Category Archives: Sociology

Should soldiers from either side be tried in criminal courts and punished crimin

Should soldiers from either side be tried in criminal courts and punished criminally? Why or why not, based on theoretical
perspectives from class?
Refer to at least three philosophical perspectives, at least two from the second half of class. For each theoretical perspective 1) describe the theory and what main points it values, 2) discuss facts that would be relevant to those main points, 3) take on opinion on the policy or state what the policy should be based on that theory.
(overview from Wikipedia) :
The Rwandan genocide[3] (Links to an external site.) occurred between 7 April and 15 July 1994 during the Rwandan Civil War (Links to an external site.).[4] (Links to an external site.) During this period of around 100 days, members of the Tutsi (Links to an external site.) minority ethnic group, as well as some moderate Hutu (Links to an external site.) and Twa (Links to an external site.), were slaughtered by armed militias. The most widely accepted scholarly estimates are around 500,000 to 800,000 Tutsi deaths.[5] (Links to an external site.) Estimates for the total death toll (including Hutu and Twa victims) are as high as 1,100,000.[2] (Links to an external site.)
In 1990, the Rwandan Patriotic Front (Links to an external site.) (RPF), a rebel group composed mostly of Tutsi refugees, invaded northern Rwanda from their base in Uganda (Links to an external site.), initiating the Rwandan Civil War. Neither side was able to gain a decisive advantage in the war, and the Rwandan government led by President (Links to an external site.) Juvénal Habyarimana (Links to an external site.)[6] (Links to an external site.) signed the Arusha Accords (Links to an external site.) with the RPF on 4 August 1993. Many historians argue that genocide against the Tutsi had been planned for a few years. However, Habyarimana’s assassination (Links to an external site.) on 6 April 1994 created a power vacuum and ended peace accords. Genocidal killings began the following day when soldiers, police, and militia executed key Tutsi and moderate Hutu military and political leaders.
The scale and brutality of the genocide caused shock worldwide, but no country intervened to forcefully stop the killings.[7] (Links to an external site.) Most of the victims were killed in their own villages or towns, many by their neighbors and fellow villagers. Hutu gangs searched out victims hiding in churches and school buildings. The militia murdered victims with machetes (Links to an external site.) and rifles (Links to an external site.).[8] (Links to an external site.) Sexual violence (Links to an external site.) was rife, with an estimated 250,000 to 500,000 women raped (Links to an external site.) during the genocide.[9] (Links to an external site.) The RPF quickly resumed the civil war once the genocide started and captured all government territory, ending the genocide and forcing the government and génocidaires (Links to an external site.) into Zaire (Links to an external site.).
The genocide had lasting and profound effects. In 1996, the RPF-led Rwandan government launched an offensive into Zaire (now the Democratic Republic of the Congo (Links to an external site.)), home to exiled leaders of the former Rwandan government and many Hutu refugees, starting the First Congo War (Links to an external site.) and killing an estimated 200,000 people (Links to an external site.). Today, Rwanda has two public holidays to mourn the genocide, and “genocide ideology (Links to an external site.)” and “divisionism” are criminal offences (Links to an external site.).[10] (Links to an external site.)[11] (Links to an external site.) International Day of Reflection on the Rwandan genocide is observed globally on 7 April every year.[4] (Links to an external site.) Although the Constitution of Rwanda (Links to an external site.) claims that more than 1 million people perished in the genocide, according to Jens Meierhenrich (Links to an external site.), this number is an RPF fabrication which has been refuted by the scientific literature.[12] (Links to an external site.)[13] (Links to an external site.) (From Wikipedia’s entry on the Rwandan Genocide)
(From Human Rights Watch):
The Rwandan genocide was exceptional in its brutality, in its speed, and in the meticulous organization with which Hutu extremists set out to destroy the Tutsi minority.
Twenty years on, a significant number of perpetrators of the genocide, including former high-level government officials and other key figures behind the massacres, have been brought to justice. The majority have been tried in Rwandan courts. Others have gone before the International Criminal Tribunal for Rwanda (ICTR) or domestic courts in Europe and North America.
Rwanda’s community-based gacaca courts finished their work in 2012; the ICTR is expected to complete its own in 2014; and with new momentum for prosecution of Rwandan genocide suspects in foreign countries, the 20th anniversary of the genocide provides an opportune moment to take stock of progress, both at national and international levels, in holding to account those who planned, ordered, and carried out these horrific crimes.
This paper provides an overview of these achievements, focusing on progress made in the area of justice. Recognizing efforts made over the past 20 years to ensure accountability for the crimes committed during the genocide, Human Rights Watch encourages Rwanda and other countries to build on these achievements. The paper also recalls the shameful international failure to prevent the genocide in Rwanda and reflects on the lasting impact of the genocide on the broader Great Lakes region of Africa, with a particular focus on accountability. (From Human Rights Watch’s Report “Justice After Genocide”– (Links to an external site.))

