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Sociology - Three Sociological Perspectives Task
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Discussion 1
Three Sociological Perspectives
Compare the differences among the three major theoretical perspectives in sociology (structural-functionalism, conflict theory, and symbolic interactionism). With which theory and theorist do you find that you share similar views with and why?
Your initial post should be at least 250 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references.
Discussion 2
Qualitative vs. Quantitative Research & the Methods of Social Research
Compare and contrast the advantages and disadvantages of qualitative and quantitative research. Suppose you are to study police brutality, what methods of research (demographics, historical data, surveys, interviews, or observation) would you utilize?
Your initial post should be at least 250 words in length. Support your claims with examples from required material(s) and/or other scholarly resources, and properly cite any references.

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WK2ASSIGNMENTCRJ
WK2ASSIGNMENTCRJ
Week 2 - AssignmentEthics in Criminal Procedure Prepare a paper detailing the significance of ethics in criminal justice and criminal procedure. Please be sure to include all of the following elements in your paper:Summarize your working definition of ethics.Define ethics within criminal justice.Compare ethics in law vs. real life.Examine the need for equal treatment of all people in the criminal justice system.Identify the major safeguards provided by criminal procedure.Use at least two scholarly sources in addition to this week’s readings to support your findings. The paper must be three to four pages in length and formatted according to APA style. You must use at least two scholarly sources in addition to the textbook to support your claims. Cite your sources within the text of your paper and on the reference page. For information regarding APA, including samples and tutorials, visit the Ashford Writing Center, located within the Learning Resources tab on the left navigation toolbar.

Identify Fallacious Reasoning in a Text
Identify Fallacious Reasoning in a Text
In a 1-page essay, provide an analysis that identifies fallacious reasoning in the story and explain why.THE DANGER OF LYING IN BEDThe man in the ticket-office said:"Have an accident insurance ticket, also?""No," I said, after studying the matter over a little. "No, I believe not; I am going to be traveling by rail all day today. However, tomorrow I don't travel. Give me one for tomorrow."The man looked puzzled. He said:"But it is for accident insurance, and if you are going to travel by rail--""If I am going to travel by rail I sha'n't need it. Lying at home in bed is the thing _I_ am afraid of."I had been looking into this matter. Last year I traveled twenty thousand miles, almost entirely by rail; the year before, I traveled over twenty-five thousand miles, half by sea and half by rail; and the year before that I traveled in the neighborhood of ten thousand miles, exclusively by rail. I suppose if I put in allthe little odd journeys here and there, I may say I have traveled sixty thousand miles during the three years I have mentioned. AND NEVER AN ACCIDENT.For a good while I said to myself every morning: "Now I have escaped thus far, and so the chances are just that much increased that I shall catch it this time. I will be shrewd, and buy an accident ticket." And to a dead moral certainty I drew a blank, and went to bed that night without a joint started or a bone splintered. I got tired of that sort of daily bother, and fell to buying accident tickets that were good for a month. I said to myself, "A man CAN'T buy thirty blanks in one bundle."But I was mistaken. There was never a prize in the the lot.I could read of railway accidents every day--the newspaper atmosphere was foggy with them; but somehow they never came my way. I found I had spent a good deal of money in the accident business, and had nothing to show for it. My suspicions were aroused, and I began to hunt around for somebody that had won in this lottery. I found plenty of people who had invested, but not an individual that had ever had an accident or made a cent. I stopped buying accident tickets and went to ciphering. The result was astounding. THE PERIL LAY NOT IN TRAVELING, BUT IN STAYING AT HOME.I hunted up statistics, and was amazed to find that after all the glaring newspaper headlines concerning railroad disasters, less than THREE HUNDRED people had really lost their lives by those disasters in the preceding twelve months. The Erie road was set down as the most murderous in the list. It had killed forty-six --or twenty-six, I do not exactly remember which, but I know the number was double that of any other road. But the fact straightway suggested itself that the Erie was an immensely long road, and did more business than any other line in the country; so the double number of killed ceased to be matter for surprise.By further figuring, it appeared that between New York and Rochester the Erie ran eight passenger-trains each way every day--16 altogether; and carried a daily average of 6,000 persons. That is about a million in six months--the population of New York City. Well, the Erie kills from 13 to 23 persons of ITS million in six months; and in the same time 13,000 of New York's million die in their beds! My flesh crept, my hair stood on end. "This is appalling!" I said. "The danger isn't in traveling by rail, but in trusting to those deadly beds.I will never sleep in a bed again."I had figured on considerably less than one-half the length of the Erie road. It was plain that the entire road must transport at least eleven or twelve thousand people every day. There are many short roads running out of Boston that do fully half as much; a great many such roads. There are many roads scattered about the Union that do a prodigious passenger business. Therefore it was fair to presume that an average of 2,500 passengers a day for each road in the country would be almost correct. There are 846 railwaylines in our country, and 846 times 2,500 are 2,115,000. So the railways of America move more than two millions of people every day; six hundred and fifty millions of people a year, without counting the Sundays. They do that, too--there is no question about it; though where they get the raw material is clear beyond the jurisdiction of my arithmetic; for I have hunted the census through and through, and I find that there are not