1. Post-development theorists insist that any attempt to quantify and measure “development” contributes to the further oppression of people in the Third World. Explain what they mean.

There are various forms of collective violence. These include:

-War, terrorism, political conflicts

-Genocide, disappearances, torture, human rights abuses

-Organized violent crime (gangs, etc.)

In order to apply the sociological imagination to this problem, select one of the forms of collective violence and describe the consequences of that type of collective violence on the macro and micro levels. What might it be like to experience the type of collective violence you selected? Give specifics of how your current life would be affected by this type of violence. What global social problems might be perpetuated by this type of collective violence? Next, propose a possible solution to the global social problems you presented.

What are the risks and problems associated with the jail and/or prison incarceration of people suffering from major mental illness? What were some of the interventions you learned about and what are some of the benefits and challenges of these?

please go to details and don't forget to answer the questions that my professor ask for, also explain for the first question in one paragraph and explain second question in one paragraph too. thanks.

Sex Education and Teenage Pregnancy

Santrock (2016) mentions in his text that the United States has one of the highest teenage pregnancy rates of industrialized nations, despite the fact that adolescent sexual activity is no higher in the United States. Why is that? For starters, sex during adolescence is considered a "taboo" subject in our culture. Abstinence is also promoted and touted as the most safest, surefire way to avoid the consequences of early sexual activity. Additionally, we teach teens that sexual activity is an "adult activity" and do not acknowledge that during the adolescent period, when there is an upsurge of hormones and changes in the physiological landscape, teens grow curious about their bodies and that of the opposite sex. Teens are also at a stage in their life where experimentation and identify formation are at its "peak", and questioning, expressing, and exploring their sexual identity is part of that process.

How many people did you know in high school knew what sex was and even had sex? Probably the majority. That is because sexual curiosity during adolescence is part of healthy, typical human development.

What is sex education?

Briefly, sex education is about instilling accurate, scientific-based information and spreading awareness about the following:

1. The physiological changes that occur in the body due to pubertal/hormonal changes.

2. The risks and consequences involved in sexual activity such as contracting sexually transmitted diseases or pregnancy.

3. It involves teaching youngsters how to set boundaries with others when it comes to their own body and other people's bodies (i.e."No means NO!").

4. Contraception options-how to be "sex smart" such as the benefits of using protection.

5. A discussion about knowing when they are "ready" to have sex.

6. Define rape and sexual assault and how to know if you are about to be a victim.

Put it in Perspective...

Answer the Following Discussion Questions:

1. What was your experience with 'sex education'? Did you take a class in school? Did you learn from your caregivers? Include points that you remember learning. And how has that served you as a teenager?

2. According to the film "Inside the Teenage Brain" and your textbook readings, what are some effective ways to approach a conversation with teenagers about 'safe sex'?

Brianna is trying to increase her chances of being promoted to vice president by working to build good work relationships with other managers outside her own department.  Brianna's behavior should be viewed

dysfunctional politics, fucntional politics, coercive power, or functional influence?

Lets say you wanted to predict success in a college course - that is, you wanted to isolate some variables that have a causal influence on good performance in class.
What are some potential INDEPENDENT variables that you might manipulate in an experimental design to test their effect on the DEPENDENT variable of course performance?

From 1 Samuel, 2 Samuel, and 1 Kings. use three examples of David’s life to describe his personal character. Compare and contrast David's life with the lives and faith of Israel’s first king, Saul ,and its third king, Solomon. Use specific examples to describe how their characters are similar but different, and how they related with God.

what are the main findings on the genetics of autism

A researcher is investigating the case study of H.M., a patient who seems unable to form new memories (e.g., every time he sees his doctor of 10 years, it's as if they're meeting for the first time).
What would a cognitive psychologist do to examine this issue, and how would that differ from a neuroscientist? What kinds of questions might each scientist be interested in given their approach to the issue?

What is your opinion on a wife keeping her name? Is it a social issue? Is it an issue in your country? Please write at least one (1) argumentative paragraph.( 8 to 10 sentences ).

Wife Keep her Name by Norman Lobsenz

true or fasle

Per Dan Ariely, all people care about is money, and the moment we give them money, we can direct them to work one way or another. This is why we give bonuses to bankers and pay in all kinds of ways.

