Blog

Assignment 6 Part B

Assignment 6 Part B

 

Assignment 6 Part B

 

The purpose of this assignment is to explain how you will evaluate and measure the success of the problem solution you intend to implement in the organization.

Write 250 words that explain how you will measure whether or not the solution is successful in addressing the problem and meeting the needs of the business, employees,
and customers. Success can be measured using both qualitative and quantitative methods.

This summary will be used as part of the Business Proposal Presentation in Topic 7 and the Final Business Proposal you submit in Topic 8.

APA format is not required, but solid academic writing is expected

Self’ Analysis

Self’ Analysis

 

Self’ Analysis

 

Task: Write a long professional business letter (2-3 pages, single spaced) to your instructor and discuss 2-3 personality traits (“distinguishing features of your
character”) that you are proud of and want to retain, PLUS 2-3 other traits you would like to change or improve on. Remember, these are personality traits, not skills.
While you might be really good at say soccer, that’s a skill. Instead, focus on traits… impatient, adventurous, smart, etc. Need help? There’s a sample list attached
to this assignment.

Address your letter to:

Mr. Keith Howard, Instructor

 

writing & film analysis

writing & film analysis

 

writing & film analysis

 

1) Read 1-4 pages of the attached article excerpt, “The Binge Breaker” (2016)

2) Write about 2 pages describing and responding in some detail to the article. Agree or disagree with more than one specific point it makes. (Of course your
“agreement” or disagreement can be nuanced rather than binary.)

Use signal phrases, source details to smoothly blend your words and author’s words. Optional: use rhetorical analysis tools (logos, ethos, pathos – see TAW p. 123) and
vocabulary.

—Goals:—- Practice smooth in-text citation, summary, synthesis, rhetorical analysis; using sources with concrete, credible attributes (author, publisher, date,
title); and paying attention to “what is at stake; what are consequences of agreeing or disagreeing.”

 

Assignment 5

Assignment 5

 

Assignment 5

 

The purpose of this assignment is to begin drafting an internal business proposal that outlines how you will implement the solution to the problem you have identified
in your organization.

There are several parts to this assignment, and each part has been explained and briefly outlined in the “Business Proposal Project Summary” document in the Course
Materials. That document should be used as a guide to assist you with constructing key elements of the proposal. Word count guidelines are provided for each section of
the business proposal. For this assignment, you will complete the Purpose Statement, Problem Statement, Data and Research Findings, Proposed Solution, Stakeholder
Analysis and Benefits, and Implementation Methods sections of the Business Proposal. Much of this content has been generated in the Topic 1-4 assignments, as noted
below.

Purpose Statement (100-250 words) provides clear statement of why the business proposal is being made.
Problem Statement (revised as needed from Topic 1 assignment feedback) including specific data (statistics and numbers) related to how the problem impacts the
business. This part of the proposal should include the graph/chart/data you collected in Part 1 of the Topic 2 assignment.
Data and Research Findings (250-500 words) should include a summary of what you learned from conducting research related to what has already been done to address the
organizational problem. This part of the proposal should include the graph/chart/data you collected in Part 2 of the Topic 2 assignment.
Proposed Solution (250-500 words) should include a summary of the top three problem solutions you considered to address the problem. In addition to including the
graph/chart/data you collected in Part 3 of the Topic 2 assignment, this section should provide a succinct discussion of the pros and cons of implementing each of the
top three solutions being considered to address the problem.
Stakeholder Analysis and Benefits (500 words, revised as needed from Topic 3 assignment feedback)
Implementation Methods (250-500 words) summarize specific strategies that will used to implement the problem solution including time and costs associated with
implementation.
It is important to include specific data throughout the business proposal. Include statistics that support the problem statement; can be used to establish and track
goals; relate to specifics of implementation, timing, and cost; and illustrate stakeholder benefits. Keep in mind that the proposal is an internal document that will
be read by stakeholders within the organization where the problem exists. Focus on this audience as you write. Within the Word document, include subsection titles to
organize content according to the categories listed above to provide easy reference points for the reader.

APA format is required for essays only. Solid academic writing is always expected. For all assignment delivery options, documentation of sources should be presented
using APA formatting guidelines, which can be found in the APA Style Guide, located in the Student Success Center.

