SOCI 3991

Assignment 3

T00614593

 

Question 2: Discuss the way in which rigid gender expectations from society may become oppressive for both men and women. Provide documented examples to illustrate your points

Sex is the biological characteristics of being male or female. Gender refers to social created characteristics of being male or female. Andrew (2012) asserts that gender identity is the source of discrimination against men and women in society because…?. The distinction between sex and sexuality is important because it influences the society to build an equal and fair system (Butler, 2012). Gender is perceived as an alignment of social order, and it is always enforced through numerous social institutions. Advertising, through the mass media, is a powerful social and economic institution through which concepts of femininity and masculinity are often promoted at a symbolic level in a country (Correa, 2009).Rigid gender expectations make society to be unequal because it reinforces conformity rather than diversity.

Rigid gender construction makes up people’s conception of masculinity and femininity. In North American culture, a man is expected to be a? real virile individual and competent. He is physically active and sexually masculine, logical, aggressive, decisive, unemotional, and protective. On the other hand, a feminine person or a woman is anticipated to be physically “soft,” emotional, indecisive, intuitive, and in need of protection. These associations shape how women and men interact with each other. Because of that, some feminists have claimed that masculine and feminine characteristics are not valued equally, as society disregards women’s role of providing warmth and nurturing. Therefore, men are rewarded more compared to women (Butler, 2012).

Sex differences are always cited as the as the basis and justification for unfair treatment of women and men. The ideology of gender determines the extent of discrimination, disparity, and disadvantage that are perpetrated against men and women in society. The rigid construction of gender differences always lead to dissimilarities in the way resources are distributed, duties are allocated, and rights are given and enjoyed between men and women (Andrew, 2012).

The construction of gender enforces conformity rather than encourage diversity. Because of that, gender can limit people, especially women from succeeding in society. Inequalities thus develop to represent conflicts of interest, so that difficulties to the way social regulations are constructed pose problems to the entire organization of the community. How women articulate these challenges will vary based on the capacity or ability of a woman to risk cultural modifications to the way her life has been traditionally lived. Due to such rigid gender expectation, women often develop coping strategies that include acceptance, adaptation, and resistance. While there is a consistently increased danger for women as they move towards coping approaches on the opposition, there is no likelihood that they are only exposed to risk if they decide to question. Unquestioning acknowledgment of the status quo does not necessarily mean low risk. An example is the case of dowry, where even the commoditization of women is recognized, they are always burned to death (Andrew, 2012).

Gender patterns influence the kinds of experiences both women and men will face in their life. Canadian statistics show that women are anticipated to live to 82 years, while a man is expected to live to 80 years. Besides, women who work full time continue to earn 71% of what full-time men employees earn, and the wage gap widens when women get children. Women occupy most part-time jobs compared to men, and they continue to assume a more significant share of domestic work and childcare. Moreover, in Canada, women are in charge of four out of every five single-parent households, and 38% of those families headed by single women have income that ranges below the poverty line (Butler, 2012). That shows that the reinforcement of gender differences based on social and economic gains influences how resources and responsibilities are distributed for men and women in Canada (Andrew, 2012).

Conflict theorists would suggest that having clear female and male spheres and eliminating women from the paid occupation sphere effectively reduce the competition for productive jobs and financial benefits (ref.?). Due to the influence of rigid gender construction in society, this was good for men who reinforced such ideologies to maintain their position. However, as economic requirements attracted women into the labor force in large numbers, the competition for suitable occupations increased. Much of the criticism against feminism in North America emerge from the fact that men today face much greater competition from women compared to the past generation (Butler, 2012).

In order to enforce rigid gender construction and maintain status quo of taking advantage of women, men have created social control systems to prevent women from taking their jobs. For example, in the past, some leaders enacted laws that prohibited women from owning property. In that case, conflict theory suggests that the law becomes a social institution that is used by men to enforce discrimination and inequality against women (Butler, 2012).

Conclusion…?

 

 

 

 

 

 

 

Question 4: Discuss the different societal and historical changes that have transformed family life in Canada towards its diversification both in family forms and household arrangements. How would you say that family life has changed in Canada towards the end of the twentieth and the beginning of the twenty-first centuries? Base your answer on documented evidence

Since 1950s, families in Canada have changed significantly, provoking popular discourse about what kinds of families should be acknowledged and supported social especially in public policy and law (ref.?). Families remain essential to Canadian society and most individuals, but there is substantial controversy about the importance of new family practices and forms as well as about which are more needed. Disagreements about “the family” in Canada often touch deep emotional obligations that shape political and social positions people take and their commitments to compromise or defend their positions. They raise discourse about the kind of community Canadians value and aspire to (Luxton, 2011). Numerous factors, such as proactive, socialization, residential, economic, and emotional dimension helps explain and understand the changing pattern of Canadian families.

To begin with, several changes have occurred in Canadian families that are associated with procreation. Ondercin-Bourne (2012) argues that since the 1950s, one of the most dramatic transformations in Canadian families is the decline in birth rate. The scholar asserts that the birth rate increased in the middle of the twentieth century and then reduced significantly by 53% by the beginning of the twenty-first century. Further, the latter shows that recently, the rate decreased by another 1.5% in 2002 from the former year, which was the eleventh decline in the past twelve years. Ondercin-Bourne (2012) explains that the downwards trend in the birth rate in Canada continues.

Ondercin-Bourne (2012) argues that women do not have children at early stages of their life, which is a contributing factor to the lower birth rate. Since the late 1960s, the birth rate for women in their thirties has progressively increased, while for those in their twenties have declined. According to him, the 2006 Census in Canada confirms that this upwards transformation in the average age of women giving birth has continued with those in the 20-24 range. Besides, the latter claims that a further reduction from 64.1 in 1997 to 51.1 births per 1000 have occurred, while those female in the 35-39 range experienced a significant increase from 32.5 to 44.9 births per 1000.

Furthermore, families in Canada are becoming smaller because women are more concerned with building their career compared to getting married and having children (ref.). Also, the role of women in Canadian society has significantly transformed; females are no longer limited to domestic positions because they are well educated and hence participate in the nation building by working as doctors, accountants, lawyers, etc.

Social dimension has also contributed to the change in Canadian families. Compared to the twentieth century, the parenting roles have significantly changed in Canadian society in the twenty first century. Because women are educated, there are many employment opportunities for them. Thus, stereotypical attitudes towards raising children in the family have transformed. Because of that, both parents have a role to play in the nurturing or their children and in the financial contribution of their family, a culture that challenges the traditional role differentiation. However, this transition is not smooth because the society still believes that men must play their traditional role as “breadwinner” and women in the responsibility of “nurturer” (Ondercin-Bourne, 2012).

The Canadian family has transformed dramatically since the middle of the twentieth century, in particular, because of the entry of many women into the workforce. Thus, labor participation has influenced how parents spend their time and work arrangements. Changing economic conditions have affected the changing nature of gender roles. Like any developed industrial societies, Canada has witnessed profound changes to its social and financial institutions. In the beginning of the twenty first century, Canadians are practicing the norms and values of promote a virtue of hard work. That encourages both men and women to disregard the traditional approach to role differentiation and work to build and maintain the financial stability of their family (McQuillan & Ravanera, 2006).

Residential dimension factor has also contributed to the changing pattern of Canadian families. The traditional norm of creating a robust nuclear family has been affected by lack of diversity that characterizes the nuclear family. There has been a steady divorce rate in Canada that has contributed to the increased number of one-household parent and families in which both parents raise children. Besides, the traditional system of marriage has lost significance, as single women prefer having children first before getting married (Ondercin-Bourne, 2012).

On the other hand, women’s economic empowerment in Canada has contributed to histrionic modification in family life. In particular, it has facilitated the significant increase in the number of two-income families in the country. According to Ondercin-Bourne (2012), the recent census shows that compared to 1961where only 20% of all two-parent families were dual-income that number has dramatically increased to 62% in the 21^st century. The changes in the economy and availability of jobs for women have contributed in the beginning of the twenty first has provided a steady increase in the number of females participating in the labor force in Canada (Ondercin-Bourne, 2012).

Emotional dimension is another factor that affects Canadian families. The psychological aspect of family relationships leads to domestic violence. Women continue to endure abuses from men. In 2016 alone, police departments have filed 38,000 reports of spousal assault committed against females. Of these cases, 61% were frequent abuse, 14% were significant attack causing bodily harm. Besides, 11% were for giving death threats, and 8% respectively were for stalking (Ondercin-Bourne, 2012).

Numerous factors, such as proactive, socialization, residential, economic, and emotional dimension help explain and comprehend the transforming pattern of Canadian families. Many women are participating in the labor force and spending their income to stabilize their family. That changed the traditional concept that men are the ultimate breadwinners. However, females in Canada give priority to their career and choosing to give birth before getting married. Many of them are not married at a younger age. Besides, high divorce rates and domestic violence against women are critical factors that continue to threaten many Canadian families.

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Andrew, P. (2012). The social construction of age: Adult foreign language learners. Bristol: Multilingual Matters.

Butler, L. (2012). Diversity and conformity: The role of gender. In Angelini, P. U. (Ed.) Our society: Human diversity in Canada, 4th Edition (pp. 217-240). Toronto: Nelson Education.

Correa, D. (2009). The Construction of gender identity: A semiotic analysis. In Race, ethnicity and gender in education. (pp. 183-194). Springer Netherlands.

