1) Critically assess the following: (a) what do we mean by development? (b) What indices are used to measure it? (c) How useful are these indices? (d) Is
development the same as progress?
2) Utilizing the work of a variety of different theorist’s like Warren assess the impact colonial and imperialist policies had on development in the so-called
‘Third World’.
3) What are the principal features, dynamics, and contradictions of the capitalist mode of production?
4) Critically evaluate the work of Rostow, Frank, and Wallerstein on development drawing out the key differences between each perspective.
5) Utilizing the work of Brenner consider the origins of capital accumulation and capitalist development and what unique insights he brings to the discussion
of development.
6) Drawing on the work of a variety of contemporary theorists critically evaluate the Globalisation discourse.
Sociological Imagination Concept Paper Order Instructions: The Assignment: Construct a fictional character using a particular age, gender, and status characteristics and describe that person’s life and experience.
Sociological Imagination Concept Paper
The essay should show what it is like to live day to day in this community as this individual. Use a real culture, incorporating your individual into a specific society. You may NOT conduct an actual interview, use an actual person (including yourself/family/friends), or reconstruct an already established interview, book, or movie. The character must be fictional – no exceptions.
The Rules: The paper should be between 5-8 typed pages (double-spaced). You may use both library and internet resources (you may NOT use Wikipedia!). You MUST properly cite your references! You must use at least three references. Some of the best projects turned in are the ones written as diaries or mock interviews. Be creative! You can include artwork, pictures, music, letters, etc!
Also, make sure you include a conclusion page indicating which sociological concepts were used in this project! For instance – how did you show evidence of the social construction of gender? How did you use sociological imagination? What theoretical perspective(s) did you use and how? Etc
Sociological Imagination Concept Paper Sample Answer
Concept Paper
Introduction
The society today has turned out to become in full awareness of its status as a multi-cultural unit that is slowly transformed by the proponents of globalization that has turned the world into a small village. This has seen several changes within the society that include the awareness of the community of their rights and freedoms. This aspect has been considered as a functional dilemma since it has thwarted the ethnic and cultural appetites of most of the communities that still embrace the element of traditional customs (Delanty 68). Habits have been changed and behaviors transformed as a result of the new wave of transformation that has brought with it the aspect of development.
In a small village, South East of Timbuktu, society is struggling to embrace the element of change. To this society, the aspect of change being a good element likened to rest does not make any sense. This society, in other words, has chosen to fight the arsenals of globalization that has wrought change in the community. However, their approaches to fighting these changes are as harmless as a toothless woman. This paper, therefore, seeks to develop a fictional story that describes a fictitious persona living within a modern community that is inhibited by several challenges. The paper additionally seeks to inclusively incorporate the proponents of sociological concepts that include the social construction of gender, the use of social imagination and the theoretical perspectives included within the fictional story.
The Natives of Kumbaya
Kumbaya is one of the smallest sections of communities in the South Eastern parts of Timbuktu. This village upholds some of its traditional cultures and believes in the fact that the proponents of globalization are just but the Western approach of colonization. This determines the rationale behind their resistance to accepting that changes that globalization is bringing within the towns around them. This community consequently believes in their inherited traditions and cultures that are tied on by different elements such as language, values, and beliefs (Delanty 69). The only language known to the natives of this community is Kumbayana that is widely spoken by the inhabitants of this community.
One of the village elders known as Kundida is considered as the right man of their god. Kundida is aged 85 years old and believes that before the community interacts in any activity, prior consultation should be done with their god to approve and consent to their activities. This has seen Kundida consulted to make incantations to their god during planting seasons and in allowing the community to even seek health care and education. Any individual within this community who goes against the directives of Kundida is considered a disgrace and in most instances punished for their actions.
The village of Kumbaya also has a series of developed norms and values that are developed by the elders within the society before approval by Kundida who is considered as the final say in determining what is right for the people of Kumbaya. These values define the manner in which the population needs to act within society (Delanty 70). In consideration of the norms and values in accordance with the views of this community, women are considered as junior to the male individuals within the society. The manner in which the society views the women, in this case, is biased. Kundida has over time refuted the claims of the outside world on the development of their community’s norms and values that are against the freedoms and rights of the women. Women in this community are discriminated and treated as tools of the trade that can be exchanged for the furtherance of a family’s objective.
Kundida also believes that education is one of the weapons that is developed by the Western World to negatively influence the minds of the communities younger generation, a factor that would lead to the wrought of their cultural values and norms. In an instance, one of the elites who went through the odds of the society to achieve his goal in pursuing education is considered as an outcast and burnished from the society (Ferreira 1671). Tumbali has been in the forefront to transform the manner in which the society views women and other social problems, a factor that has borne no fruits since the community has been trained to believe in their own systems.
It is also essential to consider the fact that Kundida does not believe in the aspect of his community’s prosperity, a factor that determines the manner in which the Kumbayana community is socially stratified (Ferreira 1675). The inhabitant of this population believes that no wealth belongs to a single individual and when there is a need, the community or the individuals have the authority to get whatever they require to meet these needs. Poverty has, in this case, evaded the community of Kumbaya while the other communities that border this village prosper. According to Kundida, the accumulation of individual wealth is one of the sources and the root of evils within society.
However, Kundida has ensured that there are traditions that need to be adhered to by the community members. The community is required to daily bring food into his storehouse and ensure that it is enough for him to feed each and every day (Gangas 23). The communities even in abject poverty are forced to adhere to these traditions since there is a belief that individuals who fail to adhere to these traditions are likely to be stricken by thunders. This has therefore developed social unrest within the community of Kumbaya who are not allowed to even seek for medical help from intuitions of health within Timbuktu. The sick individuals within the society are required to use herbal medicines and if the situation worsens, they are required to seek prayers and meditations from Kundida who is believed to have access to god.
Over time, Kundida has been sported as vocal about the changes that are developing within the society around him. In his view, he believes that development is evil, and society is getting into the Western trap of colonization (Gangas 25). As a matter of this fact, the children within this society are only allowed to learn their traditional activities that include farming, fishing, and hunting. Education in this community is therefore considered as one of the social evils that wash away the brains of the children and the youth and develops vices and immoral actions that consume the community values and morals.
