Some class logs of the f2f, online, blended courses

The following posts were a part of communication logs.  The rest were posted on the Art Appreciation,  Diversity Studies, and Sociology sites (on the main page of this blog). 

Art Appreciation: student work/projects 

https://ci8395.blogspot.com/p/visual-art-appreciation-students.html

Diversity Studies: students' work/projects 

https://ci8395.blogspot.com/p/spring-2019-student-reflections.html

https://ci8395.blogspot.com/p/blog-page_2.html

https://ci8395.blogspot.com/p/fall-2017-diversity-studies-section-003.html

https://ci8395.blogspot.com/p/fall-2017-diversty-studies-section-003.html

Sociology: students' work/projects

https://ci8395.blogspot.com/p/sociology.html

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2015  Contemporary American Society: 809-197-401

Post stratification 3 videos and requirements here.

Post at least one video of the above each term on Discussion.
Give each video 50+ words citation/summary and
comment on a peer’s post with 50+ words
(add word count at the end).
3 links (3 points, only hyperlinked).
3 summaries (9 points). 1 peer review (3 points).

Due 10/20 (T) before class begins.

Posted By Li-Chin Huang

----------------------
Ally

Social Class in the US:

http://youtu.be/vttbhl_kDoo

This video explains the severity of wealth distribution here in the US. Not only does this video help us to extensively visualize the gap within the United States social classes, but also the ignorance to the severity of the gap we and fellow Americans have. There is a fear of socialism when talking about wealth distribution, but does a CEO truly put forth more effort than the average working American to be paid more than 350 times that of their fellow coworkers.(82)

Global Stratification:
https://youtu.be/AxfEVXNm_-4

Here in America something as simple as clean drinking is constantly taken for granted. Though this video is short, it gets straight to the point of a very serious example of Global Stratification. An essential, such as water, should be available to everyone and could be if not for stratification and blatant lack of compassion towards others. (57)

Social Inequality:
https://youtu.be/roAQHn5rEoQ

Social inequality comes in many forms, but this video speaks specifically about the inequalities in health care which stems from economic inequalities. A persons level of wealth of poverty severely affects their ability to receive quality health care which is shown to correlate with longevity. Impoverished persons also tend to have less available education about their health needs and are unable to afford healthy lifestyles. (65)

https://www.youtube.com/watch?v=25FNm8lRv0M
This video gives a description of social inequality in America by way of wealth distribution. What I found really interesting was that the vast majority of the people polled felt that the ideal distribution of wealth should be equal, implying that those in the top 1% shouldn't get tax breaks while taxes on middle class people get raised, but that we should all be paid more equally and have that wealth distributed in the economy more equally as well.

https://www.youtube.com/watch?v=n5DZF7YvwwM
This video examines previous Millennium Goals set by the UN and details how far we've come in dealing with a lot of different kinds of global stratification; poverty, education, gender equality, etc. I chose this video because while the world hasn't quite reached the goals it set out for itself in 1990, we have made significant progress! I think it's important to know that things are getting better, it's not all "doom and gloom," but it's also good to know that we still have work to do.

https://www.youtube.com/watch?v=xqLDHQ-iJU8
I chose this video as an example of social class in America because it does a very good job at providing an unbiased look at how the middle class in America is shrinking and doing worse as years go by. The video also explains some reasons for this change, and how America went from having the richest middle class in the world, to one of the worst.

Ally-
I watched your video about clean water supplies for everyone and it made me think about how simple something like water is to us which, to others, can be an inconvenience to a huge challenge for others. Growing up in the Great Lakes region we really have never wondered what life would be like without fresh water (besides, there's soda and juice! ...which cannot be made without water). We think of places like Africa or the Middle East where water is something to be walked to, gathered, and walked back home. But we can even think about water shortages in our own backyard. Like California, for example. Or Arizona. We waste SO much water on Las Vegas fountains and watering rich people's front yards, we don't even stop to think about those who don't have the "luxury" of water. Great video! (142 words)
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Jim 10/20/2015 7:04 am

Social Inequality (or social stratification)
Inequality in America
http://www.bing.com/videos/search?q=social+inequality+video+usa&FORM=VIRE5%20-%20view=detail&mid=D58F30082FB3DA275325D58F30082FB3DA275325#view=detail&mid
=B5E2291BA81E53FD5FEDB5E2291BA81E53FD5FED

This video is set to music and illustrate a number of key concepts concerning social inequality in America. The first reference is inequality of rising family incomes with the highest disparities in the South West, South, and North East. The video also depicts poverty levels throughout the United States with some regions over 30%, with a national child poverty rate of 20%. The video concludes with a quote by Dwight D, Eisenhower “A people that value its privileges above its principles soon loses both”. (Word count 84)

Social Class in the U.S.
Social Class, Zip Code, Classless
http://www.bing.com/videos/search?q=social+inequality+video+usa&FORM=VIRE5#view=detail&mid=A653002D9BDC2D3
DEC88A653002D9BDC2D3DEC88

This video presented the thought that social class in America is not necessarily based on wealth or skin color. The point was made that social class is primarily made up of voluntary groups of like people. It was also pointed out that alone social class isn’t necessarily a negative thing. When certain social classes rank or rate other classes above or below their own class we lose classlessness or blending in. (Word count 71)

Global Stratification
Global Wealth Inequality – What you never knew you never knew
http://www.bing.com/videos/search?q=global%20Stratification%20video%20usa&qs=n&form=QBVR&pq=global%20stratification%20video%20usa&sc=0-16&sp=-1&sk=#view=detail&mid=8BB5913A9500E8E2E6868BB5913A9500E8E2E686

This video Illustrates how inequality in global wealth contributes to global stratification. According to the videos producer the world population is over 7 Billion people and a combined wealth of 223 Trillion Dollars. The point was made that 6% of the world wealth is distributed among 80% of the population. The richest 300 people have the same wealth as the poorest 3 Billion share. The video states that 200 years ago global wealth between the richest countries and poorest countries was about 3:1, but today the difference is 80:1. (Word count 89)

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Jackie 10/20/2015 9:05 am

1.Social Inequality
C-Span 2. Governments Lie: Howard Zinn on Class Warfare, Immigration, Justice, Film and History (2007).
https://www.youtube.com/watch?v=g1ISLW0sZH0
Famed American Historian Howard Zinn (1922-2010) speaks to the inequalities in social class structures and the institutions that both perpetuate and seek to remedy social injustice as he delivers at talk at Brandeis University in Waltham, Massachusetts. Zinn fearlessly explores the roles the United States government has played in creating and perhaps encouraging class warfare, but also speaks to the power American citizens have to change the country in which they live.

2.Social Class in the U.S.
PBS Documentary. Social Class in America: People Like Us. Episodes 1 – 11 (2001). (All the episodes listed below can be views on Youtube starting with the link posted here: https://www.youtube.com/watch?v=nU5MtVM_zFs&list=PLC6D871A2A8C3C8EF&index=1 )
This documentary from PBS in 2013 outlined social class in the United States by interviewing writers and social critics as well as people from several different class structures: Upper Class, Upper Middle Class, Lower Middle Class Blue Collar/Working class and Lower Class. Notably missing from the documentary was a designation of “Middle Class.” Also notably missing from the documentary were people of color; the episodes feature white Americans – this creates an interesting tension between what the show is attempting to show about class in America while at the same time seeming to undermine it’s own goals by focusing only on Americans of white, Western European ancestry. The 11 episodes are outlined below:

i.A Nation of Tribes: How Social Class Divides Us
The introduction of the series explains how human “tribal” behaviors have separated Americans into different class levels.

ii.Joe Queenan’s Tour of Yuppiedom
Social Satirist Joe Queenan takes a sarcastic tour of a Williams-Sonoma store to illustrate Yuppie values.

iii.How to Marry the Rich
This episode follows a day in the life of museum worker who puts herself in the hands of Ginie Polo Sayles, a “self-help” consultant who coaches people desiring to climb the social ladder. (Remember to bring your tape measure if you want to stand the proper distance away from an Upper Class Society member).

iv.Tammy’s Story
Tammy and her two sons live in a trailer park in Waverly, Ohio. Tammy, a Burger King employee, refuses to go on welfare and walks 10 ½ miles to work each day in order to maintain her small family. Her oldest son, Matt, is embarrassed both by his mother and their lifestyle.

v.Gnomes Like Us
A brief episode that takes us on a visit to a concrete lawn ornament store, where the owner explains her love of Blue Collar Americans.

vi.Friends in Low Places
A night out with Upper Middle Class suburban twenty- somethings who go “slumming” in what they call the “side bars, dive bars and corner bars” of a working class Baltimore neighborhood.

vii.All You Need is Cash
Long time members of the Hamptons bemoan the “element” that has been creeping into this elite Long Island enclave in an effort to “belong” to the upper class.

viii.Belles Belles Belles
The Trojan Belles, an all-girl dance team at Austin, Texas’ Anderson High School, enjoy the upper levels of high school popularity. However, high school students on the outside of this tightly knit group have much to say about the elite Belles.

ix.Trouble in Paradise
An Upper-Middle class Staten Island couple take a tour of elite neighborhoods to point out the hallmarks of nouveau riche “tackiness” creeping into the area.

x.WASP Lessons
White Anglo-Saxon Protestants (“WASPS”) explain the etiquette required by "New Money" to believeably fit into “Old Money” society.

xi.Tammy’s Story II: 2013 Update
A follow-up on what proved to be the documentaries most viewed episode. Tammy has now moved into town and lives in a small house with her youngest son, his girlfriend and their baby, one of Tammy’s two grandchildren. Her oldest son, Matt, lives with his wife and their child in their own home. However, Tammy’s life-long dream of going to college and becoming a school teach is beginning to fade for her as she continues working at Burger King.
Global Stratification
National Geographic Society. Guns, Germs and Steel (2005).
https://www.youtube.com/watch?v=36BQW1SuHQ8

This documentary is an adaptation of the Pulitzer and Aventis Prize winning, book Guns, Germs and Steel: The Fates of Human Societies written by Jared Diamond, a professor of geography and physiology at the University of California. Both the documentary and the book upon which it was based take a transdisciplinary look at the reasons behind the domination of the Western European world and, later, the United States. Diamond proposes that Global Stratification began long before what he terms “Biblical times,” and that societies have always created stratification through conquering other cultures – notably through the use of weaponry, which includes using germs as a weapon (as when the Unites States Government deliberately gave blankets infected with small pox to First Nation populations).

Jim 10/20/2015 4:56 pm
Jackie, I too watched the video nation of tribes, several times I might add. I was fascinated by the fact that a person’s class be determined by viewing a photograph. I had to view it several times just to see if I could come to similar conclusions. It also made wonder how many times I may have passed similar judgment on an individual’s relating to class.
--------------------------------------------
Sam
Social stratification
https://www.youtube.com/watch?v=iEPqCe5oPRw

This is a very lengthy video at almost twenty minutes long, however the speaker breaks down the definition of social stratification and uses specific examples such as slavery and even Elvis Presley to show how social rank is often labeled and used to keep people in their “social category”. (Word count 52)

Social class in the US
https://www.youtube.com/watch?v=eUgDbCZLPpY

This is a video from 1957 that follows three newborn children and how ascribed social statuses effect people throughout life. The original intent of this video was to show how horizontal and vertical mobility happen through hard work and dedication. However looking back on this video some 50 years later is shows how helpless some social classes can be to change their status. (Word count 63)

Global stratification
https://www.youtube.com/watch?v=dkpY1JF4zLY
This video come under the pretense that you already know how and what social stratification is. Instead this video is on a global scale and how entire countries are placed into social classes and the differences between a first world, second world, and third world countries. This video also shows what countries can be placed into which categories. (Word count 58)
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Josh 10/20/2015 3:02 pm

Sam, i watched the first video that you picked, "An Introduction to Social Stratification". The video was kind of long but overall very informative on social stratification. The video goes really in depth with the information and talks about all of the things that effect social stratification. The video gives lots of useful examples. Your second video that we watched in class was a little different and a little outdated, but overall was good for explaining the social classes. I also noticed that we used the same video for our third example.

Ally10/20/2015 10:01 pm

In reference to your video we watched today in class, I love that you pointed out the lack of depth into social class by failing to mention difference races or genders as it focuses strictly on white males. Even understanding this was being filmed in the 50's, I think that what isn't present in this video is just another example of social inequalities in America. (65 words)

Josh
Social inequality
This video talked about a study that was conducted by a group of Harvard University business professors and economists. They asked 5000 Americans how they thought the wealth should be dispersed to the people and they were then asked how they thought it would actually would be. They thought the graph would be lopsided but when they were actually shown the real stats, they were much more one sided than any of them thought. (74 words)
https://www.youtube.com/watch?v=25FNm8lRv0M

Social class in the U.S.
In this video, the narrator starts out talking about how social classes have always been a part of society. Aging back to some ancient civilizations like Greece, China, and Egypt. They compared the social classes to a pyramid and said that at the top would be the rich and at the bottom would be the homeless and poor. The narrator then discusses the 5 social classes of the United Stated. Upper class, upper and lower middle class, working class and lower class. (82 words)
https://www.youtube.com/watch?v=MHKn29n6t3M

Global Stratification
In this video the narrator describes social stratification as, a system by which society ranks categories of people in a hierarchy. Global stratification is just social stratification on a global scale. Countries used to be grouped into three global classes, First world countries, Second world countries, and third World Countries. Now they are classified by gross domestic product, which is an indicator of a countries wealth. Social stratification is shows inequalities in groups of people, and global stratification shows inequalities between countries. (82 words)
https://www.youtube.com/watch?v=dkpY1JF4zLY
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Steph  10/23/2015 12:44 am

Social Inequality
https://www.youtube.com/watch?v=roAQHn5rEoQ

There is no way of getting rid of social inequality it unfortunately is apart of everyday life. This video focuses on the inequality in healthcare. Medical advances happen all the time but depending on an individuals economic status greatly influences the quality of care an individual will receive. For example someone with lower economic status is more likely to smoke, eat unhealthy goods and have poor diet. On the flip side someone with higher economic status is have better healthcare because they have more knowledge about care. Even though healthcare is improving, depending on an individuals status greatly determains if they will receive the proper care.

Social Class in America
https://www.youtube.com/watch?v=MHKn29n6t3M

Social classes go back thousands of years with all different forms of social anarchy. America today has a very diverse social class it ranges from the richest of the rich to the poorest of the poor. As the video explains there are five social classes even though social media makes it seem like poverty do not exist in the U.S it does. In fact only a small percentage of individuals are extremely wealthy. Next would be upper middle class and from there we figure out that most Americans will fit into the categories of lower middle class and the working class.Lastly the lower class are individuals will little to no education and have a higher crime rate then other social class.

Global Stratification
https://www.youtube.com/watch?v=M3H95DieYhg

This video tries to show how the worlds income is divided. They use the example putting it all into a champagne glass. Twenty percent of the worlds richest individuals get eighty-two percent of all income that only leave seventeen percent for the rest of the world. Because of this low percentage millions of people are living in complete poverty and cannot get food or clean drinking water. Many individuals have died from completely preventable illnesses but because of no access to basic necessities due to poverty many individuals have died and will continue to die because of poverty.

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Alerts
+ Add New | Current | Expired

Ladies and gentlemen,
Just a reminder - Soc final exam is available from Monday to Wednesday at 4:30 pm.
Important messages:
1. There are two parts for 3 hours. Part I has 35 questions for 70 points.
For Part II, originally I eliminated some questions, but they were not totally deleted. Now there are 60 questions for Part II.
2. Though you can choose the text time during 7/20 6:00 am to 7/22 (W) 4:30 pm. for 3 hours, you need to take the 2 tests consecutively within 3 hours, not to separate them into 2 different timeframes.

I will be in our class on Tuesday night (6 - 9 pm.).
If you have questions or you want to stop by, I will be there for 3 hours as usual.
Email me if you have questions. Good luck! Crystal

Good luck! Crystal
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Final Exam in the Lessons
Announcement Display Dates: 07/15/15 - NEVER EXPIRES

Ladies and gentlemen,
The final exam is located in the Lessons (Part I and Part II). Begins on 7/20 M to 7/22 (W). Good luck.
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soc 7/14 class notes and reminder
Announcement Display Dates: 07/14/15 - NEVER EXPIRES

Ladies and gentlemen,
Tonight we did peer mutual review on the collage/scrapbook project. Then we focused on economy and politics (the rest of social institutions are much more self-explanatory). We did not have enough time to watch a social change documentary (a very big digital file, not suitable to upload to e360). If you are interested, there are many social movement videos on youtube, TED, vevo...etc. available.
I collected "are you a liberal or conservative" worksheet.
Thanks to Lisa and Mary bringing treats.
Reminder:
1. I will read your project soon. You can pick it up during the first week of the coming Fall semester
(room 11E). If you decide to leave to me as a gift, I appreciate that.
2. I posted social institution quiz keys. Please self-correct. You don't have to submit the score.
If you find errors/typos, please email me for correction.
3. Draw the Sociology big picture
– how do you introduce to a person who doesn’t know about Sociology.
Explain it based on the big picture with your words. 10 points. Post it with your step 4 (reflection)
4. Write 400-500 word reflection (20 points)
on what you learned about Sociology. Post on Discussion. (with step 3)
5. Comment on at least 2 peers’ work.
(at least 50 words, 5 points). Total 25 points (with step 4).
6. Take online final exam. 70 questions for 140 points.
(You have 3 hours to complete it at home/library with high-speed Internet connection).
Cover chaps 1, 2, 3+4, 7, 8+9, 12+13+14. From 7/20, (M) 6 am. to 7/22, (W) 10 pm.
This is a great class!
Email me if you have questions. Good luck. Crystal
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SOC about chaps 8+9 revised keys
Announcement Display Dates: 07/12/15 - NEVER EXPIRES

Ladies and gentlemen,

Just a short note - Thank to Lisa pointing out some errors in chaps 8+9 Keys. I reposted the new version keys for #15, 16, 17 and 18 (I thought I deleted these questions due to the changing data in new and the older editions). For #17, the closest one is 1/3.

