Gender Differences in Aggression

• 

This week you have learned about the four primary perspectives in social psychology: sociocultural, evolutionary, social learning, and social cognitive, all of which can be used to describe social interactions; however, depending on the situation, some may be a better fit than others.

Let's consider an important issue in social psychology—aggression—specifically the gender differences in aggression. For this discussion we will assume that men are more aggressive than women.

• Discuss how each perspective would explain this relationship.
• Out of these four perspectives share which one you believe has the best explanatory power for explaining why there is a gender difference in aggression.
• Discuss at least three assumptions that this perspective would make in explaining this relationship.

Get Professional Help with Your Research Essay Paper Today From Our Student Essay Service!!

Common and Preferred Stock Respond to the following independent issues concerning the capital stock of corporations in your initial post: Why are paid-in-capital and retained earnings displayed separately in the stockholder's equity section of the balan

Get Professional Help with Your Research Essay Paper Today From Our Student Essay Service!!

Crime Prevention Criminal Justice

• 

Robinson states that "Rational choice and deterrence theories are two related theories that help understand why criminal justice – including crime control and crime prevention activities of police, courts, and corrections – should help us reduce crime in society" (2012).

Answer one of the following questions:

1. How do these theories help us understand the relationship between criminals and law enforcement, the courts, corrections, and society?
2. What are some of the results we would expect to see if these theories are correct in assessing criminal activity?
3. How would the rational choice and deterrence theories change the policing strategy of your department if you were in a police department utilizing traditional policing techniques or a department utilizing community oriented and problem solving techniques?

Your initial post must be a minimum of 400 words in length. Support your post with scholarly sources, and provide in-text citation in APA style.  

Get Professional Help with Your Research Essay Paper Today From Our Student Essay Service!!

Many Americans like to imagine the history of their nation as one of continual progress. While acknowledging that not all persons and groups enjoyed equal rights at all times,

Many Americans like to imagine the history of their nation as one of continual progress. While acknowledging that not all persons and groups enjoyed equal rights at all times, Americans often take it for granted that American history moves in only one direction: toward greater rights, greater freedom, and greater equality. This perspective makes it difficult for many Americans to understand the Reconstruction period and to place it in a broader historical narrative. The problem they face is that African Americans from roughly 1867 to 1875 enjoyed far more political influence and equal rights than they ever had before, or ever would again until the end of the modern Civil Rights Movement almost a century later. The fact that a group could be stripped of rights it once enjoyed is difficult for many Americans to accept, and so they often retreat into a false narrative, in which African Americans never gained any rights at all, and were abandoned to their fate as soon as slavery ended. In this model, the infamous Black Codes—which were in effect for less than a year—take center stage, and the various gains of Reconstruction get ignored.

Get Professional Help with Your Research Essay Paper Today From Our Student Essay Service!!

Resources: Review the following resources about the differences between primary and secondary sources:

1. BeamLibrary. (2009, September 23).  Primary, secondary, tertiary sources . [Video file]. Retrieved fromhttp://youtu.be/L5DdedR_iF8
2. Review the How to Research Primary Sources and How to Research Secondary Sources in the Ashford Writing Center located in the Learning Resources tab in the left navigation bar.

When responding to the questions, draw from at least ONE of the following primary sources and specifically cite them in your post:

1. Bruce, B. K. (1876, March 31).  Speech in the Senate. Retrieved fromhttp://www.let.rug.nl/usa/documents/1876-1900/blanche-k-bruce-speech-in-the-senate-march-31-1876.php 
2. Johnson, J. R. (1865, Aug. 4).  Northern teacher to the Freedmen’s Bureau commissioner.  Land and Labor, 1865, pp. 699-700. Retrieved from http://www.freedmen.umd.edu/J Johnson.htm
3. The Ku-Klux.  (1871, April 1). Harper’s Weekly, p. 281. Retrieved fromhttp://education.harpweek.com/KKKHearings/Article23.htm
4. United States Congress. (1866, April 9).  Civil Rights Act.  Retrieved fromhttp://www.digitalhistory.uh.edu/exhibits/reconstruction/section4/section4_civrightsact1.html

Also, draw from the material in ONE of the following films:

Get Professional Help with Your Research Essay Paper Today From Our Student Essay Service!!