that many people in the United States, by a matter of six hundred and ten millions at the very least. They must use some of the same people over again, likely.San Francisco is one-eighth as populous as New York; there are 60 deaths a week in the former and 500 a week in the latter--if they have luck. That is 3,120 deaths a year in San Francisco, and eight times as many in New York--say about 25,000 or 26,000. The health of the two places is the same. So we will let it stand as a fair presumption that this will hold good all over the country, and that consequently 25,000 out of every million of people we have must die every year. That amounts to one-fortieth of our total population. One million of us, then, die annually. Out of this million tenor twelve thousand are stabbed, shot, drowned, hanged, poisoned, or meet a similarly violent death in some other popular way, such as perishing by kerosene-lamp and hoop-skirt conflagrations, getting buried in coal-mines, falling off house-tops, breaking through church, or lecture-room floors, taking patent medicines, or committing suicide in other forms. The Erie railroad kills 23 to 46; the other 845 railroads kill an average of one-third of a man each;and the rest of that million, amounting in the aggregate to that appalling figure of 987,631 corpses, die naturally in their beds!You will excuse me from taking any more chances on those beds. The railroads are good enough for me.And my advice to all people is, Don't stay at home any more than you can help; but when you have GOT to stay at home a while, buy a package of those insurance tickets and sit up nights. You cannot be too cautious.[One can see now why I answered that ticket-agent in the manner recorded at the top of this sketch.]The moral of this composition is, that thoughtless people grumble more than is fair about railroad management in the United States. When we consider that every day and night of the year full fourteen thousand railway-trains of various kinds, freighted with lifeand armed with death, go thundering over the land, the marvel is, NOT that they kill three hundred human beings in a twelvemonth, but that they do not kill three hundred times three hundred!

Observational Learning
Observational Learning
This is what I have written already!
Observational Learning
Amanda June Lewis
Professor Heather Lippard
Argosy University Online
Abstract
In this paper will discuss the negative and positive of
those students who have disabilities. Should these students be mainstreamed
into the regular classes or should they be kept united in their own classrooms.
The age old question should those that are behaviorally challenged and children
that have disabilities be put with those in a regular classroom? Would students
with learning disabilities be put with those with behavioral issues? I have
been working with this subject for over thirty years and will share the pros
and cons of inclusion and segregation of these children and issues they face in
the classrooms of our schools. Do these classes actually increase or decrease
the issues that are challenging the children. We will also take a look at how
observational learning effects these children.
There are many things to be said on the subject of
handicapped children and young adults and the environment in which they are
associated. Being a mother of a Down’s child that was extremely malnourished
when we got him and being told that he would be a vegetable his whole life. I
knew better, he needed stimulation and encouragement to make a difference in
his life. Just as my niece that was left deaf after having spinal meningitis.
First of all we understood that our children would have difficulties but we
also never treated them as if they were handicapped, they just had to learn in
a different way. This is where observational learning was a large component of
their learning. They learned to do anything anyone else can do, maybe not as
good or perhaps better in some instants. They never knew they were different. My
niece saw a little boy in a wheelchair at Wal-Mart one day and said, “Aw look
Mama, that little boy is handicapped, I will pray that he will be normal like
me” (Jenny Rae Lee). I think that said
it all. Another time my son and I were at Wal-Mart there was this little boy
that was handicapped and he wanted to pray for him to be like him. He looked at
me and said “Mama he will be okay, alright Mama” (Marcus) and he was very
matter of fact. “I prayed for him, he will be okay.” (Marcus). Our children,
what most consider normal, were raise to respect them and to listen even though
they are handicapped they are their elders. My grandchildren call him Uncle
Markie and he loves them with all his heart. He calls them “his kids.” These observational
lessons were taught to our children from babies up as inclusion was taking
place. When they went to school it was another story however.
In school they isolate all kinds of behaviors and
disabilities in a class referred to as “Special Education” class. All behaviors
and disabilities are in one classroom. Those that were extremely dysfunctional
and those that were not. It is difficult for those that were not to achieve
advancement. The aides are working constantly with those that cannot do for
themselves, which is good. However, I must ask what happens to those that are
able to learn through observation when the aides are too busy to accomplish the
goals for those to observe? So those that learn from observational learning are
somewhat hindered and even going backwards at times, due to the lack of what
they are observing. Example: A child needs to observe an aide or teacher counting
blocks or showing colors. The aide/teacher was busy taking a child in and out
of the room for the rest room cleaning them up. This leaves the child to fin
for themselves in the classroom. They are learning by what they are observing
and that is not good. My experience is that Special Education rooms contain
babysitters and not much more in my over thirty years of dealing with these
services. They are so busy trying to keep up with the children that they cannot
show good behaviors or actually teach the children. Every time I would go to
the school (pop in) my son would be sitting watching a movie or listening to a
cassette tape which he could be doing at home. My sister had the same problem
with Jenny at the deaf school, not being taught, just baby sat. We could have
done that ourselves at home. They are the professionals and we expected
teaching to be taking place as it has been proven that children with
disabilities can learn.
