Chapter: 56;Elitist, classist, sexist, racist 51; A bigot condemning bigotry?57;
I propose to focus one chapter on Wilde57;s inherent hypocrisy in relation to the values of the society in which he lived, by discussing the probability of his bigotry in relation to certain areas of prejudice which did and did not relate to his lifestyle. The title of the chapter is posed in the form of a question as I plan to present arguments both for and against this theory (as is the way with contradicting evidence). There are elements of his work which particularly relate to the discussion of 56;elitism57;, both in the sense of basic snobbery and classism, and also to a deeper extent in relation to an appreciation of art and attitudes to the ability for learning and intellect. Similarly, the attitudes to women is something that is given less weight in the vast body of work on Wilde, mainly because his homosexuality was a such a defining characteristic in his relationship with society. However, the sexist values bestowed on women by the society of the period, are casually reflected in his work and in his direct discussion of women goes so far as to highlight the sexism of their lower gender status without the apparent irony which would induce his contemporary audience to think twice. A modern reading of texts such as The Picture of Dorian Gray and An Ideal Husband offer up much interesting material on Wilde57;s philosophies surrounding general Elitism and the place of the 56;fairer sex57;.
Chapter: 56;Vanity and social validation 51; biting the hand that feeds him?57;
60;There is only one thing in the world worse than being talked about, and that is not being talked about.61;
Another chapter will focus on the importance of the ideals of beauty, both in art and of the human form. It will be important here to talk about physical beauty and how a preoccupation with it is a highly influencing factor on Wilde57;s personality and possible feelings of inadequacy or compensation. There is an extent to which ideas of 56;age-ism57; and the elitism of the beautiful will link in with ideas from the previous chapter. Additionally, as a wider link to the beauty of art, the chapter will associate his role as artist with his own ego and how an appreciation of his work fuelled such. The most effective work in which to exemplify a discussion of these points will be The Picture of Dorian Gray.
Chapter: 56;The spectrum of human morality57;.
60;Sin is the only real colour-element left in modern life.61;
Given that Wilde is hailed as a great philosopher, the most important issue may be his general attitudes to morality. Although often defying the conventions of stock values of the contemporary Christian morality, it is suggested that the alternative moral viewpoints expressed in some of his work are the very element which draws (and drew a contemporary audience) into the escapist aspect of his writing. The irony however, and overriding contradiction of his life, is that what was appreciated about identification or empathy with characters of low moral fibre and a pleasure seeking ideal within his work, was repellent to his contemporaries when tied in with his personal life. The main methods of discussion here will be in relation to characterisation of figures of his literature like Lord Herny Wotton (The Picture of Dorian Gray), and Algernon 56;Algie57; Moncrieff (The Importance of Being Ernest), including some general theory on the attraction of evil or shady characters and the attractions of escapism in literature; contrasted with the scandals and social downfall of his own life, particularly surrounding his trials and jail sentence.

