Category: Sociology Study

Post- Poverty Policy Podcast

In the context of the US, to a considerable extent, healthcare policies contribute to inequality by creating barriers to access for specific populations. Notably, these influences include factors such as affordability, availability of healthcare facilities and services, and the distribution of resources. On the other hand, it is apparent that policies prioritizing private healthcare over public healthcare, for example, exacerbate inequality by limiting access to quality care for Americans who cannot afford it. Similarly, healthcare policies such as Medicaid that do not adequately address social determinants of health, such as poverty, education, and social support systems, increasingly perpetuate inequality in health outcomes. These policies fail to address the underlying causes of health disparities and do not provide sufficient support for marginalized communities.

Undoubtedly, healthcare and homelessness remain interconnected and significantly impact each other. Homelessness considerably contributes to increased health vulnerabilities, while inadequate access to healthcare results in homelessness, making it more difficult for individuals experiencing homelessness to improve their situation. Bedmar et al. (2022) posit that homeless people suffer from poor health and premature death resulting from limited healthcare access, primarily deprived of fundamental human and social rights. Thus, individuals encountering housing problems face adverse health problems resulting from deplorable living conditions. On the other hand, stable housing exists as a critical health determinant. Access to safe and affordable housing positively impacts health outcomes, reducing medical complications among populations. Therefore, policymakers and healthcare providers positively contribute to enhanced health outcomes by addressing housing instability.

Typically, discussions on poverty, inequality, and healthcare emerged as complex and diverse viewpoints that challenged my understanding of these influences. Engaging with these topics broadened my understanding, challenged my earlier preconceptions, and expounded on the magnitude of homelessness and healthcare interrelations. Generally, it is imperative to approach these discussions with an open mind, critically evaluating information from reliable sources such as podcasts from professionals in respective fields and considering different viewpoints, ultimately forming a well-informed perspective.

References

Bedmar, M.A., Bennasar-Veny, M., Artigas-Lelong, B., Salvà-Mut, F., Pou, J., Capitán-Moyano, L., García-Toro, M. and Yáñez, A.M., 2022. Health and access to healthcare in homeless people: Protocol for a mixed-methods study. Medicine, 101(7). https://doi.org/10.1097%2FMD.0000000000028816

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Parent Center Name and County/Location:

• Center For Parent Resources

Five Ways to Help Students, Parents, and Families with the IEP Process (Three Sources):

Source 1: “Understanding the IEP Process” Webinar

• Attend an “Understanding the IEP Process” webinar, which offers in-depth information about the IEP process. These webinars are held regularly and can be accessed on the website’s webinar page.
• Webinar Link

Source 2: “Comparing IEPs” Article

• Refer to the article titled “Comparing IEPs” to understand the variations in IEPs and how to work with different types effectively. This article discusses the importance of individualized plans.
• Article Link

Source 3: “Ethical Advocacy for Appropriate Services” Brief

• Explore the “Ethical Advocacy for Appropriate Services” brief to learn about the ethical considerations involved in advocating for students with disabilities during the IEP process. This resource highlights the importance of ethical advocacy.
• Brief Link

Three Things Parents Should Know About Their Parental Rights (Three Sources):

Source 1: “Importance of IT Service Management” Article

• Parents should be aware that their parental rights are protected by law throughout the IEP process. Understanding these rights is crucial. For comprehensive information, parents can refer to the article titled “Importance of IT Service Management.”
• Article Link

Source 2: “Ten Things Teachers Should Know About Parent’s Rights” Webpage

• Parents can visit the “Ten Things Teachers Should Know About Parent’s Rights” webpage to gain insight into their rights as they pertain to their child’s education. This resource provides a concise list of key points.
• Webpage Link

Source 3: “Upholding Ethical Standards in Early Childhood” Webinar

• Parents can participate in the “Upholding Ethical Standards in Early Childhood” webinar to understand their rights in the context of early childhood education. This webinar covers ethical guidelines and parental rights.
• Webinar Link

Three Things to Consider When Working with Students Who Are English Language Learners (Three Sources):

Source 1: “Special Education Resources” Culminating Project

• When working with English Language Learners (ELLs), consider their unique needs and language proficiency levels. The “Special Education Resources” Culminating Project provides insights into accommodating ELLs in special education settings.
• Project Link

Source 2: “Literature Review on Collagen” Article

• Understanding the language development of ELLs is crucial. The “Literature Review on Collagen” article discusses language development, which is essential when working with ELL students.
• Article Link

