sociology assignment 2

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{ x 2 − 5 y = 2 3 x + 5 y = 8 \left\{\begin{array}{l}x^2-5 y=2 \\ 3 x+5 y=8\end{array}\right. { x 2 − 5 y = 2 3 x + 5 y = 8

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Casebolt Company wrote off the following accounts receivable as uncollectible for the first year of its operations ending December 31, 2014:

Customer Amount Shawn Brooke $ 4 , 650 Eve Denton 5 , 180 Art Malloy 11 , 050 Cassie Yost 9 , 120 ‾ Total $ 30 , 000 ‾ ‾ \begin{array}{lr} \textbf{Customer}&\textbf{Amount}\\ \text{Shawn Brooke}&\$4,650\\ \text{Eve Denton}&5,180\\ \text{Art Malloy}&11,050\\ \text{Cassie Yost}&\underline{9,120}\\ \hspace{10pt}\text{Total}&\underline{\underline{\$30,000}}\\ \end{array} Customer Shawn Brooke Eve Denton Art Malloy Cassie Yost Total Amount $4 , 650 5 , 180 11 , 050 9 , 120 $30 , 000

b. Journalize the write-offs for 2014 under the allowance method. Also, journalize the adjusting entry for uncollectible accounts. The company recorded $5,250,000 of credit sales during 2014. Based on past history and industry averages, 3/4% of credit sales are expected to be uncollectible.

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Sociology assignment 2.

(a) State the focus of the topic in one sentence and elaborate in no more than one short paragraph. Then, for each social scientist included under the topic heading, indicate his/her main contribution(s) to the subtopic (theory? Method? Concept? Insight?) Do not dwell on biographical facts, but on ideas. All of this should make up about one half of your paper.

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At the aftermath of the Japanese triumph in the Russo-Japanese War, a unique pattern of affiliation and identification with the Japanese nation emerged within many anti-colonial movements worldwide. Like similar groups in Korea, Egypt, China and Africa, The United States’ black minority assigned symbolic meaning to the Japanese victory and emphasized its racial aspect. Despite internal differences on other issues among African-American leaders, Japan was unanimously elevated to an iconoclast status in black discourse, challenging prevalent racial conceptions and threatening to abolish the white-dominated international order. In addition, Japan’s newly imagined international role was adopted by both liberals and conservatives in the United States and attracted heated debate. The paper elaborates on the various aspects and meanings African-Americans derived from Japanese actions and policies, and the international and domestic contexts of African-American commentary on Japan. Events which shaped African-American perceptions of Japan, such as the Paris Peace Conference, The Bolshevik Revolution and the Japanese invasion to China are analyzed in depth. Lastly, a historiography of Japan’s anti-colonial image is also suggested in accordance with the various intellectuals who appropriated it in their writings.

Abstract In this essay, Marvin Lynn explores a range of perspectives on African American education, with particular focus on three works: Black American Students in an Affluent Suburb: A Study of Academic Disengagement, by social anthropologist John Ogbu; African-Centered Pedagogy: Developing Schools of Achievement for African American Children, by teacher education expert Peter Murrell; and African American Literacies, by Elaine Richardson, professor of English and applied linguistics. Lynn draws on Charles Valentine's sociological framework for understanding culture in order to interrogate how the concept of culture is used in these works. Lynn concludes that critical race theory in education — a rapidly emerging discourse on schooling and inequality — may be a useful tool for lucidly framing the conditions under which African Americans are educated as well as the possible solutions to the perennial problems faced by this historically marginalized group.

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Intergroup movements in the United States in the 1920s-50s provided leadership to schools and communities grappling with rising racial and ethnic unrest. C. A. M. Banks (1996, 2004, 2005) argues that the conceptual limitations of the movement’s scholarship and its decline yield important lessons for multicultural educators. Building upon her work, I use Bell’s (1980) interest-convergence principle to analyze the movement’s successes and failures given the interests and values of prominent political, socioeconomic, and educational constituencies of the time. As an analytic lens, the interest-convergence principle simultaneously clarifies and complicates future agendas in multicultural education research, pedagogy, and curriculum.

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