Question Description

I’m studying and need help with a Sociology question to help me learn.

Preparation:

You will be performing a content analysis on Shameless tv show.

Instructions:

For this assignment, you will perform a content analysis on one episode of a 1-hour television program (Shameless ). This assignment will require you to don the hat of a sociologist undertaking a study using this sociological method discussed in Chapter 2. Don your sociological cap to analyze the TV episode and answer the following:

  • Provide a brief synopsis of the television episode you’re watching (a paragraph)
  • How does this particular television episode demonstrate each of the perspectives (functional, conflict, feminist, and symbolic interaction) ? You should be able to observe aspects of each perspective but may find one that is more dominant)
  • What may the TV show suggest about our culture?
  • What messages are being presented along race, class, and gender lines?
  • What are the social and/or political implications of the episode?

Format:

Paper length should be minimum 3 FULL pages, no more than 4; double-spaced; 11-12-pt font; Margins: 1” (top, bottom, left & right). Be sure to state your chosen television program in the paper’s introduction. Use terminology learned from the text or in the course and be sure to properly cite when not using your own words. Grammar and spelling ARE important.soc5_benokraitis_ch02_1_.pdfassignment_rubric__1_.xlsx

Unformatted Attachment Preview

2 Examining Our Social World Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly accessible website, in whole or in part. LEARNING OUTCOMES 1 Compare knowledge based on tradition, authority, and research 2 Explain why sociological research is important in our everyday lives 3 Describe the scientific method 4 Describe the basic steps of the research process 5 Compare and illustrate the five most common sociological data collection methods, including their strengths and limitations 6 Explain why ethics are important in scientific research Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 2 LO – 1 Sources of Knowledge • Tradition – Passed down from generation to generation • Authority – Socially accepted source of information • Research methods: Organized and systematic procedures to gain knowledge about a particular topic Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 3 LO – 1 Sources of Knowledge: Application • Is it tradition, authority, or science? • Sam believes it is true because the Bible says so • A good spanking always worked for my children • Nine out of 10 people who answered the survey said that they were in favor of the change Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 4 LO – 2 Sociological Research Challenges overgeneralizations Exposes myths Helps explain behavior Influences social policies Sharpens critical thinking skills that affect daily living Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 5 LO – 3 Scientific Method • Body of objective and systematic techniques for: • Investigating phenomena • Acquiring knowledge • Testing hypotheses and theories Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 6 LO – 3 Elements of the Scientific Method • Concept: Abstract idea, mental image, or general notion that represents some aspect of the world • Variable: Changes in value or magnitude under different conditions • Independent variable • Dependent variable • Control variable • Research begins with a hypothesis Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 7 LO – 3 Deductive and Inductive reasoning • Deductive reasoning: Begins with a theory, prediction, or general principle that is tested through data collection • Inductive reasoning: Begins with specific observation followed by: • Data collection • Conclusion about patterns or irregularities • Formulation of hypotheses leading to theory construction Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 8 LO – 3 Reliability and Validity Reliability • Consistency with which the same measure produces similar results repeatedly Validity • Degree to which a measure is accurate and measures what it claims to measure Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 9 LO – 3 Sampling • Population: Well-defined group of people about whom researchers want to study • Sample: Representative of the population researchers intend to study Tyler Golden/NBC/NBCU Photo Bank via Getty Images • Probability sample: Each person has an equal chance of being selected due to random selection • Nonprobability sample: Little attempt to get a representative cross section of the population Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 10 LO – 3 Time Dimension Studies • Longitudinal – Collected at two or more points in time from the same or different samples • Used to examine trends in behavior or attitudes • Cross-sectional – Collected at one point in time • Provide valuable information Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 11 LO – 3 Research Approaches Qualitative Quantitative • Examines and interprets nonnumerical material • Focuses on numerical analysis of people’s responses or specific characteristics Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 12 LO – 3 Causation and Correlation • Causation: Relationship in which one variable is the direct consequence of another • Difficult