...Sociological Theory Responses Michele Ford CJS/240 11/16/2014 The social structure theory equates delinquency to socioeconomic conditions. Living in impoverished communities, it is believed, will cause people to choose delinquent behaviors.(Wadsworth2005) Toledo, Ohio has programs in place to help alleviate the hardships of poverty. Lucas County Jobs and Family Services, offers food stamps, cash assistance, and medical coverage. Through them a program called “The Source” was started. They help with resume’s, filling out applications, job placement, and some training. One program Toledo has started to help revitalize run down neighborhoods is called “Brownfield Revitalization Program”. This program was set up to tear down abandoned homes, utilize unused properties, and “fix up” areas that need it. Toledo has had a lot of businesses close up. The NorthTowne Mall, The Toledo Sports Arena, and most recently Raceway Park, all left large properties and buildings empty. This program will make use of these properties, create jobs, and revitalized the neighborhood. Besides the conditions of the neighborhoods, the social interactions among the people are also theorized to play a part in criminality. This is known as the Social Process Theory. In one of the more run down areas of Toledo the East Toledo Family Center was started. They offer wrestling and basketball programs after school to give the kids an alternative than hanging out on the street. Along with the Toledo Public School...
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...240 Week 1 Discussion Questions 1 and 2 CJS 240 Week 2 Checkpoint Delinquency Deterrence Response CJS 240 Week 2 Individual Assignment Theories CJS 240 Week 3 Checkpoint Sociological Theories Response CJS 240 Week 3 Discussion Questions 1 and 2 CJS 240 Week 4 Assignment Gender and Family CJS 240 Week 4 Checkpoint Case Study Critique CJS 240 Week 5 Checkpoint The Justice Systems CJS 240 Week 5 Discussion Questions 1 and 2 CJS 240 Week 6 Assignment Corrections and Treatment CJS 240 Week 6 Checkpoint Probation Presentation CJS 240 Week 7 Checkpoint Gang Development and Control CJS 240 Week 7 Discussion Questions 1 and 2 CJS 240 Week 8 Assignment Drug Czar Presentation CJS 240 Week 8 Checkpoint Drug Use and Delinquency Response CJS 240 Week 9 Capstone Discussion Question CJS 240 Week 9 Justice System Position Final Project Activity mode aims to provide quality study notes and tutorials to the students of CJS 240 ENTIRE COURSE in order to ace their studies. CJS 240 ENTIRE COURSE To purchase this visit here: http://www.activitymode.com/product/cjs-240-entire-course/ Contact us at: SUPPORT@ACTIVITYMODE.COM CJS 240 ENTIRE COURSE CJS 240 Week 1 Checkpoint Statistics CJS 240 Week 1 Discussion Questions 1 and 2 CJS 240 Week 2 Checkpoint Delinquency Deterrence Response CJS 240 Week 2 Individual Assignment Theories CJS 240 Week 3 Checkpoint Sociological Theories Response CJS 240 Week 3 Discussion Questions 1 and 2 CJS 240 Week 4 Assignment Gender and Family ...
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...When examining the concept of race, it can be said that it is constantly fluctuating because of different factors. Race can be defined as a variable that is shaped by broader societal forces, whether it is political, social or economic forces. It is also important that views on race differ from country to country because of different agendas, whether it be to exert dominance or power over other groups. Race can be considered as a social construction because it is used to maintain hierarchies, as seen through it’s lack of biological support and shifting societal views on race. Race is a social construction because it is constantly changing due to shifting societal views on race. First, it is important to note that a socially constructed concept is an idea that is defined as “a perception of a group, individual or idea that is constructed through cultural or social practice” (Dictionary.com). In other words, society creates an idea of what race is, and how races should be distinguished from one another. Race does not have a consistent definition, and can change based on the society that is being examined. In “Racial Formations”, Omi and Winant discuss the use of race as a social concept and conclude that the definition is not rigid, but is used to maintain domination. Omi and Winant believe that this domination is a result of racial formation”, or the “process in which race operates as a central axis of social relations, which then determine social, economic and political institutions...