The purpose of this assignment is to use concepts from the readings assigned in

The purpose of this assignment is to use concepts from the readings assigned in class and class discussion to analyze some aspect of an actual public or counterpublic. You should choose a concept or concepts from the readings or your notes and use it to analyze or explain some feature of a public or counterpublic. In your analysis, you should 1) identify something that you think constitutes a public (or counterpublic) and 2) use some of the concepts from the readings or other scholarly writing on publics and counterpublics to support your argument. You might, for example, argue that people living with cancer have constituted themselves as a counterpublic, and look at some of the ways that they recognize their exclusion from wider publics and articulate that exclusion (Asen 437-443). Or you might consider whether (or the extent to which) a particular group on campus or in the community enacts some of the requirements of a public sphere (e.g. open access, participatory parity, social equality, [Fraser 63]). Or you might consider the extent to which an online forum provides for true public deliberation (Bohman). Or any other topic that interests you and allows you to explore course concepts in more depth.
i uploaded the reading for bohhman, and fraser to refer to

Marriage and Family Relations The purpose of this paper is to interview a family

Marriage and Family Relations
The purpose of this paper is to interview a family and to analyze family processes from a
sociological perspective. The end result of this paper will be a sociological portrait of your
subject family. You may use your own family, but may also select another family. Your
interview will probably touch onto many themes covered in the course. Try to explore just a
couple of themes more in depth. You can either tape record your interview or take notes.
Some themes that may emerge in your interview are family structure, family change, parenting,
child rearing practices, work and family, gender structures and ideals, marriage, divorce,
remarriage, dysfunction and conflict handling, dating / mate selection, family violence.
The basic tasks that you will need to complete for this assignment:
choose and contact your interview subject / set up an interview schedule / develop an interview
outline / conduct interview / transcribe interview / complete analysis of interview / allow subject
to review the first draft / revise and rewrite paper / turn in completed paper
Form and Content
The paper should be at least 5 pages long. All papers have to be typed or computer-printed, 1.5
spacing, standard font, spell-checked, and proofread. Spelling, grammar, and writing style will
be part of the grade. Use appropriate ASA citation format for your references and citations.
On the first page, list general information describing your family, such as names (pseudonyms),
age and sex of family members, educational and occupational status of family members,
racial/ethnic background, religious orientation, housing of family.
Do not use the real names of the subjects! Give them pseudonyms to protect their identity.
The bulk of the paper should contain a discussion of the content of the interview, relating the
interview material to sociological concepts discussed in the class. Do not summarize the
interview, rather synthesize the information and compare and explain the family’s experience
using the concepts from the course material.
Include a small section on methods with information on why you selected your interview subject,
time and place of the interview, length of interview, and if you tape-recorded your interview or
relied on notes.