what is your opinion about the article A Lesson on Immigration From Pablo Neruda By Ariel Dorfman SANTIAGO, Chile — Chile, like numerous other countries, has been debating whether to welcome migrants — mostly from Haiti, Colombia, Peru and Venezuela — or to keep them out. Although only half a million immigrants live in this nation of 17.7 million, right-wing politicians have stoked anti-immigrant sentiment, opposed the increased rates of immigration in the past decade and directed bile especially against Haitian immigrants. Immigration was a major issue in elections here in November and December. The winner was Sebastián Piñera, a 68-year-old center-right billionaire who was president from 2010 to 2014 and will take over in March. Mr. Piñera blamed immigrants for delinquency, drug trafficking and organized crime. He benefited from the support of José Antonio Kast, a far-right politician who has been campaigning to build physical barriers along the borders with Peru and Bolivia to stop immigrants. Chileans aren’t alone in witnessing growing xenophobia and nativism, but we would do well to remember our own history, which offers a model for how to act when we are confronted with strangers seeking sanctuary. On Aug. 4, 1939, the Winnipeg set sail for Chile from the French port of Pauillac with more than 2,000 refugees who had fled their Spanish homeland. A few months earlier, Gen. Francisco Franco — aided by Mussolini and Hitler — had defeated the forces of the democratically elected government of Spain. The fascists unleashed a wave of violence and murder. Among the hundreds of thousands of desperate supporters of the Spanish Republic who had crossed the Pyrenees to escape that onslaught were the men, women and children who would board the Winnipeg and arrive a month later at the Chilean port of Valparaíso. The person responsible for their miraculous escape was Pablo Neruda, who, at the age of 34, was already considered Chile’s greatest poet. His prestige in 1939 was indeed significant enough for him to be able to persuade Chile’s president, Pedro Aguirre Cerda, that it was imperative for their small country to offer asylum to some of the mistreated Spanish patriots rotting in French internment camps. Not only would this set a humanitarian example, Neruda said, but it would also provide Chile with much needed foreign expertise and talent for its own development. The president agreed to authorize some visas, but the poet himself would have to find the funds for the costly fares of those émigrés as well as for food and lodging during their first six months in the country. And Neruda, once he was in France coordinating the operation, needed to vet the émigrés to ensure they possessed the best technical skills and unimpeachable moral character. It took considerable courage for President Aguirre Cerda to welcome the Spanish refugees to Chile. The country was poor, still reeling from the long-term effects of the Depression, with a high rate of unemployment — and had just suffered a devastating earthquake in Chillán that had killed 28,000 people and left many more injured and homeless.An unrelenting nativist campaign by right-wing parties and their media, sensing a chance to attack the president’s Popular Front government, painted the prospective asylum seekers as “undesirables”: rapists, criminals, anti-Christian agitators whose presence, according to one chauvinistic editorial in Chile’s leading conservative paper, would be “incompatible with social tranquillity and the best manners.” Neruda realized that it would be cheaper to charter a ship and fill it up with the refugees than to send them, one family at a time, to Chile. The Winnipeg was available but since it was a cargo boat it had to be refurbished to accommodate some 2,000 passengers with berths, canteens for meals, an infirmary, a nursery for the very young and, of course, latrines. While volunteers from the French Communist Party worked around the clock to ready the vessel, Neruda was gathering donations from all over Latin America — and from friends like Pablo Picasso — to finance the increasingly exorbitant enterprise. Time was short: Europe was bracing for war, and bureaucrats in Santiago and Paris were sabotaging the effort. With only half the cash in hand one month before the ship was set to sail, a group of American Quakers unexpectedly offered to supply the rest of the required funds. Through it all, Neruda was fueled by his love for Spain and his compassion for the victims of fascism, including one of his best friends, the poet Federico García Lorca, who had been murdered by a fascist death squad in 1936. As Chile’s consul during the early years of the Spanish Republic, Neruda had witnessed the bombardment of Madrid. The destruction of that city he loved and the assault upon culture and freedom were to mark him for the rest of his life and drastically change his literary priorities. After the fall of the Republic, he declared, “I swear to defend until my death what has been murdered in Spain: the right to happiness.” No wonder he proclaimed the Winnipeg to have been his “most beautiful poem” as it steamed away — without him or his wife, as they did not want to occupy space that was better occupied by those whose lives were in danger. And when that magnificent, gigantic, floating “poem” of his, after a hazardous voyage, finally reached Valparaíso, its passengers — despite the protests of right-wing nationalists and Nazi sympathizers — were given a welcome befitting heroes.Awaiting the penniless survivors of Franco’s legions was President Aguirre Cerda’s personal representative — his health minister, a young doctor named Salvador Allende. Cheering crowds amassed on the dock, singing Spanish songs of resistance, gathered to greet the refugees, some of whom already had jobs lined up. The refugees who came ashore on the Winnipeg would go on to help fashion a more prosperous, open and inventive Chile. They included the historian Leopoldo Castedo, the book designer Mauricio Amster, the playwright and essayist José Ricardo Morales and the painters Roser Bru and José Balmes. Almost 80 years later, those undesirables pose disturbing questions for us, both in Chile and elsewhere. Where are the presidents who welcome destitute refugees with open arms despite the most virulent slander against them? Where are the Nerudas of yesteryear, ready to launch ships like poems to defend the right to happiness?

Skinner has suggested that it is best to focus on reinforcement and success rather than on punishing failure. Why is that? Please give examples of each (positive reinforcement and negative
reinforcement)

(With references please)

Consider Facebook and other social networking sites. Have you heard others express reasons for using Facebook that aren't reflected in the typology proposed by Alan Rubin?

2. There is variation across cultures in the extent to which people value independence. Do you think this might have implications for the development of attachment patterns?

3. As parents age, it is not uncommon for them to have to depend on their adult children.Do you think that people’s history of experiences in their relationships with their parents might shape people’s willingness to provide care for their aging parents? In other words, are secure adults more likely to provide responsive care to their aging parents?

5. Some people, despite reporting insecure relationships with their parents, report secure,well-functioning relationships with their spouses. What kinds of experiences do you think might enable someone to develop a secure relationship with their partners despite having an insecure relationship with other central figures in their lives?

6. Most attachment research on adults focuses on attachment to peers (e.g., romantic partners). What may other kinds of things serve as attachment figures? Do you think siblings, pets, or gods can serve as attachment figures?