Is it possible to do this? Now parts 1 and 2, which are the theme, thesis and annotated bibliography, are almost finished. You just have to make some small adjustments that the professor sent me to

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Is it possible to do this?

Now parts 1 and 2, which are the theme, thesis and annotated bibliography, are almost finished. You just have to make some small adjustments that the professor sent me to do. I have attached my document so that you can see the comments and start the essay.

Is it possible to do this? Now parts 1 and 2, which are the theme, thesis and annotated bibliography, are almost finished. You just have to make some small adjustments that the professor sent me to
Final Paper Topic Assignment  Part 1 and 2: Thesis & Annotated Bibliography   The objective of this assignment is for you to choose a topic for your final paper and write a thesis, which you will use for your final paper at the end of the semester.   Select a topic from any of the units (see below) of this course.  For this assignment choose a total of four articles.  You may choose two of the readings from the course articles.  In developing your thesis statement, it would be helpful for you to do a library search on the topic of your interest and select the other two text from the library.  When undertaking this assignment think about how these articles resonate with your thesis statement?  In other words, what topics and/or themes do the authors discuss that help you further develop your thinking on this topic.  In a couple of sentences, list the ideas that you have taken from these articles that helped you to formulate your thesis statement.  Make sure to refer to the course readings (or relevant outside readings) in your response. If you need additional research material, use One Search or Google Scholar. For this assignment list all of the articles in MLA style Length of assignment one page  The Units of the Course Schedule: Education and Latinx Youth Changing Gender Roles Culture, Identity, Race/Ethnicity Why are Latinx studies important in the 21st century? Latinx Youth & the Struggle with Identity How to Organize this Assignment (Please number the different parts of your assignment) Part One: First Paragraph: Thesis Statement Part Two:  Second paragraph: Do this in two parts: First list the article in MLA format. Beneath the article list the themes you are going to use from the article and briefly explain how they are helpful in the writing of your thesis.  Use a bullet for each of the themes you choose from the article.   1.  List the first article MLA style.   What themes are you going to use from this article and why did you choose them?   2. List the second article MLA style.   What themes are you going to use from this article and why did you choose them?  3. List the third article MLA style.   What themes are you going to use from this article and why did you choose them?  4. List the fourth article MLA style What themes are you going to use from this article and why did you choose them?  Additional Research Resources: http://go.galegroup.com/ps/browseCategory?p=OVIC&u=cuny_ccny https://www.jstor.org/ https://onesearch.cuny.edu/primo-explore/search sortby=rank&vid=cc〈=en_UShttps://archive.org/ https://scholar.google.com * to access these databases from home, you must use have a valid ccny email. For support, contact Cohen Circulation at 212-650-7155.   How to Write a Thesis Statement  Guptill, Amy.