BIBLIOGRAPHY

Wilde, O. Holland, V. (ed.) The Complete Illustrated Works. London: Bounty Books. 1986.
Raby, P. (ed.) The Cambridge Companion to Oscar Wilde. Cambridge: Cambridge University Press. 1997.
Shewan, R. Oscar Wilde: Art and Egotism. London & Basingstoke: Macmillan Press. 1977.
Nicholls, M. The Importance of Being Oscar. London: Robson Books. 1980.
Ojala, A. Astheticism and Oscar Wilde: Part II, Literary Style. Helsinki. 1955.
Varty, A. A Preface to Oscar Wilde. New York: Longman. 1998.
Warwick, A. Oscar Wilde. Devon: Northcote House Publishers. 2007.
McKenna, N. The Secret Life of Oscar Wilde. London: Arrow Books Ltd. 2004.
Ellmann, R. Oscar Wilde. London: Penguin Books. 1988.
Harris, F. Oscar Wilde: His Life and Confessions. London: Wordsworth Editions. 1938.
Holland, M. (ed.) Oscar Wilde: A Life in Letters. New York: Fourth Estate. (2003).
Clark Amor, A. Mrs. Oscar Wilde: A Woman of Some Importance. Sidgwick & Jackson. 1983.
Foldy, M.S. The Trials of Oscar Wilde: Deviance, Morality and Late-Victorian Society. New Haven: Yale University Press. 1997.
Nunokawa, J. (1996) 56;The Importance of Being Bored: the dividends of ennui in The Picture of Dorian Gray57;. Studies in the Novel. Vol. 28. Questia [Online]. Avaliable at: www.questia.com. (Accessed: 23 Nov 2007).
Lesjak, C. 56;Utopia, Use and the Everyday: Oscar Wilde and a New Economy of Pleasure57;. ELH, Vol. 67, No. 1. (Spring 2000). Pp. 17951;204. JSTOR [Online] Avaliable at: http://wf2dnvr11.webfeat.org/. (Accessed: 24 Nov 2007).
Adut, A. 56;A Theory of Scandal: Victorians, Homosexuality and the Fall of Oscar Wilde57;. The American Journal of Sociology, Vol. 111, No. 1. (July 2005), pp.213-248. JSTOR [Online] Avaliable at: http://wf2dnvr11.webfeat.org/ (Accessed: 24 Nov 2007).
Stetz, M. D. 56;The Bi-Social Oscar Wilde and 60;Modern61; Women57;. Nineteenth Century Literature. 2001. JSTOR [Online] Avaliable at: http://wf2dnvr11.webfeat.org/ (Accessed: 24 Nov 2007).

This work has a lot of specifications, so bare with me.. thanks.

-It must have at least 7 research sources and they must be: 2 books; 2-3 news articles; 2 DVDs or audio visual material; and only 1 website.
-the paper must have at least 7 direct quotes within the text.

Sections and Themes:
-Subject matter, medium, style: use art language/jargon.
-Life of the artist/background: ONLY something significant that happened in his life and affects the work. Little on bio.
-Artistic intensions: was the artist more about the art or more about a product.
-Social concepts: identify values of the artist's concepts and art work for its time, and for contemporary society. How does the artist's work relate to a contemporary context? (must be 2 or more pages on this)
-Discuss your creation in relation to the master work: how are you influenced by the master? Discuss your choice of medium, materials, creative decisions etc. What social issues are you addressing and how do you feel the are value to contemporary society? (must be two or more pages on this one too)

A little bit about this work and my work:
I'm a musician and this class is an Art History class. I knew about John Cage already, before randomly picking him for the project. But I must say that this project gave me the opportunity to know him much better. He was an amazing artist. I complete artist. Besides musician and theorist, he was a philosopher, poet, composer... he was everywhere! And as a musician myself, I definitely identify with his work. Even though he was kind of crazy, atonal, and very out there, his concepts and ideas where amazingly interesting.
The project I'm developing in "collaboration" with him is a mixed media art work. I chose to address the issue of religion. I'm not so sure how was it on his generation (which is basically the same as my father's) but it might not be that different from my generation. I'm also not sure about what he believed in. I know he was really really into chance operations. Anyway, he wrote a piece called 4'33" and it's 4'33"of absolute silence! All rests through out the score! The idea behind that is that, first of all, people don't really appreciate silence, and second, any little noise made through out the piece its part of it! He was really experimental with sounds, and he believed everything is music. So, taking this idea that everyone can be part of the piece, I'm gonna blind fold the people in my class and gonna pass around a pice of carbon paper and each one will have a marker/or something and, while some music is playing, they are going to draw whatever come in their heads. Not necessarily connecting with the music. It's also the idea of simultaneity, that it was also big on his works. He believed that that's how life works: various things happening at the same time and not necessarily connecting. On that same subject of simultaneity, and also since I'm addressing the issue of religion, the songs that will be played during their drawing are songs characteristic from different religions, like a gospel, a gregorian chant, a hindu hymn, a islamic song, and so on. All being played at the same time.
Since we have to put a little bit or ourselves into the work as well, while they draw, I will change clothes to prepare for the next part of the presentation, the performance part. I'll be wearing a mask with 'Religion' written on the forehead, and will be wearing a shirt that says: "follow me! I'm the #1 religion". On top of that I'll also have some packages written "Religion" on them, and will turn them in to some people in the class, after they finish drawing and I take off the blind fold, of course. Now, before you think I'm crazy (what I might actually be a little), let me explain it, so this ideas and concepts can also be addressed in the paper. I'm christian, but I'm not religious what so ever! And my view of religion is that is a man made thing. And now a days it became more commercial, more superficial. The idea is kinda just to get people to follow you, it doesn't really have to do with what you really truthfully believe anymore. And you end up seeing people that say: "oh, I was raised catholic but I don't really agree with everything so I grab some of the buddhist concepts and stuff.." and religion itself becomes like a package that you either agree with what its being offered or I'm sorry but you can't be accepted. Anyway, I believe in Jesus that taught us a philosophy of life. He gave us life and things are way simpler than what we thing, and religion complicates things most of the time.
Anyway, I'm sorry I wrote too much but I hope this helps you to help me on this project.
If there's any more info needed, which I doubt, please contact me asap!
Once again, thank you very much.