Luxton, M. (2011). Changing families, new understandings. Vanier Institute of the Family. Retrieved from https://scholar.google.com/scholar?hl=en&as_sdt=0%2C5&q=Luxton%2C+M.+%282011%29.+Changing+families%2C+new+understandings&btnG=

McQuillan, K., & Ravanera, Z. R. (2006). Canada’s changing families: Implications for individuals and society. Toronto: University of Toronto Press.

Ondercin-Bourne, G. (2012). Diversity in Canadian families: Traditional values and beyond. In Angelini, P. U. (Ed.) Our society: Human diversity in Canada, 4^th Edition (pp. 277-312). Toronto: Nelson Education.

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SOCI 3991

Assignment 3

2017.12.24

Question Two: Rigid Gender Roles

The 21^st century has provided numerous platforms for change, from allowing all forms of sexuality to promoting cultural diversity. The eradication of irrelevant traditions has been among one of the greatest achievements in this century. In the past societies, the members have always had to follow specific gender roles and expectations, which barely underwent any changes. As a result, the gender expectation of men is that of protective and dominant beings, with women playing a more adaptive and supportive role. This explains why most societies existed as chauvinistic ones, with the men controlling all the power, while the women were allocated the role of being primary care givers. As a result, the allocation of power to women was an uncommon thing, as this was perceived to be a role meant for the men. The emergence of movements such as the feminist movement in the 19^th and 20^th century was a result of trying to challenging the rigid gender roles (Connell, 2014). One of the major reasons why the 21^st century has endured a phase of change when it comes to gender roles is due to the contribution of such movements.

As stated above, the feminist movement was one of the major factors that has brought about a reduction in the rigid gender expectations in the society. In the 20^th century, the access to education and opportunities for men was very different compared to women. Due to the lack of equal opportunities between men and women, the latter lagged behind in the society. The number of men who were successful in the society was higher, as most women did not receive similar education and employment opportunities. A look at the American society during this period reveals that the provision of additional employment opportunities and access to similar education opportunities, especially higher learning, completely changed the narrative. With women receiving similar higher education qualifications, this meant that they could compete for jobs with their male counterparts. However, the main issue is that the society was taking a long time to respond to these changes. As a result, women struggled breaking through careers and sectors considered male-dominated, such as engineering. It took a while for the employers to agree that a woman could do a similar job to a man, as long, they have similar qualifications.

One of the most interesting things is that women have proven to be more effective compared to their male counterparts, in these formerly male-dominated sectors. For example, women have proven to be better in leadership positions and decision-making, when compared to their male counterparts in some cases (Schwartz & Han, 2014). However, it is clear that the gender expectations are still oppressive when it comes to women in the employment sector. Even in the 21^st century, some very qualified women miss employment opportunities to men, even though they might be more qualified. In such cases, the women are left out due to insignificant reasons, with one assumption being that women lack emotional intelligence, and this may cloud their judgement. In other cases, the women miss the opportunities since the other employees, might not consider them as pillars of strength, especially in leadership positions. A recent issue that has emerged in the American employment sector is that women receive lower wages compared to the male counterparts within the same job positions (Bell et al., 2014). Such an issue only highlights that rigid gender expectations still exist within the society.

Despite the fact that there is evidence that proves that cultural change has brought about changes to rigid gender roles, a lot more still needs to be done. Now, the amount of progress that has been achieved is so far tremendous. However, the commitment of the society is still necessary to ensure that all relationship partners and issues associated to gender roles are streamlined. For example, men still play the leading role in the making the majority of the decisions. Women still depend on men as their source of protection and expect them to provide perspective. On the other hand, men still depend on women as the primary care givers of their families. As much as diversity has emerged, and men are getting more involved with taking care of their children, it is yet to be accepted within the society that this is a role that men are expected to perform. If the society continues moving along the same line and does not change the overall perspective of rigid gender roles, in the future, things will be quite different. The complete eradication of rigid gender expectations remove the oppressive expectations that men and women have to deal with.

Question Five: Betty Anne Gagnon

An in-depth analysis into the story of Betty Anne Gagnon reveals a much bigger issue: the challenges that individuals with mental disability or conditions face (ref.?). It is a common fact in the medical world that mental illnesses do not receive the same amount of concern or research provided to other treatments. The medical sector has shown increased concern in finding treatment for chronic conditions such as Cancer, while patients suffering from mental conditions lack the same attention. The amount of research carried out on mental conditions and illnesses is quite low, and this is evident from the information that physicians or psychiatrists have when it comes to dealing with such conditions (Mackelprang & Salsgiver, 2016). As a result, it is increasingly difficult to handle a loved one or family member who suffers from a mental disability. The case of Gagnon and the circumstances under which she met her death reveal the challenges that mentally disabled individuals face in their lives. The case also reveals the need for a network or support for mentally disabled individuals through institutions such as non-governmental and government organizations, law enforcement agencies, and family.

One of the main pillars of strength for an individual battling mental disability is their family. As a result, one’s family ought to be their source of strength and provide the assistance that they can manage to the individual. However, it is very sad in this case that Gagnon’s death was related to her sister. It is very motivating that her father was increasingly involved in her life, and he tried to provide her with a good and close to normal life. According to the accounts provided about her by three of her friends, it is clear that Gagnon was a lovely soul. She worked to make ends meet and she had a sharp memory, despite her disability. Therefore, this raises numerous questions about the events that led to the death of Gagnon. One of these questions being if something would have been done to prevent the loss of her life. It is clear from the facts of the case that if intervention were sought early enough, it would have been easy to prevent Betty from losing her life.

The lack of proper support from her friends and family resulted in a number of challenges. First, the development of severe glaucoma is something that they could have realized early enough if they were extremely keen. However, due to the lack of proper follow up, it became easy for her to hide the condition. As much as she was independent, her friends needed to understand that she was still mentally disabled, and needed supervision to some extent. One of the earliest time to notice that something might have been going wrong was when Gagnon’s old friends could not keep in touch. Despite leaving a message for Denise, Gagnon never called back and this was quite unlike her. At this particular moment, considering that her friends had not reached out to them for about three years, they should have not made the assumption that everything was good. The consideration to give her up to an organization dealing with disability was another sign that the family missed that things were not going well, and it would have been proper to try to intervene in this case (Riddell & Watson, 2014). One of the largest disappointments in this case is that despite seeking help for Gagnon, none of the organizations contacted offered the desired assistance.

At this point, it would be correct to blame the organizations that failed to get involved in the demise of Betty Anne Gagnon. Despite these organizations providing specific help to disabled individuals, they failed to do so in this case. This raises numerous questions about the effectiveness of these organizations and their effectiveness. It is the role of these organizations to ensure that they can provide the desired assistance to individuals dealing with disabilities. The failure to do so means that the government should deal with such agencies accordingly. On the other hand, the government also lacks the proper commitment to assisting individuals dealing with disabilities. The government agencies that are meant to assist members of the public dealing with disabilities need to undergo strategic changes to ensure that they can achieve the expected duties (Szmulker et al., 2014). The death of Betty Anne Gagnon only highlights the challenges that the larger population of disabled individuals in the larger society face, and the lack of proper support systems to give them the required assistance. The story is more of a wakeup call to all these organizations that deal with individuals dealing with disabilities.

 

 

 

 

 

 

 

 

 

 

References

Bell, A. V., Michalec, B., & Arenson, C. (2014). The (stalled) progress of interprofessional collaboration: the role of gender. Journal of interprofessional care, 28(2), 98-102.

Connell, R. W. (2014). Gender and power: Society, the person and sexual politics. John Wiley & Sons.

Mackelprang, R. W., & Salsgiver, R. (2016). Disability: A diversity model approach in human service practice. Oxford University Press.

Riddell, S., & Watson, N. (2014). Disability, culture and identity. Routledge.

Schwartz, C. R., & Han, H. (2014). The reversal of the gender gap in education and trends in marital dissolution. American Sociological Review, 79(4), 605-629.

Szmukler, G., Daw, R., & Callard, F. (2014). Mental health law and the UN Convention on the rights of persons with disabilities. International journal of law and psychiatry, 37(3), 245-252.