Let me know if you find other errors. See you Tuesday. Crystal
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7/7 class notes and reminder
Announcement Display Dates: 07/07/15 - NEVER EXPIRES

Ladies and gentlemen,

Thanks for the mini-sharing of your goodie bag.
We covered basic concepts of chaps 8 and 9 and ran out of time to share your videos.
I passed out the semester collage/scrapbook project peer mutual grading sheet. Please read carefully, and bring back next week.
Reminder:
1. Download chaps 12+13+14 (only edu) quiz from Lessons.
Do the best you can. Print off and bring in next class.
I posted previous chapters' quiz keys on Discussion. Please do self-correction.
2. Preview chap 15 and post 3 links on Discussion for each Urbanization, population and environment
(each link with 50+ word citation) and comment on 2 peers' posts. (19 points).
3. Organize and design your Collage/Scrapbook project.
You can design anyway you want (such as by chapters, images, and contents...etc.).
Select 10 pieces of info or images from all peers' contributions. (All together, 10 pieces).
You can put at the end of your project pages.
Give each piece a sociological interpretation or reinterpretation- hand written or type up
(you can express agree, disagree and why from sociological points of view....)
Review the peer mutual grading criteria on the slip that I gave you, and bring back next week.

Email me if you have questions. Crystal
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6/30 Class notes and reminder
Announcement Display Dates: 06/30/15 - NEVER EXPIRES

Ladies and gentlemen,
Tonight thanks for the mini-presentation on chaps 8+9 and goodie sharing.
We continued chap 7 and corrected the quiz. I returned chaps 3+4 quizzes. Keep the quizzes for final exam review.
We ran out of time. I introduced chaps 8+9 with overview videos (they were posted on Lessons, but due to school e-streaming, it might not show up on your computer. But you can try if you want to view all the details.)

Reminder:
1. Keep on reading chaps 8+9 and download quiz on Lessons.
Print off. You can complete some of it in next class
during chaps 8+9 being covered. Then we will correct it.
2. Post 3 video links on Discussion.
One ties to general Social Stratification concept, one relates to Social Class,
and the last one is about Global Stratification. Make sure they are all hyperlinked.
Give each link at least 50 word summary. (15 points). Review at least 2 peers' posts (4 points).
3. Preview Social institutions (chaps 12, 13 and 14. For chap 14 only focus on Education).
Then make 10 goodie bags based on these 3 chapters as a unit.
Email me if you have questions. Crystal

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6/23 class notes and reminder
Announcement Display Dates: 06/23/15 - NEVER EXPIRES

Ladies and gentlemen,
Tonight we continued chaps 3+4 with a couple of videos tied to socialization processes.
Then we watched an introduction video about deviance with Andy Williams' case.
We ran out of time for quiz correction and your case sharing.
I collected them.
Reminder:
1. Review chap 7. Do the best you can on quiz (Lessons => chap 7 link). I will continue a couple of important deviant theories of chap 7 on coming Tuesday. You can complete quiz in class before correction. Then we will discuss your case writing.
2. Preview chaps 8+9 Social stratification as a unit.
Prepare 10 goodies based on these 2 chapters.
3. Post tonight's notes on Discussion and 2 peer reviews for 19 points.
Email me if you have questions. Crystal
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6/16 class notes and reminder
Announcement Display Dates: 06/16/15 - NEVER EXPIRES

Ladies and gentlemen,

Tonight, thanks for chaps 3+4 goodie mini-presentations.
We did a Window Traveling with an in-class activity. Then we corrected chap 2 quiz. I collected and will return it next week.
I showed a couple of videos tied to peers' comments. Then I briefly outlined chaps 3+4 with Lee's case.
Reminder:
1. Post tonight’s note on Discussion (15 points). Comment on 2 peers’ posts at least 50 words each with word count (4 points)
2. Download chaps 3+4 quiz (in E360=>Lessons). Do the best you can (at least 70%).
You can complete in the next class session before correction.
3. Skip goodie bags once, but preview chap 7.
rite about a deviant/criminal case (total, 500+ words).
Provide a summary of the chosen case with when, where, who, what and how the case happened that way.
Provide 5 potential factors that affect the case to happen.
Provide 3 potential or hypothetical solutions to prevent this case to happen again.
Print off a hard copy for peer reviews.
Email me if you have questions. Crystal
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soc 6/9 class notes and reminder
Announcement Display Dates: 06/09/15 - NEVER EXPIRES

Ladies and gentlemen,

Tonight, thanks for the cultural mini-presentation.
We continued the 3 paradigms (mind-eye, analytic tools) with a part of chap 4 roles and status preview.
I collected your chap 1 quiz score. Majority did well.
Then we covered part of chap 2.
Reminder:
1. Review chap 2 and download quiz from Lessons. Complete and print off a copy for in-class correction.
2. Post tonight's notes on Discussion (15 points) and comment on 2 peers' work (4 points).
3. Prepare 10 goodie bag (from chaps 3 and 4 as a unit).
Email me if you have questions. Crystal
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6/2 class notes and reminder
Announcement Display Dates: 06/02/15 - NEVER EXPIRES

Ladies and gentlemen,

Nice to meet you tonight. Thanks for sharing your concerns about human societies.
I explained a major project (collage/scrapbook) of this semester, and the required assignments for next week.
Then I briefly shared the big picture from my 12 years' sociology learning experience followed by introducing 2 of the 3 big sociological mind-eyes/perspectives/paradigm as analytic tools.
I collected your 5 questions (if you don't have them, bring in next week without deduction. Those brought in tonight, got an extra point).

Reminder:
1. Complete chap 1 take-home quiz (in E360=>Lessons). Print off and bring in for correction next week (20 points)
2. Post chap 1 notes on Discussion. Critique on at least 2 peers’ work. (19 points)
Each critique needs at least 50 words.
3. Collage project:
Preview chap 2 and select 2 terms/ideas

Prepare 10 goodies bags based on chap 2
i. one humorous info
ii. one serious info
iii. Gift(s) you want to generously share with peers.(10 points)
Email me if you have questions. See you next week. Crystal
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Welcome!
Announcement Display Dates: 05/30/15 - NEVER EXPIRES

-----------------
Introduction to Sociology
SOC Welcome to our Soc world!! Cannot wait to meet you !!

Ladies and gentlemen,

Welcome to our Soc world!! Cannot wait to meet you !!

My name is Crystal Li-chin Huang, your soc instructor/facilitator. You can call me Crystal or Li-chin, either way is fine to me.

Before our class begins on June 2 (T) at 6:00 pm, I would like to remind you of the following important information:

1. First of all, you need to have the textbook ready-
Macionis, John. 13th ed., (2014-15). Society, The Basics. New Jersey: Prentice-Hall Inc.
Younger or older version of the textbook will be fine!

This is a hybrid accelerated learning class. We will use E360- the LMS (Learning Management System) weekly online learning activities. You need to be familiar with the major navigation buttons (in particular, Discussion, Lessons, and Dropbox).
I will explain in class for the new users. The E360 will be available to you on 5/30 (Sa) for you to browse and begin the Introduction Discussion.

3. Please browse our syllabus (attached) and start reading chap 1 - Sociological perspective, theory, and method.
Complete the Introduction Discussion (Click the Discussion button at the left hand side navigation bar. 10 points), and prepare 5 questions (5 points) on your note book for week 1 discussion.

If you have any questions or find errors in the syllabus, email me as soon as you can for me to answer or correct. See you on coming Tuesday at 6:00 am., room 229
Crystal lhuang@cvtc.edu
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Post chap 15 Three links with peer reviews (19 points)

Posted By Li-Chin Huang
07/07/2015 9:23 pm

Comments

Carl
07/11/2015 11:25 am

*** For the video links to work, you have to hold down Ctrl while clicking them***

POPULATION DEMOGRAPHICS:
https://www.youtube.com/watch?v=1QDxcqco2M8

America's population is growing more racially diverse and, in 30 years, the nation will have a new majority—a majority composed of minorities. New projections from the Census Bureau suggest that the country's white population is shrinking as the number of minorities rapidly grows. This change presents both challenges and opportunities to education policies, employment and politics.

URBANIZATION:
http://study.com/academy/lesson/urbanization-and-other-effects-of-the-industrial-revolution.html

The Industrial Revolution changed material production, wealth, labor patterns and population distribution. Although many rural areas remained farming communities during this time, the lives of people in cities changed drastically. The new industrial labor opportunities caused a population shift from the countryside to the cities. The new factory work led to a need for a strict system of factory discipline.

ENVIRONMENT:
https://www.youtube.com/watch?v=RZ_xoy9NuU4

We do all share a beautiful planet. However, societies increase the environmental deficit by focusing on short-term benefits and ignoring the long-term consequences brought on by their way of life. The more complex a society's technology, the greater its capacity to alter the natural environment. The state of the environment is a social issue because it reflects how human beings organize social life.

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Mary  07/13/2015 10:16 pm
Carl, I couldn't get your video's to run for me. I really liked you comments on "population". It is really interesting to think of white people as being the minority in the future. I think it is a little bit scary because- well I don't think we were terribly nice as a majority!!
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David  07/13/2015 11:20 pm

Carl,
Your video on urbanization during the industrial age is thought provoking. It’s pretty hard to even visually imagine 6 people trying to share one bed to sleep in. Additionally it’s interesting to see how much social progress has been made towards worker’s rights while keeping in mind the current trend of removing them. I must admit though, I did get a pretty good chuckle out of fining employees for being late….

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Aunakah  07/14/2015 2:02 pm

Hey Carl! I thought your population video was neat. I liked how you used a video that was more like an interview instead of movie/ animation format. The minority majority or sorry majority minority in a new term and eye opening realization. I suppose living in California I have seen this increase more because I was closer to the board of Mexico, which according to the video is the one culture that will increase the most. Thanks for sharing!

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Sherilyn   07/13/2015 7:53 pm

Population Demographics:
https://www.youtube.com/watch?v=QwfH1gYkXTw

This video talks about the changes in lifespan. It talks about the changes that are happening today with people having less children and living longer. And how the population is not changing even though people are having less children, because people are also living longer.

Urbanization:
//www.youtube.com/watch?v=7QWAXWht
This is a short video on urbanization.
Environment:
https://www.youtube.com/watch?v=JyL58vlbvgw

I love this quote from Dr. Seuss's The Lorax 'Unless someone like you cares a whole awful lot, nothing is going to get better. It's not.' And it's so true. We need to care for the world we live in. Even making little changes like shown in this video by riding a bike, recycling, and reusing things, it can make a big difference.
Thanks for watching my videos! I tried to keep them short and to the point.
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Mary 07/13/2015 10:08 pm

Sherilyn, I really liked all of your videos especially the environment one. That big elephant running and that loud crying he was doing hit a nerve. I felt like someone was chasing him for his huge tusks. I couldn't get Carl's videos to work for me-I am pretty sure the problem lies with me and not the videos!! See ya tomorrow night!!

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David  07/13/2015 11:16 pm
Sherilyn, your first video on population is pretty interesting to think about. I was curious after watching it what some of the more extreme examples of an inverse pyramid might look like so I searched around and found a potential example of what Japan’s population might look like in 2050. Rough eyeballing that it looks like for every person 30 and under, there will be 4 people who are 30+.

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Sherilyn  07/14/2015 10:38 am

Cool! Thanks David! That is very interesting!

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Aunakah  07/14/2015 2:08 pm
Hey Sherilyn! I can't agree with you more on your quote from Lorax. Your video was very good. It said a lot with out saying a thing verbally. I really enjoy see the many ways individuals view a subject or situation and i find an optimistic view works for me best. Thanks for sharing!

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Lisa  07/14/2015 3:07 pm
LaRaine,
Excellent videos.
I will be 77 in 2050. Interesting to see where population is estimated to be at that time.
Love the environment video. Reduce. Reuse. Recycle. So very important. I try to do this in my life and teach my children to do this as well.

Also, I love the Lorax quote and I am glad that you included in your post!
Exactly, short and to the point. Good job!!

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Mary  07/13/2015 8:44 pm
I found new ones that worked and just ended up deleting everything!!! Back to the drawing board.

1:07:38
Play next
Play now

4 MINUTE VIDEO THAT WILL CHANGE YOUR LIFE FOREVER ! SAVE THE ENVIRONMENT ! - Duration: 4:20. by GeoXD17 37,925 views

I am an absolute animal lover, this video made me very sad which made me really think.7 Billion: How Did We Get So Big So Fast? - Duration: 2:34. by NPR 1,073,413 views

I thought that this short clip explained population very simply.

7 Billion: How Did We Get So Big So Fast? - Duration: 2:34. by NPR1,073,413 views

O.K. I've been working on this for quite a while now, and I can not get anything about urbanization to copy over for me!!!

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Sherilyn  07/14/2015 10:46 am
Hi Mary,
Great videos! They really make you think! I noticed in your environment video how many things could have been recycled or used in compost and then it wouldn't end up all over. It is so sad to me how wasteful we are. We have this out of sight out of mind mentality in the US. This is something we can change one person at a time. Thanks for sharing your videos! see you tonight.

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Carl  07/14/2015 11:11 am
Hi Mary,
I really liked your videos on the environment and populations growth. It does make you stop and think about how we are treating the air and water that we so desperately need. It is up to each of us to do what ever we can to save the environment from destruction.

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Carl  07/14/2015 11:12 am
Hi Mary,
I really liked your videos on the environment and populations growth. It does make you stop and think about how we are treating the air and water that we so desperately need. It is up to each of us to do what ever we can to save the environment from destruction.

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David  07/13/2015 11:14 pm
Urbanization:
https://youtu.be/eFboV2m1yuw

This video gives another perspective on how urbanization takes place in a country other than ours. In this case it is Dhaka, India. It’s interesting to consider how some of the same socio-economic decisions that people are making there are basically equivalent to the ones that we make the in the US; granted that theirs carries significantly more weight due to lack of day to day needs.

Population:
https://youtu.be/b98JmQ0Cc3k

This video I feel gives a good quick overview of some of the issues related to population such as potential shortages and inequalities related to economic status. The water shortages information is worth noting considering the current ongoing condition on the west coast. Seeing as the video is dated from 2010, I wonder how close the comparisons vs. China are now compared to back then.

Environment:
http://www.worldometers.info/

While this one isn’t a video in the normal sense, I thought it painted an overall stronger picture of a number of the issues related to the environment while all still being in one place. Looking through some of the counters there are a number of interesting statistics to see. The Energy stats, particularly their best estimates as to when various resources will run out are pretty eye opening I think. Also, at the bottom of the site is a link to just USA’s stats which covers additional and more in depth numbers related to the US.

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Sherilyn  07/14/2015 10:53 am

Great videos and information David! It amazes me that in a day and age where information is at our fingertips we can't come up with ways to better protect our environment. Thank you for the thought provoking videos on urbanization and population.

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Carl 07/14/2015 11:16 am

Hi David,
Great videos. I especially liked the sobering video on over population and the problems that it causes. I know it is not at the top of the list of world problems presently, but it should be. Nearly every social problem we will encounter in the future will be made much worse if we do not come to grips with this over population.

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Aunakah  07/14/2015 1:54 pm

Urbanization
https://www.youtube.com/watch?v=Kc2DtUehj48

This video is focused on the urbanization of Chine. Their cities have bloomed and they touch on the subject of needing more consumption. This video show urbanization rates over the year and even into the future. They show how that migration will impact China and how it is already being seen. They talk about the segregation of urban and rural living and they enforce the individuals in those particular up bringing to remain in that specific location. They try to inforce that through laws and regulations on property ownership. Word Count 93.

Population
http://www.discovery.com/tv-shows/other-shows/videos/powering-the-future-population-growth/

The video start off with showing a birth take place and then it goes into the number of births that take place. They illustrate that every second a new human bean in brought into this would make. Additionally, they discuss how birth rates are at their highest and when you are aware you can see/hear the population grow (metaphorically). They talk about this growth in population and the impact it will have on our resources, specifically, electricity. How much will we use? Word Count 80.

Environment
https://www.youtube.com/watch?v=RZ_xoy9NuU4

This video is pretty neat. It uses a lot of Sociology terms like: environment, nature, society, and social conflict in regard to environment and society. The also mention the three basic functions of the environment: essential resources, waste repository, and housing. This video analysis many environments, showing their conflicts and their resolutions to those conflicts. Word count:54

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Lisa 07/14/2015 2:51 pm

Hi  Anunkah,
I really liked your videos.
In the urbanization video, I found it interesting how China uses the plot of land as a kind of welfare system, ensuring that the people can eat. Interesting.

The population video is crazy to think that the stadium full of people is how many babies are born each day...WOW!

The environment video was exactly as you said, it uses a lot of sociology terms and really ties the two together.

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Lisa  07/14/2015 2:34 pm

Sociology Chapter 15 Videos

Urbanization:



Increasing urban and suburban populations across the country are having significant impacts upon our National Forests. An "Urban National Forest" is defined as any National Forest with a million or more people within an hour's drive. Currently there are 14 such Forests around the country and many more are soon to qualify. What does this mean for these trying to manage the Forests? This video gives an overview of this pressing issue.

This video really speaks to me. I really love visiting America's National Forests and to realize the impact urbanization has had on these forest saddens my heart at times. It is fascinating the difference between the urban usage and rural usage of National Forests. The impact of urbanization on the National Forests in undeniable.

(I guess this video could be environmental as well. But I felt like it was focused on urbanization.)

Population:



This short video has rapid text (unless I am a really slow reader, I had to pause almost every text screen.) I found this video informative on the population migration of India within the country itself and outward to the UK and USA. It also discusses health and wages issues in a country with so many people. Short and to the point!

Environment:



How do humans negatively affect biodiversity? Our actions in a given environment cause problems directly and indirectly.