1. Kunhardt, P., Kunhardt, P., III, and Steiner, N. (Producers). (2002).  What is freedom?.  [Series Episode] from P. Kinhardt & S. Sheppard (Executive Producers) Freedom: A History of US. United States: PBS. Retrieved from http://digital.films.com/OnDemandEmbed.aspx?Token=44253&aid=18596&Plt=FOD&loid=0&w=640&h=480&ref=
2. Pollard, S. (Producer & Director). (2012).  Slavery by another name.  [Documentary]. United States: Twin Cities Public Television, Inc. Retrieved from http://video.pbs.org/video/2176766758/

Instructions:  After reviewing your Instructor’s Guidance and completing the weekly reading assignments (including those in the resource section below), please post a substantive discussion post of at least 200 words that analyzes the period of Reconstruction using the following questions as the basis of your analysis: 

• Were the goals of Radical Reconstruction feasible ones? 
• Is it possible to transform a society drastically by government action, or might attempts to do so prove counterproductive? 
• Would a more gradualist approach to extending rights to and establishing freedom for African Americans have been more successful?
• What would be the costs and dangers of such an approach?

Get Professional Help with Your Research Essay Paper Today From Our Student Essay Service!!

Sociology Research Paper-American Families

• 

Write a 1000-word (minimum) paper.

Families have changed greatly over the past 60 years, and they continue to become more diverse.

1. Why is the family considered the most important agent of socialization?
2. What caused the dramatic changes to the American family? What are those changes?
3. Describe the differences in marriage and family life that are linked to class, race, gender, and personal choice.
4. Do you feel the trend toward diverse families is positive or negative?
5. If the trend changed toward traditional (pre-World War II) families, how would that affect women’s rights?

Get Professional Help with Your Research Essay Paper Today From Our Student Essay Service!!

How to Mark a Book

Journal  Adler “How to Mark a Book”

PART A.  Read Adler’s “How to Mark a Book” 

PART B.  On a separate piece of paper, answer the following: (1 - 2  pgs  typed, Times New Roman font, double-spaced)

How to Mark a Book

1.    What is the reading about?  
2.    What are its key points/terms/passages and why?  
3.    What do you think is Adler trying to accomplish in (writing) this text? Was he successful? Why or why not?