Please AVOID PLAGIARISM AND LONG QUOTATIONS! THE MAXIMUM LENGTH OF EACH QUOTATION IS no longer than 3-4 SENTENCES.

Please READ the essays` titles carefully and ANSWER the questions!

The essays must be more CRITICAL and ANALYTICAL rather than descriptive.

Each essay must be no shorter than 1375 words (it means 5 pages), bearing in mind that you guarantee 275 words per page.

These 3 essays are designed for Master level. These must be usual essays for Master level. Do not use complicated style of writing. Use clear and concise manner of writing.

Each essay should confirm to the style of a conventional essay, with proper referencing and footnotes.

Each essay must begin with a short (one paragraph) Abstract, clearly marked as such, which sets out the central theme, thesis or argument of the essay, indicating briefly the argument you will develop and the structure that will follow.

Please use ONLY books mentioned below.


Essay No.1
What, in your view, counts as politics and what does not? Explain why and give examples.

Please use only the following books:
1. David Marsh and Gerry Stoker (eds) Theory and Methods in Political Science (London, Macmillan, 2002). Introduction and Chapter 1.

2. J. Schwarzmantel, The State in Contemporary Society (Harvester, 1994). Chapter 1

3. Patrick Dunleavy and Brendan O`Leary, Theories of the State (London, Macmillan, 1987). Chapter 1.

4. Adrian Leftwich, (ed). What is Politics? (Blackwell 1983).

Essay No.2
What are the major differences between Elitist and Marxist explanations of political domination? Illustrate your answer.

Please use only the following books:
For Elitism:
1. Vilfredo Pareto, Sociological Writings, Selected and Introduced by S.E.Finer (London, Pall Mall Press, 1966). Esp. pages 247-250.

2. Gaetano Mosca, (1939), The Ruling Class (The Italian original of 1896 is Elementi di Scienza Politica ? Elements of Political Science (New York, McGraw Hill and later editions). Esp. Chapter 2, ?The Ruling Class?.

3. Robert Michels, (1959) Political Parties (The German original of 1911 was Zur Soziologie des Parteiwesens in der modernen Demokratie), (New York, Dover Publications, 1959 and later editions). Esp. Part 6 (chapters 2 and 4).

4. Patrick Dunleavy and Brendan O`Leary, Theories of the State (London, Macmillan, 1987). Chapter 4.

5. J. Schwarzmantel, The State in Contemporary Society (Harvester, 1994). Chapter 4

For Marxism:

1. K. Marx and F.Engels, The Communist Manifesto (Many editions, but remember it was mainly a revolutionary call to action, not an academic analysis).

