Questions and Topics We Can Help You To Answer 

Watch the film Crash.

Write a 3 page critical analysis of the film in relation to the themes covered this semester. Think about the issues addressed in the film (subtle and not-so-subtle).  Were there characters that you could connect to the film?

Use your readings and/or the text as references, as needed. Feel free to bring in outside sources if you choose. Whatever materials you use should be listed in a bibliography. Be specific in your comments and cite examples List below are some questions to help you write. You do not have to answer all of them in your paper but these are the types of things to consider. Do not simply write out answers to each question. This a 3-4 page paper.

1. What “issues’ are addressed in this film? i.e. race, class, stereotypes etc.…

2. What character(s), event, or theme did you resonate with? Why? Are there any characters you find it harder to identify with? Why?

3.What situation or scene affected you the most? Why?

4.Some criticized the film for reinforcing" stereotypes instead of eliminating"

them. What do you think this movie accomplishes?

5. What role did anger or hurt play in how the characters treated each other?

6. Do you think racism is this overt and obvious or more subtle and covert? Can you give examples?

7. Not all discrimination in the film is based on race-what other types of harassment do you see and how are you made to feel about it?

8. Which attempts at redemption in the film are most ironic and what do they show? 

9. How did language barriers create problems in this film?

10. Which stereotypes (if any) do you feel are supported by what you have experienced in your lifetime? What about your worldview affirms the suggestions about each of the various subgroups identified in the film?


. Text:Rothenberg, Paula, and Kelly Mayhew. Race, Class, And Gender in The United States: An Integrated Study, 9th Edition. New York: Worth Publishers, 2014. ISBN-10: 1-4292-4217-5 Reading from Text: Race, Class and Gender in the U.S., Part I, pages 22-53; 54-69; and 104-109,The Social Construction of Difference, p 7-12; Chap 1: Racial Formation pp 13-22.

Questions and Topics We Can Help You To Answer: 

The Effect Homelessness Has On Mental Health

Questions and Topics We Can Help You To Answer:

Durkheim (Sociology)

  Questions and Topics We Can Help You To Answer:

1.Describe how the concept of objectification can be illustrated in the theories of Marx, Durkheim and Weber?

2. Contrast and compare the theories of social change of Marx, Durkheim and Weber.

3.What are the key similarities and differences in the theories of the social self and social interaction of Charles Horton Cooley and George Herbert Mead?

Questions and Topics We Can Help You To Answer:

Guideline:


. Self-Reflection: what did you learn from the process of working with your group on this project [apply OB concepts to your reflections, e.g., team effectiveness model, leadership, communication, conflict, etc]. Length should be about 1.5 - 2 pages from each group member. 

List of OB Theories

➢    Open Systems Model
➢    MARS model
➢    Herzberg’s Two-Factor Theory of Motivation
➢    McClelland’s Theory of Learned Needs
➢    Expectancy Theory
➢    Equity Theory
➢    Goal Setting Theory
➢    Communication Process model
➢    Team Effectiveness model
➢    Five-Stage Model of Team Development
➢    Model of the Perception Process [Exhibit 3.3]
➢    Rules of Attribution [Exhibit 3.4] 
➢    Rational Choice Decision Making Process [Exhibit 7.1]
➢    Sources of Power & Contingencies of Power
➢    Conflict Process Model (Exhibit 11.2)
➢    A Leadership Theory. Choose only 1 of the following:
1.    Behavioural Perspective
2.    Situational Leadership Theory [SLT]
3.    Path-Goal Theory
 



Examples o one of group member’s reflection paper:


Self-Reflection


            This group project was an interesting component of the course. It was interesting because it allowed me to see the different organizational behaviour theories and models in practice, similar to the modules that allow us to relate our personal life experiences to the relevant course material. I am thankful to have been grouped with such strong leaders that showed excellent initiative and attitudes towards working together to reach the common goal. It is essential when working as a team within an organization to have a common goal as well as an open mind to try different approaches to find methods that work for all team members. In my opinion, the project in a way ended up being more work than if the project were to be done individually due to communication, as well as delegation and accountability; however the project was exceptionally educational due to seeing the OB theories/models in practice.

Our team naturally flowed through the five-stage model of team development. Our team had a rocky start in the forming stage due to difficulty communicating, but after these issues were resolved we were able to move into the storming and then norming phase and tasks were delegated accordingly. Our team found a natural flow of leadership in which it was mutual leadership with all members showing high initiative and providing genuine feedback. Once we were able to resolve the communication issue by trying many different platforms, we found that our Ryerson emails were the most effective form of communication. We then moved on to the performing phase as we set specific deadlines for completion of specific tasks and modified roles according to strengths and necessities, and the project finally began to come together.