Source 3: “Effects of Management and Union Relationships” Study

• Collaborate with ELL students’ families and consider their perspectives. The “Effects of Relationship of Management and Union at Washington Hospital Center” study emphasizes the importance of collaboration and understanding diverse backgrounds.
• Study Link

Three Things to Consider to Increase Parental Involvement (Three Sources):

Source 1: “Education Timeline” Essay

• Increasing parental involvement requires effective communication. Parents and educators should maintain open and regular communication channels. The “Education Timeline” essay discusses the importance of communication between schools and parents.
• Essay Link

Source 2: “The Special Education Resources” Culminating Project

• Collaborate with parents to create a supportive educational environment. The “Special Education Resources” Culminating Project offers strategies for fostering collaboration between parents and educators.
• Project Link

Source 3: “Ten Things Teachers Should Know About Parent’s Rights” Webpage

• Encourage parents to actively engage in their child’s education. The “Ten Things Teachers Should Know About Parent’s Rights” webpage includes information on how parents can participate effectively in the IEP process.
• Webpage Link

This information provides a well-rounded understanding of how to support students, parents, and families in the IEP process and beyond.

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Make sure you read the question and use the proper data set.  Also, provide as much information so it is readily apparent what exercise and part of an exercise you are answering (and it is always a good idea to attach the output).  You might think this goes without saying but you would be surprised.  

Based on the PSPP Chi-Square Distribution lecture, answer the following question.

PART 1
Based on the PSPP Chi-Square Distribution lecture, answer the following question.

Using the GSS2008 data, examine the relationship between attitudes toward the level of national assistance for childcare (NATCHILD) and the sex of the respondent (SEX). Fill in the following information:

Now perform the analysis with PSPP and find (You need to go to Analyze, Descriptives, Crosstabs–click.  Enter in the appropriate variables–click on statistics on the dialogue box where you enter the variables (for row, column) and make sure the chisq box is checked.)

Percentage of men (out of only men) stating the current level is too little ________________________

Percentage of women (out of only women) stating the current level is too little ________________________

Chi Square significance level ________________________ (Pearson Chi Square Sig)

Is the relationship statistically significant YES NO

How would interpret this result? What might explain why there is or is not a significant difference in the means between the two groups (male and female). The null hypothesis for the Chi Square test is that there is no difference between the mean percentages of the various groups or categories. So, if the result is significant, we can reject (rather than confirm) the null hypothesis and indicate that there is a significant difference.

How would you describe the practical meaning of statistically significant to a group of managers with no experience with statistics or research methods?

PART 2

Using the GSS2012 data, examine the relationship between sex (SEX) and the belief that a woman will not get a job or promotion over a man (DISCAFFW).

Fill in the following information: 
Make a prediction

What percent of Americans believe women are less likely to get a job or promoted over a man:

                                                                                                                        ___________

Do you think males and females vary on their perspectives on this issue?                          YES    NO

Now perform the analysis with PSPP and find (Remember how to read a table!):

Percentage of men (out of only men) saying “Somewhat Likely”                              __________________

Percentage of women (out of only women) saying “Somewhat Likely”                          __________________

Chi Square significance level         __________________

Is the relationship statistically significant                                        YES     NO

How would interpret this result?  In other words, what might explain why there is or is not a difference between the groups.  Do not just restate the statistics without any interpretation. 

What do the results suggest about perceptions of Affirmative Action?

Attach the SPSS/PSPP data all images 

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Vulnerable Populations

After reviewing Module 5: Lecture Materials & Resources, discuss the following;

How effective are the resources in your community for the vulnerable populations we have discussed over the past 2 weeks?  In which areas is there room for improvement? 

Submission Instructions:

• Your initial post should be at least 500 words, formatted and cited in current APA style with support from at least 2 academic sources. Your initial post is worth 8 points.
• You should respond to at least two of your peers by extending, refuting/correcting, or adding additional nuance to their posts. Your reply posts are worth 2 points (1 point per response.) 
• All replies must be constructive and use literature where possible.

Grading Rubric 

Your assignment will be graded according to the grading rubric.

Module 5: Lecture Materials & Resources

 Exploration of Vulnerable Populations

Read and watch the lecture resources & materials below early in the week to help you respond to the discussion questions and to complete your assignment(s).

(Note: The citations below are provided for your research convenience. You should always cross-reference the current APA guide for correct styling of citations and references in your academic work.)