“Constructing the Thesis and Argument—From the Ground Up.” In Writing in College: From Competence to Excellence.College at Brockport, SUNY: Open SUNY Textbooks. Accessed June 7, 2018. https://openoregon.pressbooks.pub/oregonwrites/chapter/constructing-the-thesis-and-argument-from-the-ground-up/ Jeffrey, Robin. “Test Your Thesis.” In About Writing: A Guide. Open Oregon Educational Resources, 2016. Accessed June 7, 2018. https://openoregon.pressbooks.pub/aboutwriting/chapter/test-your-thesis/. Marjanovic, Ana, “Writing About Art – Thesis Statement,” 2018. CUNY Academic Works.https://academicworks.cuny.edu/cc_oers/148/ Purdue Online Writing Lab. “Tips and Examples for Writing Thesis Statements.” Accessed August 18, 2018. https://owl.purdue.edu/owl/general_writing/the_writing_process/thesis_statement_tips.html Purdue OWL. “Developing Strong Thesis Statements.” Accessed December 12, 2018. https://owl.purdue.edu/owl/general_writing/academic_writing/establishing_arguments/index.html Thomas, Frankie. “Thesis Statement.” The Writing Center at The Samuel Rudin Academic Resource Center, CCNY. Accessed June 7, 2018. https://www.ccny.cuny.edu/sites/default/files/writing/upload/ThesisStatement.pdf Rodburg, Maxine and The Tutors of the Writing Center at Harvard University. “Developing A Thesis.” Writing Center at Harvard University. Accessed July 10, 2018. https://writingcenter.fas.harvard.edu/pages/developing-thesis Additional Research Resources: http://go.galegroup.com/ps/browseCategory?p=OVIC&u=cuny_ccny https://www.jstor.org/ https://onesearch.cuny.edu/primo-explore/search sortby=rank&vid=cc〈=en_UShttps://archive.org/ https://scholar.google.com * to access these databases from home, you must use have a valid CCNY email. For support, contact Cohen Circulation at 212-650-7155.  How to Write a Thesis Statement:  Guptill, Amy.“Constructing the Thesis and Argument—From the Ground Up.” In Writing in College: From Competence to Excellence.College at Brockport, SUNY: Open SUNY Textbooks. Accessed June 7, 2018. https://openoregon.pressbooks.pub/oregonwrites/chapter/constructing-the-thesis-and-argument-from-the-ground-up/ Jeffrey, Robin. “Test Your Thesis.” In About Writing: A Guide. Open Oregon Educational Resources, 2016. Accessed June 7, 2018. https://openoregon.pressbooks.pub/aboutwriting/chapter/test-your-thesis/. Marjanovic, Ana, “Writing About Art – Thesis Statement,” 2018. CUNY Academic Works.https://academicworks.cuny.edu/cc_oers/148/ Purdue Online Writing Lab. “Tips and Examples for Writing Thesis Statements.” Accessed August 18, 2018. https://owl.purdue.edu/owl/general_writing/the_writing_process/thesis_statement_tips.html Purdue OWL. “Developing Strong Thesis Statements.” Accessed December 12, 2018. https://owl.purdue.edu/owl/general_writing/academic_writing/establishing_arguments/index.html Thomas, Frankie. “Thesis Statement.” The Writing Center at The Samuel Rudin Academic Resource Center, CCNY. Accessed June 7, 2018. https://www.ccny.cuny.edu/sites/default/files/writing/upload/ThesisStatement.pdf Rodburg, Maxine and The Tutors of the Writing Center at Harvard University. “Developing A Thesis.” Writing Center at Harvard University. Accessed July 10, 2018. https://writingcenter.fas.harvard.edu/pages/developing-thesis Part 3: Chose one of the topic below and write a minimum 6-page essay based on the approved topic; the seventh page is the reference page. You MUST use Grammarly before submitting your file on Bb.  The essay should be double-spaced and typed selecting one of the topics displayed below. Make sure to refer to the course readings (or relevant outside readings) in your response. If you need additional research material, use One Search or Google Scholar.  You should compile your research in a Works Cited page at the end of your response (the Works Cited page should not be numbered as it does not count towards the length of your paper). Follow the MLA citation guidelines in citing your sources.