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...more time playing video games than watching television. There are many perspectives with which to gauge videos games’ effect on society, from a functionalist, conflict or interactionist perspective. (Schaefer, 2011) Each of these sociological theories can provide a different view of video games, how they affect society and the subcultures that develop around them. The functionalist perspective would emphasize the way in which the parts of a society are structured to maintain its stability. (Schaefer, 2011) A functionalist may point out the manifest functions of video games as a facilitator of social interaction among friends, or the function of educational games in younger children. The functionalist may also observe latent functions, such as improving hand-eye coordination, or even unintended educational aspect of video games not intended for children (such as police coming and arresting the player character when crimes are committed in games, mirroring the real-life consequences of one’s actions) A functionalist can also characterize video games as a dysfunction I n society, with individuals neglecting other responsibilities in favor of playing the games, or stating that the games encourage violent or antisocial behaviors. The conflict theory would focus on tensions between groups (Schaefer, 2011), so someone analyzing video games from a conflict perspective may study the debate between those who characterize video games, and particularly violent video games, as a drain...
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...Effect of rating scale categories on reliability and fit statistics of the Malay Spiritual Well-Being Scale using Rasch analysis. 1Aqil Mohammad Daher, 2Sayed Ahmad Hassan, 3Than Winn, 4Mohd Ikhsan Selamat 1,4Population health and preventive medicine, faculty of medicine University Teknologi MARA, Sungai Buloh, Selangor Malaysia 2Department of Psychiatry, faculty of medicine University Teknologi MARA, Selayang, Selangor, Malaysia 3Department of Community Medicine, Mahsa University College, Kuala Lumpur, Malaysia Abstract Introduction Handful literatures have explored the effect of rating categories on reliability based on classical test theory indices, fewer studies have employed the item response theory in examining reliability. We carried out this study to examine the effect of rating scale categories (RSC) on reliability and fit statistics of the Malay Spiritual Well-Being Scale using Rasch model. Methods The Malay Spiritual Well-being scale (SWBS) with the original six and newly introduced three and four rating categories (RSC) was distributed randomly among three different samples of 50 participants each in different community screening programs at in Selangor state , Malaysia. Results The mean age of respondent in the three samples ranged 36-39 year, majority was females in all samples, and Islam was the major religion of respondents. Malay race was predominating followed by Chinese then Indian. Most participants were employed and more than a half in all...
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...Abstract There are a number of methodological issues that can be problematic in cross-cultural studies that use self-report survey instruments. This paper reviews the organizational research literature to identify the common practices being used in relation to these issues. A framework is established for this analysis that involves three stages related to the research process. These stages are 1) the development of the research question, 2) the alignment of the research contexts, and 3) the validation of the research instruments. A sample of cross-cultural studies was examined in the context of these three stages, and served as a basis for the identification of some “best-practices” that are meant to deal with cross-cultural complexities. Introduction International perspectives are becoming more prevalent in today’s study of organizations. As business continues to take a global outlook, theoretical constructs commonly used in domestic research will need to be applied to new cross-cultural arenas. Recently, researchers have begun to take notice of some important methodological issues associated with the use of survey instruments in cross-cultural research (e.g., Cheung & Rensvold, 1999; Riordan & Vandenberg, 1994). These issues can have a strong impact on a study’s results, and on the subsequent interpretation of those results. If researchers ignore the difficulties inherent in using self-report questionnaires in cross-cultural studies, the field as a whole...
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...create more effective test questions and also regulate and standardise existing tests. There are three main types of Item Analysis: Item Response Theory, Rasch Measurement and Classical Test Theory. Although Classical Test Theory and Rasch Measurement will be discussed, this document will concentrate primarily on Item Response Theory. The Models Classical Test Theory Classical Test Theory (traditionally the main method used in the United Kingdom) utilises two main statistics - Facility and Discrimination. * Facility is essentially a measure of the difficulty of an item, arrived at by dividing the mean mark obtained by a sample of candidates and the maximum mark available. As a whole, a test should aim to have an overall facility of around 0.5, however it is acceptable for individual items to have higher or lower facility (ranging from 0.2 to 0.8). * Discrimination measures how performance on one item correlates to performance in the test as a whole. There should always be some correlation between item and test performance, however it is expected that discrimination will fall in a range between 0.2 and 1.0. The main problems with Classical Test Theory are that the conclusions drawn depend very much on the sample used to collect information. There is an inter-dependence of item and candidate. Item Response Theory Item Response Theory (IRT) assumes that there is a correlation between the score gained by a...