English Paper: Social phenomenons

English Paper: Social phenomenons

 

 

English Paper: Social phenomenons

 

 

I have a 2-part Assignment: I need a 3-4 page rough draft in 2 days. And a fully completed assignment(6-8pages) a week after that. Before you start your assignment,
you must let me know what your thesis/topic/argument of the paper is.

Will pay 80 in total.Â

!!!ROUGH DRAFT IS DUE IN 36 HOURS!!!

Â

Here is the prompt:

For sources, please don’t get random stuff – use legitimate scholarly artlicles, news articles etc.

What Your See Is Not Always What You Get: Ideology at Work across the Social Sciences

Â

Purpose:Â

Essay one serves as a transition essay, reinforcing and extending the skills you have learned in introductory college composition courses already. This assignment is
designed to allow you to develop your authorial confidence and authority by utilizing the expertise developed throughout your previous collegiate coursework, giving
you an opportunity to turn your critical eye toward a topic within the purview of your academic interests. The assignment also asks you to pay careful attention to
the needs of your audience, in this case a lay-audience, deeply interested in this social subject but unaware altogether of your disciplinary perspective on the
issue. Â

Â

Readings:Â

Erikson, Kai T. “On the Sociology of Deviance.” Wayward Puritans: A Study in the Sociology of Deviance. New York: Macmillan, 1966. 11-18.

Freeden, Michael. “Should ideologies be ill-reputed?” Ideology: A Very Short Introduction. New York: Oxford University Press, 2003. 1-11.

Klein, Naomi. “Disaster Capitalism: the New Economy of Catastrphe.” Harper’s Oct. 2007. 47-58.

Lambert, Molly. “The Internet is Magic: Exploring the Wonderful World of My Little Pony Fandom in Bronies.” Grantland 12 Nov. 2013. Web.Â

Â

Â

Background:Â

This assignment is underwritten by the premise that the close reading of socio-cultural phenomena lies at the heart of academic discourse in the social sciences. One
of the more prolific and profound practitioners of cultural criticism is the French critic Roland Barthes. In the preface to his seminal work Mythologies, Barthes
shares the impetus for his cultural analysis: “The starting point of these reflections was usually a feeling of impatience at the sight of the ‘naturalness’ with
which newspapers, art, and common sense constantly dress up a reality which, even though it is the one we live in, is undoubtedly determined by history. In short, in
the account given of our contemporary circumstances, I resented seeing Nature and History confused at every turn, and I wanted to track down, in the decorative display
of what goes without saying the ideological abuse that was hidden there.” Though he hesitates to automatically characterize all such ideological underpinnings as â
€œabuse,” noted scholar Michael Freeden agrees “that what you see is not always what you get….The study of ideology therefore encompasses in large part—though
certainly not entirely—the enterprise of decoding, of identifying structures, contexts, and motives that are not readily visible.” Your writing task for this
assignment, then, is to offer one such “decoding” for the benefit of a broader public audience that lacks the tools to do so for itself.    Â

Â

Occasion for writing:

The Atlantic has commissioned you to write about the ideological underpinnings and implications of a contemporary social practice or event from your disciplinary
perspective, uncovering insights that its readers would otherwise be unlikely or unable to uncover for themselves.Â

Â

Writing Task: In a 6-8 page thesis-driven essay, please answer the following prompt:

Â

Â

Provide a compelling, in-depth analysis of a current event or social phenomenon , one which explores the assumptions, values, and/or agenda behind it. Be sure to
explain the implication(s) of this ideological undercurrent as a means of indicating the significance of your argument.

Â

Â

Your subject may be a current event, political or social policy, a cultural phenomenon or fad, a pattern of human behavior, a social institution, or something else
entirely. Pay careful attention to your choice in topic: overly broad topics (like Capitalism) have already been thoroughly explored, and even if they had not, it is
unlikely that a satisfactory analysis of so large a concern could be accomplished in 6-8 pages, while overly narrow topics, conversely, sometimes fall short by failing
to recognize the larger pattern or phenomenon of which that smaller topic is a part.

Â

Keep in mind that there are a variety of ways you can approach this assignment. For example, you might choose:

ü a relatively unknown or recent cultural phenomenon, one for which the culture as a whole has yet to establish a common reading or understanding. As such, your
essay serves to help create that understanding by revealing what practices and modes of thought are really at work.

ü a cultural practice so ingrained, so “natural” that those who engage in them (and very possibly anybody observing them) would be unlikely to think of them as
behavior that could be called “ideological” in most everyday senses of the term. In many cases, people might not even think of such practices as “practices” but
rather as inevitable, commonsensical behavior (“it’s just what people do,” “it’s just normal to do it that way,” “it would be weird to do it some other
way,” etc.).

