Module Discussion 3-1

Module Discussion 3-1

Module Discussion

 

Directions

Read module and complete discussion questions.

Module Overview

Comparing the Four Lenses of the Liberal Arts

As you are working on your discussion assignment this week, keep in mind the purpose of each lens. History gives us the lens to study what life might have been like during different time periods of the past. The humanities lens allows us to explore human culture through the arts. Social science helps us to understand cultures across the world. Through the lens of natural science, we can use a scientific process to evaluate the world around us. Although there are distinct characteristics for each lens, the lenses can, and do, overlap and have some similarities. We will now look in more detail at each lens.

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History Lens

Dates and facts are two of the building blocks of the study of history, but they are not the goal. The resources in this module will help you expand your thinking about what history is and how historians examine and make sense of our past. Historians work with primary sources such as artifacts from an era, letters from people who lived during that time, documents from that time, photographs, and firsthand accounts of people. How they use these materials is strongly informed by secondary sources, such as other history books, journal articles, and theoretical frameworks from other historians and other researchers who might inform historians’ work. For instance, the study of space exploration might include an array of artifacts, including the spacecrafts themselves, recorded interviews with astronauts and astronomers, documents from the National Aeronautics and Space Administration, news clippings about the launch of various spacecraft, and video recordings of launches and of astronauts in space and on the moon. A historian would pull these sources together and try to make clear sense of how different events played out and the impact they had on our understanding of space exploration.

The resources in this module explain what historical thinking is, as well as how to think like a historian. For example, a historian might explore the impact of the Soviet Union’s launch of Sputnik, the first human-made satellite, into Earth’s orbit and its impact on the North Atlantic Treaty Organization (NATO). NATO is an intergovernmental organization created in large part as a geopolitical counterbalance to the Soviet Union after World War II (Hatzivassiliou, 2020). Scholars in the discipline of history carefully consider how they use different primary and secondary sources. They might use primary sources to show what was going on in the immediate aftermath of an event and secondary sources to help the reader understand the larger context of the events explored.

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Humanities Lens

The humanities broaden perspectives and promote an understanding of multiple experiences, cultures, and values through various media of creative human expression. These may include fine art, dance, photography, language, and philosophy. The humanities also include the various types of storytelling from oral traditions, written texts, films, or even video games. When we think about many (though not all) popular video games, some kind of story sits at the center of it, and people connect with that story, hence their ongoing engagement with the video game.

In the humanities, you might ask how the work (art, book, performance, film, etc.) was made and what cultural aspects it represents. What kinds of reactions does the cultural work generate in yourself or in others? What might create those different reactions? What were the creators trying to convey about themselves, their culture, or the period in which they lived? The latter is an example of how the lenses of humanities and history can overlap. In fact, often, the cultural works of the humanities become primary sources when a historian is using them to study a given time and place.

 

The humanities also provide the opportunity to reflect on the impact of science (the sciences) on human culture. For space exploration, this comes up a lot in science fiction. Novels such as Jules Vernes’s From the Earth to the Moon (1865), television shows such as Star Trek (in all its different series), and films such as Alien (1979) or The Martian (2015) all engage in different ways of extrapolating the technology of the day and projecting into what might be awaiting us as we explore the universe.

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Professionals in the fields of the humanities often inspire or ask interesting questions through their works that can influence many things in our day-to-day lives. One example is, of course, Star Trek’s tricorder, a fictional device that can do a great many things; it served as some inspiration for smartphones. In one such article, the author delves further into understanding how Star Trek’s popularity served to inspire new considerations about how space travel might happen, not just in the technological aspect but also with regard to social considerations (Alalinarde, 2017).

 

Social Science Lens

Social science is the study of society and the relationships between people. Social science careers include a wide variety of fields, such as sociology, anthropology, psychology, and more. Studying society, culture, and human relationships leads to an understanding of how people live and how to improve our lives.

This study of human behavior and interaction can sometimes intersect with the humanities lens when different cultures are studied. It can also intersect with other lenses, such as history, where we look to the past to gain an understanding of social relationships. How do we interact? How do we work together? Asking questions similar to these has given us the opportunity to evaluate causes and effects related to people in our society.

