MATH 1030 Walden University Post Graduate Studies & Social Life Discussion

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Discussion: Inequality in Our World
Inequalities are present in our everyday lives. You may budget to spend less than $100 on groceries or plan to spend
more than 2 hours a week exercising. Both of these statements involve budgeting resources, such as time and
money. However, unlike last week where only one value could solve our T=15h equation, these statements allow for a
variety of situations that meet the requirements for a solution. For example, in looking at the grocery situation, a bill of
$90, $85, or $98 would all fit the criteria of spending less than $100.
To break this down further, you might assume that a grocery bill of $90 would include items purchased from different
departments of the grocery store. Meats, vegetables, dairy, and paper products might be subgroups represented by the
overall group-groceries. The value of each subgroup would not be equally represented in your grocery bill.
What other situations can you imagine where the variables, or subgroups, do not equally represent the whole group?
In this Discussion, you examine the groups and subgroups that may exist in your field of study or current
workplace. You also explore how to diagram these groups using abstract math.
To prepare for this Discussion:
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To prepare for this Discussion:
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Review the TED Talk on abstract math, paying particular attention to how Eugenia Cheng (2018) explains how
pure mathematics models social inequality
Think about an overall group that may exist in your environment
Identify three subgroups within the overall group, and diagram these groups as Cheng (2018) did
in the presentation using the following format where a/b/c are your individual subgroups:
{a,b,c}
{a,b}, {a,c}, {b,c}
{a}, {b}, {C}
}
• Think about two inequality statements that can be inferred from the diagram referring to the specific groups that
you have just created. For example, if a represents dogs and c represents cats then and inequality could
be: dogs>cats
Using the problem-solving techniques from Week 1, decide if these inequalities are true based on the overall
group you selected.
Consider one potential bias or inequality that may exist in either Level 2 or Level 3 of your diagram and think
about how it would create an unequal ranking between the elements on this level.
Think about what the inequality would be in the context of your situation and think about how it would be
expressed as a mathematical inequality.
Consider who might be interested in these results, and why.
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An Unexpected Tool for Understanding Inequality: Abstract Math Transcript
With these thoughts in mind:
By Day 3
Post at least 2 paragraphs responding to the following prompts:
Provide diagram created based on your example of social inequality.
Write one inequality statements that can be inferred from your diagram, referring to your specific sub-groups (not
the variables a/b/c).
Explain whether you feel these inequalities are true.
Express your conclusion as a mathematical inequality.
Explain who might be interested in these results, and why.
Read a selection of your classmates’ postings.
By Day 5
Response 1: Respond to at least one classmate using the following:
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{Social Life, Full-Time Job}, {Social Life, Full-Time Student}, {Full-Time Job Full-Time Student}
{Social Life}, {Full-Time Job}, {Full-Time Student}
You
Social Life + Full-Time Job > Full-Time Student
Full-Time Job + Full-Time Student > Social Life
The variables I have chosen are influenced by how I see life is for people my age in my community and how they view
being successful. Written out in this context, I believe the inequality equations are true. This is because I have experienced
both situations myself. Having a full-time job meant I was able to pay my bills, therefore, being a full-time student was not
as important. Along with making money, I was able to have a social life and go out with friends and family, thus believing
was successful in the time in my life. However, I became a mother, which has brought me to where I am now. Having a full-
time job, and being a full-time student is more important than having a social life and I am on the right path to success
myself and my family. Furthermore, within my community, I have observed that people can identify with either inequality
equation.
A potential bias that can be incorporated in the subgroup could be a person being a parent. As I have mentioned before,
experienced the change from one inequality to another when I became a mother. If you were to add this variable within a
subgroup in level 2, the ranking would become unequal because not all people believe that having children makes
someone more successful than another. As a result, one can understand that being a full-time student or having a social
life does not have to be a priority in terms of defining success. These results would be beneficial to those who are still
questioning how to prioritize their goals to reach their own definition of success.
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