ü a cultural practice that you can convincingly read against the grain by pointing out how, while, they may appear tied to one set of beliefs they are in fact
also—or even instead—tied to a different set of beliefs.

Â

Though some description of the subject will certainly be necessary—indeed, details will be essential—the best essays will be more prominently focused on a cogent
analysis. You should aspire to provide a thesis that not only conveys your argument effectively, but also surprises your reader with its insightful explication of the
cultural and ideological dynamics which underlie your topic.

Â

Other requirements:

Your audience for this essay is a lay reader, unfamiliar with cultural analysis, so tailor your diction, tone, and style accordingly. Avoid overly technical or
academic jargon, and should you introduce an important term or concept, be sure to briefly explain it rather than assume the reader already knows it. At the same time,
avoid over-relying on slang, conversational turns of phrase, or visually distracting elements like parenthetical asides, as writing that is too informal will likely
fail to convey the sense of authority you desire. Still, the more sophisticated the thinking at work, the more leeway you have with voice and style.

Â

Sources: There is no minimum source requirement, but should you use sources, follow the citation style most commonly used by your discipline—what you tend to use in
your major classes. If you are unsure, you can default to MLA documentation guidelines (i.e. parenthetical, in-text citation) and have a works cited page. If you
have any questions about citation, feel free to let me know.

Â

Â

 

 

Unit 6 Project

Unit 6 Project

 

Unit 6 Project

 

Assume that you have been tasked with preparing a cultural brief for an upcoming trip that will put you and your travel companions in touch with three different
societal clusters. Choose three clusters other than the one in which you currently operate.

Create a 7- to 10-slide PowerPoint or Prezi presentation, briefly describe the following:

ï‚· List and describe the three cultural clusters that will be visited. ï‚· Provide information on cultural norms from each of the clusters to be visited. (Make sure
to use specific information from the GLOBE study.) ï‚· Describe the leadership approaches preferred in the clusters that will be visited. ï‚· Describe the
considerations for leading multicultural teams.

BBA 3651, Leadership 6
Be sure to follow the guidelines below:

ï‚· Your presentation should have originality, and the content should be presented in a unique and interesting manner. ï‚· Analysis should be thorough and fully
developed. ï‚· Organization should be clear in your paper. The main points should be arranged logically to support the information provided, with similar ideas grouped
together and smooth transitions. ï‚· All graphics and texts should be appropriate, attractive, and support the theme and content. Be sure to use a consistent and
appropriate background. ï‚· Any sources used should be properly cited and referenced according to APA format. ï‚· Writing should be clear and concise with correct use
of sentence structure and should be free from grammar, punctuation, and spelling errors.

Political Geography Questions over Readings

Political Geography Questions over Readings

 

Political Geography Questions over Readings

 

Daily Readings Questions For each assigned reading, bring to class two thoughtful questions written or typed in hard copy. Writing these questions encourages you to
think about what you have read and to reflect on the information and argument offered in each reading. Bringing them to class in hard copy allows you to add notes or
comments to your questions. You will turn in your questions at the end of each class. If you have written a reading response on the day’s assigned reading, you do not
need to turn in questions on that reading. A few points to consider as you generate your questions: ï‚· Avoid yes/no questions. They tend not to be very interesting.
ï‚· Avoid questions such as, “Does the author really think that…?”. ï‚· Instead, aim for high quality questions that could contribute to a useful class discussion.
Consider focusing on a concept or process you would generally like to understand or clarify about the reading, or your questions may relate the reading to current
events. Use Textbook PDF for chapter readings and the separate documents for the academic writing for refernce.

-(RR) O’Lear, Shannon. 2011. Borders in the South Caucasus. Defense & Security Analysis 27(3): 267-276.

-(RR) Rosière, Stéphane and Reece Jones. 2012. Teichopolitics: Re-considering Globalisation Through the Role of Walls and Fences. Geopolitics 17: 217-234

-Jones, Reece; Corey Johnson; et. al. 2017. Interventions on the State of Sovereignty at the Border. Political Geography 56: 1-10.

-An Introduction to Political Geography: Space, Place and Politics ï‚· Ch. 4 – Place, Participation and Citizenship

-(RR) Hammett, Daniel and David Marshall. 2017. Building Peaceful Citizens? Nation-Building in Divided Societies. Space and Polity 21(2): 129-143.