**I will attach introduction and literature review so that you can have an idea

**I will attach introduction and literature review so that you can have an idea of how to make the research design for theresearch proposal:
Your task is to:
• Precisely restate your research problem(s)/question(s). Discuss the ways in which your
research will fulfill any of the purposes of research mentioned in class and in the text. Which
purpose is most important to your topic?
• Include the following elements of your research design:
o What is your mode of observation (e.g., experiment, survey, content analysis)?
o How will you collect your data? Examples:
• If you are designing a survey, what types of questions will you ask?
o What is your population of interest?
o Do you have a sampling frame? If so, what is it? How will you select your sample?
What kind of sampling technique will you use? What unit of analysis best fits your
project, and why?
o What type of timeline is best for studying your topic, and why?
o If you plan to conduct qualitative research, discuss the following issues (be as detailed
and specific as possible):
• Clearly define the theoretical constructs you will be using.
• What is the main concept you are investigating?
• What other concepts will be examined (note the concepts’ potential
frequencies, magnitudes, structures, processes, causes, and consequences)?
• Are you going to use the grounded theory approach? If so, how so? If not,
what other type(s) of qualitative analysis will you conduct (e.g., conversation
o If you plan to conduct quantitative research, discuss the following issues (be as
detailed and specific as possible):
• Clearly state your hypotheses.
• Identify and operationalize your variables.
• What are the levels of measurements of the variables?
• Identify the independent variables and the dependent variable.
• Identify the strengths and weaknesses of your design.
oFinally, write a concluding paragraph that summarizes the research design and

this is a 2 part discussion post. I only need about 200 words for each one. part

this is a 2 part discussion post. I only need about 200 words for each one.
part 1.
Now that we have explored some of the descriptive statistics and important basic data values in quantitative research and begun an exploration of inferential statistics, let’s make sure we can sort these concepts out before moving forward.
We have units of analysis about which we collect our data. The data we collect are categorized. Data with categories that can be different from one person to the next or in one set of circumstances to the next are variables. The categories that can be selected for each variable determine the scale of measurement of the data. The scale of measurement determines what measure of central tendency or average you can use, as well as the type of variability measurements that are valid. Those values are relevant both in the display of the descriptive statistics, as those measurements let you know what is normal or typical, and because they are part of many of the formulas in inferential statistical analysis.
Perhaps the two most important inferential statistics measurements are hypothesis tests and correlation strength tests. Most of the time, the formulas for the two tests are one and the same. Sometimes, you need different tests for different purposes.
1) How does the hypothesis test analysis differ from the correlation strength analysis? What do each of these tests tell you about the data you have? Is either of the tests more important than the other? Should you do one type of test first?
2) Some students get bummed out because they find that their p-value is greater than 0.05. What does this mean? Do you believe this would be a valid reason to be unhappy about the data that you have collected? Why or why not?
3) What is the difference between data and information? What sets data and information apart from “knowledge” as we have discussed previously?
part 2.
The final part of this class considers mixing research methods, evaluative research, participatory action research, and meta-analysis. These are approaches to data collection and knowledge generation that cannot neatly fit into the two main branches of research that are quantitative and qualitative approaches.
1) Mixed methods are becoming increasingly popular. What are the pros and cons of mixed methods research?
2) Participatory action research (PAR) essentially makes the research subjects part of the research team, and gets them involved in any decision making processes (that often come from evaluative research). What are the biggest benefits of a PAR approach? What major pitfalls might come from participant involvement?
3) Do you prefer quantitative or qualitative research, in general? Do you feel you have an inclination toward one field of study or another based on this? Do you think one approach or another would be more useful to you in your chosen professional career? Why or why not? story of stuff for this disc

The Story of Stuff

story of stuff
for this discussion forum, you will need to consult the links in the PowerPoint.
Slide 1 presents a link to a short film called “the Story of Stuff” and briefly answers these questions:
According to the narrator, what is the relationship between corporations and the government in the United States?
According to the narrator, to who and where are the negative impacts of our consumer-based economy felt the most?
According to the narrator, what is the relationship between our economic system and our sense of identity? How and why does consumption impact our sense of self and our social relationships?
2. Based on the PowerPoint slides and the links to videos embedded in them, list three major differences between socialism and capitalism.
3. Our economy is mostly capitalist, but there are some resources that are “public” or socialized. List three of them.
4. Based on your opinion, what else should be “public” or socialized that is currently privately controlled? Discuss at least one example.
5. Summarize the information presented in the pie charts on slides 14 and 15. You should listen to the audio. Give some suggestions for how you think the chart should ideally look? What should the federal budget look like? (Just throw out a few suggestions, based on what kinds of resources you think the government should invest in).