 

 

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T00606302

HUMN3981

 

Political Issues in Latin America

Part A: Short Critical Reflections of Two Readings, one from each Section

1. The reading “The State and the Military, from? Add the author, outlines the political situation of Latin America countries. What time period? Latin America has a history of alternating periods of dictatorial and democratic rules. For instance, Venezuela had a chance to redeem itself as a democracy when Chavez took over power and promised to initiate political and economic reforms (Green &Sue 87). That’s much more recent than the reading. Nevertheless, leaders who usurp power either democratically you cannot usurp power democratically, or militarily initially promise people of bringing back democracy and human rights. Inopportunely, the political leaders end up ruling with an iron fist. As per the reading, the authoritarian tradition in Latin America stems from the colonialism era where colonial authorities had absolute power over their colonial subjects. The strongmen in Venezuela, Argentina, Brazil, Chile, and Cuba rose to power after forming militarized social movements and appealing to the mass that change was imperative to improve the socioeconomic status of their people.they founght for independence from the colonial masters. In the US general Washington made himself the first president.  Did the strongmen help their countries after Gaining independence. you cannot say that. Independence is always better than colonization. The strongmen only worsened the political situation because they muzzled the media freedom, suppressed opposition politics, and committed atrocities against their subjects. This cannot be worse than colonization. How did populism help the strongmen amass political power? They were popular because they ousted the colonial masters. Latin America was torn between accepting communist or capitalist ideals (Green &Sue 75). That was due to the Cold War. Many Latin Americans felt that capitalism was widening the wealth gap. Therefore, they promised people that communism was the best to ensure an equitable distribution of land and financial resources. 11/15
2. The second assigned reading, “Zapatistas! Reinventing the Revolution in Mexico: your reading needs an author. Introduction” is selected as section one for critique in The article begins by describing how the Zapatistas uprising surprised everyone. The guerilla war coincided with the introduction of NAFTA (Holloway & Eloina, para 3). The Mexican government responded by bombing towns, distributing black propaganda, and preventing human right organizations from entering Chiapas. Was it opposed to NAFTA? The Zapatistas uprising was largely an anti-capitalist movement (Holloway & Eloina, para 4). Furthermore, the rebellion highlighted the marginalization of the indigenous people largely living in rural settings. Marginalization was due to five centuries of colonization much like First Nations in Canada. This is not directly related to capitalism. How did the Zapatistas uprising help towards addressing the issue of corruption and bad governance in Mexico? Very few people outside Mexico knew how the Mexican government fiscal and monetary policies were hurting negatively. Explain what you kno3w as you do not seem to know either. The Latin America and especially Mexico was grappling with neoliberalism, what is that? as the primary way of opening the market (Holloway & Eloina, para 5). The country was struggling with foreign debts, why did it take on debt? and the NAFTA agreement with the United States and Canada was beneficial. To whom? Nonetheless, the Zapatistas rebellion was a resounding way for the peasants and poor people to decry how capitalism was increasing the gap between the poor and the rich (Green &Sue 94). Did the struggle achieve its objectives? Yes. As measured by? What did the indigenous population get? The conflict led to the political class initiating meaningful reforms to address the historical injustices of past autocratic regimes. Succinctly, the Zapatismo struggle was not for power but against absolute power enjoyed by the political leadership. I see no substance in your critique. 9/15

 

 

 

 

Part B: Essay:  1. Select a country in Latin America and discuss how it’s domestic and foreign policies have changed in the last two decades compared with the period after the Monroe Doctrine of 1823. Provide reasons as to why these have changed and base your answer on documented evidence. Country selected is Venezuela

The Monroe Doctrine, formulated by the United States opposed European colonialism in Latin America countries so that the US can become the only imperial power in the region. The motive of Monroe Doctrine (1823) was for the United States to colonize Latin America nations For itself. Consequently, President James Monroe wanted to strengthen colonization of Latin America countries, political, military and economic. Venezuela gained full independence from Spain in 1830. It replaced European colonization with American colonization. After independence, Venezuela was dominated by autocratic regimes up to the mid-20th century. Were they backed by the US? Nonetheless, the country has experienced democratic gains since 1958. How do you measure democratic gains? Venezuela had several political crises in the 1980s and 1990s due to economic shocks. How are these connected? If they are different use paragraphs to separate. The infamous Caracazo riots in 1989 marked a beginning of people resisting incompetent leadership and especially embezzlement of funds by political leaders. What role did the US play in all of this? There were two attempted coups in 1992, which cumulated in  the impeachment of President Andres Perez in 1993 after he was accused of corruption. The foreign relations between the United States and Venezuela began to worsen after the election of Hugo Chaves, a former coup leader as the President. That’s because Chavez opposed US colonization.

Hugo Chavez launched the Bolivarian Revolution and changed the constitution. Chavez initiated socialist economic policies that appealed the majority of poor Venezuelans (Green &Sue 100). But opposed by the US. Besides, the rise in oil prices helped Chavez government to fund his populist policies that sought to improve social, cultural, and economic conditions (Kozloff 11). The policies delved into land reforms, wealth redistribution, and open market. Most importantly, the Chavez government promoted political and economic integration among Latin America countries but developed cold relations with the United States and Canada. Canada is a puppet of the US. He was democratically elected despite meddling by the US. he used the social movements to implore on public support. The people needed change and Chavez used the opportunity to initiate poverty reduction programs and reform the social spending (Kozloff 39). The Chavismo Movement was established by Hugo Chavez to agitate for political, cultural, and social reforms. Accordingly, the Bolivarian civic-military organization began to recruit and influence peasants, indigenous people, small-scale business owners, students, and individuals within the security forces to foment a rebellion that will overthrow the despotic regime.

The reading “The State and the Military,” it illustrates how Chavez developed a cold relationship with the United States in 2004 after a referendum was voted in his favor. Six million Venezuelans or 58% of voters preferred Chavez remaining in office, in a poll that had 70% turnout (Green &Sue 87). The United States and Canada were not comfortable with the regimes in Bolivia, Argentina, Mexico, and Brazil because they opposed US/Canada colonization. . Nonetheless, the referendum showed that Chavez was popular despite his foreign and domestic policies not aligning with those of the United States. It was because of his opposition to US imperialism that he was popular. No democracy will ever prefer colonization over independence. Chavez managed to convince people about the dangers of imperialism and how the previous regimes in the 1970s and 1980s collapsed due to American meddling. A substantial number of Venezuelans perceived the previous regimes as authoritarian and colonial and did not represent the interests of the larger proportion of the people. The widening gap between the wealthy few and the poor majority led to Venezuelans identifying themselves with Chavismo movement. It was evident that capitalism and neoliberalism was unpopular and many Venezuelans wanted a political liberator who would champion socialism ideals. Most unpopular was US colonization. Accordingly, many believed that socialism and independence could facilitate distribution of wealth and resources.

Chavez became closer with other Latin America leaders such as Cuba’s Fidel Castro because they also opposed US colonization. . Castro formed a social movement group in the early 1950s called “The Movement” to overthrow the Batista regime. A revolutionist, Castro depended on peasants, workers, and students to form a military rebellion that overthrew a Western-leaning government (Green &Sue 90). Chavez sought to follow the footsteps of in his bid to transform his country from capitalism to socialism. Chavez aimed to disintegrate the relations between the United States and Latin America countries (Burbach et al. 189). He facilitated the formation of ALBA, leftist and socialist Latin America states to facilitate trade. Nevertheless, his popularity soared since he expanded social services such as healthcare, housing subsidies, food, and educational programs. Most importantly, the poverty rate fell by roughly 20% during his presidency (Kozloff 125).

Paragraph

After Chavez died, he was succeeded by Maduro in 2013. Maduro, who served as Chavez Vice President vowed to continue with his socialist revolution. Unfortunately, a drop in oil prices led to economic shocks of the oil-based economy. Oil accounts for 25% of Venezuela GDP and is about 95% of its export earnings (Kozloff 201). Conversely, protest in the streets of Caracas has led to political and economic instability. Majority of Venezuelans felt that the Maduro government is stifling the opposition and the economy. The demonstrators protested hyperinflation and shortages of food and medicine (“Al Jazeera”). The Maduro regime has agreed to initiate economic and political reforms due to the pressure of street protests although it continuously accuses the United States of meddling in its affairs. The Us sees an opportunity to re-colonize. 60/70

 

 

 

 

Works Cited

Al Jazeera. “Venezuelas crisis explained from the beginning.” Latin America | Al Jazeera, Al Jazeera, 14 Dec. 2017, www.aljazeera.com/indepth/features/2017/04/venezuela-happening-170412114045595.html. Accessed 15 March 16, 2018

Burbach, Roger, et al. Latin America’s Turbulent Transitions: The Future of Twenty-First Century Socialism. Zed Books Ltd, 2013.

Green, Duncan, and Sue Branford. Faces of Latin America: Fourth Edition (Revised). 4th ed., NYU Press, 2012.

Holloway, John, and Eloina Pelaez. “Zapatistas! Reinventing the Revolution in Mexico: Introduction.” Korotonomedya, Korotonomedya. (n..d.) www.korotonomedya.net/kor/index.php?id=10%2C46%2C0%2C0%2C1%2C0. Accessed 15 March 16, 2018.

Kozloff, Nikolas. Hugo Chavez: oil, politics, and the challenge to the U.S. reprint ed., St. Martin’s Press, 2015.

 

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HUMN 3981

Assignment 3

 

 

Part A: Short Critical Reflections of Two Readings, one from each section.

Indicate which section and which reading you selected from that section

In Latin American hierarchies, economic and political powers were clearly distinguished between the economic elite and the military. How can I grade if you do not indicate the reading you are critiquing? This precisely occurred in such a way that the economic elites who controlled the economies of Latin America with their vast riches and investments relocated to their built large poor sentence, homes in the countryside. As such, the political agenda and ruling of the nations were left at the hands of the former military leaders. Hence, after achieving independence, most countries such as Venezuela, Ecuador, and Colombia disintegrated from the Great Columbia with political power disseminated among the military leaders who fought for the independence in the battle fields (Green and Branford 69; Petras para. 17). Ideally, such historical landmarks have come to define the political structure of countries in Latin America. For instance, it became the norm for leaders in the military to assume political power and subsequent ruling of a country through a coup (Petras para. 19). Hence, the book explains the changes in structure of the ruling regime in Latin America. It is also noteworthy that such political trends are not similar to those experienced in U.S. or across European countries since political leadership was not dignified for those with military power, but rather, the power was bestowed on individuals who were idealistic, pragmatic, and revolutionary. I have no idea what you are critiquing and you need two. 5/30

 

 

 

Part B: Essay

Changes in domestic and foreign policies There is no such topic. Select from one of the four essay topics provided. Looks like it may be the first topic. In future please use the full title. Must have tod you this before.