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...CJS 240 Complete Class Purchase here http://chosecourses.com/cjs-240-complete-class Description CJS 240 Week 1-Appendix B – Statistics CJS 240 Week 2-Assignment - Individual Theories CJS 240 Week 2-Checkpoint - Delinquency Deterrence Response CJS 240 Week 3-Checkpoint - Sociological Theories Response CJS 240 Week 4-Assignment - Gender and Family CJS 240 Week 4-Checkpoint - Case Study Critique CJS 240 Week 5-Appendix D - The Justice Systems CJS 240 Week 6-Assignment - Corrections and Treatment CJS 240 Week 6-Checkpoint - Probation Presentation CJS 240 Week 7-Appendix E - Gang Development and Control CJS 240 Week 8-Assignment - Drug Czar Presentation CJS 240 Week 8-Checkpoint - Drug Use and Delinquency Response CJS 240 Complete Class Purchase here http://chosecourses.com/cjs-240-complete-class Description CJS 240 Week 1-Appendix B – Statistics CJS 240 Week 2-Assignment - Individual Theories CJS 240 Week 2-Checkpoint - Delinquency Deterrence Response CJS 240 Week 3-Checkpoint - Sociological Theories Response CJS 240 Week 4-Assignment - Gender and Family CJS 240 Week 4-Checkpoint - Case Study Critique CJS 240 Week 5-Appendix D - The Justice Systems CJS 240 Week 6-Assignment - Corrections...
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...http://chosecourses.com/cjs-240-complete-class Description CJS 240 Week 1-Appendix B – Statistics CJS 240 Week 2-Assignment - Individual Theories CJS 240 Week 2-Checkpoint - Delinquency Deterrence Response CJS 240 Week 3-Checkpoint - Sociological Theories Response CJS 240 Week 4-Assignment - Gender and Family CJS 240 Week 4-Checkpoint - Case Study Critique CJS 240 Week 5-Appendix D - The Justice Systems CJS 240 Week 6-Assignment - Corrections and Treatment CJS 240 Week 6-Checkpoint - Probation Presentation CJS 240 Week 7-Appendix E - Gang Development and Control CJS 240 Week 8-Assignment - Drug Czar Presentation CJS 240 Week 8-Checkpoint - Drug Use and Delinquency Response CJS 240 Week 9-Final Project - Justice System Position Paper - Juvenile Justice System Item #: CJS 240 Complete Class CJS 240 Complete Class Purchase here http://chosecourses.com/cjs-240-complete-class Description CJS 240 Week 1-Appendix B – Statistics CJS 240 Week 2-Assignment - Individual Theories CJS 240 Week 2-Checkpoint - Delinquency Deterrence Response CJS 240 Week 3-Checkpoint - Sociological Theories Response CJS 240 Week 4-Assignment - Gender and Family CJS 240 Week 4-Checkpoint - Case Study Critique CJS 240 Week 5-Appendix...
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...GCE Sociology Advanced GCE Unit G674: Exploring Social Inequality and Difference Mark Scheme for June 2012 Oxford Cambridge and RSA Examinations OCR (Oxford Cambridge and RSA) is a leading UK awarding body, providing a wide range of qualifications to meet the needs of candidates of all ages and abilities. OCR qualifications include AS/A Levels, Diplomas, GCSEs, OCR Nationals, Functional Skills, Key Skills, Entry Level qualifications, NVQs and vocational qualifications in areas such as IT, business, languages, teaching/training, administration and secretarial skills. It is also responsible for developing new specifications to meet national requirements and the needs of students and teachers. OCR is a not-for-profit organisation; any surplus made is invested back into the establishment to help towards the development of qualifications and support, which keep pace with the changing needs of today’s society. This mark scheme is published as an aid to teachers and students, to indicate the requirements of the examination. It shows the basis on which marks were awarded by examiners. It does not indicate the details of the discussions which took place at an examiners’ meeting before marking commenced. All examiners are instructed that alternative correct answers and unexpected approaches in candidates’ scripts must be given marks that fairly reflect the relevant knowledge and skills demonstrated. Mark schemes should be read in conjunction with the published question papers and the...