This video does a very good job of explaining the overall affect humans have on biodiversity. The part the really stands out to me is the effect that hormones in the water supply have on frogs. I collect all old medications from members of my family to prevent them from getting into the water supply, but that is not necessarily enough. Some of these hormones are in our urine and flushed down the toilet, into sewer and back into the water supply. We need to be aware of our impact on our environment.

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Lisa  07/14/2015 2:35 pm
So I guess I just don't get it. I tried to copy and paste the embed link into my posting, but I still can't get them to link. :-/

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David  07/14/2015 5:17 pm

Once you have the embed link in the post, go under edit and then it should show up. Was monkeying with that myself last night.

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Leah 07/14/2015 3:46 pm

Population:

https://www.youtube.com/watch?v=khFdmp9sZk

Urbanization:

https://www.youtube.com/watch?v=z9AZfwfyATI

Environment:

https://www.youtube.com/watch?v=vLiOyHXRjTc

--------
Post 3 links of chaps 8+9 (plus summary) here with peer reviews

Posted By Li-Chin Huang
06/30/2015 10:08 pm


David  07/05/2015 1:08 pm

Social Stratification
https://www.youtube.com/watch?v=iEPqCe5oPRw
This video discusses some of the basic concepts of social stratification. It starts off by discussing how different categories are created unto which people or groups fall into in an effort to establish or reinforce differences in relative social worth. The main examples that the video uses to highlight this are race and gender and how it relates to inequality. It also talks about how all social societies have stratification and that it typically scales based on the size of the population. This meaning that bigger groups have more categories and ranks. Also highlighted was that categories and ranks can be dynamic, meaning that they can change in power or prestige over time, but for the most part are relatively stable.

Social Class
https://www.youtube.com/watch?v=-c81D2KSoa4
This educational video from 1957 covers the topic of social class in America by highlighting the differences between three babies born at the same time but into different social classes. It then further highlights this by showing the differences in their post high school education choices and how those choices are tied to their social class. It also covers vertical and horizontal mobility and how they can affect your class. It also interestingly highlighted that class boundaries can be effected by geographic location meaning that depending on your area your class may be more or less effected by either your ascribed or achieved statuses.

Global Stratification
https://www.youtube.com/watch?v=KbS1VkX3CP0
This video covers Wallerstein’s world systems analysis theory and how it relates to global stratification. It states that this is a sub category of the dependency theory category which means that the inequality that we see now is largely based on the past. It demonstrates how countries break down into either core, semiperiphery or periphery categories based on their overall wealth and how they support the wealthiest ones. The video also covers how this starts a process with developing countries becoming caught in a debt cycle where they typically end up being stuck taking out loans for development, but at the same time curtailing development in an effort to pay back their outstanding loans.

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Aunakah  07/06/2015 1:18 pm
Great videos David! Your video on social stratification was one of the videos I was going to go with but I decided to go with something else. I thought you video on social class was fascinating to watch. It is so interesting how class can impact someone so and how it is not discuss today as factor in climbing up the ladder. Additionally, how merit can be difficult for those within a certain class, holding a certain master statuses. Very interesting indeed. Thank you for sharing!

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Christine 07/06/2015 9:21 pm
David, your videos are wonderful! I have been trying to figure out how to get mine to download into E360, but don't seem to be able to do that.

Great work!

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Sherilyn  07/06/2015 10:39 pm
Great videos David. I was going to use the same video for social stratification but you beat me to it. Your videos were full on great information and interesting as well. Thank you go finding them and posting them. And your notes that went with them were well thought out.

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Mary 07/07/2015 1:23 pm
Great videos David. I loved the Elvis comparison in the first one and also the little girl and boy looking in their diapers-sad but true!! The second one was cool too! It was made decades earlier but is pretty much as true now as it was then. That one felt like watching an old movie!! Thanks I enjoyed them all!

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Aunakah  07/06/2015 1:09 pm
https://www.youtube.com/watch?v=ik1y4ZNSjek
This video is a nice short video on social stratification. It looks at the economic wealth and how it got distributed unevenly. It talked about policy decisions made on taxes, education, labor, macroeconomics, and trade that shifted the economic power away from the lower and middle class. Sending more power to the top (upper class) and allowing them to set the rules for the country.
Word Count: 66

https://www.youtube.com/watch?v=4HIe4qwObUk
This video is a documentary of students that attend Georgetown from opposing social classes. These students discuss how they view their social class and how that social class meshes or clashes with that of Georgetown where they attend school. Additionally, the students talk about their actions/responses and how they differ depending on what environment they are in, Georgetown or Home, and how that can be difficult for them to maintain. Word count: 70

https://www.youtube.com/watch?v=Ma237TXy0YI
This video is about global poverty and the choice to help change it. Within this video we get to look at mass production and the different places it take place. Also, when we decide to do something in one place of the country it can affect someone in another part of the country. What we do matters. We look at consumption, export industries and cheap labor. Lastly, the video discusses how shopping to make a difference is a privilege so understand and advocate. Accountability. Good video on Global stratification. Word count: 89

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Sherilyn  07/06/2015 10:54 pm
Very good videos Aunakah! The first one showed how the tables have tipped and 1% has so much power now. The second one was good in showing how we try to fit in by mimicking those around us to hide that we are different. And the third one showed how we give a little here and there and say we are making a huge difference. So we can feel better about all the things we have and even throw away. Good job!

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David  07/07/2015 7:08 am
Hey Aunakah,
Your first video on stratification covers the topic very well. Even though it is short it still pushes through a lot of the content on economic stratification caused by income.

Your third video definitely provides an interesting perspective on global stratification and also touches on colonialism and the different sectors of the economy even though it doesn’t necessarily come out and say so. Nice finds.

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Mary  07/07/2015 1:26 pm
Wow I love these videos, but I can't figure out how to do that!! I am sure I will lose my points for this assignment as I am just down loading my regular notes again!!
Grade This Post :: points
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Christine 07/06/2015 9:22 pm
Great job Aunakah! I am having trouble getting my links to attach or show up in E360. Yours look great!

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David  07/07/2015 7:09 am
One way you can do it is to click the embed button while on youtube and copy that into your post on e360. This will then show them in your post directly instead of needing to click and follow the link to them.

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Sherilyn  07/06/2015 10:34 pm

Social Stratification
https://www.youtube.com/watch?v=RGkqh5x6scw
This video focuses on the poverty line in America. But I thought it was good. The people in this video talk about how no matter how hard they try they are stuck. My classmates before me pick some really good videos. So I thought I'd share this one.

Social Class
http://www.youtube.com/watch?v=UQ7ORLot4V8
This video talks about the 5 social classes in America. 1 elite 2 Upper 3 Middle 4 Lower middle working class 5 Poor, Homeless, Unemployed. Who has the power and who doesn't have the power. (Warning some of the music may be offensive.)

Global Stratification
http://www.youtube.com/watch?v=Un9y-0xCvfc
This video talks about stratification on a global level. Did you know that 62 countries live in poverty? Low income countries earn only 1% of the worlds income. And we complain here in America that we don't have enough. The pictures throughout the video are heartbreaking. Each one of my videos are about 4 minutes each. I wanted them to be short so that you would watch them. See you tomorrow night in class! Words 174

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David  07/07/2015 7:17 am
Hey Sherilyn,
Nice collection of videos. The second one kind of reminds me of our collage final project and definitely needs a replay (or a number of stops) to really catch all of the information it presents. The first video I thought highlighted pretty well the cyclical nature of poverty that the textbook talked about.

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Aunakah 07/07/2015 12:12 pm
Hello Sherilyn. I really enjoyed you videos. Your video on social stratification was a very pathos film and focused on that of the lower class and their struggle to maintain a living. Your second video on social class was nice because it used a lot of the terms from our text book and put them to action. Your last video touches on poverty globally, something my eyes were open to last year, and I have been looking a the very things I can do to help make a difference through my actions. Pretty much be a product of my actions and possibly cause a domino affect in other lives. Thank you for sharing!
Grade This Post :: points

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Mary 07/07/2015 1:39 pm
Sherilyn, I liked the first one. The second on was probably my favorite! I thought it was very informative!! I kind of liked the fact that they were short and sweet, because I don't have very much time to read them all!! I still don't get how you guys did these, hopefully I'll find out tonight!!

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Carl 07/07/2015 3:53 pm
Hi Sherilyn:
I liked all three of your videos. All three showcase the inequality in this country as well as the world in general.
Viewing the videos causes one to want to help reduce the terrible economic inequity between nations.
I agree, they are heartbreaking.

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Lisa  07/07/2015 1:39 pm
Social Stratification:

http://

This is a short video by the Three Minute Sociologist. He provides a nice overview of social stratification.

1.) What do we mean by stratification? Making layers -- figuratively not literally.

2.) How people create and reproduce social divisions and inequality.The metaphor for social layering.

3.) How can society be stratified? The social forces of social class shape individuals and society gender, sexuality, age, race, ethnicity.

Global Stratification:

http://

This video clip shows the living and working conditions of the people who work for Foxconn, the subcontractor to provide production for Apple's products. Our material happiness is bought at the expense of Chinese workers who provide the labor for mass production in globalization.

Social Class:

http://

Social class (or simply "class"), as in a class society, is a set of concepts in the social sciences and political theory centered on models of social stratification in which people are grouped into a set of hierarchical social categories, the most common being the upper, middle, and lower classes.

In this video footage taken from Competition and Dominance Hierarchies in Rats (1940), I found it fascinating to watch the behavior of the rats. This is a short video with a musical background and some words on the screen, but it is powerful in its statement.

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Lisa  07/07/2015 1:45 pm
I realize that my video links do not work. I guess I don't know how to post them. Any help or suggestions are appreciated.

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Mary 07/07/2015 1:42 pm

Chapters eight and nine notes (Chapters 10, 11, & 12 in my book!!)

Social stratification-a system by which a society ranks categories of people in a hierarchy.

Social mobility-a change in position within the social hierarchy.

Caste and Class Systems-Caste systems, a social stratification based on ascription, or birth. Class systems, social stratification based on both birth and individual achievement. Meritocracy, social stratification based on personal merit.

Endogamous marriage-marrying within a social category.

Status consistency-the degree of uniformity in a person’s social standing across various dimensions of social inequality.

Structural social mobility-a shift in the social position of large numbers of people due more to changes in society itself than to individual efforts.

Ideology-cultural beliefs that justify particular social arrangements, including patterns of inequality.
David-Moore thesis-states that social stratification has beneficial consequences for the operation of society.
Blue-collar occupations-lower prestige jobs the involve mostly manual labor.
White collar occupations-higher-prestige jobs that involve mostly mental activity.
Socioeconomic status-(SES) a composite ranking based on various dimensions of social equality.
Conspicuous consumption-buying and using products because of the “statement” they make about social position.
Intragenerational mobility-a change in social positionoccuring during a person’s lifetime.
Intergenerational mobility-upward or downward mobility of children in relation to their parents.
Feminization of poverty-the trend of women making up an increasing proportion of the poor.
Relative poverty-the lack of resources of some people in relation to those who have more.
Absolute poverty-a lack of resources that is life-threatening.
The dimensions of social stratification-income, wealth, power, occupational prestige, schooling.
Explanations of poverty-

Blame individuals: The culture of poverty thesis states that poverty is caused by shortcomings in the poor themselves(Oscar Lewis).

Blame society: Poverty is caused by society’s unequal distribution of wealth and lack of good jobs (William Julius Wilson).
Colonialism-The process by which some nations enrich themselves through political and economic control of other nations.

Neocolonialism-A new form of global power relationships that involves not direct political control but economic exploitation by multinational corporations.

Multinational corporation-A large business that operates in many countries.

Factors causing poverty:

Lack of technology limits production.

High birth rates produce rapid population growth.

Traditional culture patterns make people resist change.

Extreme social inequality, distributes wealth very unequally.

Extreme gender inequality, limits the opportunities of women.

Colonialism allowed some nations to exploit other nations, neocolonialism continues today

Modernization theory-maintains that nations achieve by developing advanced technology. This process depends on a culture that encourages innovation and change.

Walt Rostow identified four stages of its development:

Traditional stage

Take off stage

Drive to technology maturity

High mass consumption

Dependency theory-A model of economic and social development that explains global inequality in terms of the historical exploitations of poor nations by rich ones.

Immanual Wallerstein identified three categories of nations in a capitalist world economy:

Core-the world’s highest income countries

Semiperiphery-the world’s middle income countries

Periphery-the world’s low income countries

Three factors in the dependency theory:

Export orientated economics

A lack of industrial capacity

Foreign debt.

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Li-Chin Huang
07/07/2015 3:01 pm

Hi, Lisa and peers:
You can click Lisa's 3 links.
https://www.youtube.com/embed/PJbSRbhs9vg - an overview of social stratification

https://www.youtube.com/embed/MSnXASI3rKk - Global Stratification

https://www.youtube.com/embed/PJbSRbhs9vg - Social hierarchy in rats


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Carl  07/07/2015 3:34 pm

SOCIAL STRATIFICATION:
https://www.youtube.com/watch?v=mr_TdZFUTJU
This video shows about how society is divided up into layers, and what kinds of mobility and traits there are within those layers.
The video discusses the types of stratification and systems of stratification. It covers the upper class, middle class and lower class. It also talks about status consistency, social mobility and class traits.

SOCIAL CLASS
https://www.youtube.com/watch?v=PJbSRbhs9vg
This video informs us about how class is an essential object of analysis for sociologists, political scientists, anthropologists, and social historians.
In the late 18th century, the term "class" began to replace classifications such as estates, rank, and orders as the primary means of organizing society into hierarchical divisions. This corresponded to a general decrease in significance ascribed to hereditary characteristics, and increase in the significance of wealth and income as indicators of position int he social hierarchy.

GLOBAL STRATIFICATION:
http://study.com/academy/lesson/global-stratification-definition-differences-in-income-levels-and-poverty.html
This video defines global stratification and discusses how nations are stratified. It details the current differences between high-income, middle-income, and low-income countries.
The largest proportion of the world's nations - about 42% - falls into the middle-income category. India, Egypt, and Mexico are examples of middle-income countries.

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Casey  07/07/2015 4:56 pm

Global Stratification
"How economic inequality harms societies"
http://www.ted.com/talks/richard_wilkinson?language=en
A TED talks video featuring Richard Wilkinson, a public health researcher that discusses the disparity between the richest and poorest in society and how this has a direct effect on health and social problems plaguing society. It also gives a look into what countries suffer the most and suffer the least. Interestingly enough, it also links your children’s well-being is linked to how unequal they feel in comparison to the rest of society. The countries trust also trust each other when there is more equality between classes, mental illness, and violence is lower as well.

Social Class
"The Indian Caste System – An Introduction"
https://www.youtube.com/watch?v=Oh_xvKLhZHg
A short video, but a brief look into India’s caste system. It discusses how it affects India’s citizens from the moment they’re born and how the world they will be born into will treat them. India’s citizens are expected to perform duties at every level from the lowest to the highest of positions. Though, each level of class citizen is needed.

Social Stratification
"UK ‘now has seven social classes’"
http://www.bbc.com/news/uk-22011732
This video discusses how there are now 7 distinct social classes in the United Kingdom, based on a major survey conducted by BBC. In this video a mentions how social status isn’t just about money, but social and cultural capital as well. It gives a brief overlook of the varying classes as well as interviewing a small handful of people.

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Leah 07/07/2015 7:37 pm

https://www.youtube.com/watch?v=vttbhl_kDoo
This video talks about how the wealth in America is distributed. I don’t know how old the video is, but my husband showed it to me over a year ago. This video really opens your eyes to how the United States is divided as far as our wealth goes. In the video, he says, “The top one percent has more of the country’s wealth than 92% of American’s believe the top 20% should have.” It’s really hard to wrap my head around that one. The lower 80% of Americans split 7% of the country’s wealth among them.

https://www.youtube.com/watch?v=UQ7ORLot4V8
This video showed a comic in the middle of the video, where parents are giving their children their inheritances (one says poverty, the other says riches) and the parents are both saying “This is yours son, it’s been in the family for generations.” This is so meaningful, as in it explains that a family is what it is, no matter what you do. If you were born into poverty, you will most likely stay there as long as you don’t do anything about it. If you were born into a wealthy family, you will inherit their riches and live a “better” life.

https://www.youtube.com/watch?v=Un9y-0xCvfc
In this video I learned a lot. One thing being that low income countries only earn about 1% of the world’s income. The people in these countries are living on the streets, don’t have clean drinking water, and they eat whatever they can find. Children are expected to provide for their families at such a young age. These people are not getting the nutrition they need, and about half of these countries are considered malnourished.

------------------
Post 6/22 (T) class notes and 2 peer reviews (15+4 points).

Posted By Li-Chin Huang
06/23/2015 9:10 pm

Comments

Aunakah 06/25/2015 11:09 am

Notes Chapter 3-7
Socialization and Social Interaction
From the cradle to the grave
What matters is the dash between those two dates, birth thru death.
There are master statuses that impact our journey between those two dates: sex, gender, ethnicity social class.

What do people grow up to be so hateful?

Socialization: is life long, we are like a pack of wolves, we need to be in a environment where we interact. People help create identity.

Personality: a person’s personality is constructed by the interaction had with other individuals (socialization) which consist of patterns of thinking, feeling, and acting.

Temperament: is tied to more of natural instinct. If the child lacks attention there temperament will be out of line because they have not had enough interaction to build skills and awareness of self.

Self: George Herbert Mead’s term for dimension of personality composed of an individual’s self-awareness and self-image. Concept of self.

Looking glass self: term for the image people have of themselves based on how they suppose others perceive them.

Peer group: a social group whose members have interest, social position, and age in common.

Cohort: a category of people with a common characteristic, usually their age.

Without social interaction there is no self!

Interaction being deprived causes the imagination to take over?

Self-awareness: put yourself in other peoples shoes

Self-image: if you can see your reflection in other people, everyone’s eyes serves as a mirror.