The major changes in the Brazilian domestic and foreign policies in the last two decades have focused on recovering and growing their economy. Using the changes in globalization to encourage foreign built factories to boost manufacturing. In the 1990s, Brazil’s foreign policy was restrictive especially when trading with other countries. Use the period from 1823 to 2000 to compare with the last two decades. The restrictions imposed by foreign policies include double taxation, barriers to trade, and excessive red tap amongst many other Restrictions. Very poor essay writing. However, in the last two decades, the country has restructured its foreign policy to be more inclusive in international trade and foreign investments. For instance, Brazil continues to focus on pursuing free trade agreements with other countries. Provide examples. Bilateral agreements have also been proposed to ensure that the country resolves the double taxation issues. Such changes were previously instigated after the Monroe doctrine when? that ensured economic independence of most Latin American countries (Madison 408). How is this a change in the last two decades?

Comparison of economic policies

In the 1970s, what of before? You are comparing 1823-1996 with 1997-2017. most U.S. backed dictatorships such as those experienced in Chile and Guatemala had to adopt economic policies that would guarantee the U.S. an added advantage in the global markets. Was this US colonization which enforced this? This was primarily done to protect U.S. investors, improve trade with the U.S., and eventually enhance America’s superiority as a world superpower. These countries were further subjected to forceful implementation of macroeconomic policies that aimed at eliminating budgets and trade imbalances even though most of the industrialized countries registered these imbalances without being forced to adopt the aforementioned corrective measures (Petras para. 13). Consequently, the two Latin American countries had to accept adverse internal adjustment measures, which had severe ramifications on these nations’ development programs.

During the 1970s, the U.S. through their supported military dictatorships also sought to impose neoliberal economic policies in Chile and Guatemala and ultimately eliminate any obstacles that these policies encountered. In this process, these countries had to undergo major economic reforms including increased in education costs, removal of subsidies on basic goods, rise in health care costs, and increase in value added tax (VAT) amongst others (Madison 414). Such measures ultimately had adverse effects on the poor and created an unfair competition among the local producers in these countries and those from foreign countries (Petras para. 8). It is also noteworthy that such economic policies that the U.S enforced on the countries in South America prohibited these nations from achieving economic liberalization. Instead, it plunged the countries into more debt as the nations became more and more dependent on the U.S. Additionally, given the economic ramifications that were associated with these policies, an alternative democratic government would not have implemented such policies.

Grassroots social movements this is a totally different essay topic, topic 3.

Landless workers movement in Brazil provides a peculiar example of grassroots social movements. Movimento dos Trabalhadores Rurais Sem Terra (MST) is a perfect example of a social movement formed by rural labor force in conjunction with other individual well-wishers striving for land reforms. The movement also strove to eliminate the social injustices and inequality that existed in the rural areas in Brazil. During the MST inception, the movement was grounded on the process of occupying large estates of land, and it later on came to be known as a national movement in 1984. The movement has successfully managed to lead more than 2500 land occupations, which was efficient in settling more than 300,000 families with over 7 million hectares of land won in this process of land occupation (Foweraker 2). Additionally, MST has streamlined its operations and organization to enable these families access education and health care as well as receive proceeds from agricultural production.

Despite these major milestones that MST has achieved in the last two decades, the movement continues to construct encampments, which are estimated to be close to 1000, for the purposes of holding thousands of families that are landless in Brazil. In addition, this group continues to encourage camped as well as settled families to continue to fight for their rights in all domains including in the political, economic, social, and cultural spheres. Nonetheless, evidence suggests that the impact of this group on social development has been minimal since it has had less influence on policy making as opposed to its success in getting policies to be implemented (Foweraker 9).

Impact of economic policies on indigenous peoples this is topic 4

Economic policies introduced in the 1970s and earlier have sought to incorporate these groups of people into the development plans. This implies that they are as much as other groups of individuals affected by these policies. Gradually, the indigenous people have continued to receive larger shares of the national development budgets while international agencies have also been called upon to provide support or any required technical assistance, which would be supportive of these groups’ development projects.

Contrarily, other evidence suggests that in South America and precisely, in countries, such as Brazil, Bolivia, and Peru, the implemented economic policies have been more focused on identifying, demarcating, and registering all the indigenous lands. However, in periods succeeding the late 1990s, governments have revised their policies to make them more inclusive in such a way that the indigenous peoples have been allowed to participate in development processes of their own development programs (Davis and Partridge 4).

Regardless of the stringent measures established in the economic policies, there was still the need to protect the indigenous people’s rights. As such, rights such as the Aboriginal right to self-government has allowed these individuals the opportunity to manage their culture, health, and economic and political aspects (Davis and Partridge 2). Hence, these groups of people in Australia, South America, and Canada have faced the same fate of being provided an ample opportunity to control some of these aspects in their development programs as a means to protect their rights and culture.

If you chose the first essay topic what you needed to do was summarize the period from 1823-1996 when the US imposed colonization on Latin American countries with the last two decades when there is much less US control and more globalization and free trade.

Read the assignment instructions more carefully. 20/70

 

Works Cited

Davis, Shelton and Partridge William. “Promoting the Development of Indigenous People in Latin America.” 1999, http://siteresources.worldbank.org/INTRANETSOCIALDEVELOPMENT/873351-1111663716403/20600877/PromotingDevofIPinLAC.pdf. Accessed 10 February 2017.

Foweraker, Joe. “Grassroots Movement, Political Activism and Social Development in Latin America: A Comparison of Chile and Brazil.” 2001, http://www.unrisd.org/80256B3C005BCCF9/(httpAuxPages)/DC22E12D3F6AB4EB80256B5E004D27A8/$file/fowerake.pdf. Accessed 10 February, 2017.

Green, Duncan and Branford Sue. Faces of Latin America. Monthly Review Press, 2013.

Madison, Tom. “Reshaping the Monroe Doctrine: United States Policy Concerns in Latin America Urgently Call for Ratification of the International Criminal Court.” Washington University Global Studies Law Review, vol. 5, no. 2, 2006, pp. 403-423.

Petras, James. “The New Revolutionary Peasantry: The Growth of Peasant-Led Opposition to Neoliberalism.” 1998, http://www.rebelion.org/hemeroteca/petras/english/newpeasantry170102.htm. Accessed 10 February 2017.

 

 

 

 

 

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HUMN 3981 Assignment 3

Political Issues in Latin America

Part A: Short Critical Reflections of Two Readings, one from each Section

1/. The first assigned reading, “The State and the Military” is selected from section one for critique in this essay. Highlighted in the reading is the quest for democracy in Latin America amidst democracy and authoritarian struggles between the people and the military. Decades of authoritarian rule provide time period, colonial or post-colonial, saw Latin America remain a largely rural society (Green and Sue 65). Why is that? The majority of populist leaders in the 1930s were ex-military and military men, mostly inspired by Hitler’s rise to power. Why did they prefer rural to industrial or urban? Argentina’s Juan Peron was the greatest populist who oversaw industrial growth, that’s the opposite of rural, be consistent. Is populist same as militarist? equitable income distribution, and the creation of a welfare state. that is very democratic.  The military autonomy ensured that many Latin Americans lived under tyrannical rules. That’s exactly the opposite of what you just said about Peron. Latin America’s military has been an independent political body historically: the exploits of military heroes winning independence for many Latin American states. Confused arguments. An interesting observation is that many military coups before World War II occurred either when the state threatened the military institution or when there was a need to return power to civilian allies of the military. As such, I concur that the transition to democracy how is this relevant? was successful in the larger part of Latin America. It has been a long journey towards democracy, one in which the military, civilians, and populist leaders created history in one way or the other. Unclear of what your summary is or what your critique is. 10/15

Secondly, the reading, “Social Movements and the Struggle for Change” is selected from section 2 for critique. The military rule in the 1970s saw the suppression of official opposition politics, an act that created many social movements of the time. Was this before democracy was created in your conclusion above? An effect of the debt crisis is that it strengthened unions as civilians fought hard against falling wages and austerity measures. Why is the debt crisis same as suppression of opposition? An interesting observation is that the 1964’s Brazilian coup created a wave of military rule that banned political parties, How is this related to debt? yet proponents of improvements and those who opposed the government somehow founded a new generation of social movements (Green and Sue 200). With the dictatorial rule of the military generals, one only wonders where social movements found the space to channel their protests. Certainly, I concur that today’s Latin America is remarkably different from the divided world that defined it during the Cold War and subsequent decades. As such, the reading accurately depicts the feats of social movements to create a democratic society in which the past and the present reconcile. Confusing theme. First summarize article then critique it. 8/15

 

Part B: Essay: The Origins, Composition, Trajectory, and Issues brought to Life by One of the Grassroots Social Movements in a Latin American Country. Has the Social Movement Achieved any Degree of Success? Has it Faced Failure, and Why?

