INTRO CONLEY 2015
Please review the attached documents and answer the following questions in our own words and give an example
1. What is the cost and returns of going to college according to Conley?
2. What is a social institution and how does it relate to identity?
3. Who was August Comte and how did Sociology develop as a discipline?
4. How did Karl Marx see History? What was Karl Marx’s view of society?
5. What is the Division of labor according to Emile Durkheim? What made Durkheim’s work sociology and not economics?
6. What did Durkheim conclude about suicide? What is anomie?
7. What is Functional Theory? What is Conflict Theory? Why does inequality exist according to functionalists?
8. Discuss Symbolic Interactionism.
9. What is the difference between Micro and macrosociology?
10. Who was W E B Dubois and how did he study African Americans?
SOCIAL STRUCTURE
Using the social structure reading please answer the following questions
1. What is society? What is social interaction?
1. What was Durkheim’s point central to sociological analysis? Explain
1. What are social institutions? What needs do they meet for society? Explain according to functionalists.
1. What do conflict theorists say about social institutions?
1. What is Social Structure? Explain
1. What holds society together? Explain
1. Discuss Durkheim theory of mechanical and organic solidarity.
1. What are the different types of societies? Describe and define.
(PLEASE WATCH VIDEOS FROM) Research Dr. Marci Littlefield, Henrietta Lacks, the Tuskegee Experiment, and Ethical Data Collection: Crash Course Statistics #12 and The Tuskegee Syphilis Study - National History Day 2014
Social Research Video Exercise. Pjease watch the videos and respond to the folowing questions.
What is one of the most important ethical considerations in Research explain?
1. What is the IRB? What does it do?
2. What is voluntariness?
3. What do animal rights activists say about research on animals?
4. How and why was Henrietta Lacks used for research? What did the scientists gain from the study?
5. Why didn’t Henrietta lacks get profits from the research?
6. What is informed consent and why is it important?
7. What is the Nuremberg code? Why was it developed? What does is do?
8. In the factional internet example on the video why was nit unethical?
9. Why does Facebook and google offer their services for free? What are they doing with our data?
10. Do you think it is ethical for sites to use our data? explain
After watching the video on the Tuskegee experiment please respond to the following
11. What happened in the Tuskegee Syphilis study?
12. What was being tested? What were the men told about the experiment they were participating in in Georgia?
13. Why were the men denied treatment in this study?
14. Why was this study unethical?
15. Explain how the men's rights were violated in this study.
CULTURE AND MEDIA CONLEY
Culture Chapter Questions. Read the Chapter on Culture and respond to the following questions.
1.What are the components of culture? name and define
2. What is the difference between ethnocentrism and cultural relativity?
3. What is a norm? What is an informal norm? How are norms enforced?
4. What are the differences between subcultures and countercultures? Define and give examples.
5. Why are symbols an important aspect of culture? Discuss and describe.
6. How is the media part of culture?
7. What is the functionalist, conflict and interactionist perspective of culture?
8. What do you think about the videos on multiple husbands? How is this an example of culture and how can this be used as an example to demonstrate ethnocentrism? Explain. (5pts)
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If you wxnt to undefstand sociology, why don't we smxt with you. Wh7 are you taking this class and reading this textbook? lt's as good a place to stnrt as any—after all, sociology is the study of human society, and thete is the sociology of sports, of religion, of music, of medicine, emen a sociology of sociologists. So why not stan, by way of exemple, with the sociology of an introduction to sociology?
For exemple, why are you bent over this page? Take a moment to wiite down the reasons Maybe you have heard of sociology and want to leam about it. Maybe you are merely following the suggestion of a parent guidance counselor, or academic advisor. The course syllabus probably indi cates that for the first week of class, you are required to read this chapter. So there are at least too good reasons to be readîng this introduction to sociol- ogy test.
Let's take the fitst response, ’7 want to educate myself about sociology.” Thats a fairly good reason, but may 1 then ask why you are takîng the class rather than simply reading the book on your own? Furthermoie, assuming that you e paying tuition, why are you doing so? If you really are here for the education, let me suggest an alternative: Grab one of the course schedules at your college, decide which courses to take, and just show up! Most introduc- tory classes are so latge that nobody notices if an extra student attends. If it is a smaller, more advanced seminar, ask the professor if you can audit it. I have never known a faculté member who checks that all class attendees are legitimate students at the college fact, we're happy when students du show up to class. An auditor someone who is there for the sake of pure learning,
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8octoTog4cat imaginafion me abifity to connect me most basic, trttimate aspects of an individuat‘s \tTe to seemingly imgeisonaf aoQ remote I+istoncal forces.
and who won't he gmde gru
ing or submitting papers to be marked, is pure gold to any professor interested in impairing knowledge for learning's sake.
You know the rest of the drill: Do all the reading (you can usually access the required texts for free at the E
ary), do your homework, and participate in class discussion. About the only thing you won't get at the end of the course is a grade. So give yourself one. As a matrer of fact, once you have compiled enough credits and written a senior thesis, xward yourself a diploma. Why not? You will probably have received a better education than most students— certainly better than I did in college.
