Wealth Inequality in Your Community

• Review this week’s Learning Resources on wealth inequality and the racial wealth gap. Pay close attention to the ways in which race, ethnicity, and gender affect wealth potential.
• Research your own community for unemployment rate, average family income, poverty rate, and homeless population

PLACE YOUR ORDER NOW

Post a response in which you:

Report on the unemployment rate, average family income, poverty rate, and homeless population in your community. How does each of these numbers compare to the national average?

• Explain how the Learning Resources have helped you see how some races, ethnicities, and genders are more impacted by wealth inequality than others.
  • Why do these disparities exist? What are the structural or policy barriers that helped to create them?
• Explain the extent to which you have experienced wealth inequality and how this may inform your work as an HSPP.

Resources to use for this assignment:

https://www.brookings.edu/blog/up-front/2020/02/27/examining-the-black-white-wealth-gap/

I live in a town called Southaven MS.

Please use the resources in this assignment.

PLACE YOUR ORDER NOW

capstone assignment

The critical assignment is the capstone assignment for this course and is designed to assess your overall understanding of the material presented throughout the course. This assignment must be passed with at least 70% (140/200 points) in order to pass the course regardless of points accrued up to this point. Please note this assignment must be submitted through TaskStream, and the instructions for this process are provided below.

You will create a 20-minute multimedia presentation on one of the following populations:

– Victims of conflict and/or mass violence

– Persons with mental health issues

– Racial/ethnic minority groups (choose one specific group)

– Children with special needs

In the presentation, you must address:

1. Current sociodemographics of the group, major trends.

2. A review of the beliefs and stereotypes about the group throughout history. An analysis of how beliefs and stereotypes have been maintained and continue to thrive today. A history of how the group has been treated in the United States. Include content on legal, political, economic, and educational oppression the group has experienced.

3. Overview of values and norms.

4. Strengths of the group. Positive coping and resiliency of the group.

The presentation should include both text and related images. It must also include your audio narration. Further, you must incorporate the 5-7 additional scholarly sources (from your literature review) as well as use the textbook to develop your understanding of this vulnerable population. References should be cited at the end of the presentation in APA format. Suggested presentation formats include: Voice Thread, Screencast-o-matic, MoveNote, and Prezi. Be sure to include a working link or video file of your presentation. Broken links will not be graded.

PLACE YOUR ORDER NOW

M9 DB7: Race and Ethnicity

Inside the Capitol Hill RiotsDuration: 3:39
User: n/a – Added: 1/9/21https://www.youtube.com/watch?v=lfP_5L8epow

View the video above and answer the following questions.

a.)    Do you believe that white privilege played a role in the participants ability siege the US Capitol? Explain.
b.)   Do you believe race as a factor to the security response og this event vs the BLM protests? Explain. Provide examples.
c.)    How did this video make you feel?

The answer to each DB must be at least 150 words – that is the minimum required to fully answer the questions. Each answer must demonstrate critical thinking and writing at a college level. Proper grammar and spelling are important and expected. The answer must completely address all issues raised in the discussion question. Additionally, any information used from another source must be cited in ASA format.

PLACE YOUR ORDER NOW

Lecture Notes for Module 8:

 

7.1 Social Stratification and Social Inequality

1. Social stratification means that members of a society are categorized and divided into groups that occupy particular places in a social hierarchy. Higher-level groups will enjoy more access to the rewardsand resources within that society, leaving lower-level groups with less.
2. Social inequality is the unequal distribution of wealth, power, and prestige in society. Social inequality profoundly affects individuals’ life experiences.
3. Basic principles of social stratification are:
   1. It is a characteristic of society rather than a reflection of individual differences.
   2. It persists over generations.
   3. Different societies use different criteria for ranking.
   4. It is maintained through beliefs that are widely shared by members of a society.

7.2 Systems of Stratification

1. Slavery
   1. The most extreme system of social stratification, slavery relegates people to the status of property, mainly for labor. Slaves have none of the rights common to free members.
   2. Slavery is an economic system that is profitable to the owner at the expense of the slaves, who endure extreme subjugation.
   3. Currently prohibited in every nation in the world, slavery is both illegal and immoral. Nevertheless, forms of slavery such as child slavery, serfdom, forced and bonded laborers, human trafficking, and sex slavery persist.
2. Caste System
   1. A caste system is a highly stratified society where a person has little or no chance of changing his or her position within the hierarchy regardless of individual achievement. Caste is usually based on heredity.
   2. South Africa’s apartheid system (1948–91) was a caste system based on race and ethnicity. South Africans were classified into four main racial groups: white, black, Indian (from Asia), and colored (mixed race). Although blacks made up 60 percent of the population, they were subject to substandard treatment and access to resources. Apartheid maintained geographical and social separation of racial groups.
3. Social Class
   1. System of stratification practiced primarily in capitalist societies.
   2. Ranks individuals and groups using variables of wealth, education, income, power, and occupation; these factors together are commonly known as socioeconomic status (SES).