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...Policies | Course Delivery Method | Academic Services | Course Materials | Selected Bibliography | Table of Contents Course Description (Catalog) | This course examines a diverse sample of social problems facing the United States today, and it identifies how these problems affect and are affected by our institutions and culture. The sociological perspective and key theories will be used to understand the beginnings of the civil society, how problems develop and are defined, and the role of social change (particularly contemporary technological innovation). Key social problems covered will include social stratification/inequality, crime, drug abuse, prostitution, aging, infectious disease, family violence, health care, racial/ethnic conflict, terrorism, etc. Sociological research on social problems will be explored, and social policies to remedy the negative consequences of these issues on society will be discussed. Table of Contents Course Scope | This 8-week course is a critical analysis of the social problems in contemporary America. The course examines the history, dynamics, and structural persistence of social problems. This course will help students...
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...approach for understanding E) subjective meanings people attach to their actions. 5. A predictive statement or question regarding a possible relationship between variables is called a(n) C) hypothesis 6. Which theoretical perspective of sociology views society as a system? D) functionalism 7. The concept that represents the main features of a phenomenon such as bureaucracy is called B) an ideal type. 8. Science A) is a process, itself a form of social behavior. B) All of the responses are correct. C) assumes that under identical conditions, the same cause will always produce the same effect. D) makes the assumption that every event is caused by other events. Points Earned: | 1.0/1.0 | | Correct Answer(s): | B | 9. When sociologists discover a correlation between variables, they have B) not established causation. 10. Studies of people's values, beliefs, attitudes, and perceptions most frequently use C) the survey method. 11. The “sociological imagination” allows us to explore the relationship between private experiences and D) social and historical events. 12. _________________ is commonly credited with being the founder of sociology. D) Auguste Comte 13. A tool that provides sociologists with a set of assumptions, concepts, and statements about the relationship of various social phenomena is called a(n) D) theoretical perspective. 14. Which of the...
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...CHILDREN AND SEXUAL ABUSE Introduction There are several sociological and psychological issues that are pressing in society today. These lead to traumatic events among children and adults and result in those who are in society needing to recover in a specific manner. A continuing issue in society is sexual abuse among children. This particular problem is one, which has caused several levels of difficulty among those in society while making an impact with the need to respond with the aim of eliminating the trauma of sexual abuse. Defining the social and psychological terms of sexual abuse as well as understanding the societal structures that are a component of this provides more insight into the problem. As sexual abuse among children is understood, there is the ability to begin to eliminate the problem while creating new methods to help those that have experienced this traumatic event. Defining Sexual Abuse To understand sexual abuse among children, there is also the need to define the nature of the problem as well as the affiliations that are a part of this act. The nature of this problem is one, which is defined through sociological beliefs and associations with sexual activities. Sexual abuse is defined as any intimate activity, which relates to sexual activities. The definition implies that there is physical, emotional and behavioral links to sexuality that is performed by two or more individuals. In acts of sexual abuse, an individual is regarded as a perpetrator...
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...the world is dependent on our particular social location (our standpoint) in the world. Explain Smith's standpoint theory and describe how your own particular social location influences your taken-for-granted knowledge of the social world. Course Objective One Define sociological theory. Course Objective Three Identify major bodies of theoretical work in contemporary sociology and the theorists associated with them. Course Objective Four Analyze important developments in sociological theory, including developments in European sociological theory that influenced the growth of theory in the United States. Instructions: Sociology lives when we engage it – we read about it, we discuss it, we debate it, we frame our research questions with it, we put it to the test of empiricism, and every once in a while we build it ourselves. Therefore, the success of this course depends on all of us thoroughly engaging it. One of the most important parts of the course will be the discussions and debates we participate in, in our Forum. These discussions need to be informed by thorough reading of the assigned texts. Each week, learners will post one initial post per week. This post must demonstrate comprehension of the course materials, the ability to apply that knowledge in the real world, active presence. Learners will engage with the instructor and peers through rich responses to their posts. To motivate engaged discussion, posts are expected to be on time with regular interaction throughout...
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...Version 1.0 General Certificate of Education January 2012 Sociology SCLY4 2191 Crime and Deviance with Theory and Methods; Stratification and Differentiation with Theory and Methods; Unit 4 Mark Scheme Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation meeting attended by all examiners and is the scheme which was used by them in this examination. The standardisation meeting ensures that the mark scheme covers the students’ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for the standardisation meeting each examiner analyses a number of students’ scripts: alternative answers not already covered by the mark scheme are discussed at the meeting and legislated for. If, after this meeting, examiners encounter unusual answers which have not been discussed at the meeting they are required to refer these to the Principal Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further...
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