But what are you going to do with a homemade diploma? You are not just here to learn; you wish to obtain an actual college degree. Why exactly do you want a college degrees Students typically answu that they have to get one in order to earn more money. Others may say that they need credentials to get the job they want. And some sWbents are in college because they don't know what else to do. Whatever your answer, the fact that you asked yourself a ques- tion about something you may have previously tak.en for granted is the ftrst step in thinking hke a sociologist. ’Thinking like a sociologist” means applying analytical tools to something you have alwnys done without much conscious thought—like operñng this book or talking this class. It requires you to recon- sider your assumptions about society and question what you have taken for granted in order to better understand the world around you. In other words, thinking like a sociologist means maAing tbe familiar strange.
This chaptu introduces you to the sociological approach to the world.
Specifically, for will learn about the yo*pñg/ca/ imagñ»*o*, a term coined by
C. Wright Mills. We‘ll return to the question "Why go to college*” and apply our sociological irnaginafions to it. You will also learn that a social instimtion is. The chapter concludes by looking at the sociology of sociology—that is, the' history of sociology and where it fits within the social sciences.
The Socio o ica a na on
More than 50 years ago, the sociologist C. Wight Mills argued that in th effort to think critically about the social world around us, we need to use o ’ sociological imagination, the ability to see the connections between our pe sonal experience and the lar forces of history. This is just that we ace doiq when we question this textbook, this course, and college in general. In T' X ñulegicaIImaginañ»n (1959), Mills describes it this way: “The first fruit of imagination—and the first lesson o£ the sociai science that embodies it
the idea that the individual can understand his own experience and gauge own fate only by locating himself within his peéod, that he can know his o chances in life only by becoming aware of those of all individuals in his “ cumstances. In many ways it is a te
ible lesson; in many ways a magnific
Chapter 1- The SocioZogicaI Tmaginatiozt: Azt Tzttroductioz+
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Have you ever been to a foreign country, noticed how many little things we e different, and wondered why? Have you ever been to a Church of a different denomination—or a different religion altogether—from your ov\m7 Or have you been a nsh out of water in some other way? The only guy attending a soc al event for women, perhaps? Or tbe only person from out of state in your dorm? If you have experienced that fish-out-of water feeling. then you have. however
iefly, engaged your sociological imagination. By spitting your social environ- ment enoiJg'n to be in a position where you are not able to take everything fo granted, you are forced to see the connections between particular historical paths taken land not taken) and how you live your daiiy life. You may, for instance, won- der why there are bidets in most European bathrooms and not in American ones. Or why people waiting in lines in the Middle East typically stand closer to each other than they do in Europe or America. Or why in some rural Chinese societies. many generations of a family sleep in the same bed. If you are able to resist your initial impulses toward xenophobia fteelings that may result from the discomfort of facing a diPerent reality), then you are halfway to understanding other people's lifestyles as no more or less sensible than your own Once you have truly adopted the sociological imagination, you can start questioning the links beMeen your per- sonal experience and the particu\a s of a given society without ever leaving home.
In tile following excerpt of dialogue from Ouentin Tarantino‘s J994 film Pulp fiction the character Vincent tells Jules about the "littte differences" between life in the United States and life in Europe.
RULES.
!t’s the little differences. A lotta the same shit we got here, they got there, but there they're a little different.
Example?
VINCENT: Well, in Amsterdam, you can buy beer in a movie theater. And I don't mean in a paper cup eitt+er. key give you a glass of beer, like in a bar. In Paris. you can buy beer at McDonald's. Also, you know what they call a Ouarter Pounded with Cheese in Parls?
3ULES: They don't call it a Quarter Pounded with Cheese?
VINCENT: No, they got the metric system there, they wouldn't know what the fuck a Ouarter Pounded is.
Wlaat'd they call it?
VINCENT: Royale witfi Cheese.
feel that social change is fairly rapid and continually' getting ahead of us. Think of the 1960s or even today, with the rise of the Internet and global te
or threats. In retrospect, we consider the i 950s, the decade when Mills wrote his seminal work, to be a relatively placid time, when Americans experienced some relief from the change and snife of World War II and the Great Depression. But Mills believed the profound sense of alienation experienced by many during the postwar period was a result of the change that had immediately preceded it. Another way to think about the sociological imaginason is to ask ourselves what we take to be natural that actually isn't. For example, lets remrn to the question ‘by go to college?” Sociologists and economists have shown that the financial benefits of education—particularly higher education—appear to be increasing. They refer to this as the “returns to schooling.” In todey's economy, the median (i.e., typical) annual income for a high-school graduate is t33,176; for diose with a bachelor’s degree, it is 554, XXXXXXXXXXdata; Bureau of Labor Statistics, 2013a). That $21,580 annual advantage seems like a good deal,
ut is it really3 Lnt's shift gears and do a little math.
What Are the True Costs and Returns of College?
Now that you are thinking like a sociologist, let s compare the true cost of going to college for four years to calling the whole thing off and taking a tuft- tire job right after high school. First, there is the tuison ro consider. Let's assume for the sake o£ argument you are paying $8,000 per year for mition and another $9,000 for fees and room and board. That's a lot less than what most private four-year colleges cost, but about average for in-state tuition at a state school. (Community colleges, by conuast, are usually much cheaper, especially because they tend to be commuter schools whose students ljve off-campus, but the p'pically do not offer a four-year bachelor's degree.)
In making the decision to attend ccil)cge you are agreeing to pay $17,000 this year, something like }l7,680 next year, 4 percent more the following year, and another 4 percent on top of that amount in }•our senior year. The }t 7,000 you have to pay right now is