-An Introduction to Political Geography: Space, Place and Politics ï‚· Ch. 5 – The Political Geographies of Nationalism.

-(RR) Culcasi, Karen. 2016. Warm Nationalism: Mapping and Imagining the Jordanian Nation. Political Geography 54: 7-20.

-(RR) Leib, Jonathan. 2011. Identity, Banal Nationalism, Contestation, and North American License Plates. The Geographical Review 101(1): 37-52.

-An Introduction to Political Geography: Space, Place and Politics ï‚· Ch. 6 – Contesting Place

-An Introduction to Political Geography: Space, Place and Politics ï‚· Ch. 7 – Geographies of Representations and Mobilization

-An Introduction to Political Geography: Space, Place and Politics ï‚· Ch. 8 – Geographies of Empire

-(RR) Dalby, Simon. 2009. Security and Environmental Change. Malden: Polity Press ï‚· Ch. 3 – Environmental history: Conquest, Colonization, Famines, and El Nino., pp.
56-77.

-An Introduction to Political Geography: Space, Place and Politics ï‚· Ch. 9 – Political Geographies of Globalization

-An Introduction to Political Geography: Space, Place and Politics ï‚· Ch. 10 – Political Geography and the Environment

-(RR) Bridge, Gavin. 2015. Energy (in)Security: World-Making in an Age of Scarcity. The Geographical Journal 181(4): 328-339

-An Introduction to Political Geography: Space, Place and Politics ï‚· Ch. 11 – Geopolitics and Critical Geopolitics

-(RR) Sneddon, Christopher. 2015. Concrete Revolution: Large Dams, Cold War Geopolitics, and the US Bureau of Reclamation. Chicago: University of Chicago Press ï‚· Ch.
1 – Large Dams, Technopolitics, and Development, pp. 1-27 ï‚· Ch. 3 – “A Reclamation Program to Lead Them”: The Bureau Goes Global, pp. 52-74

-An Introduction to Political Geography: Space, Place and Politics ï‚· Ch. 12 – Public Policy and Political Geography

-Moore, Anna W. and Nicholas A. Perdue. 2014. Imagining a Critical Geopolitical Cartography. Geography Compass 8(12): 892-901.

-Birtchnell, Thomas. 2017. “Drones in Human Geography” In Handbook on Geographies of Technology, Barney Warf, editor. Cheltenham: Edward Elgar Publishing Limited, pp.
231-241.

 

Psychology Article

Psychology Article

Psychology Article

 

Write a 1,050- to 1,225-word a journal article centered on the value of psychological assessments and the ethical and moral responsibilities Address the following
assessment issues in your overview: •Recommend an evidenced-based, psychological assessment instrument related to your area of interest (i.e.: industrial
organization or behavioral health) •Compare the benefits and challenges of the psychological assessment instrument •Determine the importance of ethical and
culturally informed psychological assessment instrument •Explain the function and purpose of the psychological assessment instrument. •Explain the role of
reliability and validity in the analysis of assessment results. •Explain the criteria for using standardized scores in assessments. •Discuss the application of a
psychological assessment instrument in your workplace or future workplace

 

Plagiarism Quiz

Plagiarism Quiz

Plagiarism Quiz

 

Plagiarism Quiz

http://turnitin.com/assets/en_us/media/plagiarism-quiz/ (Links to an external site.)Links to an external site.

Please follow the link above and take the required Plagiarism Quiz. Once you have completed the quiz do the following:

Copy and paste a copy of your quiz results to a word document.
Upload the document for grading.
Please make sure your document is in APA 6th Edition format.
This is your first 5 points extra credit.
No late submissions accepted for grading on extra credit.
No PDF’s accepted for grading.