Status set: all the statuses a person holds at a given time

Roles: act out statuses

Ascribed statuses: what you are born with or into

Achieved statuses: what you earned, based on personal effort

Master status: important for social identity, often shaping a person’s entire life

Presentation of self/impression management

Social isolation=death

Behavior patterns are not instinctive but learned

Sigmund Freud: elements of personality

Id: basic drive, Ego: pleasure driven, super ego: critical thinking, what are the benefits…

Jean Piaget: cognitive development

4 states: 1. Sensorimotor birth-2 object permanence, 2. Preoperational 2-7, 3. Concrete operational, 4. Formal operation abstract thinking usually at college level.

Lawrence Kohlberg: moral development

Preconvention: self like Id, Conventional: follow rules, right and wrong concept is very ridged, Post conventional: integrating development, moral

Carol Gilligan: moral development brought gender into play

Elisabeth Kubler Ross: stages of death: denial, anger, negotiation, resignation, and acceptance.

Agents of socialization: family, schooling, peer groups, and mass media.

Total institution: a setting in which people are isolated from the rest of society and manipulated by an administrative authority.

Re-socialization: radically altering an inmate’s personality through deliberate manipulation of the environment.

Free speech TV: did you know people make money through inmates being imprisoned. Who is involved: CCA, GEO, ALEC takes pride in generating.

Particular statuses

One status has many roles

Status set: having many statuses

Deviance (culture) vs. Criminal act (legal systems)

Deviance is tied to culture, behavior deviance from the norm, either by choice, design takes a sociological view, and circumstances.

Deviant can be neutral, negative, or positive.

One act of deviance may be negative in one culture but positive in another.

Formal social control: punishments to get people to stop what they are doing

Criminal deviance: functionalism has disharmony

Socialization and conflict

Functionalism is the moral boundaries of society

Conflict: class conflict, a person’s class in hierarchy

Formal sanctions: where power is used to control deviant behavior

4 main formal sanctions

Incapacitation

Deterrence

Rehabilitation

Retribution

Here are my notes from class. I hope they trigger some concepts that were discussed and make sense to you!

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Mary
06/26/2015 6:51 pm
WOW-GREAT NOTES Aunakah!! You had a lot of things in them I had forgotten, like from the cradle to the grave-what matters is the dash between these two dates. It reminds me a little of the quote "The two most important days in your life are the day you are born, and the day you find out why."

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Carl 06/28/2015 7:53 am
I echo others comments, great notes Aunakah.
Your notes on the prison system reminds me of other governmental programs that have been broken in the past. We have to do a better job with who we imprison and what for.
Also, you mentioned how we act out statuses within the roles we all play.
thanks,

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Christine  06/30/2015 7:59 am
I love the notes and yes, they did nudge a few concepts out of the dark for me.

Thanks!

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Lisa 06/30/2015 2:58 pm
Good job on your notes Aunakah!
I really like that what matters most is the dash in between the dates. My grandfather is currently passing and I have been very busy with visiting him as much as I can. And it is truly what is in between those dashes that mattered most in his life.

Thanks for including that in your notes.

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Mary  06/26/2015 6:44 pm

Chapter seven notes:

Deviance-norm violations ranging from minor (such as bad manners) to major infractions, such as serious violence. Deviance can also be good like Martin Luther King or Mother Theresa.

Id-devil

Ego-manager

Super Ego-saint

Psychology-sees the trees Sociology-sees the forest!

Without interaction there is no self. Isolation=Death

Temperament-nature Personality-nurture

Role strain involves one status Role conflict involves many statuses

Agents of socialization can pull you up, or drag you down

Thomas Hobbs-people are inherently bad. They are selfish and in need of control

Jean Jacqua Roussaeu-people are inherently good.

John Locke-blank slate

Modern Tech-is it really all that great??? Children being raised like chicken farms!!!

Kohlberg did all of his studies on only boys. Carol Gilligan brought gender into moral development. John Watson believes all behavior is learned.

Biological theories- explain human behavior as the result of biological instincts.Psychological theories-see deviance as the result of “unsuccessful socialization”. Sociological theories-see all behavior deviance as well as conformity, as products of society.

Labeling theory-deviance and conformity result not so much from what people do as from how others respond to those actions.

Medicalization of deviance-the transformation of moral and legal deviance into a medical condition.

Differential association theory-links deviance to how much others encourage or discourage such behavior.

Control theory-states that imagining the consequences of deviance often discourages such behavior.

Four justifications for punishment: Retribution, an act of moral vengeance by which society makes the offender suffer as much as the victim. Deterrence, discourage crimes through punishment. Rehabilitation, reforming the offender to prevent later offenses. Societal protection, rendering offender incapable of further offences by permanently imprisoning or death.

Criminal recidivism-later offences by people previously convicted of crime.

Community-based corrections-parole, probation, drug court

White-collar crime- crime committed by people of high social position in the course of their position.

Corporate crime- the illegal act of a corporation or people acting on its behalf.

Organized crime-a business supplying illegal goods or services.

Hate crime- a criminal act against a person or a person’s property by an offender motivated by racial or other bias.

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Carl 06/28/2015 7:55 am

Hi Mary,
I want to thank you for the great quote you mentioned in your reply to Aunakah's notes: "The two most important days in your life are the day you are born, and the day you find out why.". I had never heard that before, but it sure is profound.

Very good, detailed notes.

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David 06/30/2015 11:53 am

Agreed, although I would have not guessed that it was a Mark Twain quote.

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Sherilyn  06/28/2015 5:26 pm
Hi Mary,
Nice notes! Last semester I took psychology and being that I am going to school to be a cop we learned the Id, Ego, and Super Ego to be evil, cop, and good. Or if you remember the "old" cartoons when the carter had a choice to make and the two little figures would pop up and fight. You know the devil on one shoulder and the angel on the other. Then you have the police officer in the middle to create the balance. Anyway great job on your notes. See you in class Tue.
(LaRaine)

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Aunakah 06/30/2015 9:21 am
I just want to second what Carl said about your quote in reply to my notes on birth to the grave. Very good quote! Your notes on chapter 7 are great! The white collar crime is interesting, I would have never thought there was a label for that, let alone most of the theory's out there. Thank you for sharing!

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David  06/30/2015 11:46 am
Hey Mary,
While we haven’t talked about it yet, I think you really nailed one of the most prevalent motivators (or discouragers as it may be) when it comes to deviance topics from the text with differential association. While it was definitely less subtle when I was a teenager, differential association still comes into play even now with regard to deviance in a huge way. It’s certainly all about context to your social circle. I’m glad you added that one into your notes.

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Carl  06/28/2015 8:23 am
Notes on Socialization, Social Interaction and Deviance:

Socialization:

A matter of nurture rather than nature. It is a lifelong process that develops our humanity as well as our particular personalities.

Sigmund Freud: Three part human personality; id, superego and ego.

Jean Piaget: Four stages of cognitive development; sensorimotor stage, preoperational stage, concrete operational stage and formal operational stage.

George Herbert Mead: The self is part of our personality and includes self-awareness and self-image.

Lawrence Kohlberg: Studied stages of moral development.

Erik Erikson: Identified challenges that individuals face at each stage of life from cradle to grave.

Charles Horton Cooley: Used the term looking-glass self to explain that we see ourselves as we imagine others see us.

Carol Gilligan: Determined that gender plays an important part in moral development, with males relying more on abstract standards of rightness and females relying more on the effects of actions on relationships.

Social Interaction:

Is the process by which people act and react in relation to others.

Social structure refers to social patterns that guide our behavior in everyday life. The building blocks of social structure are status and role.

Status: A social position that a person holds. Ascribed status a social position a person receives at birth or takes on involuntarily later in life. Achieved status is a social position a person takes on voluntarily that reflects personal ability and effort. Master status is a status that has special importance for social identity, often shaping a person's entire life.

Role: Behavior expected of someone who holds a particular status. Role conflict is conflict among the roles connected to two or more statuses. Role strain is tension among the roles connected to a single status.

Through social interaction we construct the reality we experience according tot he Thomas theorem.

Dramaturgical analysis explores social interaction in terms of theatrical performance; a status operates as apart in a play, and a role is a script.

Three types of interaction in everyday life: Emotions, language and reality play.

Deviance: The recognized violation of cultural norms

Crime: The violation of a society's formally enacted criminal law.

Social control: Attempts by society to regulate people's thoughts and behavior.

Criminal justice system: The organizations - police, courts, and prison officials - that respond to alleged violations of the law.

Deviance and inequality:

Social-Conflict theories: White-collar crime, corporate crime and organized crime.

Deviance, race and gender:

Race-conflict and feminist theories: Hate crimes and closer control of female behavior than male behavior.

Crimes against the person and crimes against property.

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Sherilyn  06/28/2015 5:21 pm
Hi Carl,
Great notes! I didn't take many notes on Chapter 7 Deviance, thank you for posting your notes on that. I found it very interesting in class to learn that what one culture finds deviant another finds it normal. Like the video we watched in class when it came to alcohol and the ages in different parts of the world and how some parts it is not allowed at all. Thank again for posting your notes see you Tue in class.(LaRaine)

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Christine 06/30/2015 8:01 am
Thanks, Carl. Your notes filled in some of the gaps that I had in mine. I think you have a fantastic memory and a great ability to capture what we talk about in class. See you tonight!

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David 06/28/2015 12:59 pm

Week 4 Notes
We began with a continuation of chapters 3 and 4 and how these two chapters (socialization and social interaction) are a mix of psychology and sociology. We talked about how Psychology tends to focus primarily on the nature side of the equation while sociology believes that nurture is more important of the two.

Sociology also is concerned with the life journey map, which is the path and changes to our path from birth to death. Sociology wants to understand what causes deviance on this path and asks the question “Is the cause of this individual or societal?” The example we used to highlight this was children and their preferred future job outlooks and how they do not choose negative ones.

Next we talked about how social interaction shapes the Self.

Following that we talked about whether people are born good, bad or other.

Topic Examples: Child Called It (Movie), Bad Seed (Movie), baby temperament scale

There are 3 main perspectives from the Age of Reason on this:
Thomas Hobbes: People are inherently selfish and in need of control (pessimistic human nature [bad])
Jean Jacques: People are inherently good and are corrupted by the evils of society (optimistic view of human nature [good])
John Locke: Everything comes from experience and people are born with a blank slate or Tabula Rasa [neutral])

Moving to the development theories:
John Watson – Behavior patterns are not instinctive, but learned
Freud – Idea of ID, Ego, and Superego
Piaget – 4 stages of cognitive development where you must pass each stage to evolve
Example: video on child development stages
Kohlberg – Moral development occurs in stages (Pre-conventional --> Conventional à Post-conventional)
Example: Medicine Theft Experiment, also repeated by Gilligan by asking women that same question
Gilligan – Moral development specifically highlight gender differences
Erik Erikson – 8 Stages of Development where you can go back and forward between stages and failure to move to a stage is a cause of issues in society.
Ross – Study of Death and the stages surrounding it

Whether the 4 major sociology agents (Family, Schooling, Peer Groups, and Mass Media) are good or bad is also an influencing factor.

Here we began talking about Total Institutions and Resocialization. When failing the process of socialization this is where prison or mental hospitals come into play.

Example: Prison Industrial Complex video which highlighted how prisons are used to make money

Deviance was the next topic we talked about. It is important to note that deviant behavior is defined differently by different groups and varies widely.

Example: swimwear

Deviance is behavior different from the norm, which isn’t inherently bad such as with Martin Luther King. Deviance can introduce change as in that case.

There are two types of reactions to these behaviors. One being informal sanctions. These are the most common and are typically not very serious. Formal sanctions on the other hand result from when laws are broken and an “official” oversees that the sanction is handed out such as the police and courts. Courts rulings are a form of a degradation ceremony which is basically a reverse graduation where a person is assigned a negative status. The handing out of these sanctions helps to enforce conformity.

Key Terms: Socialization, Personality, Self and Self-Concept, Looking Glass Self, Peer Group, Cohort, Assigned Status, Ascribed Status, and Master Status, Role Exit, Role Set, Role Strain, Role Conflict

On Final: Role Strain – 1 status and pulling from different parts of that status

On Final: Role Conflict – 2 statuses and demands between both of them

Memory Tool: “Conflict” requests two things. Strain is caused by one thing

Quotes: “Psychology studies individual trees – Sociology studies forests”

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Aunakah 06/30/2015 9:26 am
I like your image/diagram on social interaction shapes the self. I really like visuals because I learn better that way and applying is huge for me as well. I also like your summation on the sanctions (formal and informal). I also remember the quote you mentioned at the end of your note. Thank you for the great notes!

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Lisa 06/30/2015 2:54 pm

David,

As usual, great job on the notes.

I missed this information on the perspectives of the Age of Reason.

There are 3 main perspectives from the Age of Reason on this:
Thomas Hobbes: People are inherently selfish and in need of control (pessimistic human nature [bad])
Jean Jacques: People are inherently good and are corrupted by the evils of society (optimistic view of human nature [good])
John Locke: Everything comes from experience and people are born with a blank slate or Tabula Rasa [neutral])

I like that we are able to "note share." I always seem to glean further nuggets of knowledge.

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Casey 06/30/2015 5:02 pm
Hi David,
I enjoyed your notes. One of the most important things you inject into your notes is a bit of personal wording and spin on the ideas that are portrayed. Your organization is impeccable as well, especially with it comes to adding diagrams to describe models of deviance.

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Sherilyn 06/28/2015 1:47 pm
There are two great unknowns to a person that are absolute. One is what happened before they were born. We have no memories or knowledge of life before we are born. And the day we die. No one knows when they will die.

Socialization-the life long social experience by which individuals develop human potential and learn patterns of their culture.

Personality- A person's fairly consistent pattern of thinking, feeling, and action.

Self- George Herbert Mead's term for a dimension of personality composed of an individual's self-awareness and self=image.

Views of human nature-
Pessimistic- Thomas Hobbes- people are inherently selfish and in need of control.
Optimistic- Jean people are born inherently good and corrupted by evils of society
Neither- John Locke- everything derives from experiences and people are born tabula rasa (meaning blank slate)

Looking glass self- term for the image people have of themselves based on how they suppose others perceive them.

Peer group- a social group whoe members have interests, social position, and age in common.

Cohort- a category of people with a common characteristic, usually their age.

Mead- self is two fold. self awareness and self image
Statuses- Ascribed = you are given without a choice. Achieved = you work to become what you want.

John Watson- behavior patterns are not instinctive but learned.

Sigmund Freud- Id, Ego, and Super Ego

Jean Piaget studied cognitive development- a study of how people think and understand.
Piaget came up with 4 stages of development. 1. sensorimoter 2. preoperational 3.concrete operational 4. formal operational

Lawrance Kohlberg's Theory of moral developments brought gender into play

Eril H Erikson came up with 8 stages of development
At each stage there is a different challenge.
1.Infancy- the challenge of trust (versus mistrust)
2. Toddlerhood- the challenge of autonomy (versus doubt and shame)
3. Preschool- the challenge of initiative (versus guilt)
4. Preadolescence- the challenge of industriousness (versus inferiority)
5. Adolescence- the challenge of gaining identity (versus confusion)
6. Young adulthood- the challenge of intimacy (versus isolation)
7. Middle adulthood- the challenge of making a difference (versus self-absorption)
8. Old age- the challenge of integrity (versus despair)

Resocialization- when people fail to socialization they end up in a institution, prison, or mental institution.

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Leah 06/29/2015 5:30 pm

I might have done this wrong.. I took notes from reading Chapter 7..

Are people inherently good, bad or neither/both?

Social thinkers/philosophers’ perspective during Enlightenment or the age of reason.

Thomas Hobbes: people are inherently selfish and in need of control

-pessimistic view of human nature

Jean Jacque Rousseau: people are born inherently good, and corrupted by the evils of society

-optimistic view of human nature

John Locke: everything derives from experience, and people are born tabula rasa (blank slate).

-neither (natural state)

-Deviance is mostly labeled as negative, but it can be positive

-Human behavior a result of biological instincts, or personality?

-William Sheldon suggested that body structure might predict criminality

-personality is shaped by social experience

-Deviance varies according to cultural norms:

-where you are in the world (or the country) makes a big difference in what is classified as “deviant”

-people become deviant as others define them that way:

-cultural norms are impossible to avoid at one point or another, no matter who you are

-both norms and the way people define situations involve social power

-someone of high class will be treated differently than someone of low class

-Emile Durkheim said that there is nothing abnormal about deviance

-deviance affirms cultural values and norms

-responding to deviance clarifies moral boundaries

-responding to deviance brings people together

-deviance encourages social change

-Robert Merton argued that excessive deviance arises from particular social arrangements

-deviance depends on whether a society provides the means to achieve cultural goals

-Perception is how deviance is defined

-Primary deviance: norm violations provoke slight reaction from others and have little effect on self-concept

-Secondary deviance: response to primary deviance. Person repeatedly violates a norm and begins to take on a deviant identity

TERMS:

Deviance – the recognized violation of cultural norms

Crime – violation of a society’s formally enacted criminal law

Social control – attempts by society to regulate people’s thoughts and behavior

Criminal justice system – formal response by police, courts, and prison officials to alleged violations of the law

Labeling theory – assertion that deviance and conformity result not so much from what people do as from how others respond to those actions

Stigma – powerfully negative label that greatly changes a person’s self-concept and social identity

Medicalization of deviance – transformation of moral and legal deviance into a medical condition

White-collar crime – crime committed by people of high social position in the course of their occupations

Corporate crime – illegal actions of a corporation or people acting on its behalf

Organized crime – business supplying illegal goods or services

Hate crime – criminal act against a person or a person’s property by an offender motivated by racial or other bias

Crimes against the person (violent crimes) – crimes that direct violence or the threat of violence against others

Crimes against property (property crimes) – crimes that involve theft of property belonging to others

Victimless crimes – violations of law in which there are no obvious victims

Plea bargaining – legal negotiation in which a prosecutor reduces a charge in exchange for a defendant’s guilty plea

Retribution – act of moral vengeance by which society makes the offender suffer as much as the suffering caused by the crime

Deterrence – attempt to discourage criminality through the use of punishment

Rehabilitation – program for reforming the offender to prevent later offenses

Societal protection – rendering an offender incapable of further offenses temporarily through imprisonment or permanently by execution

Criminal recidivism – later offenses by people previously convicted of crimes

Community-based corrections – correctional programs operating within society at large rather than behind prison walls

Probation – policy of permitting a convicted offender to remain in the community under conditions imposed by a court, including regular supervision

Shock probation – policy by which a judge orders a convicted offender to prison for a short time and then suspends the remainder of the sentence in favor of probation

Parole – policy of releasing inmates from prison to serve the remainder of their sentences under the supervision of a parole officer in the local community

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David 06/30/2015 11:07 am

Hey Leah,
I think Mrs. Huang had said in the past that notes from the reading would be acceptable as well. You have a much more significant amount of notes from the Deviance section than I did! Perhaps because we haven’t gotten to it yet, but I don’t recall seeing Robert Merton and his theory come up in class; none the less great inclusion of that and primary and secondary deviance definitions. I remember talking about Sheldon’s appearance theory in class but didn’t think to add that to my notes.