Several organizations have held talks with Kundida to enlighten him of the important issues that would see the prosperity of his people with a focus on education, health care and the well being of the community members. However, the people of Kumbaya believe that the final say rests with Kundida who has access to god and knows what is best for the people of Kumbaya. Women are used to the manner in which they are viewed and discriminated and consider this as a normal act. On the other hand, the girls within this community are also subjected to such harsh treatments and are trained to take up their responsibilities as women as early as they can walk. The village of Kumbaya is still flowing under the annals of darkness even when there seems to be no hope at the end of a tunnel.
Sociological Imagination Concept Paper Conclusion
It is essential to consider that the development of this fictional paper inclusively incorporated the elements of sociological concepts in developing the actions of the fictional character within a fictitious community. Some of the sociological concepts used in depicting the nature of this society include the proponents of values, beliefs, cultures and the language of the community. On the other hand, the element of a social construction of gender in this fictional story can be seen in the manner in which the community of Kumbaya views women, a factor that has resulted in discrimination of this gender. Women are in this case treated as junior to any male individual within the society be it their husbands or their male children, thus pointing out to the element of social construction of gender.
In this fictional story, the element of social imagination is employed in the manner in which this community is trained to believe. Kundida, in this case, has ensured that there are traditions that need to be adhered to by the community members. The community is required to daily bring food into his storehouse and ensure that it is enough for him to feed each and every day. The communities even in abject poverty are forced to adhere to these traditions since there is a belief that individuals who fail to adhere to these traditions are likely to be stricken by thunders. This has therefore developed social unrest within the community of Kumbaya who are not allowed to even seek for medical help from intuitions of health within Timbuktu. The theory of social stratification is additionally included in the paper.
Sociological Imagination Concept Paper Works Cited
Delanty, G. Varieties of critique in sociological theory and their methodological implications for social research. Irish Journal of Sociology, 19(1), 68-92. 2011. Print
Ferreira, S. Sociological Observations of the Third Sector through Systems Theory: An Analytical Proposal. Voluntas: International Journal of Voluntary & Nonprofit Organizations, 25(6), 1671-1693. doi: 10.1007/s11266-014-9469-7. 2014. Print
Gangas, S. From agency to capabilities: Sen and sociological theory. Current Sociology, 64(1), 22-40. doi:10.1177/0011392115602521. 2016. Print
The Practice of Social and Psychological Report Order Instructions: The writer will have to read each of this post and react to them by commenting, analyzing and supporting his reactions with relevant articles.
The Practice of Social and Psychological Report
The writer will have to read carefully before giving constructive comments on the article. The writer should write one paragraph of at least 150 words. APA and in-text citation must be used as each respond to the two posts must have in-text citations. The writer will have to use an article to supports his comments in each of the articles. Address the content of each post below in one paragraph each, analysis and evaluation of the topic, as well as the integration of relevant resources.
Please, it is important that the writer use in-text citations for each of the articles and it must be a peer review article.
The Practice of Social and Psychological Report Sample Answer
The writer will have to read each of this post and react to them by commenting, analyzing and supporting his reactions with relevant articles. The writer will have to read carefully before giving constructive comments on the article. The writer should write one paragraph of at least 150 words. APA and in-text citation must be used as each respond to the two posts must have in-text citations. The writer will have to use an article to supports his comments in each of the articles. Address the content of each post below in one paragraph each, analysis and evaluation of the topic, as well as the integration of relevant resources.
Article 1
To predict behavior, researchers need to measure behavior. Because it is difficult to observe behavior, reliable measurement is difficult. Reliability and Item analysis allow researchers to construct scales of measurement, improve existing scales and to evaluate scale reliability. A reliability assessment is based on the correlation between the items that define the scale (Green &Salkind, 2014).
(Schriesheim& Kerr, 1974) Schriesheim& Kerr (1974) assessed the validity, reliability, and scaling of different versions of the Ohio State leadership scales; leadership opinion Questionnaire (LOQ), Leader behavior description questionnaire (LPDQ), and supervisory behavior description questionnaire (SBDQ). Their assessment identified a few flaws in the validity of these scales. All of these scales have a high response skewness and have high correlations. The instruments show issues with scaling. A sufficient number of reflected structure items do not exist. The response intervals show that the Ohio State leadership scales produce ordinal data instead of interval data. Internal consistency tests indicate that these leadership scales meet acceptable reliability standards (Schriesheim& Kerr, 1974).
Current research in leadership does not adequately explain the leadership potential of college students. Early attempts by Karnes and Chauvin (1985) identified some criteria to evaluate leadership potential. Although these areas are a good starting point further research is a need to identify all areas of leadership potential in college students. S. Lee et al. (2015) developed a measurement scale for leadership potential in Korean undergraduate students. A random group of 13 leaders with at least five years’ experience was used to test sample questions. The data obtained was tested to determine if the psychometric qualities of the proposed leadership potential scale. A confirmatory factor analysis confirmed construct validity. As a result, of the statistical analysis, a 12 factor model for evaluating leadership potential in Korean undergraduate students was produced. Although the scale passed initial validity, further tests are needed to confirm reliability (S. Lee et al., 2015).
The Practice of Social and Psychological Report References
Green, S. B., &Salkind, N. J. (2014). Using SPSS for windows and Macintosh (7th ed.). Upper Saddle River, NJ: Pearson.
Lee, S., Kim, H., Park, S., Lee, S., & Yu, J. (2015). Preliminary development of a scale to measure leadership potential. Psychological Reports, 117, 51-71. doi:10.2466/01.07.PR0.117c13z4
Schriesheim, C., & Kerr, S. (1974). Psychometric properties of the Ohio State leadership scales. Psychological Bulletin, 81(11), 756-765. doi:10.1037/h0037277
Include the one paragraph comments hear using and a peer review article to support your comments. Also, include in-text citations in APA.
