Week 4 course project sociological impact analysis

 

Assignment Topic

The purpose of this assignment is to draft the sociological impact analysis section of your news article.

More specifically, you will focus on the human activity you researched for the article summary you wrote last week in terms of its inequitable impacts. In particular, you must consider how the activity you have chosen impacts some groups of people more positively or more negatively than others. Here are a few examples.

  • Income: High-income, middle-income, and low-income 
  • Ability: People with disabilities, the able-bodied
  • Health: People with pre-existing medical conditions, those in good health
  • Age: Seniors, the middle-aged, and younger people
  • Location: Rural, suburban, and urban dwellers
  • Citizenship: Citizens, legal residents, undocumented migrants

This is not meant to be a comprehensive list–there are many other possible groupings. If you have an idea that is not on this list, you may wish to consult with your instructor to make sure it is appropriate.

Note that the same activity could be beneficial, harmful, or neutral depending on the group. Moreover, everyone belongs to all of these groups in one category or another. For instance, someone could be low-income, disabled, in good health, middle-aged, rural, and a citizen. Based on each of these characteristics, the human activity in question may impact this person in a variety of ways.

Assignment Requirements

  • Consider the inequitable impacts of the human activity you selected on two groups. For example, you could choose to focus on income and health. Select the groups that highlight the inequity in the human activity you have chosen.
  • Incorporate research findings by including at least two direct quotations from your research. These quotations could be from the article you summarized previously, or from additional sources you read, or a combination of the two.
  • Source use must follow APA guidelines for both in-text citations and the References page.
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