The report will discuss the findings interviews with three individuals who have

The report will discuss the findings interviews with three individuals who have worked in formal organizations over an extended period of time (more than ten years). All three individuals should work in different organizations. They can be family members or family friends. By researching and writing this report, you will learn how to interview people, analyze interview data to write a paper, learn about the working lives of people, and perhaps most importantly, from an academic point of view, learn abstract thinking as you relate your findings to the class materials. Do not submit questions/answers as your paper. Your findings from the questions asked need to be summarized in your paper.
Format of the report: Start with an introduction describing the respondents and their work. Then trace their work life history. What job did they first start out with? Did they change their career? What different jobs have they had? Then discuss their current job. What do they do at work? How do the work systems impede or help them accomplish their work goals? What are the difficulties they face at work? Discuss their co-workers. How much cooperation do they get from co-workers? How much of their work depends on their co-workers’ contribution? How much support they get from their supervisor? How is their performance evaluated and how does it affect their work, and their future? What factors motivate them? What de-motivates them? What part of their job do they enjoy the most and the least? What could be done to make their work a more enjoyable experience? What could their organization or supervisors do to help them? What stops the supervisors from helping them? What are the turf issues? What are their future plans? Will they change careers? When do they plan to retire? What will they do after they retire? What are the similarities and differences in the experiences of the three respondents? You may add more questions.
It is necessary to find common themes from the topic Work or any other class materials covered and the data you get from the interviews. In other words, you should be able to relate your findings to the topics covered in class (abstract thinking).
The report should be approximately eight pages in length, typed and double-spaced with the font Times New Roman 12 points. Late papers will not be accepted.

Analyze the problem or policy using theoretical and empirical text. Through mean

Analyze the problem or policy using theoretical and empirical text. Through meaningful engagement with at least six to eight academic sources, your analysis should (1) provide insight into the evolution of the social problem of interest (or the issue at the root of the social policy of interest) and (2) discuss how racial ideologies, structures, and processes have contributed to the nature and scope of the problem or policy. If you decide to analyze a policy, your analysis should also discuss how the historical or contemporary policy fell/falls short in addressing racial inequality.
*ASA preferred, APA O.K.*
– I have provided original literature review with highlighted notes of necessary changes/revision
-I have provided an outline of what professor is looking for in revised lit review (labeled notes)
– I have provided 3 new sources that need to be used for revised topics (labeled source 1, 2, and 3)

Using Organizations as Domination as your theoretical foundation, write a five-p

Using Organizations as Domination as your theoretical foundation, write a five-page paper discussing the power of the executive branch of the U.S. Federal Government and the power of the U.S. mass media to articulate what matters to people in the U.S. How are issues framed for us and what impact does that have on us? Why is this important? How is information used to dominate or liberate people in our society? Refer back to the 1619 Project & the 1776 Commission Report as part of your analysis. Remember, the 1776 Commission Report was ordered by President Trump and The New York Times Newspaper is the publisher of the 1619 Project.

Watch the following film called “Women’s Kingdom” and address the following ques

Watch the following film called “Women’s Kingdom” and address the following questions in full sentences:
1. Briefly describe the Musou culture in comparison with dominant or “mainstream” American culture. In particular, discuss how Mosou norms regarding gender, sexuality, marriage, and childrearing differ from those in the US. Provide a definition of “norm” and give examples of 2 norms from Mosou and two from mainstream US culture.
2. How do these differences reflect differences in values? What do the Mosou value? What is valued in the US?
3. How have the lives of Mosou changed with the advent of modern technology, tourism, and globalization? How do you think these changes affect gender roles and relationships in this culture? What do you imagine for the future of the Mosou culture?
4. Next, turn to the question of gender roles in your own culture. By “your own culture” I mean that you could discuss “mainstream” American culture, or, if you are a member of an Ethnic or religious subculture, you could discuss gender in relation to that culture. What kinds of norms and values regarding gender and family have you learned from your culture?
5. What social institutions have been most important in your “gender socialization” (i.e. family, the media, Church)? Have these institutions at times presented contradictory messages about gender?