7.3 Social Class in the United States

1. The upper class makes up 1 percent of the U.S. population. This group’s total net worth is greater than that of the entire remaining 90 percent. Members of this class earn in excess of $250,000 per year and are often highly educated, cultured, and influential.
2. The upper middle class makes up 14 percent of the population. Members are well educated and highly skilled, making upward of $89,000 to more than $150,000 per year.
3. The middle class makes up 30 percent of the population, though there are some indications that its proportion is shrinking. Generally, the middle class works as skilled laborers in technical and lower-management jobs, earning from $55,000 to $88,000.
4. The working class, or lower middle class, makes up 30 percent of the population. Working-class members tend to be semiskilled workers in manual labor, clerical jobs, and the service industry, and make around $23,000 to $54,000 per year.
5. The working poor make up 20 percent of the pop­ulation, often working in lower-paid manual and service industry jobs or doing seasonal work.
6. The underclass makes up about 5 percent of the population. Its members are generally not well educated and lack valuable work skills. Because members may be seldom or unemployed, many depend on public or private assistance for an average income of less than $7,500 per year.
7. These categories are problematic due to status inconsistencies or stark contrasts in the different status levels one person can occupy. Also, because the variables used to measure SES are numerous and complex, one individual may embody many different levels of class standing.

7.4 Theories of Social Class

1. Conflict Theory—Karl Marx: Social inequality exists where capitalists have a distinct advantage over workers. Wealth becomes concentrated among a small group of the elite.
2. Weberian Theory—Max Weber: Class involves wealth, power, and prestige. Power is the ability to impose one’s will on others. Prestige refers to social honor that comes from membership in certain groups. Although wealth, power and prestige are interrelated, they are separate and distinct concepts.
3. Structural Functionalism—Kingsley Davis and Wilbert Moore: Social stratification is a system of rewards that is unequally distributed among various roles. Higher roles are more desirable and critical for the functioning of society than lower roles. There is an assumption of meritocracy.
4. Postmodernism—Pierre Bourdieu: Class is created by social reproduction, through which it is passed from one generation to another. Cultural capital refers to the tastes, habits, and expectations that parents pass on to their children. Cultural capital can hinder or help people in their lives.
5. Symbolic Interaction—David Sudnow: Class is constructed from everyday social interactions. Sudnow argues that we make split-second judgments about who people are and which social status they occupy, and then act on these judgments. Aaron Cicourel maintains that we make inferences about the statuses of others based on the social situation in which we encounter them. Erving Goffman notes that we interpret different aspects of identity by interpreting the behavior of others, and others do the same to us. We are constantly evaluating the class statuses of others, while they are evaluating our class status. Class, then, is a performance of particular elements that make up our presentations of self.
6. There are always interactions between macro and micro interpretations of class.

7.5 Socioeconomic Status and Life Chances

1. Family: Social class has an effect on the age when people marry, the age when they have children, and how many children they have.
2. health: SES affects both overall health and access to health care. Those with more education are more likely to report being in excellent health. Those with higher SES also have a lifespan five years longer than that of people of low SES.
3. Education: Education and class status affect one another in a self-perpetuating feedback cycle. Typically, the higher a person’s education level is, the higher his or her income will be. A person’s class background will also affect his or her attitudes and access to education.
4. Work and Income: Social class affects a person’s chances to work. Lower-class workers generally are unemployed or underemployed more often than upper- or upper-middle-class workers. Some among the extremely privileged upper class are able to live a luxurious lifestyle without having to work for income.
5. Criminal Justice: Members of lower classes are more likely to encounter the criminal-justice system than members of upper classes because people in lower classes are often more visible and less powerful, and thereby more likely to be labeled as criminals. Poor people are also more likely to be victims of violent crime than rich people.