2. K. Marx, ?Preface to the Critique of Political Economy?.

3. David Marsh and Gerry Stoker (eds) Theory and Methods in Political Science (London, Macmillan, 2002). Chapter 7.

4. Patrick Dunleavy and Brendan O`Leary, Theories of the State (London, Macmillan, 1987). Chapter 5.

5. J. Schwarzmantel, The State in Contemporary Society (Harvester, 1994). Chapter 5


Essay No.3
Can Elitist and Pluralist theories of politics be made compatible? How? Give examples and illustrations.

Please use only the following books:
For Elitism the books mentioned above.

For Pluralism:

1. Patrick Dunleavy and Brendan O`Leary, Theories of the State (London, Macmillan, 1987). Chapters 2 and 6.

2. J. Schwarzmantel, The State in Contemporary Society (Harvester, 1994). Chapter 3

3. Dahl, R. ?Pluralism revisited?, Comparative Politics, 10, (1978) pages 191-201.

This is the topics that I would like to have in the table of contents and to be develop.
ABSTRACT (200 words of general overview backgrounds and history)
INTRODUCTION
BACKGROUND AND HISTORY (chronologically/time)
UNIONS TODAY - STRIKES AND NEGOTIATIONS - labor unions in contemporary society.
(very important) UNION LABOR IN HOSPITALITY INDUSTRY- Employee Retention and the Hospitality Industry
CONCLUSION
REFERENCES

These are the guidelines for the paper:
2. The Table of contents must include page numbers.
3. Select a minimum of 12 (Twelve) publications you will be using to write the report. You may NOT use any textbooks as any of your resource material. A minimum of 5 (five) of the 12 (twelve) publications must be refereed journal articles from research journals. If you are in doubt if are using refereed research journals please ask. (ALL resources will be included in the Bibliography; a separate page to be included at the end of your written report). Research journal articles must be dated after January, 2006. All publications should be dated after January, 2004. (which I have a few and can email to you immediately)
4. Prepare the written report. You must include an Introduction (Page 1) and Conclusion (3000 words or beyond) that follow the requirements indicated on the Research Paper Rubric. The body of the written report should be written in a way that works for your topic. Each topic will lend itself to a different format. However, do not list, be narrative. Do not use lengthy quotations or numerous bullet points in the body of the paper. The body of the paper should contain "A" headings that correspond to the Table of Contents.
****5. The only requirement for the body of the report is that you must include a section that discusses your HR function as applied to/in the hospitality industry. This application must also be reflected in the Summary/Conclusion.
6. The paper is to be a Minimum of 3000 words - approximately 10 pages following these guidelines for page format (not including title page, table of contents, lengthy quotes, tables, or case examples which should be placed in an appendix) in typed, doubled spaced with 1" margins, top, bottom, left and right. Use only 12 point type with either Arial font; others will not be accepted.
7. Pages must be numbered; the page starting with the Cover is page 1. The paper should include a Title Page with page header, running head, title, name, affiliation. Following the Title Page is the Table of Contents, followed by the Abstract. Your paper then begins with the Introduction, followed by the Body of the Paper, followed by the Conclusion, followed by the Reference/Bibliography.
8. Since this is a research paper, citations are a necessity. Unless the work is your own, failure to credit the source is plagiarism and will result in a failing (F) grade for the course! Papers may not use more than 20% cited material to be accepted for evaluation by the Professor. Papers using more than 20% cited material will lose 1% point for each 1% of cited material over the 20% allowed. Papers using material not cited, may receive a zero for the paper and and F for the course.
10. A proper bibliographical citation must include author, name of book of journal, title of article, volume and issue number, page numbers of article, publisher, city of publication of book and year of publication. A Bibliography is listed in alphabetical order, by author's last name.

If you have any questions, PLEASE contact me immediately.