Is it possible to do this? Now parts 1 and 2, which are the theme, thesis and annotated bibliography, are almost finished. You just have to make some small adjustments that the professor sent me to
Chavez 1 Jamileth Chavez Iris Lopez SOC 31153 March 29, 2023 Implications of Traditional Gender Roles Part 1 Conventional gender roles or gender role stereotypes can significantly affect how individuals perceive and relate to one another. These preconceptions can limit people’s potential and chances while contributing to gender inequity and discrimination. Traditional gender norms, for instance, might restrict women’s job options and set unjustified expectations of males, which can lead to feelings of inadequacy. When women are expected to handle all of the housework and childcare while men are expected to provide the primary source of income, traditional gender norms can create problematic family dynamics and relationship expectations. Resentment and an imbalance in the partnership may result from this. Conventional gender norms may also restrict personal expression and deter people from discovering their actual selves and passions. Traditional gender norms have negative consequences that might limit job prospects, lead to dysfunctional family interactions, and discourage self-expression. Part 2 Hu, Kang, and Xinling Li. “The effects of media use and traditional gender role beliefs on tolerance of homosexuality in China.” Chinese Sociological Review 51.2 (2019): 147- 172.  Media Use: The article discusses how media consumption may positively or negatively impact attitudes toward homosexuality. This is relevant to my study since Chavez 2 media use has the potential to either challenge stereotypes and old gender roles and foster more accepting attitudes or it can serve to reinforce them.  Traditional Gender Role Beliefs: The article explores how traditional gender roles result in fewer job prospects, unfavorable family dynamics, and less repressed self- expression. This supports my theory since it shows how destructive traditional gender norms can be to both people and society.  Tolerance of Homosexuality: The essay explores how perceptions of homosexuality vary in China and how conventional gender roles and media usage may have an impact. This is crucial to my research because it demonstrates how conventional gender roles can influence attitudes toward homosexuality and how this might affect people’s beliefs and behavior. Lawless, Sarah, et al. “Gender norms and relations: implications for agency in coastal livelihoods.” Maritime Studies 18 (2019): 347-358.  The harmful effects of conventional gender roles will be demonstrated, including how they negatively affect all facets of life, including self-expression, family relationships, and professional chances.  The relevance of agency for coastal livelihoods will be shown by emphasizing the need for people to be free to speak their minds, act on their behalf, and make decisions for themselves. Lee, S. Susie, Melody M. Chao, and Hongwei He. “When family interrupted work: The implications of gendered role perception in the face of COVID‐19.” Journal of Social Issues (2022).  Gender Role Perception: This subject emphasizes how rigid expectations of how men and women should behave and interact with one another, particularly when it comes Chavez 3 to family and professional interactions, are created by traditional gender roles. It helps to show how this issue has been made worse in modern times by looking at how the pandemic has impacted these positions.  Unhealthy Family Dynamics: This theme examines the effects that gender roles have on families and how these dynamics can result in unhealthy behaviors like poor communication, unequal power relationships, and a general lack of support. It can be helpful to contextualize the consequences of such responsibilities on the family by looking at how the pandemic has affected these dynamics. Pietromonaco, P. R., Overall, N. C., Beck, L. A., & Powers, S. I. (2021). Is low power associated with submission during marital conflict? Moderating roles of gender and traditional gender role beliefs. Social psychological and personality science , 12 (2), 165-175.  The theme is beneficial in the composition of my thesis since it shows how traditional gender norms can harm relationships, leading to submission and power imbalance. Low power and submission during marital disputes.  The topic emphasizes the importance of recognizing the moderating impacts of gender and traditional gender roles, which can help to reduce the hazards connected with submission and power imbalance.