It is indeed important for the researcher to develop appropriate measurement scales that are reliable and valid. Measuring behaviors is one way of helping an individual to understand the potential of a person. I concur with this observation that sometimes it is difficult to come up with reliable measuring scales. Nevertheless, the fact that different scales such as those for measuring leadership exist, it points out that, there is still a room for improvement (Schriesheim & Kerr, 1974). This as well points out that the available tools may not be reliable per se. These flaws are manifest in many of the Ohio leadership scales that have some flaws. On the same note, the article has acknowledged that the scales may present other flaws such as skewness, high correlations, and validity issues. Therefore, it is very important that researchers invest their time to test these scales for them to rely on them. In general, the article is precise and concise. It is objective as it has incorporated or supported the arguments with references.
Article 2
Correlation provides a “unitless” measure of association between two variables, ranging from −1 (indicating perfect negative association) to zero (no association) to one (perfect positive association). Both variables are treated equally in that neither is considered a predictor nor an outcome (Crawford, 2006). Regression is particularly useful to understand the predictive power of the independent variables on the dependent variable once a causal relationship has been confirmed (O’Brien, & Scott, 2012). According to O’Brian and Scott (2012), regression helps a researcher understand to what extent the change of the value of the dependent variable causes the change in the value of the independent variables, while other independent variables are held unchanged. Regression seeks to show how a fixed variable predicts the values of the random values. In a correlation, both variables are random and the researcher shows how they change in relation to one another. Both procedures seek to show a relationship between variables (Cohen, Cohen, West, & Aiken 2013). Neither regression nor correlation analyses can be interpreted as establishing cause-and-effect relationships. They can indicate only how or to what extent variables are associated with each other. The correlation coefficient measures only the degree of linear association between two variables (Wiley, 2015). The main difference between correlation and regression is that in correlation, you sample both measurement variables randomly from a population, while in regression you choose the values of the independent (X) variable. One would use regression if you determine the X values before you do the experiment (McDonald, 2014).
The bivariate analysis involves the analysis of two variables (often denoted as X, Y), for the purpose of determining the empirical relationship between them. Bivariate analysis can be helpful in testing simple hypotheses of association. Bivariate analysis can help determine to what extent it becomes easier to know and predict a value for one variable if we know the value of the other variable (Babbie, 2009). Since using a bivariate analysis is best when dealing with multiple variables, it would be best to use this in my study since I will have multiple variables to test.
The Practice of Social and Psychological Report References
Earl R. Babbie (2009). The Practice of Social Research, 12th edition, Wadsworth Publishing, pp. 436–440
Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2013). Applied multiple regression/correlation analysis for the behavioral sciences. Routledge.
Wiley, J. F., & Pace, L. A. (2015). Correlation and Regression. In Beginning R (pp. 121-137). Apress.
Include the one paragraph comments hear using a peer review article to support your comments. Also, include in-text citations in APA.
Understanding different concepts in statistics is expected to be in a position to analyze any given data. Researchers have to understand the relationships in their data sets, and how to analyze them statistically. This is also important as it guides them when making decisions on the best approach to testing their information. It is important to differentiate between regressions, correlation, correlation coefficient and others terms such as bivariate analysis. These concepts have been clearly discussed in the article and it is easy to understand them. Any layperson with less knowledge in statistical analysis can understand the concepts easily by reading the article. The article has as well made the clear definition and pointed out the differences between various concepts. Furthermore, the article is well formatted and is supported by enough sources. I also concur that using bivariate analysis is preferred in a situation where a researcher intends to analyze multiple variables (Babbie, 2009).
Joan Morgan Social Issues Raised by Rap and HipHop In our RWS 305W course, we read Joan Morgan’s excerpt “From Fly-Girls to Bitches and Hos” from her book When Chickenheads Come Home to Roost…
Joan Morgan Social Issues Raised by Rap and HipHop
My Life as a
Hip-Hop Feminist. The purpose of this project is to analyze an author’s argument and her use of rhetoric, to educate and inform readers of issues raised by
this author, to learn the standards of a specific audience, and to critique the effectiveness of an author’s argument at reaching those readers. This will be
accomplished by constructing an understanding of the author’s argument. Joan Morgan is an award-winning journalist, author, and a provocative cultural critic.
Review the case study titled “Terms of Endearment”, where teacher Virginia Lawson is confronted with issues of racially insensitive name-calling in her classroom and struggles with handling the situation appropriately.
Write a five to seven (5-7) page paper in which you:
Take a position on whether or not Anthony’s explanation of why he was using the n-word made his actions less of a problem. Take a position on whether or not there are any circumstances in which it would be appropriate for someone to use the n-word or any variation of it in a classroom or school, and explain those circumstances. Provide a rationale for your position.
Suggest at least one (1) alternate way that Ms. Lawson might have decreased tension in the class following the incident instead of chastising Keisha and ordering her to sit down. Analyze how the way you suggested would have addressed Keisha’s comments, and the feelings underneath them, more effectively.
Examine at least one (1) other way that Ms. Lawson might have checked in with Reggie following the incident instead of calling attention to him in front of the whole class and causing him embarrassment. Analyze whether the way you chose would have more effectively allowed Reggie to express his true feelings.
Determine how you would handle the necessary task, after this incident, of addressing the use of the n-word with the class. Provide a list of steps that you would take, as well as a rationale for your response.
Use at least five (5) peer-reviewed academic resources in this assignment. Note: Wikipedia and many Websites do not qualify as academic resources. Peer-reviewed academic resources refer to articles and scholarly journals that are reviewed by a panel of experts or peers in the field. View this video for more information on obtaining peer-reviewed academic resources through your Blackboard course shell.
Your assignment must follow these formatting requirements:
Be typed, double spaced, using Times New Roman font (size 12), with one-inch margins on all sides; citations and references must follow APA or school-specific format. Check with your professor for any additional instructions.
Include a cover page containing the title of the assignment, the student’s name, the professor’s name, the course title, and the date. The cover page and the reference page are not included in the required assignment page length.
SAMPLE ANSWER
Terms of Endearment
Did Anthony’s explanation of why he was using the n-word make his actions less of a problem?
Anthony explained that he was using the n-word because it was a term of endearment. This explanation does not make his actions less a problem due to the fact that the perceived consequences of the n-word to Reggie. Even though it may sound humorous and the other students may laugh at the mention of the word, the n-word is racist in character and it has an effect of causing pain to any African-American individual. This is because of the historical implications of the word and the manner in which it was used in the past to dehumanize African-Americans.