The Movement for Socialism (MAS) in Bolivia is a notable grassroots social movement with a history of past and present time period? success and struggles. The reading, “Social Movements and the Struggle for Change” asserts that MAS typifies the success of social movements in Latin America since it created the greatest impacts. That’s a general statement which says nothing objective. Provide facts. MAS traces its origin to the 1980s following the closure of various mines, more so, the Bolivian Mining Corporation (BMC), a move that pushed former miners into cocoa farming (Farthing and Kohl 12). Why would this change from mining to farming create a social movement? The movement started as the Unified Syndical Confederation of Rural Workers of Bolivia (CSUTCB), where the leaders recognized the need to avoid a political contest in the early days of the movement following previous divisions within the movement over electoral candidates (Stephen 65). Instead, the cocoa farmers opted to launch a political instrument that accommodated trade unions in collective membership. Sounds like a union rather than a social movement.

As such, CSUTCB combined both political and social struggles by creating two branches, one political and the other a social movement, not a union? both of which advocate for the rights of farmers. What of the farm workers? The Congress backed CSUTCB as a political instrument in 1994 and later founded the Assembly for the Sovereignty of the Peoples (ASP) led by Alejo Veliz and Evo Morales (Farthing and Kohl 20). As a rising star in the movement, Evo Morales defined the history of CSUTCB with relentless support for members’ interests such as? and inclusive leadership what does this mean? to which many Bolivians were not accustomed. Furthermore, MAS exhibited a strong connection with peasant cocoa farmers, an idea that consolidated its grassroots support  while distinguishing it from other anti-system oppositions in Bolivia. How so?

On the other hand, a series of political and social struggles have defined the history of MAS in ways. A country with a long history of revolution, Bolivia’s political landscape ascertained that MAS would struggle to appeal to the majority in the country, often faced with resistances of different types (Bueno and Datta). Not just the farmers? The class and political struggle led to inadequate support for the movement’s course in its early days: peasant farmers saw the benefits, whereas proponents of the government considered it a threat. What of the majority of the country? Therefore, expanding the influence of MAS beyond the peasant farmers to whom? became a struggle for Eva Morales. Morales and MAS also struggled to please indigenous groups that pressed for more radical and faster reforms. Of what? Likewise, an ensuing political battle saw Eva Morales contest the 2002 general elections to champion the interests of MAS, a contest that he failed. Which implies that it did not have the majority support you claimed. Regardless, the declaration by the new U.S. ambassador that he would only support Gonzalo Sanchez’s re-election only strengthened MAS’s grip on grassroots support. How and Why is the US involved in the domestic affairs of Bolivia? As a political party, MAS was brought to life when Morales denounced the intervention of the United States in Bolivian affairs. However, MAS achieved its greatest height of success when Morales won the presidential elections in 2005. Was that due to opposition to US meddling?

Today, Bolivia is Latin America’s country in which social movements exercised their full strength and achieved unprecedented success. Give facts not meaningless statements. The success of MAS measured by what? Morales election? saw the end of frequent protests by farmers, workers, and indigenous people over government’s excessive involvement in civilian affairs, were they now happy? such as the sell-off of oil and water resources (Farthing and Kohl 32). The founders of MAS exercised perfect timing of events to trigger a social movement that farmers and indigenous people needed desperately at the time. While Bolivia remains one of Latin America’s poorest countries ahead of Nicaragua and Haiti, If its still por why do you claim success? the desire to modernize and change ineffective systems is evident (Escobar 101). Everyone has that desire, you say nothing of substance, In my opinion, the Movement for Socialism has succeeded in different ways: ensuring a democratic election process, was there no democracy before when Morales ran and lost? ending protests and threats of revolution, and increasing access to natural resources. By whom? The poor? Why are they still poor?

In addition, an online article by TeleSUR recognized Bolivia as Latin America’s leader in economic growth in 2017. Explain how this came about since Morales won in 2005. This has to do with the global shift to emerging economies such as China not Morales. Evo Morales is still the president as he continues to champion the ideas of MAS and improve the welfare of Bolivians. How does their per capita income compare to Canada? Morales created an economic model of production and sustainability that encouraged domestic demand for coca?  and generated international support for local industries. How did he do that? The GDP is expected to rise by four percent, which further highlights Bolivia’s economic success. Why are you crediting Morales for this and not the global shift? Therefore, a struggle that began as a political movement to consolidate the support of indigenous people to fight for their rights led to one of them occupying the country’s most highly ranked office. With the presidency, one foresees a future of great prospects for farmers, workers, and indigenous people since the occupant of the office understands and identifies with their struggles. Hence, I perceive the Movement for Socialism (MAS) as Latin America’s most successful grassroots social movement that produced a president who is not only improving equality but also leading Bolivia towards unprecedented economic success. 55/70

 

Works Cited

“Bolivia Pegged As Leader in Economic Growth in Latin America for 2017.” TeleSUR, 2018, www.telesurtv.net/english/news/Bolivia-Pegged-As-Leader-In-Economic-Growth-in-Latin-America-for-2017-20180102-0019.html. Accessed March 12 2018.

Bueno, Rafael and Ajoy Datta. “The Politics of Evo Morales’ Rise to Power in Bolivia. ODI Shaping Policy for Development, 2011, www.odi.org/publications/5674-politics-evo-morales-rise-power-bolivia. Accessed March 12 2018.

Escobar, Arturo. The Making of Social Movements in Latin America: Identity, Strategy, and Democracy. Routledge, 2017.

Farthing, Linda C, and Benjamin H. Kohl. Evo’s Bolivia: Continuity and Change. University of Texas Press, 2014.

Green, Duncan and Branford Sue. Faces of Latin America (4^th ed.). NYU Press, 2012.

Stephen, Lynn. Women and Social Movements in Latin America: Power from Below. University of Texas Press, 2000.

 

 

 

 

 

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Assignment 5: Unit 5: Modules 10–12: Resource Use Within a Populated World (100 marks; 10%)

This assignment is due after you have completed Module 12.

Make sure that you have reviewed the Introduction to assignments before starting Assignment 5, as it covers expectations. Failure to meet expectations will lead to a loss of marks.

Question 1:

Identify and discuss five of the following in your own words, each in one paragraph. Where appropriate, please provide an example: (15 marks)

1. Sustainability
2. Crude birth and death rates
3. World systems and dependency theories
4. Population density
5. S-shaped curve
6. Malthusian theory
7. Fertility transition theory
8. Immigration and emigration
9. Refugee
10. “Family class” immigrant

Question 2:

Why do we need to find a more appropriate model to explain population growth? In your explanation, evaluate the five existing theories presented in these modules and your textbook. Your answer should be approximately 500 words (two double-sided pages). (15 marks)

Question 3:

In Question 3, you will construct and interpret demographic data using population data from 2015. Using the following three tables, construct three pyramids, one for each of Nunavut and British Columbia, and one for Canada as a whole. When you are finished, compare the pyramids and answer the following questions. (30 marks)

You may use graph paper and a pencil, or a computer program such as Excel.

Tip:

You may want to research how to draw a population pyramid in Excel or another program on the Internet).

Send your pyramids and your answers to the following questions to your Open Learning Faculty Member for grading.

1. Compare the general characteristics and type of each pyramid. Which two are similar and which one is dissimilar? Using the terms expanding, stable, and diminishing (see p. 148 in your textbook), describe each population.
2. What is likely to be the population trend in each of Nunavut and British Columbia over the next 20 years? Justify your answer by describing what you think could happen to the demographics of each.
3. Given your answer to question 2 regarding the population trend, what do you think British Columbia’s demographic structure will mean for its economy in ten years from now? What about Nunavut’s?

• British Columbia 2012 Population Data
• Nunavut 2012 Population Data
• Canada 2012 Population Data

Question 4:

Argue for or against the proposition that the greatest threat to the global environment lies with the growing population, industrialization, and energy demands of the developing world. Answer in approximately 750 words. (20 marks)

Question 5:

Using all of the tools and theories associated with the study of population and the impact of humans upon resources, consider whether the world is overpopulated. Explain your answer. Answer in approximately 750 words. (20 marks)

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Assignment 1: Forces and Public Issues in Industry (15%; 100 marks total)

Introduction

In this module, we explored business, government, and society as an interrelated system made up of primary and secondary stakeholders. In additional to stakeholder forces, we also introduced some of the broader forces influencing this system. In this assignment, you will demonstrate your understanding of stakeholder relationships and influences (including that of government and the media) on industry and public issues.

This assignment will comprise 15% of your total course mark. Part A is a case study involving an important public issue regarding the environment, and Part B is a report on public issues relating to the tobacco industry. Each question carries the marks as stated for a total of 100 marks.

Part A: Instructions

Read Discussion Case: Coca-Cola’s Water Neutrality Initiative on pages 43 and 44 of your textbook.

• Question 1:Describe the “performance-expectations gap” evident in this case – what were the stakeholders’ concerns and how did their expectations differ from the company’s performance? (15 marks)
• Question 2:If you applied the strategic radar screens model to this case, which of the eight environments would be most significant? Support your position. (5 marks)
• Question 3:In your opinion, did TCCC respond appropriately to this public issue? Why or why not. (10 marks)

Part B: Instructions

The tobacco industry is constantly in the media. Choose one or more public issue(s) relating to the tobacco industry (banning of smoking in public places, secondary smoke health issues, controls on tobacco advertising and corporate sponsorship, youth or women as a tobacco industry target markets, etc.) Write a 2,500-word, double-spaced report containing the following:

• Section 1. Context:Introduce the issue(s) you have selected and list primary and secondary stakeholders influencing or influenced by this issue(s). Be specific in naming individuals, groups, associations, and/or government bodies and describe these stakeholders’ roles. (15 marks)
• Section 2. What does this mean to my family?: Identify your own stakeholder role(s) in relation to the tobacco industry and cigarette smoking in our society. Describe the biases, perspectives, or experiences that may influence your position on this public issue. (10 marks)

Note

There is no right or wrong perspective, but it is important to recognize your own stakeholder positions and how they influence your perspectives.