The Sociological Imagination:Chapter One: The Promise/C. Wright Mills (1959)

The Sociological Imagination:Chapter One: The Promise/C. Wright Mills (1959)

 

The Sociological Imagination:Chapter One: The Promise/C. Wright Mills (1959)

 

Nowadays people often feel that their private lives are a series of traps. They sense that within
their everyday worlds, they cannot overcome their troubles, and in this feeling, they are often
quite correct. What ordinary people are directly aware of and what they try to do are bounded by
the private orbits in which they live; their visions and their powers are limited to the close-up
scenes of job, family, neighborhood; in other milieux, they move vicariously and remain
spectators. And the more aware they become, however vaguely, of ambitions and of threats
which transcend their immediate locales, the more trapped they seem to feel.
Underlying this sense of being trapped are seemingly impersonal changes in the very structure of
continent-wide societies. The facts of contemporary history are also facts about the success and
the failure of individual men and women. When a society is industrialized, a peasant becomes a
worker; a feudal lord is liquidated or becomes a businessman. When classes rise or fall, a person
is employed or unemployed; when the rate of investment goes up or down, a person takes new
heart or goes broke. When wars happen, an insurance salesperson becomes a rocket launcher; a
store clerk, a radar operator; a wife or husband lives alone; a child grows up without a parent.
Neither the life of an individual nor the history of a society can be understood without
understanding both.
Yet people do not usually define the troubles they endure in terms of historical change and
institutional contradiction. The well-being they enjoy, they do not usually impute to the big ups
and downs of the societies in which they live. Seldom aware of the intricate connection between
the patterns of their own lives and the course of world history, ordinary people do not usually
know what this connection means for the kinds of people they are becoming and for the kinds of
history-making in which they might take part. They do not possess the quality of mind essential
to grasp the interplay of individuals and society, of biography and history, of self and world.
They cannot cope with their personal troubles in such ways as to control the structural
transformations that usually lie behind them.
Surely it is no wonder. In what period have so many people been so totally exposed at so fast a
pace to such earthquakes of change? That Americans have not known such catastrophic changes
as have the men and women of other societies is due to historical facts that are now quickly
becoming ‘merely history.’ The history that now affects every individual is world history. Within
this scene and this period, in the course of a single generation, one sixth of humankind is
transformed from all that is feudal and backward into all that is modern, advanced, and fearful.
Political colonies are freed; new and less visible forms of imperialism installed. Revolutions
occur; people feel the intimate grip of new kinds of authority. Totalitarian societies rise, and are
smashed to bits – or succeed fabulously. After two centuries of ascendancy, capitalism is shown
up as only one way to make society into an industrial apparatus. After two centuries of hope,
even formal democracy is restricted to a quite small portion of mankind. Everywhere in the
underdeveloped world, ancient ways of life are broken up and vague expectations become urgent
demands. Everywhere in the overdeveloped world, the means of authority and of violence
become total in scope and bureaucratic in form. Humanity itself now lies before us, the super-
nation at either pole concentrating its most coordinated and massive
efforts upon the preparation
of World War Three.
The very shaping of history now outpaces the ability of people to orient themselves in
accordance with cherished values. And which values? Even when they do not panic, people often
sense that older ways of feeling and thinking have collapsed and that newer beginnings are
ambiguous to the point of moral stasis. Is it any wonder that ordinary people feel they cannot
cope with the larger worlds with which they are so suddenly confronted? That they cannot
understand the meaning of their epoch for their own lives? That – in defense of selfhood – they
become morally insensible, trying to remain altogether private individuals? Is it any wonder that
they come to be possessed by a sense of the trap?
It is not only information that they need – in this Age of Fact, information often dominates their
attention and overwhelms their capacities to assimilate it. It is not only the skills of reason that
they need – although their struggles to acquire these often exhaust their limited moral energy.
What they need, and what they feel they need, is a quality of mind that will help them to use
information and to develop reason in order to achieve lucid summations of what is going on in
the world and of what may be happening within themselves. It is this quality, I am going to
contend, that journalists and scholars, artists and publics, scientists and editors are coming to
expect of what may be called the sociological imagination.
The sociological imagination enables its possessor to understand the larger historical scene in
terms of its meaning for the inner life and the external career of a variety of individuals. It
enables him to take into account how individuals, in the welter of their daily experience, often
become falsely conscious of their social positions. Within that welter, the framework of modern
society is sought, and within that framework the psychologies of a variety of men and women are
formulated. By such means the personal uneasiness of individuals is focused upon explicit
troubles and the indifference of publics is transformed into involvement with public issues.
The first fruit of this imagination – and the first lesson of the social science that embodies it – is
