you will access from a database of opinion and attitude questions posed to a rep

you will access from a database of opinion and attitude questions posed to a representative sample of Americans (see below for details on how to do this). You will learn how to use this survey data base, report on the results of survey question(s) and analyze the relationship between the responses to the question and what these attitudes reflect about the changing nature of American values over time. Please read the entire instructions before you begin or you won’t know how to use the survey database, which takes a bit of time to learn.
You will present your analysis following using the following organizational format:
1. Introduction: Briefly discuss the relationship between values and how they relate to attitudes about social institutions and societal concerns.
2. Body/Analysis: Describe trends or changes based on the example provided. Be sure to include the most recent data that runs up to 2016 (or later if available) in your report. See the section on “presenting the analysis” below for more specific instructions.
3. Consider the possible “contradiction” or tension in the data results (again, see below for details) in relation to American values we’ve considered and changes in American society related, for example, to sexuality, gender, rights, etc. Explain what underlying values may be in conflict here that account for the tension? Specifically, what principles of American values that we have covered may be at play in accounting for this? Look back at the Robin Williams list and especially the chapter assigned for Week 5 to help you (you should cite both). What historical events or other shifts in American society may account for the change in attitudes over time? Finally, compare your own values to survey findings from the SDA data. In what ways are these findings from a national sample of Americans relevant to your values? (not necessarily about the specific questions asked if you don’t want, but in that case, explain them in relation to what the data may say about change in American attitudes overall). 
4. Conclusion: Present the highlights of your analysis and what you consider to be the major implications of your analysis in terms of a connection to the real-world.
Note: Remember from SOCY100 that a variable is any socially related phenomena that varies or changes or a category into which people may be grouped in ways that can be different from one another. For example, it may be an attitude, a belief, income, age, social class, etc. There are two major categories of variables: Independent Variables and Dependent Variables.
The Independent Variable predicts or affects the value or level of a Dependent Variable.
The Dependent Variable is affected by, or differs based on, the Independent Variable.
In this assignment, the Year that the survey data was collected is the Independent Variable. You will be comparing changes in survey responses for specific issues, or beliefs from year to year. Therefore, time in this case, is the independent variable (represented by changes from year to year) and attitudes or beliefs about gay people and rights are the dependent variables. 
II. How to access and use Berkeley’s SDA data sets necessary to complete the above:
Follow these Steps:
Either click on the link below or cut and paste the url in your browser: http://sda.berkeley.edu/sdaweb/analysis/?dataset=gss18
This will bring you to the data access page. At the top of the left-hand margin there is a section entitled: “Variable Selection”. Find it first.
Next, find the box next to word “selected” and type: YEAR
Click on Col (column). This is the second button in from the words “Copy to:” The word Year will appear in the box for Column (more toward the middle of the page).
Now look below the “Copy To” box at the list that begins with CASE IDENTIFICATION. Scroll down until you see “CONTROVERSIAL SOCIAL ISSUES” and click on the little arrow “>”.
Scroll down again until you see “Family Planning, Sex, and Contraception and click on the arrow. Now, as an example, find the variable HOMOSEX (which represents responses to a question about whether American respondent believe that sex between two people of the same gender is morally wrong or not). Click on it to highlight it.
Now, while that variable is highlighted, go back up to “Variable Selection” and click “row” button. The title of the concern should now appear in the window next to row.
Click on “Run the Table” at the bottom of the page. A table should appear that provides percentages from 1972 – 2016 for survey responses to your chosen dependent variable.
Note: Looking at the Table, focus your attention on the rows “Always wrong” and “Not at All Wrong” and how the percentage of Americans saying each changed over time from 1973 to 2016. (Consider what values may have changed or what social events have occurred that may account for this shift).
Now repeat Steps 1-8 above, but with a couple of changes:
Remove HOMOSEX from the Row (if you’re starting over completely, it will be empty)
Now scroll down the list (or back up) again until you see the category “ATTITUDINAL MEASURES-NATIONAL PROBLEMS” and click on the little arrow “>”.
Scroll down again until you see Free Speech and click on the arrow. Now, as an example, find the variable COLHOMO (which is a question about whether gay people should be able to teach in public schools). Click on it to highlight it.
Remember to go back up to “Variable Selection” and click “row” button. The title of the concern should now appear in the window next to row.
Ensure that YEAR is typed or entered into the Column Field.
Click on “Run the Table” again as before.
Note: Looking at the Table, note how the percentages of people who believe that gay people should be allowed to teach in public schools has changed over time. Again, consider what change in values may be at work as these attitudes changed and consider why. Importantly, note the difference between your first table and your second. Is there a difference between the percentage of Americans who believe that sex between two people of the same gender is always wrong and the percentage who say that gay people should be allowed to teach? What underlying values may be in conflict here that account for the tension? (In other words, if a person believes homosexuality is morally wrong, you might also expect that person to believe that gay people shouldn’t be allowed to teach, but that isn’t the case, or at least not for a good portion of people who said gay people can teach but also feel that homosexual “relations” are “always wrong”). Why might that be? Specifically, what principles of American values that we have covered may be at play in accounting for this? Look back at the Robin Williams list and especially the chapter assigned for Week 5 to help you. 
III. How to present the data part of your analysis:
Analysis involves reporting percentages not the raw numbers in the tables. For example, using data for Americans confidence in Congress as an example, you might write something like:
In 2016 only 5.5% of people had a great deal of confidence in congress as compared to 23.9% in 1973, whereas 52.6% and 15.7% had “hardly any” confidence in 2016 and 1973, respectively (note that the totals don’t add to 100 because the remainder said they had “only some” confidence). [How might you write this for the analyses you did?]
You should also note any interesting drops or fluctuations during the time period and consider whether there might be something that accounts for it. Note that you can also add responses that are on either side of binary (for example, you could combine “always wrong” with sometimes” wrong and just say, X% of American said that homosexual relations were “wrong” in 2016 where as X% said they were wrong in 1972 – but just explain what you did, so that your reader can understand).
Please DO NOT report every value in the chart. Describe the overall trends with some anchor points.
Please note! Navigating the variable sets, and using the survey data, will take time, practice, and patience.
Take time to familiarize yourself with the SDA site and to become more comfortable with the data-sets, and be sure to save outputs for later in case you need to come back to them!