Read

• Rector, C. & Stanley, M.J. (2022). 
  • Chapter 23 – Adult Women and Men
  • Chapter 24 – Older Adults: Aging in Place
  • Chapter 25 – Working with Vulnerable People
  • Chapter 26 – Clients with Disabilities and Chronic Illnesses
  • Chapter 27 – Behavioral Health in the Community

Watch

• None.

Supplemental Materials & Resources

• Explore at least 1 of the E-Parent Resource GuidesLinks to an external site.
  EParent. (2021). Resource guide directories archives. Special Needs Resource. https://www.eparent.com/special-needs-resource-directory/wpbdp_category/resource-guide-directories/
• Health Insurance in the United States 2015 reportDownload Health Insurance in the United States 2015 report
  Barnett, J. C., & Vornovitsky, M. S. (2016, September). Health insurance coverage in the United States: 2015. Census.gov. https://www.census.gov/content/dam/Census/library/publications/2016/demo/p60-257.pdf
• Visit the CINAHL Complete under the A-to-Z Databases on the University Library’sLinks to an external site. website and locate the article below:
  • Read Peterson, K., Sharps, P., Banyard, V., Powers, R.A., Kaukinen, C., Gross, D., et al. (2016). An evaluation of two dating violence prevention programs on a college campus. Journal of Interpersonal Violence,0886260516636069, first published on March 13, 2016. doi: 10.1177/0886260516636069
• Nurses Improving Care for Healthsystem Elders (NICHE)Links to an external site.
  Nurses Improving Care for Healthsystem Elders (NICHE). (n.d.). Who we are. https://www.nicheprogram.org/Links to an external site.
• Family Promise of Grand Rapids (6:03)
  Scott Allen Creative. (2015, April 8). Family promise of Grand Rapids: Overcoming homelessness [Video]. YouTube. https://youtu.be/4OeWyGj66fE
  Family Promise of Grand Rapids: Overcoming HomelessnessLinks to an external site.

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APA format

175 – 265 words

Cite at least one (1) peer-reviewed reference

Respond to the following:

• How do retirement patterns for men and women differ? What are the major reasons for this difference?
• How might an older adult’s need for care affect family relationships?

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There are a number of theories on aging, including but not limited to disengagement theory, activity theory, continuity theory, and age stratification theory.

Theoretical Perspective On Aging

750 – 1,050 word paper covering at least two (2) theories of aging in which you:

• Examine the major aspects of the theories chosen.
• Identify similarities or differences in the theories.
• Which aspects of the theories set them apart from other theories?
• Discuss the advantages and disadvantages of each.
• Evaluate how these theories relate to the current approaches to aging.

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Items you will submit for this assignment:   Portfolio Part 1 (this form), Physical DevelopmentChecklist

Unit 3: Child Study Portfolio

SECTION A: SELF CARE

Text Chapter: 3

Documentation Method:  Anecdotal Record

Videos

Watch one of the following videos or find a video of a child who is taking part in a self-help skill. Write an anecdotal record about one child’s self-care skills based upon that video.

https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1195-preschoolers-handwashing.html

https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1070-pouring-water-and-noticing-amounts.html

https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1062-serving-selves-snack.html

Documentation/Evidence (Your objective/factual record of what you saw the child do and/or say during the video)

Skills you observed (1-3 skills from this area of development you know the child has developed based on the evidence)

Goals for learning for this child (The skills from this area of development that you will help this child to develop)

Goals should take the following format: [Child’s Name] will [new skill that is next developmental step in this area of learning]

1.

2.

Support to achieve the goals (Strategies or activities the teacher will use to support this child to gain the new skills)

Personal Reflection (Reflect on whether the documentation method felt easy or hard, whether it captured valuable information about this child, and whether you are likely to use this method in the future)

SECTION B: PHYSICAL DEVELOPMENT

Text Chapter:  4

Documentation Method:  Checklist

Videos

A: https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1199-putting-away-large-blocks.html

B: https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1214-building-a-fort.html

C: https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1024-cutting-with-scissors.html

D: https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1165-moving-in-different-ways.html

E; https://www.easternct.edu/center-for-early-childhood-education/video-clip-library/clip-1415-duck-duck-goose.html

Documentation/Evidence (Your objective/factual record of what you saw the children do and/or say during the video)

Complete the Physical Development Checklist.  Pick a child in each video to observe and watch for the skills on the checklist.  You would typically observe the same child and document the date you observed the skill.  In this case, you will note in which video you observed the skill.  For example, if the child you choose to watch in video A jumped in place you would place and “A” on the checklist next to that skill.  ATTACH THE COMPLETED  PHYSICAL DEVELOPMENT CHECKLIST AS YOUR OBSERSERVATION RECORD/EVIDENCE.