A few researchers have indicated that the n-word may be justified depending on the person using the word (Vera & Feagan, 2007). It can be regarded as a term of endearment in a conversation involving only African-Americans. However, the word is a pejorative, no matter the circumstances in which it is being used, and it should be avoided as much as possible. In practice, complexities have are noticeable in line with its use by African Americans, as it can be used pejoratively, politically, and affectionately. However, it is strictly considered as abusive when used by white people. Nevertheless, it does not matter whether it has been used in a serious or ironical sense, wrongly or rightly, or on the ground of necessity or the need to bring out comedy. African Americans do not like to hear or read the word, despite of the book or play having been written by an African American. This is because of the fact that the n-word usually reflects the bitter years of struggle and insult for the people of color in America. The n-word can never be used to refer to a friend, when in real sense it imposes contempt on African Americans as an inferior race (Cherry, nd).
Are there any circumstances in which it would be appropriate for someone to use the n-word or any variation of it in a classroom or school?
Although the word seems to have gained more acceptance in youth culture over the recent years, with others arguing that the word could be defused through reclaiming it, many adults are of the perception that the word is offensive and harmful. In the classroom setup, there is no room for the use of the word, unless it is being discussed by the help of teachers on its harmful character and the reasons why it should not be used whatsoever. In a situation where students have not been addressed in the classroom concerning the word, it changes everything, as the African American student has to keep on reassessing himself or herself and other students also keep reassessing the African American student.
The responses and feelings of the students is dependent on the students’ population demographics. In schools dominated by African Americans, students seem to have more ease with the word. However, students in that class may still feel uncomfortable if used repeatedly by white students in a ‘classic’ manner (Schulten, 1999). When African Americans form the minority of the class, the word usually causes embarrassment to them and they feel singled out. As in the case of Ms. Lawson’s class, it is evident that Reggie was called the n-word in the minority in a class dominated by other racial groups. This had the potential of hurting Reggie and causing him to feel uneasy. This also explains the reason to why Reggie’s friends laughed when the word was mentioned by Anthony. Nevertheless, the n-word should not be used regardless of whether the class is homogenous or racially mixed.
Although Anthony’s defense of terms of endearment is not acceptable, he can be forgiven in using the words on the ground of ignorance as to the effects and historical attachments African Americans have towards the word. Under the circumstances, it can be seen that the class had not been taught about the historical meaning and the pejorative nature of the word and Anthony did not see any problem with his action.
One (1) alternate way that Ms. Lawson might have decreased tension in the class following the incident instead of chastising Keisha and ordering her to sit down.
The word is handled differently by different teachers. Some teachers prefer not to ever mention the word, and they cannot allow any student to use it. Like Ms. Lawson, some teachers skip over the word and only refer to it using a euphemism. For instance, a white teacher may show more reluctance towards using the word than a teacher of color, irrespective of the demographics of the students’ population in the class. Keisha, an African American student, felt bitter when she heard the n-word being mentioned by a white student towards her fellow African American. Thus, she saw the need to intervene in the issue by condemning Anthony for claiming that he had used the n-word as a term of endearment. She believed that the use of the word was racist and that the teacher should have punished Anthony for calling Reggie the word. Instead of chastising Keisha for her actions, Ms. Lawson should have empathized with the young lady and empowered her to open up and discuss with the class what she knows about the word and the effects it has on her and other African American students. After hearing her out, she would then have arranged for a lesson with the class to explore the n-word with the students (Seeman, 2009).
One (1) other way that Ms. Lawson might have checked in with Reggie following the incident instead of calling attention to him in front of the whole class and causing him embarrassment.
The fact that Reggie formed the minority of the class and that Anthony had been calling him the n-word several times implies that the environment could not allow him to communicate comfortably with the teacher about how he felt, when everybody in the classroom was staring at him. Thus, Ms. Lawson should have called Reggie to a private place with him, tried to empathize with the student, and created an open environment (Seeman, 2009) for Reggie to discuss the issue with her. If Reggie continued to show discomfort in discussing the issue, it would have been proper for Ms. Lawson to give him a chance to put down his viewpoints as a journal entry or letter and give it to her. This would have given Reggie the chance express his true feelings.
Determine how you would handle the necessary task, after this incident, of addressing the use of the n-word with the class. Provide a list of steps that you would take, as well as a rationale for your response.
In deciding the most effective way to handle the n-word, it is important to determine the manner in which its use in the classroom, whether reading it aloud or reading in silent would affect the students. Most educators are of the view that the word need to be said and discussed openly. Thus, I would facilitate an open environment in which the word could be discussed by the students. It is important for a teacher to prepare students to exercise critical thinking in order to see the intent of the authors (Jones, 1984). I would take up the following steps in order to introduce the word to class and inform the students about its historical meaning and psychological impacts:
Prepare the students by explaining to them that we are going to study a pejorative word.
Introduce students to a text or play in which the n-word has been used.
Establish ground rules for the discussion, including respect for all perspectives, no put-downs, and no name-calling.
To create an open environment, I would ask the following key question: “How should we deal with literary works such as Huck Finn containing the word ‘nigga’?”
Open up to students about my own feelings and illustrate to them the reason for exploring the subject.
In case the class shows reluctance to discuss the topic, I will give them an opportunity to express their feelings through anonymous responses, free writing, or journal entries.
Using readings that contain the word ‘nigga’ or ‘nigger’ is the most effective way for initiating discussion. It is good to ask the students how the word changes the reading. Students can go further to write a small version of the reading in which they narrate a story of how someone insulted them, the word, phrase or gesture that was used and how they felt. This would make it easier to bring the students to the consciousness of the word. From there, I would discuss the historical meaning of the word, the manner in which it hurts African Americans and the need to refrain from using it (Alberti, 1995).
References
Alberti, J. (1995). The nigger Huck: Race, identity, and the teaching of Huckleberry Finn. College English, 919-937.