1950s post-war life.   Some people see it as the epitome as the American Dream (

1950s post-war life.   Some people see it as the epitome as the American Dream (e.g., the availability of jobs, new suburban housing, and an overall feeling of national prosperity), while others critique it for promoting rigid gender roles, mindless consumption, deepening racial divides and limiting economic opportunities for minorities.
Either way, May’s historical analysis shows us that the suburbs, the renewed emphasis on family life,  post WW II economic growth did not descend out of thin air.  The mass migration of white Americans to new suburban communities was supported by government investment, new infrastructure in the form of highways, shopping malls, and neighborhoods, all of which were indicative of the USA’s post-war prosperity and an emphasis on mass consumption. 
What aspects of 1950s and 1960s history did you find interesting and/or troubling?  
Using May’s  chapter, answer the following questions:
What are some of the benefits of 1950s and 1960s Cold War U.S. society did you found interesting?  (e.g., think about highways, shopping areas, upward mobility, affordability, etc)
What are some of the negative consequences that you found particularly disturbing? (e.g., think about red-lining, white flight, decline of urban businesses, gender roles, closeted sexual identities, etc.)
Do you have experiences (positive or negative) with suburban living and/or nuclear family structures?  If so, how does May’s analysis help you contextualize and/or think differently about them?
Please use at least two key words and engage with May’s texts at length. Remember to conclude with an open-ended question on your first post.  You’re posting two times on this thread!