As a general aside, I wonder if Sheldon’s theory translates to different cultures. For example, even though we know it doesn’t hold up scientifically, we still possess a general belief of what a criminal looks like I think. I wonder how much that image varies from culture to culture.

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Lisa 06/30/2015 3:01 pm
Leah,
Good job on Chapter 7 note taking! You have very detailed notes and I enjoyed reading them. Our quiz is on Chapter 7 so this has helped me with that as well. Most of our notes this week should be on Chapters 8 & 9.

See you tonight,
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Mary 06/29/2015 8:11 pm
Hi Leah !!
I am glad I am not the only one who gets notes from the text book itself!! I put some in from the lecture , but mostly from reading the text. I like to read through it and pick out what I feel is important to know-and remember, then I put those things in my notes!!

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Christine 06/30/2015 7:59 am

Sociology notes……….. June 23, 2015

There are two dates in time carved on your headstone, but what really matters is the dash in between!

I love that saying, it is a good thought to have about how you live your life and the choices you make every day that make up that “dash”!

We talked about the meaning of socialization, human development.

The glossary defines socialization as the lifelong experience by which individuals develop human potential and learn patterns of their culture.

Personality: a person’s fairly consistent pattern of thinking, feeling, and activity.

Self: George Herbert Mead’s term for a dimension of personality composed of an individual’s self-awareness and self-image.

Human Interaction: discovering who you are; the more you interact the more you find out about who you are.

Are people inherently good, bad, or neither/both?

Social thinkers/philosophers perspective during enlightenment or the age of reason.

Thomas Hobles—people are inherently selfish and in need of control (pessimistic view of human nature)

Jean Jacque Rousseau—people are born inherently good and corrupted by the evils of society (optimistic view of human nature)

John Locke—everything derives from experience and people are born tabula rosa: blank slate (natural state)

Looking glass self—term for the image people have of themselves based on how they suppose others perceive them.

Peer group—a social group whose members have interests, social position, and age in common.

Cohort—a category of people with a common characteristic, usually their age.

We then talked about status, status set, ascribed status, achieved status and master status.

Social isolation = death

Effects of social isolation on non-human primates

Effects of social isolation on children—case studies of Anna, Isabelle, and Gennie

John Watson—behavior patterns are not instinctive but learned.

Lawrence Kohlberg—moral development

Carol Gilligan

Erik Erikson

We then talked about role, role set, role strain, role conflict and role exit.

We watched the deviance video.

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Lisa 06/30/2015 2:49 pm

Introduction to Sociology
Discussion Post for Week 4
This week in Sociology we discussed:
Need to Know: Concepts & Glossary
Socialization: the lifelong social experience by which the people develop their human potential and learn culture.
Personality: a person’s fairly consistent patterns of acting, thinking, and feeling.
Self: George Herbert Mead’s term for a dimension of personality composed of individual self-awareness and self-image.
Looking glass self: term for the image people have themselves based on how they suppose others perceive them.
Peer group: a social group whose members have interests, social position and age in common.
Cohort: a category of people with a common characteristics, usually their age.
Status: roles act out statuses.
Status set: all the statuses a person holds at a given time.
Ascribed status: social position that someone receives at birth or assumes involuntarily later in life.
Achieved status: social position that someone takes on voluntarily that reflects personal ability and effort.
Master status: status that has exceptional importance for social identity, often shaping a person’s entire life.
Personality (biological)
Self
Temperament tied to nature, difficult babies can lead to ADHD, every child is different
Self-awareness
Self-image
Social interaction: abstract; but is the cement to the wall of sociology.
When a baby is born, there is a lot of hope and potential. “What will they be?”
Are people inherently good, bad, neither or both?
< Social thinkers/philosophers perspective during the Enlightenment or the age of reason? >
Thomas Hobbs: people are inherently selfish and in need of control. This is the pessimistic view of human nature. Focus on Nature.
Jean Jacque Rousseau: people are born inherently good and corrupted by the evils of society. This is the optimistic view of human nature. Focus on BOTH.
John Lo>Psychology studies the tree. Sociology studies the forest.
“You can’t look at a screen and read the emotions, like you can look someone in the eye and see the energy and enigma from the person.”
America is a wealthy country, yet takes nearly 75% of the total antidepressants prescribed.
Presentation of Self / Impression Management
Nature v. Nurture
Psychology v. Sociology
Social Isolation = Death
Effects of social isolation on non-human primates
Effects of social isolation on children (Case Studies of Anna, Isabelle, Genie)
John Watson (1878 – 1958)
Behavior patterns are not instinctive but learned. Monkey see, Monkey do. Environment shapes human capacity.
Understanding the Socialization Process
Sigmund Freud
ANIMAL Id: the human being’s basic drives
MASTER Ego: a person’s conscious efforts to balance innate pleasure-seeking drives with the demands of society
SCENT Superego: the cultural values and norms internalized by an individual
Jean Piaget
Stages of cognitive development (Biological maturation / social experience)
Sensorimotor stage
Pre-operational stage
Concrete operational stage
Formal operational stage
[Video = Piaget Stages of Development]
Lawrence Kohlberg
Moral Development
Moral development occurs in stages:
Pre-conventional
< >< >Agents of Socialization
Family School Peer Groups Mass Media
Resocialization v. Total Institutions
Total Institution: a setting in which people are isolated from the rest of society and manipulated by an administrative staff.
Resocialization: altering an inmate’s personality through deliberate manipulation of the environment.
[Video: Prison Industrial Complex]
Role Conflict is tied to multiple statuses.
Role Strain is tied to one status.
Role Exit: quit job, divorce, child to daycare

CHAPTER SEVEN

[Video: Overview on Deviant]

Deviant v. criminal
< >< >< >< >

Conflict theory


Interactionalism (?)

Formal Social Control
< >

Deterrence (but does it perpetuate?)

Rehabilitation (since 1950’s; but does it work?)

“You can wreck a car, put it in a garage. But it is still WRECKED! Nothing has changed.”

Rehab is up to the individual to take responsibility and try to change.

Retribution (Revenge/Vengeance)

ex-felon: difficult to find a job, rent, travel; issues with trust, honesty; not welcomed back with second chance
The System

Plea bargain v. mandatory sentencing (3 strikes)

Plead guilty with lesser sentence

Poor people are the most vulnerable (public defenders)
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Casey 06/30/2015 5:08 p
Hi Lisa,
Your notes on social interaction being “abstract” as well as the following quote were excellent finds. They provide great insight.
“You can’t look at a screen and read the emotions, like you can look someone in the eye and see the energy and enigma from the person.”

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Casey Stead 06/30/2015 4:55 pm

Class Notes 6/22

“Psychology studies a tree”

“Sociology studies a forest”

Cohorts ~ A category of people that share common characteristics, usually most likely age.

Isolation = Death

People who alienate themselves from others are much more likely to suffer from health problems and live shorter lives. A child’s ability to grow will be stunted mentally, more than likely permanently if not nurtured by a loving, caring family.

John Watson – Behavior patterns are not instinctive, but nurtured.

Deviants – Are people who violate cultural norms, often in criminal ways. This can be caused through necessity, biological, personality, and social foundations. One of the major factors involving this is the cultural norms expected by the culture in question.

Prison systems and types of punishment:

Incapacitation – Removes the law breaker from the streets to keep them from committing more crimes.

Rehabilitation – Tries to reform the criminal through programs and guidance.

Deterrence – The attempt to discourage criminals by using the expectation of punishment.

Retribution – Is a punishment that is being imprisoned as revenge or even to be made an example of.
Are prisons really helping?
Do we want to reduce the amount of prisoners we hold?
Is our forms of punishment actually helping society keep crime down to a minimum?
What other solutions could we consider?

School shooting video:

A rather surprising video, definitely difficult to make a first-hand conclusion about what caused the seemingly normal kid to commit the crime he chose to commit. A mother who wasn’t a part of the son’s life. A father who was often busy and wasn’t aware of how deep his child’s feelings ran. The kid himself held all of his pain in, instead of seeking help from adequate means.

A person would have to draw their own conclusions from the available information.

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Mary  06/21/2015 6:09 pm

Chapters three and four notes:

Socialization-a lifelong process of social experience by which people develop their human potential and learn culture. Socialization is a matter of nurture rather than nature.

Personality-a person’s fairly consistent patterns of acting, thinking, and feeling.

MAJOR THEORIES OF SOCIALIZATION:

Sigmund Freud’s-elements of personality. Id innate pleasure-seeking human drives. Super ego the demands of society in the form of internalized values and norms. Ego our efforts balance our pleasure seeking drives and the demands of society.

Jean Piaget-identified four stages of cognitive development.Sensorimotor knowing the world only through the senses. Preoperationalinvolves starting to use language and other symbols. Concrete operationalallows individuals to understand casual connections. Formal operationalinvolves abstract and critical thought.

Lawrence Kohlberg-stages of moral development. Preconventional judge rightness according to our individual needs. Conventional moral reasoning takes account of parental attitudes and cultural norms. Postconventional reasoning allows us to criticize society its self.

Carol Gilligan-gender plays an important part in moral development. Males rely more on abstract standards of rightness, and females rely more on the effects of actions on relationships-no surprise there!!

George Herbert Mead-the self is a part of our personality and includes self-awareness and self-image. Human action is partly spontaneous (the I) and partly in response to others (the me). We gain social experience through imitation, play, games, and understanding the “generalized other”. This is the term for widespread culture norms and values we use as references in evaluating ourselves.

Erik Erikson-eight stages of development. Infancy, birth-18 mo., (trust vs. mistrust). Toddlerhood, up to age 3, (doubt vs. shame). Preschool, four and five year olds, (initiative vs. guilt).Preadolescence, ages 6 through 13, (industriousness vs. inferiority). Adolescence, teen years, (gaining identity vs. confusion). Young adulthood, (intimacy vs. isolation). Middleadulthood, (making a difference vs. self-absorption).Old age, (integrity vs. despair).

AGENTS OF SOCIALIZATION: family, schools, peer groups, the mass media.

SOCIALIZATION AND THE LIFE COURSE: childhood, adolescence, adulthood, old age. Death and dying is part of socialization for the eldery. Five stages are denial, anger, negotiation, resignation/surrender, and acceptance.

Anticipatory socialization-learning that helps a person achieve a desired position.

Cohort-a category of people with something in common, usually their age.

Status-a social that position that a person holds.

Status set-all the statuses a person holds at a given time.

Ascribed status-a social position a person receives at birth or takes on involuntary later in life.

Achieved status-a social position a person takes on voluntarily that reflects personal ability and effort.

Master status-a status that has a special importance for social identity, often shaping a person’s entire life.

Role-is behavior expected of someone who holds a particular status.

Role conflict-a woman who juggles her responsibilities as a mother and a CEO (ex.).

Role strain-a parent who is a cop dealing with their son who is a drug dealer (ex.).

Thomas theorem-says that the reality people construct in their interaction has real consequences fot the future.

Social interaction-through this we construct the reality we experience.

Ethnomethodology-Harold Garfinkel’s term for the study of the way people make sense of their everyday surroundings.

Dramaturgical analysis-Erving Goffman’s term for the study of social interaction in terms of theatrical performance.

Presentation of self-Erving Goffman’s term for a person’s efforts to create specific impressions in the minds of others.

THREE APPLICATIONS OF INTERACTION IN EVERYDAY LIFE:

Emotions-the social construction of Feeling

Language-the social construction of Gender

Reality Play-the social construction of Humor

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Aunakah 06/22/2015 9:05 am

Mary your notes are very thorough. I liked all the content you got about the major theories of socialization. I was not able to get all that down. I also like your notes on Thomas theorem. I still have a hard time on the meaning but I am aware of it. Thank you so much for sharing!

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Christine 06/22/2015 5:06 pm

What excellent note-taking! I did not get all of that down, and I am glad for your notes. They are a fantastic review of the information presented. Thank you!

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Carl 06/23/2015 9:07 am
Hi Mary
I was very impressed with the detail of your notes. Good job!
I liked your comment about socialization being a matter of nurture rather than nature.
I also appreciated how thorough you were in describing the major theories of socialization. There is a lot to think about in these two chapters, that is for sure.

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David 06/23/2015 11:01 am

Hey Mary,
Very in depth details about each researcher and their theories. While I recall covering that in the text, I did not transfer that to my notes for the week. I also like the inclusion of some of the other key terms like Cohort and Master Status that we didn’t really cover too much in detail during our class room time.

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Aunakah Lilly 06/22/2015 9:01 am

Notes

Ethnocentrism: judge another culture based on your own cultural beliefs.

Chapter 3 +4 microscopic view

Understand human development

Isolation: separate and alone (Anna, Isabelle, Genic)

Nature vs Nurture

The agent of socialization: are we providing, responsible, helpful, and nurturing socialization agents to the lives we are creating. Who we hang out with matters…

Human development: Freud, Piaget, Kohlberg, Erikson, Gilligan, Elizabeth Kubler-Ross, Mead, and Cooles. I did not find Cooles in the book but I had it in my notes for some reason hahaha. I leaving it in my notes anyway.

Mead and cooles are the main ones in sociology. How human beans self-concept develop through social interaction. If a developmental phase is deprived it is lost.

“Are people born to be good or born to be bad?”

Influential sources:

Parents

Schools

Peers

Media

This was all I had from our class time last week. I look forward to see your notes everyone!


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Christine
06/22/2015 5:07 pm

Your notes are more like the amount that I took! I am finding that sociology is overlapping a great deal with my psychology class.

Thank you for sharing your notes.

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David 06/23/2015 11:04 am
I am seeing the same thing Christine. A few times now I have had to check that I was in the correct book for the reading because they were using almost the exact same phrasing and definitions while covering key topics. In a way I feel it makes it a bit more difficult because you want to answer things from one (or both) perspectives.

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David 06/23/2015 11:01 am

Hey Aunakah,
I also had a very short about of notes for the week. I had some of the same issues when reviewing my notes as well. Here I was looking for Elizabeth Kubler-“Rose” in the book and didn’t find it. It looks like you may have done the same with Charles horton Cooley and Cooles. Cooley is the one who built off of Mead’s idea of the self to describe how we see ourselves based off of how we think others see us. I do hope this week we get a change to go into the question in about being born good or bad. Although I think we could easily spend an entire classroom session just discussing.

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Aunakah 06/23/2015 3:11 pm

Thank you David! I agree we could spend a lot of time on that subject especially with all the theories out there.

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Christine Kistner 06/22/2015 5:12 pm

The "window traveling" was an excellent presentation.

I did not take a lot of notes, but I seem to have taken notes on Chap 4 info:

We talked about how a human becomes human; discussing the story of Anna.

We talk about the effect of social isolation on human development; nature vs nurture.

The main contributors to the understanding of human development: Freud; Piaget; Kohlberg; Erikson; Gilligan; Elizabeth Kubler-Ross; Mead; and Cooley.

The agents of Socialization: are we providing responsible, helpful and nurturing socialization agents to the lives we are creating?

Total Institution & Re-socialization: who needs these and why

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Carl 06/23/2015 9:12 am

Hi Christine:
I am glad you mentioned "window traveling" which i left out of my notes.
Viewing yourself in another culture is a great way to put yourself in the shoes of another person. Then you can perhaps better understand their culture and why they do some of the things they do.

Thanks

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Sherilyn 06/23/2015 12:54 pm

Hi Christine!
I loved the window traveling presentation and activity! In order to really understand someone we need to be able to put ourselves in their shoes. And dive into their culture. We may find it weird what they are doing, but before we judge we should ask questions and research is this a culture thing? We all do things that seem weird to someone else. Although we don't see it as weird but normal. Thank you for posting your notes! See you tonight!

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Lisa
06/23/2015 1:21 pm

Hi Christine,
Yes, my notes for week were shorter than the past few weeks.
I found the story of Anna very interesting. How the little girl grew up locked up and when she was found (age 5???) she never progressed past the age of 2. It is amazing how much development occurs in those early years and how we are not able to get it back once it is lost.

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Aunakah 06/23/2015 3:19 pm
That is about the same thing I got for my notes. Not very much but we watched that amazing video and had a lot of discussion on the those top ten cultures. I'm not sure if that's exactly what it is called but I hope you understand what I am referring to. Thank you for sharing Christine!

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Carl 06/23/2015 9:02 am

Chapter 3 and 4 journal notes:

Chapter 3:

Socialization from cradle to grave. Social experience is the key to our humanity.

Human development, nature versus nurture. Each has a role.

Damages of social isolation.

Sigmund Freud: Known as the father of psychoanalysis. Freud combined basic needs and the influence of society into a model of personality with three parts: id (human beings basic drives), ego and superego.