Get Professional Help with Your Research Essay Paper Today From Our Student Essay Service!!
How to Mark a Book 
By Mortimer J. Adler, Ph.D. 
You know you have to read "between the lines" to get the most out of anything. I want to persuade you to do something equally important in the course of your reading. I want to persuade you to write between the lines. Unless you do, you are not likely to do the most efficient kind of reading.
I contend, quite bluntly, that marking up a book is not an act of mutilation but of love. You shouldn't mark up a book which isn't yours.
Librarians (or your friends) who lend you books expect you to keep them clean, and you should. If you decide that I am right about the usefulness of marking books, you will have to buy them. Most of the world's great books are available today, in reprint editions.
There are two ways in which one can own a book. The first is the property right you establish by paying for it, just as you pay for clothes and furniture. But this act of purchase is only the prelude to possession. Full ownership comes only when you have made it a part of yourself, and the best way to make yourself a part of it is by writing in it. An illustration may make the point clear. You buy a beefsteak and transfer it from the butcher's icebox to your own. But you do not own the beefsteak in the most important sense until you consume it and get it into your bloodstream. I am arguing that books, too, must be absorbed in your blood stream to do you any good.
Confusion about what it means to "own" a book leads people to a false reverence for paper, binding, and type -- a respect for the physical thing -- the craft of the printer rather than the genius of the author. They forget that it is possible for a man to acquire the idea, to possess the beauty, which a great book contains, without staking his claim by pasting his bookplate inside the cover. Having a fine library doesn't prove that is owner has a mind enriched by books; it proves nothing more than that he, his father, or his wife, was rich enough to buy them.
There are three kinds of book owners. The first has all the standard sets and best sellers -- unread, untouched. (This deluded individual owns woodpulp and ink, not books.) The second has a great many books -- a few of them read through, most of them dipped into, but all of them as clean and shiny as the day they were bought. (This person would probably like to make books his own, but is restrained by a false respect for their physical appearance.) The third has a few books or many -- every one of them dog-eared and dilapidated, shaken and loosened by continual use, marked and scribbled in from front to back. (This man owns books.)
Is it false respect, you may ask, to preserve intact and unblemished a beautifully printed book, an elegantly bound edition? Of course not. I'd no more scribble all over a first edition of 'Paradise Lost' than I'd give my baby a set of crayons and an original Rembrandt. I wouldn't mark up a painting or a statue. Its soul, so to speak, is inseparable from its body. And the beauty of a rare edition or of a richly manufactured volume is like that of a painting or a statue.
But the soul of a book "can" be separate from its body. A book is more like the score of a piece of music than it is like a painting. No great musician confuses a symphony with the printed sheets of music. Arturo Toscanini reveres Brahms, but Toscanini's score of the G minor Symphony is so thoroughly marked up that no one but the maestro himself can read it. The reason why a great conductor makes notations on his musical scores -- marks them up again and again each time he returns to study them--is the reason why you should mark your books. If your respect for magnificent binding or typography gets in the way, buy yourself a cheap edition and pay your respects to the author.
Why is marking up a book indispensable to reading? First, it keeps you awake. (And I don't mean merely conscious; I mean awake.) In the second place; reading, if it is active, is thinking, and thinking tends to express itself in words, spoken or written. The marked book is usually the thought-through book. Finally, writing helps you remember the thoughts you had, or the thoughts the author expressed. Let me develop these three points.
If reading is to accomplish anything more than passing time, it must be active. You can't let your eyes glide across the lines of a book and come up with an understanding of what you have read. Now an ordinary piece of light fiction, like, say, "Gone With the Wind," doesn't require the most active kind of reading. The books you read for pleasure can be read in a state of relaxation, and nothing is lost. But a great book, rich in ideas and beauty, a book that raises and tries to answer great fundamental questions, demands the most active reading of which you are capable. You don't absorb the ideas of John Dewey the way you absorb the crooning of Mr. Vallee. You have reach for them. That you cannot do while you're asleep.
If, when you've finished reading a book, the pages are filled with your notes, you know that you read actively. The most famous "active" reader of great books I know is President Hutchins, of the University of Chicago. He also has the hardest schedule of business activities of any man I know. He invariably reads with a pencil, and sometimes, when he picks up a book and pencil in the evening, he finds himself, instead of making intelligent notes, drawing what he calls 'caviar factories' on the margins. When that happens, he puts the book down. He knows he's too tired to read, and he's just wasting time.
But, you may ask, why is writing necessary? Well, the physical act of writing, with your own hand, brings words and sentences more sharply before your mind and preserves them better in your memory. To set down your reaction to important words and sentences you have read, and the questions they have raised in your mind, is to preserve those reactions and sharpen those questions.
Get Professional Help with Your Research Essay Paper Today From Our Student Essay Service!!