Thanks..
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Turbrain Endnotes; THE INFORMATION GATHER IN THIS RESEARCH PAPER
WILL BE USE TO TRAIN PASTORS AND CHURCH LEADERS ON HOW THE INFLUENCES OF
THE RELATIONSHIPS OF THE BLACK CHURCH,BLACK FAMILIES AND FAITH-BASED
MINISTRIES CAN BE FOUNDATIONAL FOR MINISTRYIN THE 21ST CENTRY.
PLEASE INCUDE THE FOLLOWING AUTHORS AND ARTICLES;
1. CHERYL TOWNSEND GILKES ' THE STORM AND THE LIGHT:CHURCH, FAMILY, WORK
AND SOCIAL CRISIS IN AFRICAN-AMERICAN EXPERINCE," IN WORK, FAMILY, AND
RELIGION IN CONTEMPORARY SOCIETY EDITED BY NANCY TATOM AMMERMAN AND WADE
CLARK ROOF. NEW YORK: ROUTLEDGE, 1995; PP.177-198.
2. ANDREW BILLINGSLEY, CLIMBING JACOB'S LADDER: THE ENDURING LEGACY OF
AFRICAN-AMERICANFAMILIES NEW YORK: TOUCHSTONE BOOKS, 1992;PP.27-80.
3. PENNY LONG MARLER, "LOST IN THE FIFTIES: THE CHANGING FAMILY AND THE
NOSTALGIC CHURCH," IN AMMERMAN AND ROOF (EDS.); PP.23-60.
3. MARY PARKE, "WHO ARE "FRAGLE FAMILIES' AND WHAT DO WE KNOW ABOUT THEM?"
POLICY BREIF, CENTER FOR LAW AND POLICY, JANUARY 2004; PP.1-7.
4. THEODORA OOMS, "MARRIAGE AND GOVERNMENT:STRANGE BEDFELLOWS?'
POLICY BREIF, CENTER FOR LAW AND POLICY, AUGUST 2001; PP.1-7.
JUSTICE AND WOMEN WORKING GROUP, "FOR THE GOOD OF ALL FAMILIES: AFFIRMING
OUR INTERDEPENDENCE, "NATIONAL COUNCIL OF THE CHURCHES OF CHRIST, USA,
2004; PP. 1-15;
STAN DEKOVEN, "SUPERNATURAL ARCHITECTURE; PREPAING THE CHURCH FOR THE 21ST
CENTURY"; 1997; WAGNER INSTITUE PUBLICATIONS;
5. STEPHEN V. MONSMA, "WHEN SCARED & SECLUAR MIX"; 1996; ROWMAN AND
LITTLEFIED PUBLICATION, INC;
6. "GOOD NEWS IN EXILE" MARTIN B. COPENHAVER; ANTHONY B. ROBINSON; WILLIAM
H. WILLIMON; 199; WM. B. EERDMANS PUBLISHING CO.;
7. R. DREW SMITH, EDITOR; "NEW DAY BEGUN"; 2003; DUKE UNIVERSITY PRESS
PLEASE ENCLUDE A CONCLUSION OR SUMMARY OF ALL THE MATERIAL

BACKGROUND:
Microsofts success can be attributed to the genius of Bill Gates, or its success can more ominously be attributed to the monopolistic practices of the company. Such allegations have been ongoing since the early 1990s, although today there is still no real conclusion in the case, and the fate of Microsoft will ultimately be left in the hands of the government.
The United States government charged that Microsoft had violated a number of different statues in the antitrust law. Beginning in 1990, the Federal Trade Commission investigated charges of collusion between Microsoft and IBM, and further allegations of antitrust violations and monopolistic conduct continued to haunt the company at the turn of the millennium. Unsurprisingly, Microsoft disagreed with the allegations and charges against them. In assessing who was right in the case, whether Microsoft or the government, it is truly difficult to reach a one-way conclusion. In fact, and in many respects, it seems that both parties are right.

Need help answering these questions:
Please do not put into an essay form. Just 1., 2., 3.

1. The US government charged that Microsoft had violated antitrust law. Microsoft disagreed. Who was right, Microsoft? or the government?. In addition, was Microsoft a monopoly? Did it use its monopoly to compete unfairly against other companies?
2. What were some of the possible remedies in this case and examine. (discuss them and then choose one that would possibly work.
3. Are contemporary antitrust laws appropriate in todays economy? Or are there ways the laws could be changed to better fit our contemporary society.