The project also made me self-aware that I was displaying the fundamental attribution error. At the beginning of the project when people were apologizing for delayed work with the explanation of external factors such as additional courses and jobs getting in the way, I found myself feeling frustrated because I could make time for the project, because in my opinion, it was as simple as viewing the project as a high priority and practicing good time management, and attributed their issues internally. However, when my midterm season rolled around, I found myself more absent in regards to responding to emails and contributing because I figured I had no time due to exams and my job, which was external attribution. This is when I recognized the unfairness of my attitude towards the group and recognized my fundamental attribution error. In addition, there were some miscommunication errors which were displayed through the conflict process model. These issues were mostly due to communication being online and tones/attitudes being misinterpreted, however upon requesting clarification the issues were easily resolved without issue. 

Questions and Topics We Can Help You To Answer:

Ever wonder why people can't resist a temptation? Whether the temptation is buying something new than we can't afford or ditching class to sleep in, these deviant behaviors are linked to one's ability to delay gratification. This fascinating article and video highlight research on delayed gratification and deviant behaviors. 

Read the article on the Stanford Marshmallow Study. Then, watch the clip below. 
Marshmallow Study Video: http://www.youtube.com/watch?v=amsqeYOk--w

 Respond to the a few of the following questions to start an interesting discussion on this topic.

What does this study reveal about deviant behavior? What does the statement "eat the marshmallow" mean in reference to our culture? What are some values and norms that promote eating the marshmallow? What are some values and norms that promote delayed gratification? How do "people who eat the marshmallow" contribute to social instability? How can society strive to regain balance? What are some ways that you have recently eaten the marshmallow? How have you also delayed gratification? After reading the details of the study and watching the clip, how will you discipline your children or teach them self control, (if plan on having any children)? 

Questions and Topics We Can Help You To Answer:

reading: http://www.bbc.com/news/world-africa-35427853


Speaker 1: Nikki Patel
Title of the talk: A day in a life of a Peace Corps Volunteer in South Africa

Focus of the talk: What does education in development look like in rural South Africa

Biography:
Three years after graduating with her bachelor’s in both international studies and political science, Nikki dropped everything – including a comfortable corporate job – and flew to South Africa to begin work with the Peace Corps. Now she’s home, and ready to tackle international development issues from U.S. soil. As a Peace Corps education and community resource volunteer, Patel spent two years working at a primary school in South Africa’s “forgotten province” of Limpopo. There, she was able to implement courses and ideas she was introduced to at UCI, and run various after-school programs to help her students take learning beyond the classroom.

Article:
Is South Africa's Education System Really 'In Crisis'?

Describe inequality and racialization in contemporary South Africa. How do these concepts compare to your knowledge of and experiences in the United States?

Questions and Topics We Can Help You To Answer: 

Analyze the following classroom narrative between a teacher and a 5-year-old girl in a kindergarten class in inner-city Chicago. Look for: 

A. evidence that either denies or confirms Piagetian stages and their age ranges. A. Pay particular attention to evidence of meta-cognition. 

B. Evidence of scaffolding. 

The excerpt is from a conversation between an adult and a 5-year-old girl. The conversation illustrates how an adult reader can ask questions and encourage response and understanding. At the same time, the adult is clearly doing a great deal of the cognitive work in this interaction. The child was asked the question, "What was the most important thing that happened in this story," in regard to the book, Wilfrid Gordon McDonald Partridge (Fox, 1988): 

Adult - What's the most important thing that happens in this story? 
Child - I don't know. 
Adult - Oh think! ?.. What was the most important thing? 
Child - My brain doesn't have it. 
Adult - Your brain has it. It's in there. 
Child - No, it doesn't. He told me. 
Adult - Yeah, it will tell you. Try and think. 
Child - It's looking for it. 
Adult - Okay. 
Child - It has hands and he's looking in the drawer. 
Adult - It's looking in the drawer? Okay. 
Child - He didn't find it. 
Adult - Didn't find it? Tell him to look again. Tell him ??. 
Child - Look again brain. 
Adult - Remember the story ??. 
Child - I know. 
Adult - Okay 
Child - He found it. 
Adult - Oh good! What was the most important thing that happened in the story? 
Child - His parents were talking about her. 
Adult - And what ?..? 
Child - She lost her memory. 
Adult - Ahh ? and then what? 
Child - Then she got her memory back. 
Adult - Ah, okay.

Questions and Topics We can Help You To Answer

Forensic Entomology as it pertains to crime scene processing and collection of such evidence

Questions and Topics We can Help You To Answer

How to stop being negative with myself and believe more on myself

Questions And Topics We Can Help You To Answer

Violence in media and video games

Questions And Topics We Can Help You To Answer

Hate Crime Laws: Should We Punish Attitudes As Well as Actions? Response to discussion question, # 1, do you think crimes motivated by hate are more harmful than those motivated by greed? Why, why not.