 

It is important for social scientists to look across cultures for answers to our questions. For instance, looking at the development of international space debris policies, scholars notice different discussions within the United States and around the world, across space agencies and governments, about how to anticipate and address growing amounts of human-created debris in Earth’s orbit (Johnson, 2012). Social scientists may explore this topic through asking several different questions, depending on their specific subject. A sociologist might consider the policy development process through the lens of group makeup and ask what impact people of different categories (race, language, gender, or nationality) may have on the process. An economist might consider the financial implications of such guidelines in terms of economic policies and decisions for each country’s space program that need to be considered. A legal scholar might ask how such guidelines might be enforced through legal and policy changes.

 

Natural Science Lens

Natural science is the study of the physical world and life; it can include biology, chemistry, physics, and astronomy, among others. Natural scientists develop questions and use a specific process of describing, predicting, and observing the natural world. Their work often involves a variety of findings and ideas that drive the STEM (sciences, technology, engineering, mathematics) professions. For many of these professions, mathematics is a foundational tool for calculation and prediction. For instance, the term computer originally referred to people who did massive numbers of calculations to advance science, including early calculations for space exploration. Incidentally, although there is often an assumption that men are associated with math and science, women were overly represented as computers. Natural scientists develop questions and use a specific process of describing, predicting, and observing the natural world.

In one example, natural scientists examined how long-term exposure to the zero-gravity conditions in space impacts normal levels of movement by astronauts upon return to Earth (Mulavara et al., 2010). The question they asked was, How can we effectively assess the level of impact on movement upon return to determine how long it will likely take to return to normal levels of movement? Their process started with observations drawn from previous research and the development of a tool (Functional Mobility Test) that they would use to test subjects. They conducted the test both before and after spaceflights to determine the degree of loss of mobility and the duration of recovery. They used these results and some statistical methods to calculate predictions of the likely average rates to anticipate for all astronauts in the future. The authors then identify two possible ways that the recovery might be enhanced with recommendations about what might be next steps for future research.

 

The scientific method refers to this process. It is also important to understand how humans are scientists by design. Each of us was born with curiosity. When you were younger, you may have explored the world around you for yourself by digging in the dirt to find the different layers or by watching bubbles float away or clouds pass. You asked questions about why this happened. Scientists continue having that curiosity and are constantly answering why and how.

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Comparing the Four Lenses of Liberal Arts

The liberal arts lenses have a lot of similarities and differences. We will process the information we explored in the previous modules to evaluate the lenses. As you are working on your assignments, keep in mind that history gives us the lens to more clearly understand the different aspects of a given historical time, event, or experience. The humanities lens allows us to explore the human experience through the arts and different forms of expression. Social science helps us understand human relationships within and across cultures across the world. Through the lens of natural science, we can use a scientific process to evaluate the world around us.

Although each lens has distinct characteristics, the lenses can, and do, overlap and have some similarities. One example is that through history we learn how global politics after World War II led to tension between the United States and the Soviet Union, leading to the Cold War and the Space Race. With the natural science lens in mind, we can see that the resources poured into education and the sciences amplified the possibilities for more scientists to test theories and make new discoveries that eventually made human space travel possible. The humanities lens allows us to realize that human space travel has inspired the creation of a great deal of cultural artifacts, including shows such as Star Trek. Through the social science lens, Star Trek, a series of TV shows spanning seven decades, has also shaped people’s ideas and expectations about how we might think not just about aliens from other planets but also humans from different cultures around the world.

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To further clarify, it might be useful to consider how the natural sciences, social sciences, and humanities differ in terms of how they explore the world around us. Natural sciences focus largely on things that can be measured and observed and that can be readily reproduced under the same settings. Social sciences explore human behaviors at the individual to societal levels, looking for trends of behaviors and interactions that can be anticipated but not necessarily predicted. The humanities attempt to convey the human experience in many different forms and styles, recognizing that there is no singular condition or medium to convey that. Like the social sciences, the humanities are focused on humans but not necessarily on trying to anticipate or understand behaviors; rather, they are focused on capturing what it is like to be human.

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Discussion Question

In this discussion, you will think about space exploration through the four lenses. After reading the module overview, what are some of the ways that the lenses relate to space exploration? Can you find other examples that have played a role in space exploration?

Create a post, address the following:

How has your view of space exploration changed or expanded after looking at it through the four lenses?

Consider a recent significant breakthrough in space exploration. Discuss the breakthrough by analyzing it with the four lenses.