This paper should use specific examples of church architecture from research to demonstrate the gradual changes in Christian architecture from the earliest Christians (in the 1st-6th centuries) to the architecture of the modern Greek (or Eastern) Orthodox Christian Church. How did the Greek orthodox church come to be built in the shape of a cross? What transition of architecture led to this final crucifix design? Discuss major churches that contributed to this evolution, such as St. Peter's basilica, Hagia Sophia, etc., and how churches went from small, central-planned buildings to basilicas, to a cross-shaped building. What is the purpose of the building being shaped like a cross? Discuss contributing factors of religion and outside contemporary society that contributed to the evolution of this particular building.

Please include citations as footnotes at the bottom of each page, and a "works cited" page at the end.
Please quote sources: articles, and the recommended books at least 10 times in the paper.
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Primarily during the first half of the 19th century, Bertrand de Jouvenel, a French marquis who was a political scientist and journalist, wrote much on topics of significance regarding the philosophy of politics.? Of the many famous quotes attributed to de Jouvenel, perhaps one of the most famous is this:? \"A society of sheep must in time beget a government of wolves.\"
Considering contemporary society and culture in the United States and in Western Europe, discuss whether you believe de Jouvenel?s words to be true.

Explain the importance of Management information system in contemporary society

General background and demographic information on Subway Sandwich shop

The purpose of this project is to get you to take the discussions about race and apply them to your own life.
For this project, you should focus on one of the topics(housing/residentioal segregation, education or law enforcement.criminal jistice). Discuss how your own "race" socialization was learned through your expericence of housing/residentioal segregation, the education system or the law enforcement system. You may choose to focus on one period in your life or give a broad overview.
Be sure to include relevant course material in your paper; you must reference at least two course readings in your paper.
Be sure quote accurately and include a bibiography.

Some questions you should address in your essay include:
1.What is "race"? What porpose doed the concept of race serve in contemporary society? carefully define this concept and make sure that you are differenciating it from other concepts like nationality.

2.What were you taught about your "race"/ethnicity?
What were you taught about your "place" in society as compared to other "races"? How has race shaped your expectations and opportunities in relationship to housing, education or criminal justice?

3.How were you taught this, and by whom? In other wards, how did individuals in your neighborhood and family, the schools, or in law enforcement(e.g. parents, teachers, siblings, friends, police officers, the media, newspapers, etc.) shape your current perceptions of race? Did you learn this information through direct experiences and conversations, or was it more from subtle indirect messages?

4.Wvaluate your actual experiences in one of the institusions: housing/residential segregation, education or law enforcement/criminal justice. Do your experiences mirror wgat was described in the readings, or were they different? Reflect on what that says about race in society and in your own experiences.

5.What do you feel have been or potentially will be some of the long-term consequences(either positive or negative) of your "race"?

epages
double-spaces
12-point font
Times New Roman
margins should be1" on all sides



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Based on an article by Deborah Tannen called " But waht do
you mean?" Women and men in conversation" in "down to earth sociology" 13th edition

Evaluate and critique this position:

"work in contemporary society is geared to finding the most raional and efficient means to solve problems, men's conventional(conversational) style( more direct and solution oriented) are more geared to this task than women's style( supportive, build human relationships) consequently, to succeed in the workplace, women should adopt men's conversational styles"

the books are : '' Shaman 's Drum'' ch. 10 and ch. 12 excerpts (pp.202-210) , from Drumming at the Edge of Magic by Mickey Hart.

By Kenneth Aiden , "the Voice of the forest: A Conception of Music for Music Therapy".
and By Joseph Moreno " Candomble: afro- Brazilian Ritual as Therapy"

Music has been used in healing , ritual, and shamanic activities in cultures throughout the world. What is the connection between these uses of music and music therapy? Is ritual a form of therapy?
Are music therapists analogous to modern-days shamans, or are there fundamental differences of culture , values , and world view which render invalid any comparison between the two types of activities? Is there anything we have to learn as therapists in contemporary society from the way that other societies have used (and continue to use) music?
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13 Book Reference including the set text(No Newspaper

Set Text:

David O. FRIEDRICHS (1996) Trusted Criminals: white Collar Crime in
Contemporary Society, Wadsworth.

