There is a flow chart depicting how a case passes through the criminal justice system, as well as some case law that affects digital evidence. What is digital forensics, how….
How did the negative and positive labels placed on the children and adults become self-fulfilling prophecies, or part of the “vicious cycle” you read about in Chapter 3 of Race, Ethnicity, Gender, and Class? ·What does the blue eyes and brown eyes exercise reveal about the Sioux prayer Elliott mentions, “Help me not judge a person until I have walked in his shoes”? How might the strategies used in this experiment be applied to the workplace or to the classroom in an effort to reduce prejudice and discrimination?
(There are 5 parts to this assignment each part needs a small paragraph discussing about each assignment.)
1. The Story of Racial and Ethnic Relationssoc 2 d
After watching The Story We Tell – Race: The Power of an Illusion video and completing the Unit 2 assigned course reading, answer each of the following questions in your initial post:
Reflect on the title of the film. What is the significance?
What are some ways that race or ethnicity has been used to rationalize or justify inequality? To what extent has race been used to divert attention and even responsibility away from oppressors and instead toward their targets?
This unit’s reading presents two hypotheses for understanding the contact situation, or the ways in which groups come in contact with another: the Noel hypothesis and the Blauner hypothesis. Choose one of the contact situations presented in the video and explain which hypothesis you think works best for describing and understanding the relationship that formed between the groups you chose.
2. Implicit Biassoc3 D
To complete this discussion, you will take an implicit association test (IAT) from a research organization called Project Implicit. Please follow the instructions below.(https://implicit.harvard.edu/implicit/education.html(
First read the overview of the test so that you are aware of what the test is designed to measure and the purpose of the test. Click Project Implicit: Overview, located in the Resources, to access and read the overview. Read through this page, along with the tabs labeled “About the IAT,” “Ethical Considerations,” and “Frequently Asked Questions.”
Now take the IAT. Select the “Take A Test” option at the top of the page and scroll down to choose the Race IAT. Once you complete the test you will be asked to answer some demographic questions and additional questions about racial preference. Once you finish these questions you will get to the results page.you must ATTACH ITTO A PAGE AND SEND ME A COPY . To send the results, copy and paste the paragraph with your results into.
For this discussion question, then please discuss this test by answering the following questions:
·What are your thoughts on the merits and limitations of using the IAT to measure your implicit race preferences or biases? Try to be objective in your response, regardless of whether you agree or disagree with your results. Keep in mind that we may have biases we are not consciously aware of, and so the results could be surprising to us.
·In this unit’s Chapter 15 reading from Rethinking the Color Line, sociologist Herbert Blumer discusses why it is important to focus on prejudice not just as an individual feeling, but in the context of relationships between groups in a given society. Putting your IAT-taking experience within the context of Blumer’s ideas, what does it mean when he comments that individuals may have different feelings than the overall group they belong to? How is prejudice a reaction to a perceived challenge to group position? Consider Blumer’s point that the process of group definitions is closely tied to how abstract images of racially subordinated groups are constructed and perceived.
And copy and paste the paragraph with your results into.
3. A Lesson in Prejudice and Discriminationsoc 3 D
After watching the film, A Class Divided, and completing the reading assigned in this unit’s studies, discuss your reaction to the film while answering the following questions:(http://www.pbs.org/wgbh/frontline/film/class-divided/(
·How did the negative and positive labels placed on the children and adults become self-fulfilling prophecies, or part of the “vicious cycle” you read about in Chapter 3 of Race, Ethnicity, Gender, and Class?
·What does the blue eyes and brown eyes exercise reveal about the Sioux prayer Elliott mentions, “Help me not judge a person until I have walked in his shoes”? How might the strategies used in this experiment be applied to the workplace or to the classroom in an effort to reduce prejudice and discrimination?
4. Media StereotypesSOC 4 D
After completing this unit’s watching the video Racial Stereotypes, answer the following questions, using specific examples from the film to support your points. (http://fod.infobase.com/p_ViewPlaylist.aspx?AssignmentID=X2HBYX)
·How has the portrayal of race and ethnicity in the media changed over time? Choose a particular group covered in the film (such as Native Americans or Latin Americans) and discuss common stereotypes and whether these persist in today’s movies and television shows.
·To what extent has media become “homogenized,” as the film points out? To what extent has it become more diverse? Share your thoughts, considering how the concentration of media ownership affects the type of content presented.
·What is the theory of cultivation, and why is it relevant to understanding the impact of media on audiences? How does this theory connect to the idea that media can affect how viewers perceive themselves?
·What changes—positive or negative—do you anticipate seeing in the media or what changes have you noticed recently when it comes to how dominant and minority groups are portrayed?
5. Race, Ethnicity, and Social Class in the NewsSOC4 D
For this question, you need to set aside some time to view television news on your local NBC, CBS, or ABC network. Do not use national outlets, such as CNN, Fox, MSNBC, or morning shows such as Good Morning America. Watch two different 15- to 30-minute segments of your local television news on two different days of the week. Take notes about how different races, ethnicities, and social classes are portrayed. Note how much time is spent portraying crime or other negative topics. If there is not much crime coverage, simply note what topics and groups are shown and how they are presented. Remember, the lack of coverage of negative topics, such as crime, is just as meaningful as a great deal of coverage.
In your discussion post, share the local news programs you watched and the days and times you watched them. Then address each of the following questions, using specific examples from the segments you watched to illustrate your points:
·How were various race or ethnic groups portrayed in the news segments you viewed?
·Were the groups in your own racial or ethnic group portrayed accurately?
·Did the news you viewed perpetuate stereotypes or was it fairly accurate overall? Explain, giving specific examples from the segments you watched.
·Did the news stations over-represent crime, relative to the reality of crime in your community? If so, speculate why.
·To what extent does the portrayal of members of minority groups reflect their overall socioeconomic status? Reflect on whether those in the community with higher social status are portrayed more favorably than those of lower status.
·Share at least one example of how the representation of different races in the media you viewed reflected a hierarchy in which race and class intersect.
·Can our interaction with entertainment and news media have any influence on our perceptions and understanding of race, ethnicity, or social class and members of minority groups? If so, how?
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