7.6 Social Mobility

1. Social mobility refers to movement from one social class to another.
2. In a closed system, there is little opportunity for social mobility. However, the apparent opportunities in a more open system may be more perception than reality.
3. Intergenerational mobility refers to change in social class that occurs from one generation to the next. Intragenerational mobility refers to the change in social class that occurs in an individual’s lifetime. Horizontal social mobility refers to the occupational movement of individuals or groups within a social class. Vertical social mobility refers to the movement between different class statuses.
4. Structural mobility occurs when large numbers of people move up or down the social ladder because of structural changes in society as a whole.

7.7 Defining Poverty

1. Relative deprivation is a comparative measure, whereas absolute deprivation measures the extent to which people are unable to meet minimum standards for food, shelter, clothing, and health care.
2. The U.S. federal poverty line is $21,954 for a family of four; $17,098 for a family of three; $13,991 for a family of two; and $10,956 for an individual. Most of the poor are working poor who work full time but are still unable to make ends meet.
3. Social welfare programs were created during the Great Depression of the 1930s. In the 1980s, welfare became stigmatized, with critics maintaining that it discouraged people from working and fostered dependence on government funds. In 1990, welfare reform limited the length of time that people remained eligible to receive welfare payments as well as setting specific requirements for how much an individual had to work while receiving welfare. Welfare is still a controversial topic, and new policy recommendations are anticipated in the future.
4. “Culture of poverty” is a term coined by Oscar Lewis, who suggested that the poor develop a way of life that included attitudes of resignation and fatalism, which causes poverty to pass on generationally. Unfortunately, the culture of poverty theory tends to support the faulty just-world hypothesis. Both the culture of poverty theory and the just-world hypothesis are criticized because they tend to blame the victims of structural inequality.
5. Poverty in the United States is often invisible even though almost 47.8 million people were living on incomes at or below the poverty line in 2009. Residential segregation, political disenfranchisement, and homelessness all contribute to the poor being unrecognized in mainstream society.

7.8 Inequality and the Ideology of the American Dream

1. The ideology of the American Dream legitimizes stratification by reinforcing the idea that everyone has the same chances to get ahead, and that long-term success and failure depends only on the individual. Within this ideology, inequality is presented as a system of incentives and rewards for achievement.
2. In reality, upward mobility in the United States depends more on race or ethnicity, gender, and class than on merit. Moreover, the consumerism promoted by the American Dream has led to more debt, less free time, and greater discontent.
3. One countercultural trend in the United States is the simplicity movement, which rejects consumerism and seeks to reverse some of its consequences for the individual, for society, and for the planet.

PLACE YOUR ORDER NOW

Chapter summary:

Overview and Objectives

Overview

Did you know that the earth is made up of layers consisting of volcanic soil and deposits? The society too is made up of such layers, or strata. Each stratum is called a “Class.”

A class is a category or group that depicts one’s social ranking or economic standing within a society.

In a caste system such as slavery, people are born into their positions. However, a person is able to move from one class to another. A class system is dependent on family and ascribed factors, such as race and ethnicity. Income inequality is typically expected in a class system. Additionally, unequal distribution of power and prestige is also prevalent in a class system.

One’s class affects the quality of education, health care, housing, and/or transportation made available to them.

Objectives

After completing this module on Social Stratification and Social Mobility, you will be able to:

• Define class.
• Compare and contrast the various class models presented by Rossides and Marx.
• Identify the components of class, as defined by Weber.
• Explain how class impacts life chances.

PLACE YOUR ORDER NOW

HUMN 2007: Developing the Helping Relationship

Write a 2-page paper defining helping skills and explaining their importance in human services. Specifically:

• Describe the human services professional practitioner’s roles in the helping process.
• Explain how helping skills contribute to the effectiveness of those roles.
• Based on the Selective Attention Test in the Pre-Discussion Activities, you know about viewing the “whole picture” in order to notice things that may be hidden or obscured. Why is this especially important in human services? Provide a human services–specific example where a practitioner does or does not see the whole picture. Explain the potential impact on the service user in the example.

PLACE YOUR ORDER NOW

STUDY OF STUDIES

OUR SUPPOSEDLY shrinking attention spans are a hot topic these days—as you may have seen on TV or heard on a podcast or read on Twitter or glimpsed on your watch or else just intuited from the antsy melancholy of those few unbearable minutes each morning between when you open your eyes and when you first reach for your phone.