the idea that the individual can understand her own experience and gauge her own fate only by
locating herself within her period, that she can know her own chances in life only by becoming
aware of those of all individuals in her circumstances. In many ways it is a terrible lesson; in
many ways a magnificent one. We do not know the limits of humans capacities for supreme
effort or willing degradation, for agony or glee, for pleasurable brutality or the sweetness of
reason. But in our time we have come to know that the limits of ‘human nature’ are frighteningly
broad. We have come to know that every individual lives, from one generation to the next, in
some society; that he lives out a biography, and lives it out within some historical sequence. By
the fact of this living, he contributes, however minutely, to the shaping of this society and to the
course of its history, even as he is made by society and by its historical push and shove.
The sociological imagination enables us to grasp history and biography and the relations between
the two within society. That is its task and its promise. To recognize this task and this promise is
the mark of the classic social analyst. It is characteristic of Herbert Spencer – turgid, polysyllabic,
comprehensive; of E. A. Ross – graceful, muckraking, upright; of Auguste Comte and Emile
Durkheim; of the intricate and subtle Karl Mannheim. It is the quality of all
that is intellectually
excellent in Karl Marx; it is the clue to Thorstein Veblen’s brilliant and ironic insight, to Joseph
Schumpeter’s many-sided constructions of reality; it is the basis of the psychological sweep of
W. E. H. Lecky no less than of the profundity and clarity of Max Weber. And it is the signal of
what is best in contemporary studies of people and society.
No social study that does not come back to the problems of biography, of history and of their
intersections within a society has completed its intellectual journey. Whatever the specific
problems of the classic social analysts, however limited or however broad the features of social
reality they have examined, those who have been imaginatively aware of the promise of their
work have consistently asked three sorts of questions:
(1) What is the structure of this particular society as a whole? What are its essential components,
and how are they related to one another? How does it differ from other varieties of social order?
Within it, what is the meaning of any particular feature for its continuance and for its change?
(2) Where does this society stand in human history? What are the mechanics by which it is
changing? What is its place within and its meaning for the development of humanity as a whole?
How does any particular feature we are examining affect, and how is it affected by, the historical
period in which it moves? And this period – what are its essential features? How does it differ
from other periods? What are its characteristic ways of history-making?
(3) What varieties of men and women now prevail in this society and in this period? And what
varieties are coming to prevail? In what ways are they selected and formed, liberated and
repressed, made sensitive and blunted? What kinds of `human nature’ are revealed in the conduct
and character we observe in this society in this period? And what is the meaning for ‘human
nature’ of each and every feature of the society we are examining?
Whether the point of interest is a great power state or a minor literary mood, a family, a prison, a
creed – these are the kinds of questions the best social analysts have asked. They are the
intellectual pivots of classic studies of individuals in society – and they are the questions
inevitably raised by any mind possessing the sociological imagination. For that imagination is
the capacity to shift from one perspective to another – from the political to the psychological;
from examination of a single family to comparative assessment of the national budgets of the
world; from the theological school to the military establishment; from considerations of an oil
industry to studies of contemporary poetry. It is the capacity to range from the most impersonal
and remote transformations to the most intimate features of the human self – and to see the
relations between the two. Back of its use there is always the urge to know the social and
historical meaning of the individual in the society and in the period in which she has her quality
and her being.
That, in brief, is why it is by means of the sociological imagination that men and women now
hope to grasp what is going on in the world, and to understand what is happening in themselves
as minute points of the intersections of biography and history within society. In large part,
contemporary humanity’s self-conscious view of itself as at least an outsider, if not a permanent
stranger, rests upon an absorbed realization of social relativity and of the transformative power
of history. The sociological imagination is the most fruitful form of
this self-consciousness. By
its use people whose mentalities have swept only a series of limited orbits often come to feel as if
suddenly awakened in a house with which they had only supposed themselves to be familiar.
Correctly or incorrectly, they often come to feel that they can now provide themselves with
adequate summations, cohesive assessments, comprehensive orientations. Older decisions that
once appeared sound now seem to them products of a mind unaccountably dense. Their capacity
for astonishment is made lively again. They acquire a new way of thinking, they experience a
transvaluation of values: in a word, by their reflection and by their sensibility, they realize the
cultural meaning of the social sciences.
Perhaps the most fruitful distinction with which the sociological imagination works is between
‘the personal troubles of milieu’ and ‘the public issues of social structure.’ This distinction is an
essential tool of the sociological imagination and a feature of all classic work in social science.
Troubles occur within the character of the individual and within the range of his or her