Helping aboriginal communities and sustainability reporting
Helping aboriginal communities and sustainability reporting;Overview/background information of the industry/sector/context
Order Instructions:
topic of the assignment is “helping aboriginal communities and sustainability reporting”
Coverage:
(i) Overview/background information of the industry/sector/context
(ii) Reporting frameworks/standards/legislations relevant to the context given
(iii) Current practice of sustainability reporting relating to the area assigned
(iv) Issues and Challenges of sustainability reporting relating to the area assigned
(v) Future prospects for sustainability reporting relating to the area assigned
(vi) Conclusion
SAMPLE ANSWER
Overview/background information of the industry/sector/context
Aboriginal Australians is a collective name coined by the British in reference to the native inhabitants of Australia who they found living there when they began colonising the continent in the late 16th century (Spencer, 2006). The aboriginal communities constitute a small percentage of the population composition in Australia comprising of about 3 per cent of the total population and living in either Australian mainland or the Tasmanian Island (Edwards, 2004). The Aboriginal communities have being inflicted by many catastrophes ranging from unfavourable weather conditions to outbreaks of diseases (Read, 2011; Warren, 2013). In addition, neglect and historical injustices bedevilled among them by their colonizers have also been attributed to their current woes (Madley, 2012). This implies that there is an urgent need to make sure that the Aboriginal communities are helped to successfully tackle the day to day challenges that have continued to hinder their progress both socially and economically (Schaltegger, Bennett & Burritt, 2006). As a result, through sustainability accounting it is highly possible to help the Aboriginal communities to overcome their challenges with regards to the prevailing accounting principles practiced across the globe (Blandy & Sibley, 2010; Global Reporting, 2015).
Reporting frameworks/standards/legislations relevant to the context given
Sustainability accounting as well as reporting are both essential because they enable organisations and/or corporations to consider and evaluate their impacts on a variety of sustainability issues, subsequently enabling them towards achieving more transparency concerning the opportunities and risks they face (Van der, Adhikari & Tondkar, 2005). As a result, Global Reporting Initiative (GRI) has developed Standards or frameworks that ought to help governments, businesses as well as other organisations to succinctly understand and disseminate the impact of their respective businesses on critical issues about sustainability. Some of the GRI standards that are distinctive include:
Multi-stakeholder input: This implies that various stakeholders have to be engaged in the entire process of accounting and reporting. This helps in ensuring that all the needs of report users and makers are adequately addressed to enable that there is production of a universally-applicable reporting guidance that has the potential to effectively meet the needs of all stakeholders (Global Reporting Initiative, 2015). As a result, creation of all elements of the Reporting Framework and its subsequent improvements are done using an approach that is consensus-seeking taking into consideration the interests of all stakeholders including sustainability reporting practitioners, business, accounting, investors, civil society, labour, academics, and governments (Van der, Adhikari & Tondkar, 2005).
A record of use and endorsement: There are many global corporations currently using GRI’s Standards to prepare their sustainability performance reports and the list is continuing to grow. This is attributable to the fact that sustainability information has continued to attract more new audiences that before such as investors and regulators. As a result, a number of reporters in their annual growth are expected to continue to touch of strategy areas for better reporting (Van der, Adhikari & Tondkar, 2005).
Governmental references and activities: Over recent past there has being more governments’ involvement in sustainability reporting through formulation of enabling policy which one of the key overall strategies of GRI (Van der, Adhikari & Tondkar, 2005). Hence, more collaboration is adhered to between the governments, capital markets, and international organisations to further this agenda (Global Reporting Initiative, 2015).
Independence: There has been strengthening of reporting standards after the creation of the Global Sustainability Standards Board in 2014, as well as related changes in governance structure (Global Reporting Initiative, 2015). GRI works as a non profitable foundation in order to ensure that its funding approach ensures its independence.
Shared development costs: There is also sharing of the expenses incurred in developing GRI’s reporting guidance among many contributors and users. For organisations and companies, this negates the cost incurred to develop sector-based or in-house reporting frameworks (Norman & MacDonald, 2004).
Current practice of sustainability reporting relating to the area assigned
The prevalence of natural catastrophes that emanate from climatic change and other man-made activities the current practice of sustainability reporting has focused on issues that are more environmental (Norman & MacDonald, 2004). For instance, Toxics Release Inventory (TRI) reporting disclosures have become a law requirement in almost all parts of the world. This was informed by the previous environmental disasters that also made more companies and organisations to voluntarily disclose TRI’s in their annual reports (Global Reporting Initiative, 2015). As a result, in both Tasmanian Island and Australian Mainland inhabited by Aboriginal communities corporations and companies have embraced the practice of GRI reporting as a model of sustainability reporting in order to ensure that the is prevention as well as mitigation of the impacts of environmental disasters both to the company and the Aboriginal communities (Global Reporting Initiative, 2015).
Issues and Challenges of sustainability reporting relating to the area assigned
According to Norman & MacDonald (2004) there are several challenges that relate to sustainability accounting with regards to the assigned area and they key one is making a decision on who is the audience. This is attributable to the fact that companies are required to describe their performance and approach on the issues of environmental, social and governance importance to their stakeholders including the surrounding communities (Van der, Adhikari & Tondkar, 2005). For larger companies like Telstra in Australia employing thousands of people and with over a million stakeholders, this mean that almost everyone in the country is a stakeholder. The other challenge is that, irrespective of the merit in GRI frameworks as well as assurance standards, the compliance may result to reports that are very log and inaccessible. However, in to adhere to ‘best practice’ compilation of the reports requires immense organisational effort and commitment (Van der, Adhikari & Tondkar, 2005). Furthermore, obtaining performance data that is valid and reliable from different parts of the organisation results to fragmented and immature data especially if it is for early reports the data collection systems (Global Reporting Initiative, 2015).
Future prospects for sustainability reporting relating to the area assigned
The future prospects of sustainability accounting and reporting are mainly going to be characterised by increased use of technology due to adoption of integrated reporting in conjunction with increased technological advancements and creative use of online communication and reporting platforms (Global Reporting Initiative, 2015). As a result, specific future prospects include: 1) extended reporting through the value chain, 2) the G4 guidelines and development is integrated accounting and reporting, 3) improved impacts measurements, and 4) increased mainstream role of sustainability accounting and reporting (Schaltegger, Bennett & Burritt, 2006).