Even if you wrote on a scratch pad, and threw the paper away when you had finished writing, your grasp of the book would be surer. But you don't have to throw the paper away. The margins (top and bottom, and well as side), the end-papers, the very space between the lines, are all available. They aren't sacred. And, best of all, your marks and notes become an integral part of the book and stay there forever. You can pick up the book the following week or year, and there are all your points of agreement, disagreement, doubt, and inquiry. It's like resuming an interrupted conversation with the advantage of being able to pick up where you left off.
And that is exactly what reading a book should be: a conversation between you and the author. Presumably he knows more about the subject than you do; naturally, you'll have the proper humility as you approach him. But don't let anybody tell you that a reader is supposed to be solely on the receiving end. Understanding is a two-way operation; learning doesn't consist in being an empty receptacle. The learner has to question himself and question the teacher. He even has to argue with the teacher, once he understands what the teacher is saying. And marking a book is literally an expression of differences, or agreements of opinion, with the author.
There are all kinds of devices for marking a book intelligently and fruitfully. Here's the way I do it:
1.    Underlining (or highlighting): of major points, of important or forceful statements.
2.    Vertical lines at the margin: to emphasize a statement already underlined.
3.    Star, asterisk, or other doo-dad at the margin: to be used sparingly, to emphasize the ten or twenty most important statements in the book. (You may want to fold the bottom comer of each page on which you use such marks. It won't hurt the sturdy paper on which most modern books are printed, and you will be able take the book off the shelf at any time and, by opening it at the folded-corner page, refresh your recollection of the book.)
4.    Numbers in the margin: to indicate the sequence of points the author makes in developing a single argument.
5.    Numbers of other pages in the margin: to indicate where else in the book the author made points relevant to the point marked; to tie up the ideas in a book, which, though they may be separated by many pages, belong together.
6.    Circling or highlighting of key words or phrases.
7.    Writing in the margin, or at the top or bottom of the page, for the sake of: recording questions (and perhaps answers) which a passage raised in your mind; reducing a complicated discussion to a simple statement; recording the sequence of major points right through the books. I use the end-papers at the back of the book to make a personal index of the author's points in the order of their appearance.
The front end-papers are to me the most important. Some people reserve them for a fancy bookplate. I reserve them for fancy thinking. After I have finished reading the book and making my personal index on the back end-papers, I turn to the front and try to outline the book, not page by page or point by point (I've already done that at the back), but as an integrated structure, with a basic unity and an order of parts. This outline is, to me, the measure of my understanding of the work.
If you're a die-hard anti-book-marker, you may object that the margins, the space between the lines, and the end-papers don't give you room enough. All right. How about using a scratch pad slightly smaller than the page-size of the book -- so that the edges of the sheets won't protrude? Make your index, outlines and even your notes on the pad, and then insert these sheets permanently inside the front and back covers of the book.
Or, you may say that this business of marking books is going to slow up your reading. It probably will. That's one of the reasons for doing it. Most of us have been taken in by the notion that speed of reading is a measure of our intelligence. There is no such thing as the right speed for intelligent reading. Some things should be read quickly and effortlessly and some should be read slowly and even laboriously. The sign of intelligence in reading is the ability to read different things differently according to their worth. In the case of good books, the point is not to see how many of them you can get through, but rather how many can get through you -- how many you can make your own. A few friends are better than a thousand acquaintances. If this be your aim, as it should be, you will not be impatient if it takes more time and effort to read a great book than it does a newspaper.
You may have one final objection to marking books. You can't lend them to your friends because nobody else can read them without being distracted by your notes. Furthermore, you won't want to lend them because a marked copy is kind of intellectual diary, and lending it is almost like giving your mind away.
If your friend wishes to read your Plutarch's Lives, Shakespeare, or The Federalist Papers, tell him gently but firmly, to buy a copy. You will lend him your car or your coat -- but your books are as much a part of you

Get Professional Help with Your Research Essay Paper Today From Our Student Essay Service!!

: Psychology

    Write a 1-2 page paper comparing and contrasting three theories of motivation discussed in this module: Maslow, McClelland and Herzberg.  Review this Sample APA formatted paper that you may use as a template.

    Give an example of each within your work context.

    Add a one-page mind map to your paper, showing how each theory develops and overlaps within your work environment. IMPORTANT NOTE: For this assignment, please use Microsoft Word to create your mind map. Click on this Mind Maps Hints information sheet for instructions on using Microsoft Word to create a mind map. Click here to watch a tutorial on using the Microsoft Word drawing tools.

    Notes for all paper assignments in this course:

    Open the paper with an introductory paragraph and close with a summary paragraph.
    The paper length stated in the Action Items does not include the cover page, the References page, or any other pages you are asked to attach.  Those pages are in addition to the page length stated.  

Get Professional Help with Your Research Essay Paper Today From Our Student Essay Service!!