Jean Piaget: Studied human cognition, how people think and understand. Identified four stages of cognitive development: 1. Sensorimotor stage (experience the world only through their senses). 2. Preoperational Stage (When individuals first use language and symbols). 3. Concrete Operational stage (When individuals first see causal connections in their surroundings). 4. Formal Operational stage (When individuals think abstractly and critically).

Lawrence Kohlberg: Theory of moral development. How individuals judge situations as right or wrong.

Carol Gilligan: Compared the moral development of girls and boys and concluded that the two sexes use different standards of rightness.

George Mead: Developed theory of social behaviorism. Central concept is the self. talked of significant others and generalized other.

Erik Erikson: Eight stages of development: 1. Infancy 2. Toddlerhood 3. Preschool 4. Preadolescence 5. Adolescence 6. Young adulthood 7. Middle adulthood 8. Old age

Agents of socialization: The family, schools, race and class, gender, peer groups and the mass media.

Resocialization: Prisons, mental hospitals and monasteries.

Chapter 4:

Social structure: Guide to everyday living.

Status: Ascribed and achieved.

Role: Role conflict and role strain.

Social construction of reality: Social interaction constructs the reality we experience.

Thomas theorem: Situations that are defined as real are real in their consequences.

Dramaturgical Analysis: The presentation of self.

Nonverbal communication: Communication using body movements, gestures, and facial expressions rather than speech.

Interaction in everyday life: Emotions, language and reality play

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Mary 06/23/2015 12:28 pm

Carl, I also forgot about the "window traveling" It was my favorite part of the class so don't ask me why I forgot about it!! One thing that I am still confused about is-what is the difference between "total institution" and "resocialization" Aren't they pretty much the same thing?? If you (or anyone else) knows please shoot me a text!!

David 06/23/2015 11:02 am

Chapter 3&4 Notes

During today’s class we watched a video about varying cultures from around the world. We discussed how the culture that you are born into effects what you do to survive and how cyber-traveling to that culture can help to avoid ethnocentrism. The cultures covered in this video where located in Australia, Japan, India, North America (Native American), African, Papua New Guinea, Central Asia (Mongolia), and Bhutan.

Following that we watched a short video on Human Trafficking in India. From this video we discussed a little about how hugely varying the social norms were between our cultures and theirs.

We talked about how Chapter 3 and 4 covered more of the micro picture of sociology, how individuals become human beings. Also noted was the stories from the text about Anna, Isabelle, and Genie about how human development can stop when isolation is present. These stories show how while Nature plays some part of the Human development cycle, so too does Nurture.

The main contribution to the understanding of this Human development came from Freud, Piaget, Kohlberg, Erikson, Gilligan, Elizabeth Kubler-Ross. This group is based in the Psychological aspects of development. Mead and Cooley are based in the Sociological side with Mead emphasizing the idea of self-concept.

Next we talked about The Agents of Socialization. The most dominate ones in order are Family, Teachers, Peers, and the Media. With these agents we need to carefully examine them to determine if they are providing a responsible, helpful, and nurturing part of socialization to our lives.

We touched on Total Institution and Re-socialization which are utilized in situations like Prisons and in some cases the military by controlling what they are allowed to experience. This process of re-socialization is used to change their personality to make them better suited towards society (or just more obedient).

Finally for the day we wrapped up with watching a video about Harry Lucas Lee to talk about how Nature vs. Nurture applies and to transition into Chapter 7’s topic: Deviance.


Mary 06/23/2015 12:18 pm
Hi David, I enjoyed your notes! I liked that you pointed out that Freud, Piaget, Kohlberg, Erikson,etc... were looking at the psychological side, while Mead and Cooley were looking from the socialization side. I thought that during the teenage years (when kids are trying to be independent from their parents) that peers now became more dominate agent?!?! At least that is what I learned in my psych. class last year!!

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Sherilyn 06/23/2015 1:06 pm
Hi David,
I love your note taking even in the dark. Ha. Thank you for writing down 8 out of the 10 cultures covered in the video. Iraq was one you missed. And I can't think of the other one. I really enjoyed this activity in class. I never thought about how much my culture has played a role in who I am today. But it is very true. The culture one is raised in does play a vital role in our development.


Lisa 06/23/2015 1:29 pm
David,
Great job on your notes.
Thanks for specifically listing the Human Trafficking video. That makes me so sad to think about the little girls being raped. I have a 10 year old step-daughter and it makes my heart break to think if something like that would happen to her.

Thanks for sharing!

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Aunakah 06/23/2015 3:23 pm
You have a great memory! Do you learn best by hearing?
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Sherilyn 06/23/2015 12:45 pm
Sorry I am late this week! I did not take a lot of notes last week. But here is what I have. We went window traveling around the world to see how different cultures and societies work. Then we each picked one to talk about. We talked about what it would have been like had we been born in that culture. We talked about human trafficking in India. How the people in India hold some anythings scared and they won't kill the smallest bug and yet they treat their women like property.

We talked about human development and how a child from birth to age 5 needs interaction. They need human contact. The stories of Anna, Isabelle and Genie are tough story for sure. And the lasting effects that isolation has on a person, how the damage can not be reversed. We all have bench marks that we must reach when we are young in life, if we do not reach them, damage is done. There is nothing that can be done then to fix it.

We watched a video about Henry Lee Lucas. A very disturbed man who killing women starting with his mother. (I would say he is a sociopath!) And the question was asked who is to blame? That is a very tough question!

See you all tonight!

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Lisa 06/23/2015 1:34 pm
LaRaine,

I agree with you on Henry Lee Lucas. What a sad situation. After the abuse and neglect that he suffered it does not surprise me that he killed his mother (who was one of his abusers) without any emotion. Yet it is so wrong and so disturbing. I agree with you on the question Who is to Blame? It is a very tough question.

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Lisa 06/23/2015 1:12 pm

Introduction to Sociology Notes for Week 3

I didn’t take too many notes for week 3, but here is what I have:

We went “Window Shopping” and visited:

Australia

Japan

North American (natives)

Polyneia

Iraq (marsh people)


South America


Africa


Papua New Guinea


Central Asia

We were asked to discuss a culture. I found it very interesting how we all reflected back on different parts of each culture. We watched more video clips during this section of class.

Human Development: Competencies/Objectives

Human Development (Nature v. Nuture)

Effects of Social Isolation (Anna, Isabelle, Genie)

Main contribution to the understanding of Human Development (Kohlberg, Gilligan, Frued, Piaget, Erikson, Kubler-Ross, Mead & Cooley)

Agents to Socialization: responsible, helpful, nurturing socialization to lives were are creating

“We are a wolf pack. We have to survive human society to become human.” - Crystal

Total Institution & Re-socialization: who and why we need these?

Peers, media

How these 2 chapters learning relating to your future career pursuit.

Questions:

Are people born to be good?

Are people born to be bad?

We watched the video on Henry Lee Lucas. Whom to Blame? [Very sad story about a young man who was abused and neglected and became a murderer.]

See everyone tonight.

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Lisa
06/23/2015 1:30 pm


One thing I forgot to include in my notes....

Crystal made and brought some AWESOME egg rolls, crab Rangoon, and vegetable rice.

Thank you so very much for sharing with us!!!!

My kids are jealous of my goodie bags and snacks I bring home from this class.



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Casey
06/23/2015 5:13 pm


Notes from 6/16 Sociology Class:

Watched a movie that listed the "Top 10" ancient cultures of the modern world. With a short discussion following on what it would be like to be raised in a culture such as the ones we had just viewed. How can we really know what is right when everyone else does it different and co-exists just fine?
Central Asia ( Mongolia and Bhutan)
Papua, New Guinea (Oldest Horticulturalists in the world)
Africa (Sudan)
South America (Amazonians)
Marsh Arabs (In Iraq)
Polynesia (Hawaii and Somoa)
American Indians
Inuits
India
Japan (Shinto and Samurai)

Touched on Ch. 3-4 and watched a disturbing video giving a good glimpse into nature vs. nurture when it comes to serial killers. The video itself was a play on your psych. Leaving you questioning your original analysis of the serial killer in question. Is it so easy to condemn someone who you know little about? Or even practice sound judgement?



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Leah
06/23/2015 6:01 pm


Nature vs Nurture

Harry and Margaret Harlow

-six month isolation of monkeys disturbed them

-passive, fearful, anxious

-more “real” the “mother” was the better the monkeys did

Sigmund Freud – Personality

-basic needs

-eros: need for bonding

-thanatos: aggressive drive he called death instinct

-personality model

-id: human’s basic drives

-ego: conscious efforts to balance innate pleasure-seeking drives and the demands of society

-superego: cultural values and norms internalized by an individual

Jean Piaget – Human Cognition

-sensorimotor stage: experience the world only through their senses

-preoperational stage: first use language and other symbols

-concrete operational stage: first see causal connections in their surroundings

-formal operational stage: think abstractly and critically

Lawrence Kohlberg – Morals

-pre-conventional level: pain and pleasure

-conventional level: lose some selfishness and learn right and wrong

-post-conventional level: move beyond society’s norms to consider abstract ethical principles.

Carol Gilligan – Gender and Morals

-males have justice perspective (relying on formal rules to define right and wrong)

-females have care and responsibility perspective (judging a situation with an eye toward personal relationships and loyalties

George Herbert Mead – Social Self

-the self: part of an individual’s personality composed of self-awareness and self-image

-Self develops only with social experience

-social experience is the change of symbols

-to understand intention, you must imagine a situation from the other’s point of view

-the looking-glass self: a self-image based on how we think others see us

-the I and the me: by taking the role of another, we become self-aware

Erik H. Erikson – Eight Stages of Development

-Stage 1: Infancy – Trust vs Mistrust

-Stage 2: Toddlerhood – Autonomy vs Doubt and Shame

-Stage 3: Preschool – Initiative vs Guilt

-Stage 4: Preadolescence – Industriousness vs Inferiority

-Stage 5: Adolescence – Identity vs Confusion

-Stage 6: Young Adulthood – Intimacy vs Isolation

-Stage 7: Middle Adulthood – Making a difference vs Self-Absorption

-Stage 8: Old Age – Integrity vs Despair

Family

-greatest impact on socialization

-until children begin school, the family has the job of teaching children

-gives children social position: race, religion, ethnicity, class.

-low class families focus on obedience, when higher class families focus on imagination

School

-enlarges children’s social world to include people with different backgrounds

-they learn the importance that society attaches to race and gender

-teaches children a wide range of knowledge and skills

-hidden curriculum: teach competition and success

-children’s first experience with bureaucracy

Peer Group

-peer group: social group whose members have interests, social position, and age in common

-peer groups have great influence, but parental influence remains strong

-anticipatory socialization: learning that helps a person achieve a desired position

-mass media: means for delivering impersonal communications to a vast audience

-mass media have an enormous effect on our attitudes and behavior

Socialization and the Life Course

-childhood: the first twelve years of life

-adolescence: the teenage years

-early adulthood: until age forty

-middle adulthood: ages forty to sixty

-old age: final stage of life (begins at mid-sixties)

-gerontology: the study of aging and the elderly

-gerontocracy: a form of social organization in which the elderly have the most wealth, power, and prestige

-ageism: prejudice and discrimination against older people

-cohort: a category of people with a common characteristic, usually their age

-total institution: a setting in which people are isolated from the rest of society and manipulated by an administrative staff

-resocialization: radically changing an inmate’s personality by carefully controlling the environment

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Week 2 class notes and 2 peer reivews


Posted By Li-Chin Huang
06/13/2015 5:03 am


Carl
06/14/2015 3:19 pm

Chapter Two Intro to Sociology: Culture

Culture is sometimes referred to as a way of life. It is a social heritage of a group. It is a pattern of responses discovered, developed, or invented during the group's history of handling problems which arise from interactions among its members and between them and their environment.

Theories of Culture:

Structural-Functional: Explains culture as a complex strategy for meeting human needs.

Social-Conflict: Stresses the link between culture and inequality.

Feminist: Claim that culture is an arena of conflict, rooted in gender.

Major components of culture:

Symbols: Anything that carries a particular meaning recognized by people who share a culture.

Languages: A system of symbols that allows people to communicate with one another.

Values: Culturally defined standards that people use to decide what is desirable or good.

Beliefs: Specific thoughts or ideas that people hold to be true.

Norms: Rules and expectations by which a society guides the behavior of its members.

Material Objects: Anything that is visible or tangible and is relatively stable in form.

Major components of cultural diversity:



High Culture: Cultural patterns that distinguish a society's elite.



Popular Culture: Cultural patterns that are widespread among a society's population.

Subculture: Cultural patterns that set apart some segment of a society's population.

Multiculturalism: Perspective recognizing the cultural diversity of the U.S. and promoting equal standing for all cultural traditions.

Euro-centrism: The dominance of European cultural patterns.

Afro-centrism: Emphasizing and promoting African cultural patterns.

Counterculture: Cultural patterns that strongly oppose those widely accepted within a society.

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Aunakah
06/15/2015 3:13 pm


Hello Carl. I like your introduction summation of chapter 2. We sure did cover a lot last week. The major components of cultural diversity I am still having a hard time differentiating the differences among the concepts. Subculture would be like the Amish if I'm not mistaken. Does that sound right?

Thank you for sharing you notes Carl!

Aunakah

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Lisa
06/16/2015 11:45 am

Hi Carl,

I really like how you summarized the notes from Chapter 2. I missed a few things that you included like the note on feminism (Wow! Can't believe I missed that!! Haha) and the note on material objects. I have added this information to my notes.

Thanks for sharing,

Lisa

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Sherilyn
06/16/2015 12:56 pm
Haha Carl you and I had a lot of the same things in our notes. Nicely done! I find the topic of culture very interesting. When I was growing up I didn't have much interaction with other cultures. So as an adult it have been a bit of culture shock for me to learn that we are not all the same. And we don't all do the same things. I enjoy learning about all the different cultures and all the cultures within the cultures. Thank you for posting your notes.

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Christine
06/16/2015 2:56 pm

What a fantastic summary! There was so much material covered that I can honestly say I could not capture it all. You did a nice job summarizing it all. I particularly like the format that you used.
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Lisa
06/15/2015 2:46 am

Discussion Post Week 2

Here are my notes from Sociology class…

The Sociological Perspective

Seeing the general in particular

Example: General = most get married

Particular = but are marriage patterns the same?

= do people get married because they are deeply in love?

Seeing the strange in the familiar

(Example: Committing suicide. The risks decrease as the person feelsmore connected, the risks increase as the person feels less connected.)

Seeing the individual in a Social Context

(Example: the spider and the spider web)


What is Sociology?

Structure

Social Focus

Transform


Individual

↓

Friendship

↓

Family

Positive:

Justice

Negative:

Prejudice

Injustice
Example:

Technology is the biggest variable today

Origins of Sociology:

A new industrial economy

The explosive growth of cities

Political change

Picture of Karl Marx pyramid


The puppeteers are on the top level (money/talk).

Government = “we fool you” (false consciousness).

Karl Marx Theory of Structure of society

// Religion/Philosophy/Art/Society \\

// The Law = The State \\

// Social Relationship with Production \\

// Means of Production \\

// Machines / Factories / Tools / Forests / Rivers \\

{Modern Society = more flat}

{Old Society = much steeper}

Social-Conflict Paradigm

A system based on social inequity (power/money, resources, opportunities, privileges). Each part of society benefits some categories of people more than others; social inequality leads to conflict which in turn leads to social change.

Examples: MLK, Joan of Arc, Ghandi

An agitator makes change.

Examples: age, race, physicality, disability, workforce, gender, social class, geography (location of birth), birth order, accent, nationality, last name

Structural-Functional Paradigm
A system of interrelated parts that is relatively stable because each part works together to promote solidary and stability.

Manifest function: the recognized and intended consequences of any social pattern.

Latent function: the unrecognized and unintended consequences of any social pattern.

Dysfunction: any social pattern that may disrupt the operation of society.

…developed by Robert Merton.

Symbolic-Interaction Paradigm

An ongoing process of social interaction in specific settings based on symbolic communication, individual perceptions of reality are variable and changing.

Influential sociologists: Max Weber, George Herbert Mead, George Homans, Peter Blau, Irving Goffman

Questions:

Who is the director?

Who writes the script?

Who are the actors?


We NEED to understand the role status!


Roles & Statuses

↓

Workers

↓


Drama

↓

Managers

↓


Stage



Fast Food Restaurant


Status/Positions


Status can go in BOTH directions

Ascribed

(Given)

Achieved

(Earned by effort or talent)


Gender




Race (biology/physicality)

Student (+)


Class (parents as well)




Temperature




Geography (Navajo, Afghanistan)

Criminal (-)


Language

Dramaturgical Analysis

Resembles actors on a stage as we play out various roles bases on the status they possess. (Goffman)


Social Exchange paradigm

Social interaction is guided by what each person stands to gain or lose from others. (Homans & Blau)


People see things from only one perspective.

There are many ways you can look at each situation when you are not irrational, narrow minded, or emotional.

Positivist

Interpretive

Critical


What is Reality?

How do we conduct research?

Numbers

How? Why?

What is going on?

To bring about desirable social change.
Promote peace
Promote understanding


Theories / paradigms related

Structural- Functional

Symbolic- Interaction

Social-Conflict

CHAPTER 2 - CULTURE

< Coca-Cola Super bowl commercial 2015 >

< Avoiding Linguistic Discrimination >

< How to Speak in the US of A >



The first wisdom of sociology is this, Things are not what they seem.

Social reality turns out to have many layers of meaning

The discovery of each new layer changes the perception of the whole.

Peter Berger
Material Culture = 5-10% (tangible world)

Non-material Culture = 90-95% (intangible world)

What is Culture?

As water is to the fish, so is culture to human beings. Cultures are strategies to meet human needs. Generally speaking, culture is values, beliefs, behavior, material objects that constitutes a people’s way of life.