• Section 3. What does this mean to my company?:Imagine yourself as a tobacco industry executive and describe management of the public issue(s) from this perspective. (15 marks)
• Section 4. What does this mean to my country?:Discuss the role(s) of government in this issue(s) and how it is influencing both the industry and the public. (15 marks)
• Section 5. Media impact:Describe the media’s role in this issue(s) and the perspective it is presenting to the public. Discuss industry-sponsored media communications, as well as government communications and reporting in the popular press. Cite specific examples, using references. (15 marks)

 

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Pages:
4 pages (1100 words) Double spaced

Type of paper:
Essay (any type) Undergraduate (yrs. 1-2)

Discipline:
History

Title:
HUMN 3981 A3

Sources to be cited:
7

Paper format:
MLA

Paper instructions:
I strongly recommend you can read the sample before you start to write. Thanks. Part A: Short Critical Reflections (30 marks) Select one assigned reading from Section 1 and one from Section 2 in Module 3 (for a total of two of the assigned readings). Choose the readings in Green and Branford’s textbook (in the attachment) or the online resources. I uploaded section 1 and section 2 readings in the files. There is only 1 reading under the section 1 (named “the state and the military”). Also, there are some readings belonging to section 2 (I cannot download them), so I put the links of them here: (((1. Nicola Bullard’s article “Before, They Killed Us with Guns, Now They Do It with Hunger” in Focus on the Global South at http://focusweb.org/publications/2002/before-they-killed-us-with-guns.htm. 2. Marie Trigona’s article “Argentine Social Movements: Taking Matters into Their Own Hands” in Americas Program at http://www.cipamericas.org/archives/1592. 3. John Holloway and Eloina Pelaez’s introduction to “Zapatista!: Reinventing Revolution in Mexico” in Körotonomedya at http://www.korotonomedya.net/kor/index.php?id=10%2C46%2C0%2C0%2C1%2C0 4. James Petras’s article “The New Revolutionary Peasantry” in Rebelión at http://www.rebelion.org/hemeroteca/petras/english/newpeasantry170102.htm 5. Yvonne Zimmermann’s article “Interview with Evo Morales” in The Commoner at http://www.commoner.org.uk/morales1.htm))). Choose two assigned readings (one from section 1 and one from section 2) and then write a short critical reflection (about 150–250 words) for each (a total of two critical reflections). You may find it helpful to use one or more of the focus questions included in the activity as a guide. The critical reflection should present your own thoughts and responses to the reading. It is not simply a summary of the reading. Begin with a brief summary of the reading. Identify which key points and ideas you agree with, and explain why. Identify which key points and ideas you disagree with, and explain why. If you think the reading is dated, feel free to update it from your general knowledge or other research. Compare how the ideas discussed in the reading have relevance to Canada or other countries or regions. Thus, it is an interaction between the ideas in the reading and your own interpretation and response to what you have read. Part B: Essay (70 marks) Write an essay of 750–1000 words on one of the following topics: 1. Select a country in Latin America and discuss how its domestic and foreign policies have changed in the last two decades compared with the period after the Monroe Doctrine of 1823. Provide reasons as to why these have changed and base your answer on documented evidence. 2. Compare the economic policies introduced by US supported military dictators in the 1970s in two selected countries of South America. What common patterns do you find between those policies? Could those policies have been implemented by democratic governments? 3. Select one of the grassroots social movements in a Latin American country that you studied in this module, and discuss its origins, composition, trajectory, and the issue that brought it to life. In your opinion, has this social movement achieved any degree of success? Has it faced failure and why? Base your answer on documented evidence. 4. Consider what you learned in Modules 1 and 2 and what you have learned about social movements in this module, and write an essay discussing how the economic policies introduced since the 1970s and earlier affected indigenous peoples. Why has the fate of the indigenous people of Latin America been so similar to those of Canada, the US, and Australia?

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Assignment 3 (100 marks 19%)

Introduction

Before you attempt this assignment, make sure that you have completed all of the prerequisite readings and learning activities in Unit 3. This is an upper level course, and your essay assignments must show that you have done extra research to expand and go deeper into the topics that you choose. You may use and cite the unit readings for your essay assignments, but you are expected to do more than merely restate what you have read in these materials. Show original thought by providing examples and illustrations relevant to the topics; marshal evidence that supports your views; and demonstrate that you have undertaken some further reading (and always cite your sources!).

Please note: If you rely only on the unit readings and material to complete this assignment, you will not be able to attain the highest grade for this course.

Instructions

Choose 2 questions from the following topic list and write 2 essays of approximately 750 words. Be sure that you present the concepts in your own words and that you include current information.

Your word-processed assignments should follow APA format for preparing your paper and citing sources; however, do not write an abstract.

If you have any questions about the assignment, consult your course Open Learning Faculty Member. When you complete an assignment, submit it to your Open Learning Faculty Member for comments and evaluation.

Topics for Assignment 3

Following is the list of potential topics for this assignment:

1. In what way does ascribed status influence stratification in Canadian society? Support your argument on the basis of existing evidence of the complex connection between ascribed statuses and stratification.
2. Discuss the way in which rigid gender expectations from society may become oppressive for both men and women. Provide documented examples to illustrate your points.
3. Trace the history of gay rights in Canada up to the legalization of same-sex marriage. How are individual rights relevant in this story? In what way has the complex array of sexual orientations and identities led to the questioning of the idea and validity of same-sex marriage? Why?
4. Discuss the different societal and historical changes that have transformed family life in Canada towards its diversification both in family forms and household arrangements. How would you say that family life has changed in Canada towards the end of the twentieth and the beginning of the twenty-first centuries? Base your answer on documented evidence.
5. Choose one national minority (French Canada, First nations) or an immigrant group that has suffered due to religious discrimination in Canada and discuss the consequences of the discriminatory practices against this specific group both for the group itself as well as for the whole of Canada.

Criteria for Evaluating Essays

Following is a set of criteria that is the basis for evaluating written assignments in this course:

Substance (75 marks)

• The research paper provides evidence of critical thinking and analysis as well as synthesis of researched information throughout, and it presents a logical and persuasive argument.
• Research sources are relevant, current, and credible. They are clearly documented in the paper.
• The introduction offers a sense of direction for the paper and presents a clear thesis statement to the reader.
• The body develops the necessary aspects of the main idea and provides examples, support, or illustration for each aspect of the main idea.
• The conclusion summarizes the main points and ties them to the thesis; it also presents an impact statement and/or suggests direction for future research.

Writing Style and Format (25 marks)

• Paragraphs are unified, developed, and coherent, with transitions between ideas.
• Sentences are grammatically correct; words are chosen for accuracy and impact.
• The writing follows the conventions of spelling and mechanics (punctuation, etc.).
• The format follows the APA documentation style accurately and consistently.

 

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Assignment 1 (8%)

Exercise Assessment

In the process of doing the exercises in the workbook, you will have completed the work needed for Assignment 1. It is recommended you review your work before submitting. Make sure you save your final work with the following naming convention: MNGT2131_AF1_firstname_lastname.docx. Use the Assignment Submission Tool to submit to your Open Learning Faculty Member.

 

Exercise 1-1: A Person Whose Performance Could Be Improved

Step 1: Select a Person

Think of a co-worker or subordinate whose work performance (by your standards) could be improved. Overall, he or she may be an average, a below average, or even an above average performer.

The person you select should:

• be an immediate subordinate, a co-worker, or a person one level in the organization beneath your own.
• not be close to retirement, a part-time employee, a temporary employee, or a person whose performance is at or near the “bottom of the barrel.”
• hold a job with which you are familiar, e.g., you may have held the job yourself or you may have supervised the job for a long enough period that you have a good understanding of its day-to-day requirements.

Step 2: Provide Reasons for Performance

In the space provided on the next few pages, present your analysis of the situation by listing in point form up to six reasons explaining why the person performs as he or she does.

There is no set of right or wrong reasons. This is to be your personal assessment of the situation.

Step 3: Weight the Reasons

Beneath each of the spaces allocated for a reason, there are three scales:

• The first asks you to what degree you feel this particular reason contributes to the person’s level of motivation.
• The second asks you whether you feel the reason you have listed suggests the jobholder is to some degree at fault or personally responsible for the below-par performance.
• The third asks you to assess the degree to which the organization’s management system (e.g., the nature of the job, supervision, the reward system) is responsible.

For any given reason, it is possible that the reason implies that either the person or the management system or both are responsible for the below par performance.

 

 

Step 4: Provide Examples

Provide examples that support the weighting you gave your reason by describing a few specific things that the person actually does or does not do that lead you to see him or her as not performing as well as he or she might. Be as specific as possible and try to describe three or more things. For example, you might write things like “he arrives late for work” or “she complains about her job.”