Is it possible to do this? Now parts 1 and 2, which are the theme, thesis and annotated bibliography, are almost finished. You just have to make some small adjustments that the professor sent me to
Throughout history, scholars have offered different explanations of why poverty exists. The Culture of Poverty (COP) is a controversial topic in social science literature. Discourses like the Culture of Poverty shift the blame from society to the individual and their culture. Between the 1940s and 1960s, almost one million Puerto Ricans immigrated to New York to work in the garment industry. Automation triggered the internal migration of African Americans from the southern to the northern part of New York City. In 1965, Senator Patrick Moynihan and anthropologist Oscar Lewis proposed a Culture of Poverty thesis that attempted to explain poverty among Puerto Ricans and African Americans in the U.S. and the social unrest they witnessed as a result of the Civil Rights Movement. In 1965, Oscar Lewis published his book La Vida that popularized his egregious Culture of Poverty thesis. He “identified some 70 traits that characterize the culture of poverty [some of which include] the relationship between the subculture and the larger society; the nature of the slum community; the nature of the family, and the attitudes, values and character structure of the individual” (“The Culture of Poverty,” 19). In contrast, concepts such as cultural capital and resilience may be used to challenge the COP hypothesis. Even though resilience and cultural capital may sound similar, they are not synonymous: resilience stems from psychological fortitude whereas cultural capital consists of family skills passed down from one generation to the next. This paper will show how cultural capital and resilience challenge the accuracy of the Culture of Poverty theory ; the analysis will focus on refuting two traits of the Culture of Poverty outlined by Lewis, namely a lack of goals and the pervasiveness of female-headed households . The implications of the COP are overreaching and consequential. Even though the COP thesis was strongly criticized prompting Lewis to write a disclaimer that read that COP only applied to a subculture of the Black and Puerto Rican communities, these concepts were generalized to all poor Latinos/as and continue to be used in the 21st century as explanations of why these populations are poor. Moreover, Lewis’ research method has also been scrutinized as he conducted the research for his book in the poorest slum in Puerto Rico, where he selected only deviant families that consisted of prostitutes, pimps, and drug addicts. Therefore, refuting the COP discourse is necessary to destigmatize the contemporary issues of poverty in disadvantaged Latino communities. One of the COP traits Lewis devised is a lack of goals . He pointed out that “for men who have no steady jobs, no property and no prospect of wealth to pass on to their children, who live in the present without expectations of the future, who want to avoid the expense and legal difficulties involved in marriage and divorce, a free union or consensual marriage makes good sense” (Lewis, 23) . The author stated that Puerto Ricans were poor because they lived in the present and could not save their money and such characterization regarding the lack of goals applies to Puerto Ricans in both Puerto Rico and New York (Lewis, 23). Lewis’ claim is dubious because he fails to acknowledge the resilience of that ethnic group disclosed in the fact that Puerto Ricans immigrated to New York City to find jobs and have a better way of life for themselves. This psychological fortitude demonstrates that Puerto Ricans, like other immigrants, set goals and act upon them. thesis ⇢ arguments claim Background explains the relevance of the subject Persuasive paragraph 1 Introduction topic sentence ⇢ evidence analysis concluding sentence ⇢ SAMPLE PAPER Challenging the “The Culture of Poverty” with Resilience and Cultural Capital LALS 13100 According to Lewis, another factor indicative of the COP is a large number of female- headed households . “One of every five households in the slum was headed by a female, usually widowed or separated from her husband” (Lewis, xxxvi). He continued that “[t]he percentage of couples living in free union increased in New York, compared to the Puerto Rican slums, as did the number of women who were divorced, separated, or abandoned” (Lewis, xxxix) . Lewis further emphasized an “a predisposition towards authoritarianism” in family life and “sibling rivalry as a result of scarce motherly affection (Lewis, xlvii) . It appears that the nature of Lewis’ argument follows a sexist argument that the lack of a male breadwinner and a traditional white nuclear family structure exacerbates poverty. Thus, the logic of equating the notions of separation, abandonment, divorce, and authoritarianism with poverty appears fundamentally flawed. Moreover, to further rebut Lewis’ argument about female-headed households, anthropologist Iris Lopez demonstrates in a twenty-five-year intergenerational study that she conducted in Brooklyn, York City, the Puerto Ricans in the neighborhood she