Skills you observed (1-3 skills from this area of development you know the child has developed based on the evidence)

Goals for learning for this child (The skills from this area of development that you will help this child to develop)

Goals should take the following format: [Child’s Name] will [new skill that is next developmental step in this area of learning]

1.

2.

Support to achieve the goals (Strategies or activities the teacher will use to support this child to gain the new skills)

Personal Reflection (Reflect on whether the documentation method felt easy or hard, whether it captured valuable information about this child, and whether you are likely to use this method in the future)

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Socialization Mind Map and Reflection Worksheet

SOC/100 v9

Page 2 of 2

Socialization Mind Map and Reflection Worksheet

Complete Parts 1 and 2 below.

Part 1: Mind Map

Complete the mind map by filling in the boxes. Each box contains a concept related to your socialization process.

My Socialization Process

Part 2: Reflective Writing

Respond to the following prompts:

· In your own words, provide a 50- to 75-word explanation of what socialization means, including how it develops across the life span.

Enter your response.

· In your own words, provide a 150- to 175-word description of how each of the social institutions, or agents of socialization, you identified in Part 1: Mind Map of this assignment has impacted, or influenced, your life as a child (in the past) and as an adult (presently).

Enter your response.

· In your own words, provide a 150- to 175-word description of how each factor contributing to your ascribed and achieved status has influenced your social interactions in society.

Enter your response.

· In your own words, provide a 150- to 175-word explanation of how each of your current or future roles relate to your ascribed or achieved status.

Enter your response.

· In your own words, provide a 150- to 175-word description of how your own individual process of socialization has influenced your sense of self.

Enter your response.

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A police officer is interviewing a young child about a possible instance of child abuse. What should the interviewer do and avoid doing?​

Define the concept of heuristics. In addition, define the availability heuristic and representative heuristic and give an example of each type of heuristic.

Define the concept of heuristics.

Individuals sometimes face a choice among a huge number of options. For example, when you go to a library to check out a book, do you go through every book to find the perfect book for your mood, or do you browse several books until you find one that looks interesting? People generally follow two strategies:  maximizing and satisficing. Define each term and describe which of the above scenarios goes with each.

Describe two explanations for the g factor in intelligence.

Define reliability and validity. Can a test have high reliability and low validity or vice versa?

What would be the strongest evidence that an IQ test is biased against some group?

Describe the key differences between REM sleep and other stages of sleep.​

Briefly describe sleep apnea and narcolepsy.

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Perspectives in Sociology Worksheet

Complete Parts 1 and 2 below. Respond to each question in complete sentences using at least the minimum number of words indicated. Be sure to include citations to reference the location of any information that you use from the textbook or other resources.

Part 1: Sociology and Society

This week, you were introduced to sociology and how culture shapes an individual’s experiences within society. Sociologists study patterns and social facts to examine the relationships between an individual’s behavior and experiences and the wider culture that shapes their choices.

Respond to the following prompts:

• In your own words, provide a 100- to 125-word explanation of how sociology, society, and culture are interrelated.

Enter your response.

• In your own words, provide a 75- to 90-word explanation of sociological imagination and how it influences a person’s decisions.

Enter your response.

Part 2: Sociological Theories

When examining the world, sociologists use theories to evaluate social issues. Theories are used to analyze a variety of perspectives on social issues and how different aspects of society may work.

Consider the sociological theories you have studied this week and respond to the following prompts:

• In your own words, provide a 50- to 75-word description of symbolic interactionism and how sociologists use it.

Enter your response.

• In your own words, provide a 50- to 75-word description of structural functionalism and how sociologists use it.

Enter your response.

• In your own words, provide a 50- to 75-word description of conflict theory and how sociologists use it.

Enter your response.

Review the following segments of “It’s All About Culture” from this week’s University Library Resources:

• “What Is Corporate Culture?”
• “Levels of Culture Within an Organization”
• “Types of Corporate Cultures”

Consider the relationship between corporate culture and the sociological theories you have studied this week and respond to the following prompt:

• In your own words, provide a 100- to 125-word explanation of how one or more sociological theories work within corporate culture.

Enter your response.

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