Step 5: Identify Solutions with No Limitations

Assume that you are in a position of authority and have unlimited resources in the organization. Recommend a solution by describing precisely what you would do to improve the situation. Do not limit yourself in any way to what is possible in the particular situation or the organization. Assume that you and the organization have whatever resources and rights that you need to do anything that you feel is warranted. Of course, in reality this is not likely to be the case.

Step 6: Identify Solutions with Practical Limitations

Now let’s be practical. You probably don’t have total power and you may not be the person’s supervisor. However, assume that you are the supervisor. Given the practical realities of your organization, what solutions, if any, would you recommend to correct the problem? If you feel that your hands are completely tied and that you could do nothing useful, say so. You do not have to recommend a change.

 

 

Reason 1:

 

1.    To what degree does this particular reason contribute to the person’s level of motivation? NOT AT ALL            (   )         (   )         (   )         (   )         (   )         VERY MUCH 1             2             3             4           5 2.    To what degree does this particular reason indicate that the person himself or herself is responsible for the below par performance? NOT AT ALL            (   )         (   )         (   )         (   )         (   )         VERY MUCH 1             2             3             4           5 3.    To what degree does this particular reason indicate that the management system (the job design, reward system, supervision, etc.) is responsible? NOT AT ALL            (   )         (   )         (   )         (   )         (   )         VERY MUCH 1             2             3             4           5

 

Examples:

 

Solutions with No Limitations:

 

Solutions with Practical Limitations:

 

Reason 2:

 

1.    To what degree does this particular reason contribute to the person’s level of motivation? NOT AT ALL            (   )         (   )         (   )         (   )         (   )         VERY MUCH 1             2             3             4           5 2.    To what degree does this particular reason indicate that the person himself or herself is responsible for the below par performance? NOT AT ALL            (   )         (   )         (   )         (   )         (   )         VERY MUCH 1             2             3             4           5 3.    To what degree does this particular reason indicate that the management system (the job design, reward system, supervision, etc.) is responsible? NOT AT ALL            (   )         (   )         (   )         (   )         (   )         VERY MUCH 1             2             3             4           5

 

Examples:

 

Solutions with No Limitations:

 

Solutions with Practical Limitations:

 

Reason 3:

 

1.    To what degree does this particular reason contribute to the person’s level of motivation? NOT AT ALL            (   )         (   )         (   )         (   )         (   )         VERY MUCH 1             2             3             4           5 2.    To what degree does this particular reason indicate that the person himself or herself is responsible for the less than excellent performance? NOT AT ALL            (   )         (   )         (   )         (   )         (   )         VERY MUCH 1             2             3             4           5 3.    To what degree does this particular reason indicate that the management system (the job design, reward system, supervision, etc.) is responsible for the less than excellent performance? NOT AT ALL            (   )         (   )         (   )         (   )         (   )         VERY MUCH 1             2             3             4           5

 

Examples:

 

Solutions with No Limitations:

 

Solutions with Practical Limitations:

 

Reason 4:

 

1.    To what degree does this particular reason contribute to the person’s level of motivation? NOT AT ALL            (   )         (   )         (   )         (   )         (   )         VERY MUCH 1             2             3             4           5 2.    To what degree does this particular reason indicate that the person himself or herself is responsible for the less than excellent performance? NOT AT ALL            (   )         (   )         (   )         (   )         (   )         VERY MUCH 1             2             3             4           5 3.    To what degree does this particular reason indicate that the management system (the job design, reward system, supervision, etc.) is responsible for the less than excellent performance? NOT AT ALL            (   )         (   )         (   )         (   )         (   )         VERY MUCH 1             2             3             4           5

 

Examples:

 

Solutions with No Limitations:

 

Solutions with Practical Limitations:

 

Reason 5:

 

1.    To what degree does this particular reason contribute to the person’s level of motivation? NOT AT ALL            (   )         (   )         (   )         (   )         (   )         VERY MUCH 1             2             3             4           5 2.    To what degree does this particular reason indicate that the person himself or herself is responsible for the less than excellent performance? NOT AT ALL            (   )         (   )         (   )         (   )         (   )         VERY MUCH 1             2             3             4           5 3.    To what degree does this particular reason indicate that the management system (the job design, reward system, supervision, etc.) is responsible for the less than excellent performance? NOT AT ALL            (   )         (   )         (   )         (   )         (   )         VERY MUCH 1             2             3             4           5

 

Examples:

 

Solutions with No Limitations:

 

Solutions with Practical Limitations:

 

Reason 6:

 

1.    To what degree does this particular reason contribute to the person’s level of motivation? NOT AT ALL            (   )         (   )         (   )         (   )         (   )         VERY MUCH 1             2             3             4           5 2.    To what degree does this particular reason indicate that the person himself or herself is responsible for the less than excellent performance? NOT AT ALL            (   )         (   )         (   )         (   )         (   )         VERY MUCH 1             2             3             4           5 3.    To what degree does this particular reason indicate that the management system (the job design, reward system, supervision, etc.) is responsible for the less than excellent performance? NOT AT ALL            (   )         (   )         (   )         (   )         (   )         VERY MUCH 1             2             3             4           5

 

Examples:

 

Solutions with No Limitations:

 

Solutions with Practical Limitations:

Step 7: Evaluate performance

Now answer the following questions:

1.    How does the person’s performance compare to the performance of others at his or her same level or holding the same job? Compared to other jobholders at this same level, this person’s performance is: WELL ABOVE AVERAGE                                    (   ) SOMEWHAT ABOVE AVERAGE                      (   ) ABOUT AVERAGE                                                (   ) SOMEWHAT BELOW AVERAGE                      (   ) WELL BELOW AVERAGE                                   (   ) 2.    This person could improve: IN ALL AREAS OF HIS OR HER JOB                (   ) IN MOST, BUT NOT ALL AREAS                     (   ) IN SEVERAL AREAS                                             (   ) IN JUST ONE OR TWO AREAS                         (   ) 3.    How long has the person’s performance been less than excellent? MORE THAN 1 YEAR                                           (   ) FOR ABOUT 6 MONTHS TO 1 YEAR               (   ) FOR ABOUT 3 TO 6 MONTHS                           (   ) FOR THE LAST FEW MONTHS ONLY            (   ) 4.    Indicate how the person’s general level of performance compares to your own general level of performance by checking the scale for the person and for yourself. PERSON                     MYSELF                             OVERALL PERFORMANCE IS: (   )                                  (   )                                 Well above average (   )                                  (   )                                 Somewhat above average (   )                                  (   )                                 About average (   )                                  (   )                                 Somewhat below average (   )                                  (   )                                 Well below average 5.    What is your relationship to the person? Have you held the same position?                    YES (   )                NO (   ) Are you the person’s supervisor?                     YES (   )                NO (   ) Are you a personal friend?                                 YES (   )                NO (   ) Is the person                                                      MALE (   )      FEMALE (   )

 

Exercise 1-2: A Motivated Time at Work

Step 1: Identify a Time of High Motivation

Think of a time on a job when you were highly motivated or when you were more motivated than usual. You may have willingly taken work home with you, worked long hours, arrived at work early, left late, taken short or no breaks, and worked to or near your maximum effort.

If necessary, you can select only part of a job. In other words there may have been other parts of the job about which you were not enthusiastic.  If this is the case, focus only on the part of the job that did motivate you.

The time period you choose should be one during which you were working full-time and had been for more than six months. However, this does not mean that you were continuously enthusiastic about all aspects of your job during that period.

Step 2: Write a Description

Write a brief description of the job (or the part of the job) and the length of time that you held it.

Step 3: Describe Reasons for Your Motivation

Describe the reasons that you feel were responsible for your enthusiasm about the job. Try to remember what it was that was affecting you so strongly. Give your reasons weights from 1 to 5 to signify the degree to which you feel they contributed to your motivation. (1 = Low Importance, 5 = Very Important).

Reason 1:

 

LOW IMPORTANCE     (   )         (   )         (   )         (   )         (   )         VERY IMPORTANT 1             2             3             4             5

 

 

Reason 2:

 

LOW IMPORTANCE     (   )         (   )         (   )         (   )         (   )         VERY IMPORTANT 1             2             3             4             5

 

Reason 3:

 

LOW IMPORTANCE     (   )         (   )         (   )         (   )         (   )         VERY IMPORTANT 1             2             3             4             5

 

Reason 4:

 

LOW IMPORTANCE     (   )         (   )         (   )         (   )         (   )         VERY IMPORTANT 1             2             3             4             5

Step 4:

Indicate your level of performance at the time compared to others at your level in the organization.

WELL ABOVE AVERAGE                            (   ) SOMEWHAT ABOVE AVERAGE               (   ) ABOUT AVERAGE                                         (   ) SOMEWHAT BELOW AVERAGE              (   ) WELL BELOW AVERAGE                            (   )

 

Exercise 1-3: An Unmotivated Time at Work

Step 1: Identify Time Period of Unmotivated Performance

Think of a time in your present job or during a previous job during which your own performance could have been improved.

You may select a part of a job rather than the whole job. It should be a job that you held for a minimum of six months, but you do not have to have been continuously unenthusiastic about all aspects of the job during this time.

Step 2: Describe the Job

Briefly describe the job (or the part of the job) and the length of time that you held it.

Step 3: Describe Reasons for Poor Motivation

Describe up to six reasons for your dampened enthusiasm about the job.