Major Components of Culture

Symbols (signals are more instinctual):Anything that carries a particular meaning.

Language: Sapir-Wharf thesis – that people perceive the world through the culture lens of language.

Values & Beliefs: The former is culturally defined standards of desirability. (Ex: rich, thin) The latter is specific statements that people hold to be true.(God/Jesus, Allah, justice)

Norms: Rules and expectations by which a society guides the behavior of its members.

Mores: (sanctioned) a society standard of moral conduct [Example: what happens if you don’t wear a suit to an interview.]

Folkways: a society’s customs of routine or casual interaction [Example: Thanksgiving]

They are the “tools” of social control, society encourages conformity.

Material objects: Tangible things created by members of society compared to non-material culture. Intangible world of idea by members of society.

High culture:

Cultural patterns that distinguish a society’s elite.

Popular culture:

Cultural patterns that are widespread among a society’s population.

Subculture:

Cultural patterns that set apart some segments of a society’s population.

Eurocentrism:

The dominance of the European cultural patterns.

Afrocentrism:

Emphasizing and promoting African cultural patterns.

Counter-culture:

Cultural patterns that strongly oppose those widely accepted within a society.

America suffers from “Affluent Society Syndrome.”

American culture:

Is it a melting pot? Or a salad? Or a mosaic? Or a quilt?

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Aunakah
06/15/2015 3:26 pm

Hello Lisa. Wow, your time and effort is shown in your notes. I like how you used visuals and examples in you notes. It is very hard for me to listen and take notes at the same time. Sometimes I get a little confused and I can't focus on the personal examples the teacher gives in class. Thank you for your great notes!

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Leah
06/15/2015 7:50 pm

Wow, you sure take a lot of notes! I wish I could take notes like that, but it's hard for me to learn through note-taking. A lot of times, I can't listen and write at the same time while comprehending it.

I also really like the visuals that you used! I understand better when I can see what I'm learning!

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Sherilyn
06/16/2015 1:02 pm
Wow Lisa! Great notes!! These notes are very helpful! I love how you posted the pictures throughout. Very well done! I had forgotten about how american culture has changed over the years. We used to be a melting pot but now we are more like a quilt. Thank you for recording last week and then putting it all down on paper so nicely! See you tonight!

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David
06/16/2015 1:44 pm

Hey Lisa,
As Excellent layout to convey meaning with this week’s notes! Nice job. Thank you for the inclusion of the Dramaturgical Analysis and the Exchange paradigm. I briefly touched on those in my notes but didn’t catch the supporters or the actual category names. Also for mentioning the Affluent Society Syndrome.
In my notes on Roles and Statuses it looked like we were also going to cover Roles in addition to Statuses. Is that something that I just assumed or did you get that impression as well?

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Mary
06/16/2015 2:48 pm

Lisa,
Your "what is sociology chart" made things so much clearer for me! I had completely forgot about ascribed and achieved status positions. I am a little confused about the role status chart. Wouldn't management be a part of the roles and statuses? I'll have to ask you in class! I don't get the "drama" part! Your notes are incredible! I seriously cannot listen to what is being said and write notes at the same time! I am not sure why. Even when I was younger I couldn't do it-so thank you so much for sharing yours! They really helped me.

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Christine
06/16/2015 2:57 pm

This blows me away. It is as if you have created the entire presentation! Great job, and you must have a sore arm from taking all of those notes!

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Carl
06/16/2015 3:35 pm

Hi Lisa,
You are to be complemented on your detailed and visually appealing notes. It is kind of exciting how we are learning about culture and different people in those cultures.
I really liked your statement on looking at a situation and not being narrow minded or irrational. We are all sometimes too emotional when doing this.

Thanks,

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Aunakah
06/15/2015 3:03 pm

Sociology perspectives (Peter Berger)

-seeing the general in the particular

-seeing the strange in the familiar

-seeing individual in social context-wider context

Social forces: things that glue people together. Example of negative social force is hatred. Example of positive social force is love.

Hierarchy “structure of class”

money/power (puppeteers)

Religion/government

Enforcers of order Military

Managerial Class

Working class


Social Conflict: resources are limited due to master statuses (more of a negative view)

Macro: social inequality

False consciousness: when someone is unable to see what’s around them

Socioeconomic power: can b wrongly distributed

Anything can create inequality.

Manifest example: everyone is smiling

Latent: have to use sociological eye. (See what is unseen “imagination” )

Dysfunction: undesirable functions

Symbolic interaction eyes paradigm: this stage sees the world as a stage. Who is the director and actors? Based on communication role statuses.

Dramaturgical analysis: actors on a stage whom play various roles. Act based on stage roles.

Social exchange: why human beans do what they do. Calculating gain or lose from others.

Roles statuses: given or assigned…

Statuses: a given position in society we are all given multiple statuses and ascribed.

Ascribed: what you are born with or into. For example, gender, race, class, parents, and ethnicity.

Achieved: is a statues that is achieved or earned or inherited. For example, student and criminal.

Both ascribed and achieved can have positive and negative forces.

Quote the first wisdom of sociology is this- things are not what they seem, social reality turns out to have many layers of meaning.

Where do we begin- dichotomy

Material culture: only covers the tip of the ice berg.

Nonmaterial culture: is deep right under the surface.

What is culture: is the value, beliefs, behaviors, and material ovjects that constitute peoples way of life.

Major components of culture

Symbols: anything that carries a particular meaning recognized by people that shares culture.

Language: people perceive the world through the cultural lens of language

Values and beliefs: culturally defined standards of desirability. Standard desirability the latter.

Monolingual society: Americans

Norms: rules and expectation by which a society guides the behavior of its members

-mores: a society standards of proper moral conduct

-Folkways: customs or routine casual interaction

Cultural Diversity

High culture: you have a lot of money and have taste

Popular culture: not very…

Subculture: cultural pattern that set apart some segment of a society’s population.

Multiculturalism: a educational program recognizing past and present cultural diversity in U.S. society and promoting the equality of all cultural traditions.

Eurocentrism and Afrocentrism

Counterculture: cultural patterns that strongly oppose those widely accepted within a society

Melting pot-salad bowel-mosaic- quilt


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Lisa
06/16/2015 11:54 am

Hi Anuakah,

I do take a lot of notes. It is skill I have developed in my core nursing classes. I am amazed at my improvement in note taking over the years.

Here are a few things from your notes that I liked:

Social forces: things that glue people together.

Example of negative social force is hatred.

Example of positive social force is love.

Material culture: only covers the tip of the ice berg.

Nonmaterial culture: is deep right under the surface.

Monolingual society: Americans (Note: I liked Crystal's example of Obama using English while visiting in Germany.)

I am looking forward to seeing you in class tonight.

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David
06/15/2015 9:21 pm

Chapter 2 Notes

We began by discussing more in depth the second and third paradigms: Conflict and Symbolic.

Looking at the conflict paradigm, we talked about how some conflicts and inequalities are controlled by societies controlling resources such as time, health care, and education. Some social-political governments focus more on control of the social economical resources than others. It is also important to note that almost anything can be a cause of inequality (Race, Gender, Weight, Age, Disability, Social Class, Locality, Name, etc.).

The Symbolic paradigm sees society as people acting according to their Roles and Statuses. These statuses can fall into one of two categories. The Ascribedcategory are those statuses that are given without your choice such as sex, race, physical traits, and social class. The Achieved category are those statuses that are earned such as being a student, criminal, or a manager at work. Statuses from either of these categories can have either positive or negative effects on you. It is these positive and negative effects that this paradigm see as societal motivators for our decisions. The example we used in class was the marriage reality exchange chart. This chart demonstrated how things you value can be seen as positive points, while things that you don’t like can be seen as negative points. It is the balancing of these points that causes us to make decisions.

We talked about social forces and the theory about how positive ones such as love, friendship, and reciprocity hold together society, while negative ones try to pull it apart. On this topic we noted how Technology is currently the dominate force but it is still too early to tell how it will actually effect society.

We then covered Karl Marx’s theory of structure. While this pyramid structure of society originally had only 4 levels, currently it is imagined as follows but is typically seen as flatter:
Puppet Masters
Religion/Faith/Government (Regulators)
Force such as military or police (Enforcers)
Managerial Class
Working Class


There are a number of forces exhibited between the levels of this pyramid that vary depending on which level you are a part of. Typically education, money, power, and high culture are seen rising as you climb the pyramid. While violence is something that is seen rising as you descend the pyramid.

This pyramid theory works on the concept that the majority of people are okay with what their position and thus have False Consciousness. A small minority of the population are the “Awakened”. These are those whom work to evolve society, and are enlightened to the actual workings of society. They can also been seen by the current top class as social agitators.

On the subject of culture, we covered how a real understanding of a culture can only come from understanding its non-material culture. With language of a culture being the number one ingredient of that non-material culture. Language as the key to culture can bind and divide, but it can also blind you. Every culture has values, beliefs, and behaviors and material objects that constitute a peoples way of life.

You can break down culture into the following elements:
Symbols - These have meaning to members of a culture.
Languages – These effect how people perceive the world, such as our Mongolia horse example.
Values & Beliefs – Beliefs are specific statements that people hold to be true. Values are culturally defined standard of what is desirable.
Norms – These are a cultures expectation of behavior for its members
Mores – These are the standard for moral conduct and have sanctions if they are broken
Folkways – These are casual customs that can be broken but are frowned upon and typically don’t warrant sanctions.
Material Objects – These are the tangible things created by cultures.

The difference between high culture and popular culture is that while High culture is typically seen as the refined tastes available to only the social elite, popular culture is cheaper and available to the public masses.

There are also other types of smaller cultures based on how their beliefs and values differ from the mainstream. A subculture and counter culture are examples of these. In a subculture, they are a small sub section of the main culture. With a counter culture, they are an external culture that takes action against the dominate culture.

Depending on how a cultures views are orientated, it may be Eurocentric, Afrocentric or even Multicultural.

Key Concepts:

Culture is made up of material and non-material parts. While the material part makes up the surface level (5-10%), the vast majority of real culture is held below this in the non-material part (90-95%) with language as the key.
Social problems have more than 1 perspective and also alternate interpretations.

The 3 eyes (3 paradigms) act as a scaffolding to view social issues


Ways to see:

POSITIVIST

INTERPRETIVE

CRITICAL


Paradigm or Theory

Structural

Symbolic interaction

Social conflict


How we conduct research

Empirical Data

Qualitative, subjective

Activist, Strategy to bring about change


What is reality

Society is an orderly system. Reality is out there.

Ongoing interaction – Reality is socially constructed meanings

Patterns of inequality – Reality is about domination.



Interesting Quotes during lecture:

While I don’t have many standard quotes from this week’s notes here are a few from class that I liked a lot. I like this first one because it relates to the Statuses discussion that we had, and it sounds like a proverb.


“To be a cheetah, you must be born a cheetah cub” -- Li-Chin Huang


On the topic of symbolic paradigm:

“Like Human society, you must put a spider in a web to understand the spider” -- Li-Chin Huang


“It can be said that the first wisdom of sociology is this: things are not what they seem. This too is a deceptively simple statement. It ceases to be simple after a while. Social reality turns out to have many layers of meaning. The discovery of each new layer changes the perception of the whole.” – Peter Berger



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Lisa
06/16/2015 11:49 am


David,

I know I said this last week, but I really like how your summarize these notes into paragraph form. It really helps me with understanding and retaining what we have been learning in this class. You even filled in some of the blanks, I was missing in my notes. I find it so helpful to rewrite my notes, then read everyone else's. It helps layer the information we have been learning.

Thanks,

Lisa



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Carl
06/16/2015 3:41 pm


Hi David,

You should be proud of how organized and concise your notes are. It is sometimes difficult to put on paper what we have in our minds and you do a great job of this.

I think if we all work a little at it, we can change the top heavy culture we have built over the years in this country. We need a much larger middle class that feels like they have a chance at the American Dream.

Thanks,

Carl



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Mary
06/15/2015 9:39 pm


Chapter two notes:

Culture is the lens through which we see things.

The last thing a fish would notice is water. Water is to fish what culture is to human beings.

Elements of culture:


Symbols and language


Values and Beliefs


Norms-rules that guide human behavior. Mores have great moral significance. Folkways are matters of everyday politeness or manners.

Artifacts-the wide range of physical human creations that together make up a society’s material culture.

Social control- attempts by society to regulate people’s thoughts and behavior.

High culture- rich and powerful elites.

Popular culture- The average people

Subculture- is based on differences in interest and life experience. Example Rodeo Cowboys.

Cultural change results from:


Invention-cars, phones, computers etc…


Discovery-Yes women have brains and talents too!


Diffusion-growing popularity of ethnic foods and music.

Theories of Culture:


Structural-functional-views culture as stable system built on core values.


Social-conflict theory-sees culture as an arena of inequality and conflict.


Feminist theory-culture is unfairly gendered, giving men more power and greater privileges than women.

Counterculture- culture patterns that STRONGLY oppose those widely accepted by a culture! Sounds like fun!!

Multiculture- recognizing the culture diversity of the U.S. and promoting equal understanding.

Ethnocentrism- judging another culture by the standards of your own culture.

Cultural relativism-judging a culture by its own standards.

Cultural universals- traits that are a part of ever known culture.


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Lisa
06/16/2015 11:59 am


Hi Mary,

It looks like you were able to get your notes posted without losing them this week! Yeah!!! And they look great!

Thank you for including this section on impacts cultural change:

Cultural change results from:


Invention-cars, phones, computers etc…


Discovery-Yes women have brains and talents too!


Diffusion-growing popularity of ethnic foods and music.

It amazes me how we all pick up some neat little tidbit of information each week.

Thanks!


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Sherilyn
06/16/2015 12:50 pm


Theories of Culture:

Structural-Functional: Explains culture as a complex strategy for meeting human needs.

Social-Conflict: Stresses the link between culture and inequality.

Feminist: Claim that culture is an arena of conflict, rooted in gender.

Major components of culture:

Symbols: Anything that carries a particular meaning recognized by people who share a culture.

Languages: A system of symbols that allows people to communicate with one another.

Values: Culturally defined standards that people use to decide what is desirable or good.

Beliefs: Specific thoughts or ideas that people hold to be true.

Norms: Rules and expectations by which a society guides the behavior of its members.

Material Objects: Anything that is visible or tangible and is relatively stable in form.

Major components of cultural diversity:

High Culture: Cultural patterns that distinguish a society's elite.

Popular Culture: Cultural patterns that are widespread among a society's population.

Subculture: Cultural patterns that set apart some segment of a society's population.

Multiculturalism: Perspective recognizing the cultural diversity of the U.S. and promoting equal standing for all cultural traditions.

Euro-centrism: The dominance of European cultural patterns.

Afro-centrism: Emphasizing and promoting African cultural patterns.

Counterculture: Cultural patterns that strongly oppose those widely accepted within a society.


The pyramid of Culture

Hierarchy “structure of class”

money/power (puppeteers)

Religion/government

Enforcers of order Military

Managerial Class

Working class



5-10% of the tangible world is material core. Sea level/ horizon. The other 90-95% is our intangible world. The non-material culture. We have to dig into culture in order to understand why we or they do what we or they do. It’s below the surface. As water is to the fish so is culture to human beings.

I loved the story of the mice. You can let circumstances around you tell you what to do and who to be, or you can rise up and change the circumstances around you. In the story of the mice they were afraid, trapped, and going to be eaten. Until one mouse look at the circumstances and said stood up and said no! The mouse knew what the attacker (cat) was most afraid of (dog) and mimicked the dog in order to scare the cat away. Thus changing the surrounding circumstances.
Attachments:
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David
06/16/2015 1:29 pm


Hey Sherilyn,



Thank you for reminding me of the mice and second language story. I had that briefly fleshed out in my notes but I didn’t feel comfortable enough to elaborate on it more.

Looking at your theories of culture it appears I didn’t have those in my list as well. Taking a peak over at the book it looks like there is actually a fourth one listed as well, Sociobiology – which is how evolution has shaped patterns of culture. Those theories are awfully close to the paradigm names so I think that may have been the source of my confusion.
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Mary
06/16/2015 3:04 pm


Thanks Sherilyn- I had completely forgotten about the mice story! It made such a clear, vivid, and simple statement about dealing with things from the other sides perceptive! I also liked your pyramid of culture-I think I finally get it!!! The material objects kind of confuse me, because music goes under this heading, and you can't touch music physically.



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Christine
06/16/2015 3:15 pm


Here are my notes---and after reading many of these, I feel like I missed half the class!! This is a great way to cement the topics we are covering!

What is culture?

As water to the fish, so is culture to human beings.

Cultures are strategies to meet human needs. Generally speaking, culture is the values, beliefs, behavior, and material objects that constitute a people's way of life.

Major components of culture:

A. Symbols--anything that carries a particular meaning recognized by the people who share a culture.

B. Language--Sapir-Whorf thesis that people perceive the world thru the cultural lens of language: can help you to survive or can constrain you.

C. Values and Beliefs---the former is culturally defined standard of desirability; the latter is specific statements that people hold to be true.

D. Norms---Rules and expectations by which a society guides the behavior of its members.

They are the tools of social control. Society encourages conformity.

1. Mores

A social standard of proper moral conduct.

2. Folkways

A society’s custom of routine casual interaction

E. Material Objects

The tangible things created by members of society compared to non-material

culture— the intangible world of ideas created by members of society.



High Culture---patterns that distinguish the elite.

Popular Culture----widespread

Subculture---cultural patterns that set apart some segment of a society’s population

Multiculturalism---an educational program recognizing past & present cultural diversity in US society & promoting the equality of all cultural traditions.

Eurocentrism---European culture patterns

Afrocentrism---Emphasizing and promoting the African cultural patterns

Counter culture---patterns that strongly oppose those widely accepted within a society.