to prove • Correlation: Relationship between two or more variables Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 13 LO – 3 Figure 2.3 An Example of Correlation Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 14 LO – 4 Steps in the Scientific Method Choose a topic to study Summarize the related research Formulate a hypothesis or ask a research question Describe the data collection methods Collect the data Present the findings Analyze and explain the results Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 15 LO – 5 Data Collection Methods • • • • • • Surveys Field research Content analysis Experiments Secondary analysis of existing data Evaluation research Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 16 LO – 5 Surveys • Data collection through questionnaires, interviews, or a combination • Sample selection – Random sample • Questionnaires: Series of written questions asking for information • Interview: Directly asking a series of questions Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 17 LO – 5 Table 2.2 Can I Trust These Numbers? Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 18 LO – 5 Field Research • Involves observing people in their natural surroundings • Types of observation • Provides detailed and valid information • Expensive and time-consuming Ianni Dimitrov/Alamy • Participant and nonparticipant • Involves short-term observation or ethnographies Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 19 LO – 5 Content Analysis • Systematically examines a form of communication • Applicable to any form of written and oral communication • Develops categories to code material • Sorts and analyzes data • Draws conclusions about the results Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 20 LO – 5 Experiments • Controlled artificial situation • Experimental group: Participants are exposed to the independent variable • Control group: Participants are not exposed to the independent variable • Suggest cause-and-effect relationships • Rely on paid respondents or volunteers AP Images/The Oklahoman/Chris Landsberger Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 21 LO – 5 Figure 2.6 Basic Experimental Design Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 22 LO – 5 Secondary Analysis • Examines data collected by someone else • Data includes: • • • • Historical materials Personal documents Public records Official statistics Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 23 LO – 5 Table 2.3 Some Data Collection Methods in Sociological Research Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 24 LO – 5 Evaluation Research • Determines whether a social intervention has produced the intended result • Focuses more on research purposes than use of a specific method • Applied to have a real world effect • Results help in improving the efficiency and effectiveness of a policy or group Kristopher Skinner/ZUMA Press/Newscom Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 25 Basic Principles of Ethical Sociological Research LO – 6 • Obtain the participants informed consent to be in a study • Avoid exploiting research assistants for personal gain • Do no harm by causing participants physical, psychological, or emotional pain • Protect the participants privacy, anonymity, and confidentiality Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 26 Basic Principles of Ethical Sociological Research (continued) LO – 6 • Use the highest methodological standards and be accurate • Describe the limitations and shortcomings of the research in the published reports • Identify the sponsors of the research • Acknowledge the contributions of research assistants for their participation Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 27 LO – 6 Violations Under Scientific Misconduct • Changing research results to please the corporation that sponsored the research • Endorsing specific drugs which fail to reduce health problems for monetary gains • Allowing drug makers to ghost write their articles published in medical journal • Falsifying data Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 28 LO – 6 Reasons for Rejecting Scientific Findings rzucamokiem/Shutterstock.com • Generalizing all research based on few unethical research practices • Challenging personal attitudes and beliefs valued by people • Minorities’ lack of belief on the scientific community Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 29 Chapter Review • • • • • • Why is social research important? What is the scientific method? How do sociologists do research? What is the research process? Describe different data collection methods What are the ethical considerations of doing research? Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 30 KEY TERMS • • • • • • • • • Research methods Scientific method Concept Variable Independent variable Dependent variable Control variable Hypothesis Deductive reasoning • • • • • • • • • • Inductive reasoning Reliability Validity Population Sample Probability sample Nonprobability sample Qualitative research Quantitative research Causation Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 31 KEY TERMS • • • • • • • • • • • Correlation Survey Questionnaire Interview Field research Content analysis Experiment Experimental group Control group Secondary analysis Evaluation research Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 32 SUMMARY • Research challenges overgeneralizations, exposes myths, explains cause of people’s behavior, and influences social policies • Scientific method involves: • • • • • Careful data collection Exact measurement Accurate recording and analysis of the findings Thoughtful interpretation of results Generalization of the findings to a larger group Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 33 Copyright ©2017 Cengage Learning. All Rights Reserved. May not be scanned, copied or duplicated, or posted to a publicly acce ssible website, in whole or in part. SOC5| CH2 34 Sociological Insight Critical Analysis Structure and Organization Grammar and Style Paper Format Exemplary Points: Proficient Points: 30 (30.00%) 25.5 (25.50%) • Paper demonstrates an indepth reflection on, and personalization of, the theories, concepts, and/or terms presented in the course. • Viewpoints and interpretations are insightful and well supported. • Paper demonstrates a general reflection on, and personalization of, the theories, concepts, and/or terms presented in the course. • Viewpoints and interpretations are supported. Points: Points: 25 (25.00%) 21.25 (21.25%) • Ideas are well developed and clarity of purpose is exhibited throughout the paper. • An abundance of evidence of critical, careful thought and analysis and/or insight. • Evidence and examples are vivid and specific while focus remains tight. • Ideas and clarity of purpose are generally evident throughout the essay. • Evidence of critical, careful thought and analysis and/or insight. • There is good, relevant, and supporting examples and evidence. Points: Points: 20 (20.00%) 17 (17.00%) • Paper is logically organized • Easily followed. • Effective, smooth, and logical transitions. • Professional format. • Paper has a clear organizational structure with some digressions, ambiguities or irrelevances • Easily followed. • Basic transitions • Structured format. Points: Points: 15 (15.00%) 12.75 (12.75%) • Essay is free of distracting spelling, punctuation, and grammatical errors • Absent of fragments, comma splices, and/or run-on sentences. • Essay has few spelling, punctuation, and grammatical errors allowing reader to follow ideas clearly. • Very few fragments, comma splices, and/or run-on sentences. Points: Points: 10 (10.00%) 8.5 (8.50%) Paper Format • Meets all formal and assignment requirements. • Margins and/or spacing requirements have been met. • Exceeds or meets paper length requirement. • Essay is neat and correctly assembled with a professional look. • Outside sources properly cited. • Follows MLA or APA format and uses intext citations. • Mostly meets format and assignment requirements. • Margins and/or spacing requirements have been met. • Meets paper length requirement. • Essay is neat and correctly assembled. • Outside sources properly cited. • Follows MLA or APA format and uses in-text citations. Developing Points: Beginning Points: 21 (21.00%) 16.5 (16.50%) • Paper demonstrates a minimal reflection on, and personalization of, the theories, concepts, and/or terms presented in the course. • Viewpoints and interpretations are unsupported or supported with flawed arguments. • Paper demonstrates a lack of reflection on, or personalization of, the theories, concepts, and/or terms presented in the course. • Viewpoints and interpretations are missing, inappropriate, and/or unsupported. Points: Points: 17.5 (17.50%) 13.75 (13.75%) • Ideas are expressed though it may be vague or too broad; Some sense of purpose is maintained throughout the essay. • Some evidence of critical, careful thought and analysis and/or insight. • There are some examples and evidence, though general. • Ideas and clarity of purpose are absent or incompletely expressed and maintained. • Little to no evidence of critical, careful thought and analysis and/or insight. • There are too few or no examples and evidence or they are mostly irrelevant. Points: Points: 14 (14.00%) 11 (11.00%) • There is some level of organization though digressions, ambiguities, irrelevances are too many. • Difficult to follow. • Ineffective transitions • Rambling format. • There is no apparent organization to the paper. • Difficult to follow • No or poor transitions. • No format. Points: Points: 10.5 (10.50%) 8.25 (8.25%) • Most spelling, punctuation, and grammar correct allowing reader to progress though essay. • Some fragments, comma splices, and/or run-on sentences. • Some errors remain. Points: • Spelling, punctuation, and grammatical errors create distraction, making reading difficult. • Fragments, comma splices, run-on sentences evident. • Errors are frequent. 7 (7.00%) Points: 5.5 (5.50%) • Falls below format and assignment requirements. • Margins and/or spacing requirements have not been met. • Essay is neat but may have some assembly errors. • Outside sources not cited or not properly cited. • Incorrect use of MLA or APA format, and use of in-text citations may be lacking or improperly used. • Disregards format and assignment requirements. • Incorrect margins and spacing. • Paper length falls far below minimum expectations. • Neatness of essay needs attention. • Lacks citation of outside sources. • MLA or APA format not met or non existent with no use of in-text citations. …

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