After reading about the Civil Rights and Women’s Liberation movements, you shoul

After reading about the Civil Rights and Women’s Liberation movements, you should have a solid understanding of women’s and African Americans’ critiques of the “American Dream” in the 1950s and 1960s, as well as the context of the Cold War that helped launch both movements.
For this thread, I’d like you to choose either women’s liberation OR African American’s/Civil Rights groups and answer the following questions.  (And yes, I realize that this isn’t a very intersectional approach, especially since women of color were often involved in both movements.  Gay, lesbian and queer folks were also usually rendered invisible in these critiques.  Feel free to address this in your posts if you’d like!)
But for now, choose one group and answer the following questions:
 Both women’s libs groups AND civil rights groups protested the lack of economic, social and political equality that other (predominantly white, male) Americans had during the 1950s. What specific critiques did you find the most interesting, disturbing, important, etc.?  Why?
Like any social movement, people utilized a variety of approaches and strategies in combatting social inequality and exploitation.  What SPECIFIC techniques, criticisms, or tactics did you find interesting or successful (i.e., radical or liberal?)  Why?
What did you learn about the relationship between consumer culture/advertising/capitalism and your social movement? 
Conclude with a discussion question (or maybe ask your peers to help you rethink some of your ideas?) so that folks can reply thoughtfully to your post!
You should engage with a minimum of two texts in your response.  Your initial response should be thoughtful and engaged – this is a pivotal part of the class so please write a focused, clear and thoughtful response that engages directly with ideas/examples/arguments from the texts.

For this particular thread,   please locate and post an advertisement that you t

For this particular thread,   please locate and post an advertisement that you think lends itself to a discussion/analysis of the ways in which women’s (and other) bodies are enlisted to promote the beauty ideal and corporate capitalism, consumption, etc.  Briefly tell us where you found the ad and who you think is its target audience.  
Select ONE of the readings below that you want us to use as a framework:
Shaw Lee, Chapter 4, “Inscribing Gender on the Body” 
Nomy Lamm, “Fat Revolution”
Think about the following questions as you locate (and maybe analyze?) your ad:
Is this ad empowering?  Or maybe not so much upon closer inspection?
What is its underlying purpose? Product? Audience?
What might this ad tell us about the relationship between corporate capitalism and women’s bodies?
How might Shaw and Lee,and Nomy Lamm respond to this ad?
You are welcome to pose a specific question OR simply ask your peers how the article and its key terms lend insight (or challenge?) to the advertisement.    Responders, I expect you to engage extensively with the text and the key terms to inform your analysis/opinion.  You must use two (2) key terms or specific concepts from the required text to frame your analysis.
People who post first have dibs on what article they want to discuss.  All articles need to be used at some point, so if you post later in the week, you’ll have to use the article/documentary that’s “left.” (We’ll have a couple of repeats, but that’s okay…)
Please note that posting an ad DOES NOT count as a post for this week.   Everyone will have to engage extensively with at least two (2) different images/discussions on this thread. 
Good luck and I look forward to seeing what you find!

What roles do performances play in the everyday working contexts of nurses, espe

What roles do performances play in the everyday working contexts of nurses, especially as these relate to supervisors and those supervised? 
Could the interactions and conversations of nurses in their professional encounters be studied by anthropologists as performances? Why or why not? 
What about nurses’ interactions with patients? What about nurses’ interactions with other healthcare providers? 
What about gendered interactions in the nursing profession, could those be viewed as performances? 
A focus of your response should be to define the word “performances” based on what you have learned in the course content and personal experience.  Build on your definition by reading and responding to your peers’ posts and definitions and how they respond to you. 

Each question needs a response length of at least a minimum of 2 paragraphs 12-i

Each question needs a response length of at least a minimum of 2 paragraphs
12-inch font, times new roman style, double spaced DUE tomorrow 7/21/21  
1.) What are the main challenges of education?
2.) As you know since the pandemic college life has mainly switched to zoom and other video forums. What is your view on this? Do you feel education will get back to normal or continue in this new normal? Explain. 
3.) Please comment on your view(s) on if there is significant discrimination in education against women and/or minorities, Thank you,
4.) Dreamers are children who came with their immigrant parents at a young age and now are in college. Many people argue children of illegal immigrants should get the same excellent education as everyone else; some people disagree with this notion.  What is your view on educational rights for all versus education primarily for legal residents and citizens; do we all have the right to dream? Explain
5.) Based on your opinion, do you feel the government should mainly fund public education or equally divide the money 50% for public schools and 50% for tax breaks to help poorer and middle-class parents pay private school tuition? no right or wrong answer, just where your passion is.