Conclusion
In conclusion, the adoption of sustainability accounting and reporting will lead increased provision of sustainability information over time by corporations and organisations. This will reflect increased demands form a wide range of stakeholders as well as market and regulatory conversion of externalities into internalities. This means that sustainability accounting is a daunting task that requires input from all stakeholders in order to ensure that it benefits all of them including surrounding communities as noted in the discussion of this paper in context to Aboriginal communities in Australian mainland and Tasmanian Island.
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For this paper the writer will have to reference to 113375, 113394, and 113444 to be able to complete this paper as it is a continuation of what was done on those previous papers. The writer has to properly transcribe the interview and it should not be more than 20 minutes as mention.
Small-Scale Qualitative Research Project—Conduct the Interview
This week you will be conducting an interview based on the interview guide you completed in Week 2.
For this assignment,
• Review the media resources for planning and conducting interviews in preparation for conducting your interview.
• Your interview should last 15–20 minutes and must be audio-recorded since this is the standard for good practice in qualitative research interviews. Please save your interview audio-recording in case your Instructor asks to review it.
• You will then transcribe the entire interview from beginning to end. (If your interview lasts longer than 20 minutes, transcribe only 20 minutes maximum.)
SAMPLE ANSWER
Interviewer: How are you?
Emily Lawson: Good. How are you?
Interviewer: I am fine. Thank you for agreeing to have this interview with me. I will not take much of your busy time. The interview normally takes about 15-20 minutes. Your confidentiality will be maintained and I will give you a sample of the transcript before publishing. As I told you before, I am conducting a research to get an idea on the management practices for future business management and production. Do you have any questions before we begin?
Emily Lawson: No. Just go ahead.
Interviewer: What are the common human resource management techniques that can motivate employees to work hard without any financial compensation?
Emily Lawson: Generally, employees are motivated by appraising them on work done, including them in overall company projects, as well as involving in major decisions that affect the company. They feel appreciated which motivates them to work harder.
Interviewer: What policies in HRM can optimize productivity?
Emily Lawson: The best policies in HRM that can maximize productivity are; paying employees well, constant promotions of the employees, giving out bonuses to employees for extra work done, and giving commissions especially to sales people. Other non-financial policies include team work activities to make employees part and parcel of the organization as well as periodical on-job training.
Interviewer: Give examples of the policies that have succeeded in increasing productivity in your current or previous position?
Emily Lawson: Since we specialize in provision of qualified personnel to potential recruiters, we normally focus on the job training to the prospective employees. We train the employees on what is expected of them while in the job and provide both theoretical and practical skills that will make them experts in their field.
Interviewer: Provide details of human resource management strategies those employees would positively prevent staff turnover and possibly attract employees from other rival companies besides financial or monetary compensation.
Emily Lawson: A strategy that is mostly effective is the lean approach. When employees are entrusted with the firm’s activities and decision making, they are likely to feel secure in the company and not have the need to resign. Also, ensuring that an employee gets promoted after reaching a certain minimum target or years of work will highly influence employee retention as well as attract employees from rival companies.
Interviewer: Can you outline stock options strategies that can motivate employees without diluting the company’s stock values?
Emily Lawson: One strategy is setting a portion of the stock to be bought by desiring employees and making them shareholders. Another way is giving the employees a clue on the next price for stock before making it public.
Interviewer: Can you explain how making employees shareholders act as a motivator?
Emily Lawson: I will. Shareholders receive value for their investments in form of dividends. If the company is performing poorly, no dividends are available to be given out. But when the company is performing well, returns are generated for the shareholders. When the employees are shareholders, they will be motivated to perform better so as to improve the company value and eventually increase their share value.
Interviewer: Last question for this interview, how often do you review your HRM policies?
Emily Lawson: As often as possible. We make sure we are up to date with the changes both in the internal and external environment for sustainability. The policies have to be reviewed so as to maximize productivity.
Interviewee: Thank you for your time Emily. I really appreciate.
Emily Lawson: It’s my pleasure. You are welcome.
Interviewee: Thank you. Do have a good day.
Emily Lawson: Thank you. Good day.
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by using the concepts and arguments to analyse news casts or journalistic works that related to the theme.How would you apply the concepts to what is presented in the news. Do the concepts complement or contradict what news casters or reporters have to say.Can you justify an author’s argument through?practical examples
SAMPLE ANSWER
Risk Society
This paper explores the concept of risk society and abuses of science and technology in the twentieth and twenty-first centuries. The arguments posed in this paper are considerably informed by the works of theorists Ulrich Beck and Anthony Giddens. The paper argues that the reflexive modernization has resulted into technological risks being much more than natural risks, and these technological risks, with their global nature, do cause harm to everyone including those who create them. The paper further analyzes the role of the mass media in this risk society.
Giddens (1998), a British sociologist defines a risk society as one with an increasing preoccupation with the future, generating the aspect of risk. According to Beck (1992), a German sociologist, a risk society refers to a systematic manner in which modernization induces and introduces hazards and insecurities. Both sociologists define risk society in line with the aspect of modernity. Modernity is considered as a culture which focuses on the future instead of the past. Accordingly, through self-examination, a society transforms itself in the process. Beck (2006) further observes that the contemporary society is a risk society due to the fact that it is overwhelmingly occupied with debates, prevention and management of risks that it has produced itself.
According to Giddens and Beck, despite the fact that humans have always been exposed to natural disasters, modern societies have resulted into such risks as crime, new illnesses, and pollution. Giddens refers to the risks induced and introduced by modernization as manufactured risks and external risks. They are manufactured risks in the sense that their production and mitigation are dependent on human agency, unlike recurring natural risks such as earthquakes, cyclones, floods, and epidemics which have been threatening the survival of all societies even before the advent of modernity (Ekberg, 2007). Manufactured risks are created in biomedical, chemical, and nuclear laboratories of the modern scientific societies. Thus, they are special to this scientific era. This implies that manufactured risks are capable of being assessed in terms of the magnitude or likelihood of their production. According to Giddens (1998), modernity has shifted emphasis from natural risks to technological risks. Giddens further points out that nature came to an end at the point when human beings stopped to worry about what nature could do to them and began worrying more about what they have done to nature. Thus, it is not surprising that risks today emanate more from human activity than from nature, as it was the case in the past.