worked in developing a broad cultural network of reciprocity that guaranteed the well- being of children and the family. Lopez asserts that daughters who lived in proximity to their mothers and grandmothers frequently in the same neighborhood helped devise strong, mutually advantageous family relationships between female-headed families; most mothers took care of their grandchildren while their daughters worked, mostly in the garment industry, providing for the family (Lopez 1993) . According to Lopez, most mothers took care of their grandchildren while their daughters worked, providing for the family (Lopez 1993) and the grandmothers took care of their grandchildren and daughters. When their mother’s aged daughters and grandmothers shared a household. The issue of balancing work and childcare among Puerto Rican females resulted in forging relationships for emotional and financial support. Mothers, daughters, and fathers were attentive and affectionate with their children. The women in these families demonstrate that Puerto Rican female-headed households are not isolated. In addition to the immediate family, Puerto Rican women planned for the future by developing an extensive network of emotional and financial support for their children through the Godparent system. Through this system, a child may have a formal set of godparents through the Catholic Church and numerous informal godparents, which provides children with an additional safety net if something happens to their parents (Lopez 1993) . Lopez’s examples challenge Lewis’ assertions about female-headed households questioning his authority. The argument that female- headed households reiterated the COP is, thus unfounded as females took on the role of a breadwinner relying on their extended family/godparents for childcare. In concussion, Lewis’ arguments that the Culture of Poverty has distinguishable traits, such as a lack of goals and the prevalence of female-headed households are problematic. Discussing a lack of goals, Lewis failed to acknowledge the inherent resilience amongst immigrant Puerto Rican population. He also overlooked the fact that Puerto Rican women developed a strong system of cultural capital to assure the well-being of their children. SAMPLE PAPER: CONTINUED Persuasive paragraph 2 topic sentence ⇢ evidence analysis concluding sentence ⇢ Persuasive paragraph 3 topic sentence ⇢ evidence analysis concluding sentence ⇢ Conclusion LALS 13100 SAMPLE PAPER: CONTINUED Works Cited Lewis, Oskar. “The Culture of Poverty.” American vol. 2015, no. 4, 1966, pp. 19-25. https:// pdfs.semanticscholar.org/3a0c/8930ed909e323dd3aa8603bfa25f9a04bf13.pdf Lewis, Oskar. La Vida; a Puerto Rican family in the culture of poverty-San Juan and New Yo r k . Random House, 1966. Lopez, Iris. “Agency And Constraint: Sterilization And Reproductive Freedom Among Puerto Rican Women In New York City.” Urban Anthropology and Studies of Cultural Sys – tems and World Economic Development , vol. 22, no. 3/4, 1993, pp. 299–323. JSTOR, www. jstor.org/stable/40553252. LALS 13100 Persuasive paragraph A persuasive paragraph is a block of sentences that develops only one idea. A TOPIC SENTENCE clearly communicates the main idea of the paragraph. EVIDENCE refers to factual basis f your argument; it must be cited. ANALYSIS explains why the above-mentioned evidence is relevant in the context of your thesis. A CONCLUDING SENTENCE states your point about the idea you are developing in the paragraph and connects it to the thesis. Thesis statement A thesis statement: • Presents your educated opinion [claim] on a subject and lists your arguments[developed in the body of your essay] to support your claim. • Justifies discussion • Is located at the end of introductory paragraph A thesis statement should never contain the following: in my opinion, I think, I believe , etc. The entire thesis represents what you believe. In addition, it should not be in the form of a question. Plagiarism The CUNY Policy on plagiarism states the following: Plagiarism is the act of presenting another person’s ideas, research or writings as your own. The following are some examples of plagiarism, but by no means is it an exhaustive list: 1. Copying another person’s actual words without the use of quotation marks and footnotes attributing the words to their source. 2. Presenting another person’s ideas or theories in your own words without acknowledging the source. 3. Using information that is not common knowledge without acknowledging the source. 4. Failing to acknowledge collaborators on homework and laboratory assignments. 5. Internet plagiarism includes submitting downloaded term papers or parts of term papers, paraphrasing or copying information from the Internet without citing the source, and “cutting and pasting” from various sources without proper attribution. 1 The City College Faculty Senate has approved a procedure for addressing violations of academic integrity. 1“Academic Integrity Policy,” CUNY, accessed June 9, 2018, http://www2.cuny.edu/about/administration/offices/legal-affairs/policies-procedures/aca – demic-integrity-policy/ EXPLANATION LALS 13100

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