immediate relations with others; they have to do with one’s self and with those limited areas of
social life of which one is directly and personally aware. Accordingly, the statement and the
resolution of troubles properly lie within the individual as a biographical entity and within the
scope of one’s immediate milieu – the social setting that is directly open to her personal
experience and to some extent her willful activity. A trouble is a private matter: values cherished
by an individual are felt by her to be threatened.
Issues have to do with matters that transcend these local environments of the individual and the
range of her inner life. They have to do with the organization of many such milieu into the
institutions of an historical society as a whole, with the ways in which various milieux overlap
and interpenetrate to form the larger structure of social and historical life. An issue is a public
matter: some value cherished by publics is felt to be threatened. Often there is a debate about
what that value really is and about what it is that really threatens it. This debate is often without
focus if only because it is the very nature of an issue, unlike even widespread trouble, that it
cannot very well be defined in terms of the immediate and everyday environments of ordinary
people. An issue, in fact, often involves a crisis in institutional arrangements, and often too it
involves what Marxists call ‘contradictions’ or ‘antagonisms.’
In these terms, consider unemployment. When, in a city of 100,000, only one is unemployed,
that is his personal trouble, and for its relief we properly look to the character of the individual,
his skills and his immediate opportunities. But when in a nation of 50 million employees, 15
million people are unemployed, that is an issue, and we may not hope to find its solution within
the range of opportunities open to any one individual. The very structure of opportunities has
collapsed. Both the correct statement of the problem and the range of possible solutions require
us to consider the economic and political institutions of the society, and not merely the personal
situation and character of a scatter of individuals.
Consider war. The personal problem of war, when it occurs, may be how to survive it or how to
die in it with honor; how to make money out of it; how to climb into the higher safety of the
military apparatus; or how to contribute to the war’s termination. In short, according to one’s
values, to find a set of milieux and within it to survive the war or make one’s death in it
meaningful. But the structural issues of war have to do with its causes;
with what types of people
it throws up into command; with its effects upon economic and political, family and religious
institutions, with the unorganized irresponsibility of a world of nation-states.
Consider marriage. Inside a marriage a man and a woman may experience personal troubles, but
when the divorce rate during the first four years of marriage is 250 out of every 1,000 attempts,
this is an indication of a structural issue having to do with the institutions of marriage and the
family and other institutions that bear upon them.
Or consider the metropolis – the horrible, beautiful, ugly, magnificent sprawl of the great city.
For many members of the upperclass the personal solution to ‘the problem of the city’ is to have
an apartment with private garage under it in the heart of the city and forty miles out, a house by
Henry Hill, garden by Garrett Eckbo, on a hundred acres of private land. In these two controlled
environments – with a small staff at each end and a private helicopter connection – most people
could solve many of the problems of personal milieux caused by the facts of the city. But all this,
however splendid, does not solve the public issues that the structural fact of the city poses. What
should be done with this wonderful monstrosity? Break it all up into scattered units, combining
residence and work? Refurbish it as it stands? Or, after evacuation, dynamite it and build new
cities according to new plans in new places? What should those plans be? And who is to decide
and to accomplish whatever choice is made? These are structural issues; to confront them and to
solve them requires us to consider political and economic issues that affect innumerable milieux.
In so far as an economy is so arranged that slumps occur, the problem of unemployment
becomes incapable of personal solution. In so far as war is inherent in the nation-state system
and in the uneven industrialization of the world, the ordinary individual in her restricted milieu
will be powerless – with or without psychiatric aid – to solve the troubles this system or lack of
system imposes upon him. In so far as the family as an institution turns women into darling little
slaves and men into their chief providers and unweaned dependents, the problem of a satisfactory
marriage remains incapable of purely private solution. In so far as the overdeveloped
megalopolis and the overdeveloped automobile are built-in features of the overdeveloped
society, the issues of urban living will not be solved by personal ingenuity and private wealth.
What we experience in various and specific milieux, I have noted, is often caused by structural
changes. Accordingly, to understand the changes of many personal milieux we are required to
look beyond them. And the number and variety of such structural changes increase as the
institutions within which we live become more embracing and more intricately connected with
one another. To be aware of the idea of social structure and to use it with sensibility is to be
capable of tracing such linkages among a great variety of milieux. To be able to do that is to
possess the sociological imagination.

After reading, answer the following questions

 

**What are your thoughts of Mills’ sociological imagination perspective?
**Use examples to explain what Mills means by “the sociological imagination.”
**According to Mills, how is addressing or solving a personal trouble different from addressing a
public problem.