Reason 1:

 

To what degree does this particular reason indicate that you were responsible for the less than excellent performance? NOT AT ALL     (  )          (  )          (  )          (  )          (  )          VERY MUCH 1             2             3             4             5 To what degree does this particular reason indicate that the management system was responsible? NOT AT ALL     (  )          (  )          (  )          (  )          (  )          VERY MUCH 1             2             3             4             5 Weight the reasons to indicate their importance in contributing to your lack of motivation. LOW IMPORTANCE     (   )         (   )         (   )         (   )         (   )         VERY IMPORTANT 1             2             3             4             5

 

Reason 2:

 

To what degree does this particular reason indicate that you were responsible for the less than excellent performance? NOT AT ALL     (  )          (  )          (  )          (  )          (  )          VERY MUCH 1             2             3             4             5 To what degree does this particular reason indicate that the management system was responsible? NOT AT ALL     (  )          (  )          (  )          (  )          (  )          VERY MUCH 1             2             3             4             5 Weight the reasons to indicate their importance in contributing to your lack of motivation. LOW IMPORTANCE     (   )         (   )         (   )         (   )         (   )         VERY IMPORTANT 1             2             3             4             5

 

Reason 3:

 

To what degree does this particular reason indicate that you were responsible for the less than excellent performance? NOT AT ALL     (  )          (  )          (  )          (  )          (  )          VERY MUCH 1             2             3             4             5 To what degree does this particular reason indicate that the management system was responsible? NOT AT ALL     (  )          (  )          (  )          (  )          (  )          VERY MUCH 1             2             3             4             5 Weight the reasons to indicate their importance in contributing to your lack of motivation. LOW IMPORTANCE     (   )         (   )         (   )         (   )         (   )         VERY IMPORTANT 1             2             3             4             5

 

Reason 4:

 

To what degree does this particular reason indicate that you were responsible for the less than excellent performance? NOT AT ALL     (  )          (  )          (  )          (  )          (  )          VERY MUCH 1             2             3             4             5 To what degree does this particular reason indicate that the management system was responsible? NOT AT ALL     (  )          (  )          (  )          (  )          (  )          VERY MUCH 1             2             3             4             5 Weight the reasons to indicate their importance in contributing to your lack of motivation. LOW IMPORTANCE     (   )         (   )         (   )         (   )         (   )         VERY IMPORTANT 1             2             3             4             5

 

Reason 5:

 

To what degree does this particular reason indicate that you were responsible for the less than excellent performance? NOT AT ALL     (  )          (  )          (  )          (  )          (  )          VERY MUCH 1             2             3             4             5 To what degree does this particular reason indicate that the management system was responsible? NOT AT ALL     (  )          (  )          (  )          (  )          (  )          VERY MUCH 1             2             3             4             5 Weight the reasons to indicate their importance in contributing to your lack of motivation. LOW IMPORTANCE     (   )         (   )         (   )         (   )         (   )         VERY IMPORTANT 1             2             3             4             5

 

Reason 6:

 

To what degree does this particular reason indicate that you were responsible for the less than excellent performance? NOT AT ALL     (  )          (  )          (  )          (  )          (  )          VERY MUCH 1             2             3             4             5 To what degree does this particular reason indicate that the management system was responsible? NOT AT ALL     (  )          (  )          (  )          (  )          (  )          VERY MUCH 1             2             3             4             5 Weight the reasons to indicate their importance in contributing to your lack of motivation. LOW IMPORTANCE     (   )         (   )         (   )         (   )         (   )         VERY IMPORTANT 1             2             3             4             5

Step 6: Further Questions

Now answer the following questions.

1.    Indicate your level of performance compared to others at your level in the organization. My performance was: Well above average                                                 (   ) Somewhat above average                                   (   ) About average                                                             (   ) Somewhat below average                                   (   ) Well below average                                                 (   ) 2.    Could your performance have improved: IN ALL AREAS OF HIS OR HER JOB                             (   ) IN MOST, BUT NOT ALL AREAS                                  (   ) IN SEVERAL AREAS                                                          (   ) IN JUST ONE OR TWO AREAS                                       (   ) 3.    For how long was your performance less than excellent? MORE THAN 1 YEAR                                                        (   ) FOR ABOUT 6 MONTHS TO 1 YEAR                            (   ) FOR ABOUT 3 TO 6 MONTHS                                        (   ) FOR THE LAST FEW MONTHS ONLY                         (   )

 

Exercise 1-4: Classifying the causes you listed in Exercises 1-1 and 1-3

Step 1: Classify the Reasons

In Exercise 1-1, you listed up to six reasons why a co-worker or subordinate’s performance was sub-standard and in Exercise 1-3 you analyzed your own performance.

Classify each reason as either Dispositional or Situational and total the number of each type. For reasons which are both dispositional and situational, enter the number twice.

Step 2: Total the Classified Reasons

Put your totals in the table below by listing the number of each reason in the correct box.

If for example, you had listed “laziness” as the first reason, put a checkmark under “dispositional.” If you listed “boring job” as the second cause, put a checkmark beside reason 2 under “situational.”

If one of your reasons seems to indicate both situational and dispositional causes, put a checkmark in both boxes.

Total the number of checkmarks in each column under “dispositional” and “situational.”

Exercise 1-4: Attributions Made About a Co-worker’s and One’s Own Performance

		Dispositional	Situational
Exercise 1-1 Co-worker	Reason 1	___	___
	Reason 2	___	___
	Reason 3	___	___
	Reason 4	___	___
	Reason 5	___	___
	Reason 6	___	___
	TOTAL
Exercise 1-3 Self	Reason 1	___	___
	Reason 2	___	___
	Reason 3	___	___
	Reason 4	___	___
	Reason 5	___	___
	Reason 6	___	___
	TOTAL

Exercise 1-5: Classifying Solutions to Performance Problems

This exercise is designed to give you a feel for the types of solutions made by administrators about the sub-standard performance of their co-workers and subordinates.

In Exercise 1-l, you were asked to make two sets of recommendations for improving the situation. The first set assumed complete freedom of action. The second assumed the constraints that you experience in your workplace.

Now, we would like you to classify each set of recommendations as either controlling, redesigning, or a mixture of both. Look over your recommendations in Exercise 1-1 and underline those elements that suggest controlling the co-worker or subordinate. Then circle the portions that suggest redesigning the job, the reward system, or changing the leadership style or another aspect of the way work is done and organized.

In the spaces below, estimate the proportion of each type found in your original recommendations (e.g., if your recommendations were predominantly controlling, put 100% on the first line and 0% on the second; if you had roughly an equal amount of each, put 50% on both lines).

	NO LIMITATIONS	PRACTICAL LIMITATIONS
% Controlling Solution Ideas
% Redesigning Solution Ideas

 

Exercise 1-6: Types of Situational Attributions

This exercise is also a follow-up to Exercises 1-2 and 1-3. However, this time the goal is different. We want to examine the types of situational attributions made in Exercises 1-2 and 1-3 as a means of explaining why you will study the topics found in the other five units of the course.

After doing the exercise, you will be shown the summary results from other administrators who have completed this exercise.

Step 1: Categorize Situational Attributions

Begin by looking at the reasons you listed in Exercise 1-2 explaining the factors for a period of above-standard performance on your part. Focus only on the situational attributions. Do not try to classify the dispositional attributions. For each different situational attribution that you have listed, find the category among those listed on the next page that best fits it. Write the number of the reason (from Exercise 1-2) on the line next to the category.

For example, if for your third reason you wrote that “the job was very interesting,” you would use the “Job Itself” category, and write “3” on the line for that category. If for the second reason you wrote that “I was given clear goals,” you would write a “2” next to the “Goals” category.

You will probably find that some of your reasons fit more than one of the listed categories. In that case, write their numbers in all of the categories that seem appropriate. If you find that your reason doesn’t really fit any of the listed categories, write its number in the “other” category. It is very important that you do not add new reasons to your original list of reasons. If you do so, you will undermine the learning that this exercise is designed to provide for you.

Step 2:

Next, look over the situational attributions that you listed in Exercise 1-3 for a period when you were performing below standard. As before, put the numbers of each reason into one or more of the categories listed on the next page, but under the column headed “Exercise 1-3.”

Again, take care to check only those categories that correspond to reasons that you listed when you originally did Exercise 1-3. Do not list new reasons even if new ones now make sense to you.

 

 

Exercise 1-2		Exercise 1-3
REASONS WHY PEOPLE PERFORM WELL		REASONS WHY PEOPLE PERFORM POORLY
SUPERVISOR ·   good communicator ·   focuses on the positive		SUPERVISOR ·   poor communicator ·   focuses on the negative
REWARDS ·   pay was good ·   excellent benefits		REWARDS ·   pay was inequitable ·   poor benefits
JOB ITSELF ·   work was interesting ·   work was challenging		JOB ITSELF ·   work was boring ·   overload assigned
GOALS ·   clear objectives ·   achievable goals		GOALS ·   unclear objectives ·   unachievable goals
FEEDBACK ·        given good information on performance ·   information was timely		FEEDBACK ·   little or no information ·   information was inaccurate
DECISION MAKING ·   was involved in decisions ·   my ideas were used		DECISION MAKING ·   not involved in decisions ·   my ideas were not used
CO-WORKERS ·   shared ideas ·   positive attitudes		CO WORKERS ·   competitive ·   low output norms
REASONS THAT DON’T FIT OTHER CATEGORIES		REASONS THAT DON’T FIT OTHER CATEGORIES

 

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