Today, there is immense circulation of knowledge between the government, scientific communities, professional bodies, and the public. Furthermore, the spread of knowledge is happening on a global scale. It is possible for anyone to access information concerning health, medicine and well-being, as well as epidemics, both real and potential. Most importantly, the concept of risk society is closely related to threats posed by human agency. As a result of social concerns, the nuclear power is increasingly being regulated, with some expansion plans being abandoned, thus causing the alteration of modernity itself. In this regard, a state of reflexive modernization has come into existence due to the increasing critique of modern industrial practices. Reflexive modernization is reflected through concepts such as the precautionary principle and sustainability, focusing on measures that can help in decreasing levels of risk (Beck, 2000).
Society risk theorists have differing perspectives on how the concept of a risk society tends to interact with class distinctions and social hierarchies. Most theorists are of the view that social interactions have led to the alteration of the introduction of reflexive modernization and manufactured risks. Similar to wealth, the distribution of risks occurs unevenly within a population and this considerably influences the quality of life.
Beck and colleagues (2000) point out that modern ‘risks’ are unprecedented from a historical perspective in line with their invisibility, catastrophic impacts, and spatial, temporal reach. The visibility of these risks can be achieved only if socially defined in line with knowledge or knowledge processing fora such as the mass media, the legal system, and science. Contemporary risks are highly dependent on this constructionist social formulation. In addition, everybody is under the threat of risks produced by technologically advanced capitalism. Nevertheless, the irony presented with these risks is that new social conflicts and antagonisms emerge as a result of the contrast between the so-called inegaliatarian ‘goods’ and democratic ‘bads’. Within the core of these conflicts is where the public are surrounded and informed about these risks and their effects. Furthermore, the media are regarded as the main arena through which such social conflicts over knowledge, definitions, and effects of risks are displayed.
Beck argues that pre-modern class structures which were basically based on wealth accumulation have weakened in the modern risk society, in which a social risk status is achieved in terms of the extent of risk aversion. However, Giddens is of the view that pre-modern class structures still play a significant role in the risk society, in which they are now partly defined according to the different opportunities presented for self-actualization and empowerment. Giddens also takes a rather positive approach towards the concept of a risk society than Beck. All in all, the risk society presents struggles by the rich to distribute risks to the poor, and this has been a chief source of conflict. For instance, in the recent hurricane Katrina in Atlanta, the poorest and least powerful groups of the society bore the social and environmental risks resulting from the catastrophe (Kennedy & Kennedy, 2010).
According to the theory of world risk society, modern societies are considerably influenced by new forms of risks, to the extent that their bases are upset by the society’s anticipation of global catastrophes. These perceptions of global risk are characterized through: de-localization, incalculableness, and non-compensability (Beck, 1992). With regards to de-localization, the causes and effects of global risk are omnipresent in the sense that it cannot be restricted to a specific geographical space or location. Secondly, a global risk is incalculable in respect of its hypothetical consequences. Thirdly, a global risk is not compensable since the aspect of compensation has been replaced by the doctrine of precaution through prevention. In addition to the aspect of prevention taking precedence over compensation, the modern society is also aiming at anticipating and preventing risks whose existence has not yet been established.
Thus, today’s global society presents a wide range of challenges in the sense that risks are now not capable of being calculated, controlled and measured, and they are beyond the prospects of compensation and socialization. The security pact of industrial society is being broken down by the numerous forms of chemical and bio-technological production, nuclear power and the continuing ecological destructions. Thus, this has led to the subversion or suspension of the foundations of the established risk logic.
The growing complexities in the global risk society have made it difficult for anyone to gauge with certainty the extent of risks presented today through the collective innovations and technologies (Beck, 1995). Science is now failing us through the contradictory assessments, conflicting reports and varying risk calculations. Accordingly, the evaporating faith in risk technocrats and the dissolving of hegemony experts leaves the issue of risk assessments to political games that are played in pursuit of sectional interests. For instance, consumers in Western Europe have rejected the introduction of genetically modified products not as a result of adverse results by scientists as to the potential risks to human consumption, but as a result of the sanctity given by risk experts who have been considered as manipulated by big agro-business. In the contemporary society, consumers do not have faith in the restrained horizon of understanding that experts cannot gauge the unintended impacts of complex technologies and their external risks. Thus, reflexive modernization results into the breaking down of the social compact of risk society (Jarvis, 2007).
In line with Beck’s argument, it is evident that the growing influence of science and technology consequently increases the difficulty and impossibility of managing all-embracing risks resulting from new innovations or discoveries aimed at advancing our mastery over nature or improving the quality of life (Kennedy & Kennedy, 2010).
Beck (1992) posits that the minimization of hazards is only possible through technological means. Accordingly, the risk society has emerged as a result of the increased ability of people to communicate with each other because of the development of information technology. In an era where technological systems are growing on a world-wide large scale, it is evident that, in the long-run, the least likely event will take place. Thus, media, despite the commercial pursuit of revenue, readers, and ratings, as well as eventual parading of entertainment, drama, and spectacle, can play an important role of illuminating on the latest disasters and catastrophes in the society that have been induced by technology. In the contemporary risk society, risks are avoided and compensated in line with earlier industrial risks that have a higher potential of being known, calculated, controlled, and predicted. This implies that the institutional reactions to ‘social explosiveness of hazard’ are characterized with inadequacy. Ultimately, the media will be attracted to each disaster’s ‘organized irresponsibility’ (Kennedy & Kennedy, 2010).
The mass media has instigated and aggravated politics of fear and hysteria (Beck, 2006). Despite the importance attached to the media in the growing theory of risk society, research indicates that there is inadequate detailed analysis concerning their role. Theories focusing on fragmentation of power, cultural consciousness, and spiraling of real risks have failed to inquire into the factors raising conflicts between definition and validity. Research indicates that the media is not properly equipped to give detailed attention to any form of threat, whether potential or real. Despite the interest or concerns of particular journalists, news structures have failed to ensure that sustainable risk coverage is encouraged. Individual stories tend to attract attention only in situations where there are major disasters, decisive scientific statements, official responses, and/or when governments, bureaucracies, and organizations dispute over the extent of the hazard. Nevertheless, most debates over risks rarely fall within these classifications.