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create a step-by-step IT security policy for handling user accounts/rights for a student who is leaving prematurely

create a step-by-step IT security policy for handling user accounts/rights for a student who is leaving prematurely

Using the guidelines provided in this week’s chapter (and other resources as needed), create a step-by-step IT security policy for handling user accounts/rights for a student who is leaving prematurely (drops, is expelled, and so on).

You will need to consider specialized student scenarios, such as a student who works as an assistant to a faculty member or as a lab assistant in a computer lab and may have access to resources most students do not.

Write your answer using a WORD document. Do your own work. Submit here. Note your Safe Assign score. Score must be less than 25 for full credit.

Required Videos:

VIDEO. System Admin Tools:

https://www.youtube.com/watch?v=i-HIXgjWd-E

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Wireless Security-2

Wireless Security-2

1) You need to bypass security on a phone to gather evidence. Describe the forensic process used to allow bypassing user the PIN or other forms of security as a forensics analyst? Explain the process of SIM security?

2) You have a phone that has been retrieved during an arrest. You need to identify the type of phone. Summarize the process of phone identification. Compare and contrast the steps of triaging a phone is powered on versus powered off status.

. No Plagiarism 

· Should be 400 words without References.

REFER chapter-5 to 8

!!! NEED 2 ANSWERS FOR THIS QUESTION WITH 0% PLAGIARISM!!!!

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S1/4 Discussion

S1/4 Discussion

  1. Review Chapter 13 in Principles of Information Systems. 
  2. In the discussion linked below, respond to the following prompts:
    1. Discuss the concerns and issues of privacy and compliance with the interconnected world of the internet.
    2. Discuss the various laws and regulations associated with cybercrime. Select two regulations or laws and provide an in-depth description. What are the challenges of enforcing such laws or regulations? Based on your understanding of the law or regulation, how could it be more completely and efficiently enforced?
    3. Do these laws and regulations need to be enhanced (regulation vs. net neutrality)? Explain why or why not.
  3. Your initial post should be a minimum of 300 words

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Wealth Inequality in Your Community

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

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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.

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Community Needs Assessment Plan-Developing Interview Questions

Community Needs Assessment Plan-Developing Interview Questions

Reflect on the team that you assembled last week for your community needs assessment. Identify one stakeholder (referred to as an informant) that you would interview and consider why you chose this stakeholder over the others.

Think about the open-ended questions that you would ask the informant to better define inclusion for individuals with developmental disabilities, achieve a common understanding of it, and reach an agreed upon scope of the community needs assessment.

How do I post a brief description of the social problem inclusion for individuals with developmental disabilities? Then, describe a stakeholder (referred to as an informant) from the team that you assembled last week that you would interview to learn more about your social problem. Explain why you selected this stakeholder to interview, rather than the other stakeholders on the team. Finally, post five broad, open-ended interview questions that you would ask the informant to help you better define the problem, achieve a common understanding of it, and reach an agreed upon scope of the community needs assessment.

Please use the following references included below:

Stroh, D. P. (2015). Systems thinking for social change: A practical guide to solving complex problems, avoiding unintended consequences, and achieving lasting results. Chelsea Green Publishing.  Chapter 6, chapter 7, chapter 10 only

Centers for Disease Control and Prevention. (2013). Community needs assessment participant workbook

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capstone assignment

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.

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Project part 2: intervention

Project part 2: intervention

Instructions

This assignment describes how you will introduce a behavioral intervention for five consecutive days. The behavioral intervention consists of two journaling activities each day where you will record your happiness and stress levels both before and after you make the journal entries using the Happiness and Stress Scales shown below, then summarize said data in the table provided.

You are required to enter your information in the daily journals using a Word processor. If you want to jot down information by hand during the day, that is fine, but you must transcribe your notes and submit them in Word document files each day. Be sure to use the Project Part 2 Journal Entry and Project Part 2 Summary Table templates that are provided (see the Download All Templates sect

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M9 DB7: Race and Ethnicity

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.

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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.

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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.

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Microaggression Analysis

Microaggression Analysis

  • Analyze your own experiences or those you have observed with microaggressions. Choose one to write about in your Assignment.
  1. Describe the communication climate between the two people at the time of the interaction. What are some factors that were present?
  2. Describe the specific interaction, including who were the participants, what was said or expressed, where it took place, when did it occur, and, in your estimation, why did it happen and how was it resolved?
  3. What changes to the communication could have improved the interaction, and why?
  4. What are some tips you would give to help avoid these types of scenarios in the future?

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