Write a case study on the Ford Pinto White Collar crime Case so that it
identifies and discusses the failure of regulations of Corporate behaviour.

The Ford Pinto case study must include the following:

a) Document the regulatory failure in a brief summary of facts;
b) Incude a literature review synthesising the existing literature
relevant to the area of regulation;
c) Provide a case analysis, explaining how and why the failure occurred;
d) Analyse and evaluate the policy and regulatory implications of the case;
e) adhere to normal academic standards by way of structure, argument,
presentation and referencing.
e) Case study research must be relatively in-depth;
f) Case study must be predominantly analytic and explanatory;
g) Case study must concisely describe the regulatory failure;
h) White collar crime and regulatory literature is to be used to explain
case study, and examine its implications;
i) White collar crime key terms and concepts involved in this case study
must be explained;
j) Information used must be well intergrated.

Legal Rights of Students with Disabilities
Task: Write a paper (suggested length of 5 pages)

A. Summarize the six key components of the original 1975 IDEA (Individuals with Disabilities Education Act).

Refer to website: http://www.askresource.org/Publications/Six_Principles_IDEA.pdf
(I have attached a pdf document for this web article)

Discuss with enough information to show that you understand what components are. Use bullet points to show each of the six components.

B. Summarize the key components of the following IDEA re-authorizations:
(I have attached pgs. 51, 52, 55)
PL 99-457 (1986)-pg. 51, 52
PL 101-476-pg. 52
PL 105-17 (1997)-pg. 52
IDEA 2004: PL 108-446-pg. 55

Tip: Pay special attention to the changes that refer to Parents, Teachers or the Student. If the law talks about changes in Parent rights or participation, Childrens (students) changes in services or Teacher qualifications make sure you address those areas.

C. Summarize, in sequential order, the mandated IDEA guidelines and processes for referring a student with a suspected disability for evaluation for special education services.

Tip: This should be done from the teachers point of view. Make sure you are starting from the point the student is seen struggling in the classroom all the way to when the student is placed in Special Ed. and receives services.

Make sure you talk about the actual referral; i.e. What is in the referral? What is required for the referral? What are the components of the referral?

Dont do this section in bullets. Do in essay format.

IDEA Guidelines for referral: (I have attached pgs. 63-72)
Pre-Referral
Referral
Assessment
Instructional Programming/Appropriate Placement
Designing Individual Instructional plans; Individualized Education Program and Individualized Family Service Plan


D. Incorporate the following four intervention concepts as an extension of what you addressed in Part C above:

Pre-referral interventions-Pg. 63, 3rd paragraph
Multi-disciplinary team-Pg. 66, 1st paragraph
Norm-referenced and criterion-referenced tests-Pg. 66, 3rd paragraph
Individualized Education Plan-Pg. 68

Tip: Discuss how these interventions fit into the referral process? Parts C and D need to be combined. The intervention concepts should be placed in Bold letters. Insert the concepts and definitions as they relate to the referral process.

Here are some examples of how to incorporate these interventions into Part C:

Using the intervention concept: Norm-referenced and criterion-referenced tests

Referral process/guidelines: The student is then evaluated using norm-referenced tests and or criterion-referenced tests.

Intervention concept: A norm-referenced test is . and a criterion-referenced test is .

Using the intervention concept: Individual Education Plan

Referral process/guidelines: An I.E.P is developed for the student.

Intervention concept: An I.E.P is ...

Include all in-text citations and references in APA format.

Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly

Reference List:

Gargiulo, R. M. (2006). Special education in a contemporary society: An introduction to exceptionality. Belmont, CA: Wadsworth/Thomson Learning.

http://www.askresource.org/Publications/Six_Principles_IDEA.pdf

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