In line with Beck’s theory of risk society, research also indicates that risk is characterized by uncertainty (Kitzinger & Reilly, 1997). Accordingly, the lack of conclusive scientific evidence always results into the “we need more research” approach, which tends to frustrate journalists. Journalists abhor scientific uncertainty because their attention is basically drawn to controversy. In addition, unless the government or other relevant authorities pursue the precautionary principle, risks tend to be ignored or seem to have been officially solved, which ultimately weakens the news value of the story. Ironically, the failure to pursue precautionary measures usually increases risk.
By its definition, risk relates to projected assessments. It is a concept focusing on prediction of the future. This conflicts with the key news principle which puts emphasis on present events. Television and press news, way from putting focus on risk, has the tendency of ignoring hypothetical and distant threats. In most cases, unless the risks are realized in some way, hypothetical risks are not reported as ‘risk stories.’ For instance, a journalist’s comments concerning potential risks arising from human genetic research will be considered as mere speculation and not news (Kitzinger & Reilly, 1997).
Even in cases where the media reports risks in the risk society, they have high chances of misrepresenting risk statistics and distorting the ‘facts’. Journalists tend to be ‘risk junkies’ in the sense that they exaggerate risk scenarios in order to attract attention from the public. As they say, ‘good news is no news.’ Thus, the media has been accused of playing down instead of playing up the potential dangers of respective disasters. Reporting of an event is usually shaped by the mental maps drawn by the journalist, and the manner in which he/she frames the story. The actions of a journalist are also considerably influenced and limited by the organizations in which they work. Consequently, the statistics presented in a news cast may fail to reflect the reality on the ground (Cottle, 1998).
In conclusion, it is evident that the scientific and technological innovations in the modern society have resulted into more manufactured risks than natural risks. These risks are complex in the sense that they are global, incalculable, and not compensable. These risks tend to be distributed by the rich to the poor people in the society, in scenarios where the concept of precautionary principle is not adopted. Accordingly, the media also plays an important role in the risk society by reporting the magnitude of risks taking place. However, the media tends to exaggerate risks and operate on speculation, thus misleading the people.
References
Beck, U. (1992). Risk Society, Towards a New Modernity. SAGE.
Beck, U. (1995). Ecological Politics in the Age of Risk. Polity Press.
Beck, U., Adam, B., & Van Loon, J. (2000). The Risk Society and Beyond: Critical Issues for Social Theory. SAGE.
Cottle, S. (1998). Ulrich Beck, ‘Risk Society’ and the Media: A Catastrophic View? European Journal of Communication, 13(1): 5-32.
Ekberg, M. (2007). The Parameters of the Risk Society: A Review and Exploration. Current Sociology, 55: 343.
Giddens, A. (1998). The Third Way: The Renewal of Social Democracy. Polity.
Jarvis, D. S. (2007). Risk, Globalisation and the State: A Critical Appraisal of Ulrich Beck and the World Risk Society Thesis. Global Society, 21(1).
Kennedy, P. & Kennedy C. (2010). Using Theory to Explore Health, Medicine and Society. Policy Press.
Kitzinger, J. & Reilly, J. (1997). The Rise and Fall of Risk Reporting: Media Coverage of Human Genetics Research, ‘False Memory Syndrome’ and ‘Mad Cow Disease.’ The European Journal of Communication, 12(3): 319-350.
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Each of Homework will post every week of after finishing each of Homework
So First Homework is :
SAMPLE ANSWER
Sociology
Number 1
I had a sixteen year old cousin watch the news channel on television for thirty minutes. During that time, I had to keenly watch his behavior as he watched television. The boy had his cell phone with him as he watched the news. He would frequently look at his phone for a few seconds, and then continue watching the news without pausing or freezing. However, on a few accession he had to send back a text and this would take a few minutes. On resuming watching television, he had to rewind the program to catch the bits of news he had missed when he was on the phone. He once froze the show and ran to the bathroom for some minutes then returned, unfroze and continued watching the show.
Number 2
After the news show was over, I asked him to give me a detailed summary of the news stories that were aired in the show. He gave all but one of the stories that had been aired on the show. When I asked him about the one he had omitted, he explained that he had watched that entire piece of story. He continued to give a detailed account of the whole story. However, some of the details on the other stories were scarce. Other details were also entirely inaccurate as he told them compared to what was aired during the news show.
Number 3
I usually watch television frequently. However, during the session I find myself doing some other activity that split my attention from the television show I was watching. I find myself replying to text messages, returning calls and at times even playing a cell phone game. I can also find myself eating and I at times fall asleep while watching a television show. I find that whenever I am distracted while watching television there are bits of the content that I do not grasp. I find that the accuracy of the information I have on the stories in the show is wanting. Moreover, I also do not at time get to watch how the show ended and thus, I do not have the details of the entire show. However, when I have all my attention channeled to the shows I watch on television, I get to know the full story. I can also narrate the stories accurately and in details.
Number 4
A study on the population of the US showed that about sixty percent of people use a second screen when watching television. The study called this behavior the second screen paradigm. People who use the second screen while watching television are usually distracted and therefore, do not grasp all the content being aired on television. This behavior is in line with the theory of dual coding. The theory states that, people often remember and process information that is presented to them both as visual and audio (CCD Conference, 2103). The lack in the content after watching a show on television while using a second screen or a phone is well explained from this theory. Whenever my cousin or I looked away from the television to look at our phones, the flow of information from the show is disrupted. The combination of the sound and video gets information faster to the brain. However, when is disrupted, this flow of information to the brain is also disrupted. The theory explained the missing details from the show and the inaccuracy of the information one has about a show they saw when using a second screen.
References
CCD (Conference), Rau, P. L. P., & International Conference on Human-Computer Interaction. (2013). Cross-cultural design: Methods, practice, and case studies : 5th International Conference, CCD 2013, held as part of HCI International 2013, Las Vegas, NV, USA, July 21-26, 2013, Proceedings. Berlin: Springer.