Emblematic of the genre is a 2015 Microsoft report that claimed the average human attention span had shrunk from 12 seconds in 2000 to eight seconds in 2013 (even shorter than the nine seconds of focus maintained by the notoriously distractible goldfish), presumably on its way to zero. [1]

Yes, this sort of alarmism is as old as the hills. An 1897 article in The American Electrician worried that a growing dependence on the telephone would turn us all into “transparent heaps of jelly.” But while the notion of addiction to our smartphones (the most usual suspects in the current attention crisis) is contested, numerous studies have found that compulsive phone use can lead to separation anxiety, chronic fear of missing out, and a painful thumb condition known as de Quervain’s tenosynovitis—signs worrying enough that we can’t rule out the eventual jellification of humanity. [2]

Curiously, our bond with our phones persists even when they are doing literally nothing. Researchers in Paris observed that 37 percent of women and 30 percent of men walking by themselves held in their hand a smartphone they weren’t using. (Pairs of men and women held phones as they walked only 18 percent of the time, suggesting that we can still capture each other’s attention on occasion.) [3]

Yet blaming smartphones for our distractibility feels too easy—human attention has always been fleeting. A study conducted several years before the first iPhone was unveiled found that workers spent an average of just two minutes using a particular tool or document before switching to another. [4] Moreover, interruptions may have a silver lining. Many workers who were insulated from distraction by websiteblocking software became more aware of time’s passage and were able to work for longer stretches—but also reported higher stress levels as a result of their sustained focus. [5]

For those seeking to exercise greater control over their attention span, science has some suggestions. A 2016 study found that mindfulness meditation led to shortterm improvements in attention and focus, and that the benefits were disproportionately large among heavy multimedia multitaskers. [6] And research published earlier this year suggests that the long-term attentional benefits of regular mindfulness practice may be even more substantial than previously thought. [7]

Ultimately, it’s worth asking: How long do we really want our attention span to be? A little mindfulness can be grounding, while too much sustained focus can dial up our stress levels. What’s lacking these days, then, may not be attention so much as moderation in the face of countless stimuli that are simultaneously diverting and engrossing. In the end, it seems like our only hope as a people, as a civilization, really, is to … to, um—sorry. Lost my train of thought.

THE STUDIES:

[1] Alyson Gausby, “Attention Spans” (Microsoft Canada, Spring 2015)

[2] Gutiérrez et al., “Cell-Phone Addiction” (Frontiers in Psychiatry, Oct. 2016)

[3] Schaposnik and Unwin, “The Phone Walkers” (Behaviour, April 2018)

[4] González and Mark, “ ‘Constant, Constant, Multi-tasking Craziness’ ” (Proceedings of the SIGCHI Conference on Human Factors in Computer Systems, April 2004)

[5] Mark et al., “Eff ects of Individual Diff erences in Blocking Workplace Distractions” (Proceedings of the SIGCHI Conference on Human Factors in Computer Systems, April 2018)

[6] Gorman and Green, “Short-Term Mindfulness Intervention Reduces the Negative Attentional Eff ects Associated With Heavy Media Multitasking” (Scientific Reports, April 2016)

[7] Zanesco et al., “Cognitive Aging and Long-Term Maintenance of Attentional Improvements Following Meditation Training” (Journal of Cognitive Enhancement, Sept. 2018)

PLACE YOUR ORDER NOW

capstone assignment

The critical assignment is the capstone assignment for this course and is designed to assess your overall understanding of the material presented throughout the course. This assignment must be passed with at least 70% (140/200 points) in order to pass the course regardless of points accrued up to this point. Please note this assignment must be submitted through TaskStream, and the instructions for this process are provided below.

PLACE YOUR ORDER NOW

You will create a 20-minute multimedia presentation on one of the following populations:

– Victims of conflict and/or mass violence

– Persons with mental health issues

– Racial/ethnic minority groups (choose one specific group)

– Children with special needs

In the presentation, you must address:

1. Current sociodemographics of the group, major trends.

2. A review of the beliefs and stereotypes about the group throughout history. An analysis of how beliefs and stereotypes have been maintained and continue to thrive today. A history of how the group has been treated in the United States. Include content on legal, political, economic, and educational oppression the group has experienced.

3. Overview of values and norms.

4. Strengths of the group. Positive coping and resiliency of the group.

The presentation should include both text and related images. It must also include your audio narration. Further, you must incorporate the 5-7 additional scholarly sources (from your literature review) as well as use the textbook to develop your understanding of this vulnerable population. References should be cited at the end of the presentation in APA format. Suggested presentation formats include: Voice Thread, Screencast-o-matic, MoveNote, and Prezi. Be sure to include a working link or video file of your presentation. Broken links will not be graded.

PLACE YOUR ORDER NOW