In our book, Learning and Behavior, it states; [Baer,
Peterson, and Sherman (1967) reinforced several children who were profoundly
retarded for imitating a variety of behaviors performed by the teacher
(standing up, nodding yes, opening a door). After establishing imitative
responses (which required several sessions), the teacher occasionally performed
various new behaviors, and the children would also imitate these behaviors
although they were never reinforced for doing so.] (Mazur J. E., 2006).This is proof that these children with
a little initiative of the teacher can learn new things. Inclusion has been
debated for many years as the term generally represents “full inclusions.” This
is where the disabled children are taught in a normal class setting for the day
and are allowed to be a part of the classroom development. Their classes in “art,
library, physical education and allotments such as lunch, playground activities
and assemblies,” (Seehorn, n.d.) meaning the students
are all treated the same. Through mainstreaming
Mazur, 2006. Learning and Behavior (6th ed). Pearson
Learning Solutions.
Retrieved
from http://digitalbookshelf.argosy.edu/books/0558220231/id/ch12lev2This is the assignment. We are graded on the rubic at the bottom with the points for each attached! Do you know how many hours you might need? Thanks.Assignment 2: Inclusion versus Segregation
One of the top issues in special education
is the ongoing debate of “inclusion versus segregation.” The idea of
inclusion in education is that all students, no matter what disability
they may have, should learn together in the same environment. Fully
inclusive schools do not differentiate between special education
courses and general education courses, but rather include students with
learning, emotional, behavioral, or physical disabilities in classes
with all of the other students.
The idea of segregation in education
suggests that there are benefits to providing classes separate from
general education classes that meet the needs of students with special
needs. For some students, this may be for just one or two subjects,
while for other students, this encompasses all of their courses.
In this assignment, you will consider those students who suffer from behavioral disorders or social skill deficits.
Using the module readings, the Argosy
University online library resources, and the Internet, research
observational learning. Then, address the following:
Based on your learning about observational learning
in this module, what are the benefits that these students could gain
through their inclusion into a regular classroom?How could the principles of observational
learning help to improve the classroom behavior of students with
behavioral disorders or social skill deficits?What are some of the classroom disadvantages for employing inclusion for other typically developing students?Do you support the move toward inclusion? Why or why not?Write a 4–5-page paper in Word format. Apply
APA standards to citation of sources. Be sure to include a title page
and a reference page. Use the following file naming convention:
LastnameFirstInitial_M4_A2.doc.
By Wednesday, October 30, 2013, deliver your assignment to the M4: Assignment 2 Dropbox.
Assignment 2 Grading Criteria
Maximum Points
Identified benefits to be
gained from inclusion of students with behavioral disorders and
described ways in which principles of observational learning could
improve classroom behavior of such students.
32
Identified classroom disadvantages for employing observational learning principles for typically developing students.
24
Provided reasons for or against the move towards inclusion.
24
Wrote in a clear, concise,
and organized manner; demonstrated ethical scholarship in accurate
representation and attribution of sources; displayed accurate spelling,
grammar, and punctuation.
20
Total:
100

case study
case study
The attach document is the case which you have to write case analysis for. PLEASE BE SURE TO ANSWER ALL THE QUESTIONS IN THE CASE ANALYSIS AND THE FOLLOWING IS THE FORMAT.Written case studies are an individual effort. These case analyses must succinctly present the problem, present the relevant calculations, discuss the problem from multiple point of views, and provide the recommended conclusions. The report is to be a maximum of 4 pages (double-spaced, font size 12, New Times Roman font, one-inch margins). You are to distill the essence of the case and present it professionally – as if it were going to your boss. NOTE: Points will be deducted for misspelled words and incorrect grammar and punctuation. If necessary, you should be using spell-check and grammar-check software. Recommended Structure (Memo Format): 1) Introduction (appr. 0.5 page) a. Briefly introduce yourself (you are a fictional consultant) b. Explain the purpose of the memo 2) Main Discussion (appr. 3 pages) a. Discuss case questions b. Provide alternative views c. Include your own opinions/ideas 3) Conclusion (appr. 0.5 page) a. Discuss your recommendation(s) b. Provide contact information (of the fictional consultant) https://www.likeplum.com/uploads/questions/18992/20131031001818alltel_case.pdf
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