Compare and contrast identified similarities as well as differences in expected assessment across th

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Compare and contrast identified similarities as well as differences in expected assessment across th

What do we mean by social inequality? How can we conceive of and talk about social inequality in ways that are general enough to apply across the range of relevant phenomena, consistent enough to minimize conceptual ambiguities, and precise enough to be analytically effective?

People are unequal in every conceivable way in endless circumstances, both immediate and enduring, by both objective criteria and subjective experience. So, what counts as social inequality?

Can we characterize it in ways that let us confidently and impartially assess when there is more or less of it? Analytical Task Analytical task: What is social inequality?

We often think that the meaning of social inequality is self-evident or easy. Perhaps it is when we focus on extreme versions of the more obvious forms of social inequality, such as the rich compared to the poor.

We want to begin by looking a little deeper into our conceptualization of social inequalities. Choose two kinds of inequality.

For each of these two kinds of inequality, consider an example showing a high degree of inequality and another showing equality or a minimal amount of inequality.

For example, if we used political inequality as one kind, we might select one highly authoritarian nation and one highly democratic one, or we might compare two unions or two professional organizations. Here we are simply trying to conceive a simple 2 x 2 table, showing two kinds of inequality and two levels of inequality for each kind.

This is the simplest design for doing social analyses, whether that analysis is empirical or theoretical. It is fine to use standard, commonly discussed kinds of inequality, but being original and creative about kinds of inequality to consider is also good.

Describe briefly how the relevant groups are unequal for each type. Do not worry about why such inequality exists. For now, we are concerned with what we mean by inequality, not what causes it. Try to specify the crucial experiences, opportunities, or other circumstances that distinguish the beneficiaries of the inequality from those who are disadvantaged.

Consider also the relationships between the disadvantaged and advantaged, both direct and indirect. The idea of "indirect relationships" refers to ways that the advantaged or disadvantaged influence the circumstances or actions of those who are differently situated without direct interaction, e.

In short, for each of the two types of inequality, what induces us to call one example high inequality and another low? After working through the questions above, try to complete a definition sentence beginning "In general, social inequality exists when The implicit strategy is compare what social inequality means for the two chosen examples, then to try to identify the common conditions that make them and other forms all merit being called "social inequality" distinguished from the characteristics specific to certain types of inequality or concrete historical and cultural conditions.

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To do this involves not only the empirical comparison, but the appropriate conceptual abstraction. For the ambitious to develop a deeper graspAs a screening test for ovarian cancer when there is a family history of hereditary ovarian cancer syndrome (a pattern of clusters of ovarian cancer within two or more generations), where testing is performed concurrently with transvaginal ultrasound and .

It has been reported that the crossover in breast cancer age incidence between African-American and Caucasian-American women is a relatively recent phenomenon that evolved over the s [].A sudden shift in age distribution is difficult to explain, making the accuracy of this observation dubious.

1) Compare and contrast identified similarities as well as differences in expected assessment across the childhood age groups. 2) Summarize how a nurse would handle physical assessments, examinations, education, and communication differently with children versus adults.

Results obtained through multivariate analysis of various data sets, including those made available by the INTF, are published at my Views of New Testament Textual Space site, which is a work in progress. is the place to go to get the answers you need and to ask the questions you want.

Activities for Identifying Similarities and Differences. In their book Classroom Instruction That Works, Also known as compare-contrast, this type of activity requires students to identify important characteristics and then use these characteristics as the basis for identifying similarities and differences.

Compare and contrast identified similarities as well as differences in expected assessment across th

Venn diagrams, matrices, and T.

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