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Li-Chin Huang
06/16/2015 4:47 pm

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Leah
06/16/2015 5:37 pm


You see a general pattern in the particular

You see the strange in the familiar

You see individual in social context



Social Structure

Puppeteers (money/power)

Religion/Government

Military/Police Force

Managerial Class

Working Class



Forces glue people together

Individual -> Friendship -> Family

Technology forms society

-for the better or the worse? It’s skeptical because its evolving all the time



Roles vs. Status
Earned Given
Examples Examples
-student -sex
-criminal/inmate -race
-temperament
-language



Things are not what they seem

5-10% tangible world – common understanding – material culture

90-95% tangible world – deeper understanding – nonmaterial culture



Cultures are strategies to meet human needs.

Symbol – anything that carries a particular meaning within a culture

Language – people perceive the world through cultural meanings

Values and beliefs – the former is culturally defined standard of desirability; the latter is specific statements that people hold to be true.

Norms – rules and expectations by which society guides behavior of its members
a) mores – a society’s standard of proper moral conduct
b) folkways – society’s customs of routine casual interaction



Cultural Diversity

High culture vs popular culture
-former patters to latter cultural patterns

Subculture – cultural pattern that separates some of society’s population

Multiculturalism – education program recognizing past and present diversity

Eurocentrism and Afrocentrism

Counterculture – patterns that strongly oppose those widely accepted within a society



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----------------------Mary
06/06/2015 2:17 pm

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Mary
06/06/2015 2:22 pm


Seriously????

I just entered all my notes hit enter then submit and now there gone!!! Anyone out their know how I can get them back?? Are they gone for good???
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David
06/06/2015 5:20 pm


Sadly they are most likely gone for good. My sister has had the same issue in the past. Unfortunately, that is not a bug, but a security feature based on time.



The best solution for the future is to complete all your typed posts/notes in a word file, save it, and then copy and paste into e360.



(Sorry for any typos, posting from my mobile)



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Aunakah
06/08/2015 8:33 am


That is what I do as well!



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Christine
06/09/2015 11:07 am


Thanks for the idea--that's what I did. Good to know.
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Leah
06/06/2015 10:52 pm


This just happened to me in a discussion for another class. It was very disappointing to have to rewrite 300 words!
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Lisa
06/09/2015 12:00 am


Sorry that you lost your notes Mary. I have had that happen to me in the past. I learned my lesson well. Now I type them up in a Word document, save it and copy and paste!
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Mary : Thanks to all of you that were kind e...

Sherilyn: Life is like a game of cards. The han...

Aunakah : Hello Sherilyn. You brought...

Carl : Hi Sherilyn, You have taken...


Lisa
06/09/2015 12:03 am


LaRaine,

I like the way you wrote the last two paragraphs. I wrote similar things but in more of an outline style. You caught the details I missed.

There is so much information to learn in this class and I am enjoying it so far.
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Christine
06/09/2015 11:14 am


I too wrote down the quote by Jawaharlal Nehru. I like the message it sends that we have a choice in how we act, in what we do. I have a white board on my door and I often list positive or thought-provoking quotes for my staff. I think this one fits so well for everyone that would come into contact with it, if they choose to see the meaning behind it.

I also liked the concept of puppets and puppeteers, and some people being both. I am interested in what you think of that as someone who will be going into law enforcement. Do you think it will help you to determine who the "bad guys" are?




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Mary
06/09/2015 3:09 pm


Nice notes! Society="collective drama" I also had forgotten about the sharp 3rd eye (debunking insight) a 2nd clear mind (critical thinking) and an extra warm heart (humanistic approach) Too me it seems like it would be hard to have a critical mind, and a warm heart!! I liked the "individual in society and society in the individual"
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Aunakah
06/07/2015 5:32 pm


Intro. To Sociology Notes

It’s About Critical Thinking

Curiosity and Passion Is Greater Than Intelligence

Allegory: A story, poem or picture to reveal a hidden meaning.

Manipulation there is many types, even visual by changing the visual surroundings.

Sociology: is more than a mirror held to reality, but with a hammer with which to shape it. From the book: scientific method to study human society.

Objective of studying sociology: To sharpen third eye, insightfulness, clear mind, and a extra warm heart.

Critical think by asking the following questions in a situation: who, what and why?

Society is a collective drama of individuals in society and/or society in individuals.

Minds-eyes:
Structural functional eyes: look for patterns and structures like builders. This category can be broken into three sections. One, manifest: do it because you want it, example, family. Second, latent: intended social function, has a good function and bad function. Third, dysfunction: undesirable functions.
Social Conflict eye: social inequality. Examples, superiority, inferiority, gender, and race. (power and money).

This sums up my notes from class. I hope this gave you a reminder of what was discussed in class. I’m sure your notes will give me the “a-ha” moment.



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Carl
06/08/2015 10:28 am


Hello Aunakah,

I think you have taken excellent notes on this chapter.

Looking at things using our instructors "minds-eyes" approach should help us to actually see what is going on around us in our society.

I can only speak for myself, but i hope we can all work (as a society) toward less social injustice and inequality.


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Sherilyn
06/08/2015 7:02 pm


Hello Aunakah,
Thank you for posting your notes! I have the word allegory written down but not the meaning. Thank you for posting both the word and the meaning.The manipulation reminds me of the picture with the man who was chained to the wall and then walked out but came back. It is really sad to me that people can move from where they are and see new things, new truths and yet go back to their old ways. Live a lie, just because it feels to scary to go out on your own. experience new things without someone by your side. Or that when people try to tell us that their is more than what we see or think we see, we tell them they are crazy and brush them off! Thank you for taking the time to post your notes!
LaRaine



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Lisa
06/09/2015 12:07 am


Hi Aunakah,

Thanks for adding that there are many types of manipulation., even the visual manipulation. Sociology is very eye and mind opening. I have been interested in these things and find the timing of this class at this period of my life very interesting.
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Carl
06/08/2015 10:47 am


Intro. To Sociology Notes

Analytic tool - Mind-eyes (open one's eyes to cultures around us).

Critical thinking is very important.

Social inequality leads to conflict which in turn, leads to social change.

Life chances: Education, job and health

Society is a collective drama, individuals in society and society in individuals

The individual is "agency" and society is "structure"

Allegory: Story that can be interpreted to reveal a hidden meaning

Plato's allegory of the cave: Things are not always what they seem)

Determinism: The hand you are dealt

Free will: The way you play the hand you are dealt

Society is more than a mirror held to reality, but a hammer with which to shape it.

CQ (curiosity quotient) plus PQ (passion quotient) is greater than your IQ (intelligence quotient)

Use your mind as a tool to see truth

Structual-functional paradigm (Macro image of society)

3 eyes: Manifest function - consequences that people observe or expect

Latent function - unintended problems or unintended good things

Dysfunction - negative bad thing

Social-conflict paradigm: (Macro image of society) A Marxist-based social theory which argues that individuals and groups (social classes) within society have differing amounts of material and non-material resources (such as the wealthy vs. the poor) and that the more powerful groups use their power in order to exploit groups with less power


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Aunakah
06/08/2015 12:18 pm


Nice job Carl!

It is interesting to see how others take in information and interpret that information. You reminded me of a few concepts that I forgot to write down and your explanation on the mind-eyes terms had more explanation. I still feel unclear on the mind-eyes so I'm hoping to get more clarity in class. Everything is kind of meshing together for some reason.

Thank you for sharing!

Aunakah Lilly



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Lisa
06/09/2015 12:12 am


HI Carl,

It was really nice to meet you last week and I appreciated how you were such a good sport.

After reviewing your notes, I realized a few things that I missed and am glad you included them...The individual is "agency" and society is "structure"

Also, I really like the way you summarized the structural-functional paradigm and the social-conflict paradigm. I am going to add these to my notes.

Thanks!





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David
06/09/2015 4:11 pm


Hey Carl,

Thank you for adding in the notes on the quotient equation. I had that in my notes but I wasn’t quite sure where that fit into the grand scheme of things. Looking at the social-conflict notes, I like that you noted it is a Marxist based theory. That reminds me of the quote from last week’s reading: “The philosophers have only interpreted the world, in various ways; the point, however, is to change it.” Seems pretty fitting for the content that we covered.



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David
06/08/2015 4:29 pm


Chapter 1 Notes

We discussed Plato’s Cave Allegory and how it relates to society with regards to the different members and their perceptions based on their roles.

Also covered was Critical Thinking. Critical Thinking is a skill that can take a lifetime to develop. This means that the more you utilize this over the course of your lifetime you will progressively develop it. This relates also to the concept of a potted brain vs. an expanded brain. Someone who is a critical thinker can learn to expand their perspective so as to “see” what they normally look past. Someone who is not a critical thinker is unable to see the bigger picture beyond what is directly fed to them. Appling this to the society around us is an example of opening a Mind’s eye as we can then see the bigger picture of how society actually functions.



We noted some of the different society styles (Individual based or Society Based). An agency type is dynamic and typically revolves around oneself. A structure type is static and typically revolves around advancing the society itself.

We covered (mostly) 2 of the society analysis theories. The first of which was Structural-Functional analysis which can be thought of as the pieces of a Lego set (social structures) working together to make a whole working set (solid and stable society). This approach looks at the consequences of social functions and views how they interact on the system as a whole. They can be either Manifest (deliberate), Latent (unintended) or a dysfunction (disruption).

We begin to start on the second analysis method, Social conflict analysis which is based around the idea that each part of society benefits differently, and it is those difference that drives social change.

Key Concepts:

Sociology is not just the study of knowledge, but a tool for which we can use to change it for the better.



To avoid simple manipulation of knowledge and perception we need Critical Thinking to know to ask “Why?”



Interesting Quotes during lecture:



“Life is like a game of cards. The hand you are dealt is determinism; the way you play it is free will.” --Jawaharlal Nehru

“Unlike puppets we have the possibility of stopping in our movements, looking up and perceiving the machinery by which we have been moved. In this act lies the first steps towards freedom.” --Peter Berger



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Lisa
06/09/2015 12:16 am


Hi David,

You did a really good job on summarizing your notes. I did mine in more of a outline style, but I really like the paragraph style. You are very organized.

It is great that you caught the Peter Berger quote. This class is helping us look and perceive the machinery (if we haven't begun to do so already). Let's take our first steps toward freedom.


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Sherilyn
06/08/2015 7:13 pm

Hi David,
Great notes! Thank you for posting the Peter Berger quote! I missed that one. It's so true! We think that everything we do is of our own free will, but it's not. Someone is pulling our stings. It may be internal our higher power, or external those around us. But someone is pulling the strings. And we are pulling strings on others as well. Until we become aware of this and make the necessary changes.
LaRaine



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Lisa
06/08/2015 9:24 pm


Introduction to Sociology

Discussion Post Week 1

Here are my notes from Sociology class…

Sociology is Critical thinking. It is complex abstract thinking. Think it out. Think it loud. Explain it happened in that way. It is a lifelong learning process. It is full. It is alive. It is liberated. Not “He said/she said.” It is objective thinking. It asks WHY. It asks HOW?

(An allegory is a story/poem that can be interpreted to revel a hidden meaning, typically a moral or political one.)



Lessons:


What happens when the prisoner who escaped returns to the cave? The other prisoners think he is crazy. They don’t believe him.


Things are not always what they seem.


80-90% of people today are “prisoners” who don’t challenge authority.


The manipulators/orchestrators want us to be prisoners.


There are things going on behind the scenes that we are not aware of.


Human want to be a part of a community. (LaRaine)



To be a critical thinker – it is a life-long learning process.

Bilderberg Group (Personal note: I had never heard of this group before this class. Bill Clinton attended in 1991. Very interesting read.)

A cross-cultural person can see much better because of increased experiences not because they are a better person.

There is no RIGHT way. There is no WRONG way.



Life is like a game of cards:

The hand you are dealt is DETERMINISM;

The way you play it is FREE WILL.

Jawaharlal Nehru



Life Chances = OPPORTUNITY

Education, Employment, Health



Scandinavian countries = free health care have from the cradle to the grave.

America has not allowed universal healthcare until this president.

Why? Because it is expensive.



America does not talk about social class.

(This will be discussed more in chapter 4.)



David Rockefeller had the #6 heart transplant. (He is now 99.) Money = health.



Sociology = empowerment, participation, and change.



Manipulation. Which circle is bigger? Bad question because it makes us choose. Neither is bigger, they are both the same. To see the truth, it takes training!!



Society is a collective drama. Individuals in society. Society in individuals.



We are born like puppets. The show is fun to watch. Who manipulates the puppets? Someone invisible to the puppet. One day you will look up and see the strings…you will realize that you have the ability to cut the strings…

Who are the puppets, puppeteers or both? Who is behind the screen? What connects puppets and puppeteers? Why are the strings important and invisible to the viewers?



The first step to freedom…Unlike puppets, we have the possibility of stopping our movement.



What do brains look like?

Are they root bound?

Or are the roots expanded?



What can sociology do for us?

It will give us a sharp third eye for debunking and insight. Second, a clear mind for critical thinking. And an extra warm heart, the humanistic approach.



Sociology is more than a mirror held to reality, but a hammer with which to shape it.



We will empower ourselves.



Justice is what she is fighting for using sociology.



CQ + PQ > IQ

Curiosity quotient + passion quotient > intelligence quotient



The World is Flat – Thomas Freedman



Sociology sees patterns: Our class: 3 men/6 ladies, young/old, lower/middle class.

Every brick in the wall matters! Each brick helps build walls, society, school, military.



Function/Structure: Individuals > friendship > family > community > city > nation > world.



Manifest function (good foundation): get married because you are in love

Dysfunction (bad foundation): every family has this issue

Latent function (unexpected): PTSD



Social conflict (power = money)

(problem eye to open)

System based on social inequality (power, money, resources, opportunites) each part of society benefits some categories of people more than others; social inequality leads to conflict which in turn leads to social change.
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Christine
06/09/2015 11:07 am


I love your notes! They compliment what I remember, and the notes that I took. I see that some of what I wrote down seems like an unfinished thought until I connected it to your notes. It is like we are having a conversation about last week's class.

I think one of the most impressive quotes was the one about "unlike puppets we can stop our movement". It really shows we have a choice in everything.

See you tonight!



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David
06/09/2015 4:22 pm


Wow Lisa,

You definitely have great in depth details from last week’s session! Good inclusion of the Life Chances, which was something that I missed with my list. The cross-cultural understanding I think highlights an important point. That being that those who are “outside” of one society have an easier time seeing structures and patterns exercised on members of that new society.
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Christine
06/09/2015 10:55 am


Hi all--

I truly find this class fascinating. I think seeing each other's notes will be my favorite part of the class! We are all witness to the same information, in the same environment, yet have different perspectives. The information that each finds to be of note is also fascinating.

So, this class is "determinism" and how we interact with others and what we gain from it is our "free will"....

Here are my notes....

Sociology: Chapter 1 notes

Sociology is all about critical thinking. Thinking, instead of a physical task/skill, is what sociology creates.

Objectively, open a “critical eye”….

Allegory—a story, poem, picture that can be interpreted to reveal a hidden meaning….. typically a moral or political one.

Plato’s allegory of the cave—shadows cast on the wall; prisoners; performers; person outside the cave…

Discussion surrounding opinions of why Plato said this….the prisoners are born to this world as prisoners shackled to the wall….why the prisoners don’t realize they are prisoners….. don’t realize the shadows they see are the performers….. who don’t realize there are prisoners…….the person outside is unaware of all that is happening below them in the cave….is what is happening controlled by more powerful beings? Together is it a community?

“Life is like a game of cards. The hand you are dealt is determinism; the way you play it is free will” Jawaharlal Nehru

Sociology offers insight—you may get a great hand, and not play it very well; or you may get a bad hand but play it expertly.

Max Weber: Life chances = Opportunity
< >< >

Health



Social class affects life chances….capitalist society—example universal health care: the richer don’t want it, but the poorer do.

Society is a collective society; individuals are in society and society is in individuals.



Cannot isolate yourself.



Society overtakes the individual---puppet or puppeteers, are we?

Sociology will help you see all of this.



“Potted Brain”—root bound, no critical thinking.

“Liberated Brain”—root expanded



Sociology do to help this?

A sharp 3rd eye, debunking, insight.

A 2nd clear mind, critical thinking

An extra warm heart, humanistic approach



“Sociology is more than a mirror held to reality, but a hammer with which to shape it”



Sociology: fighting for justice, does the best she can



CQ + PQ > IQ

“Curious Quotient PLUS Patient Quotient is greater than Intelligence Quotient”



Always remind yourself: BIG eye, smaller eye. Three major eyes:


Structural – Functional Paradigm (eye)

A system of unrelated parts that is relatively stable because each part has a particular function in society as a whole. Influential Sociologists: Auguste Comte, Emile Durkheim, Herbert Spencer, Robert Merton



Robert Merton developed

Manifest function—Need to be loved; good.

Latent function—unintended; could be cancer, PTSD, etc.

Dysfunction—doesn’t work; bad.



“Structure” = Builders;

Friendship = smaller building block;

Family = Community; a group of people that help each other, caring for one another, stay connected to each other, some by blood, some by marriage. Some get along, some don’t. The same parents can create vastly different offspring. Family can be an unrelated group of friends that love you.



“Function” = Connection; not alone—rational animal—do it with reason—because it functions.




Social-Conflict Paradigm

A system based in social inequality: power, money, resources, opportunities, privileges, etc.



Each part of society benefits some categories of people more than others; social inequality leads to conflict, which in turn leads to social change.
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Mary
06/09/2015 2:49 pm


Christine, your notes are great!! I obviously did this assignment wrong. I thought she meant our book notes that we made for ourselves. I guess she meant the notes we took in class!! I had forgotten about the CQ+PQ is greater than IQ.(curious and patient are greater than intelligence?!?! I also didn't write down about the potted root bound brain, and the liberated brain.



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Li-Chin Huang
06/09/2015 4:40 pm


Mary, it is O.K. You still provided important sociological info.
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David
06/09/2015 4:55 pm


Christine,

That is an interesting analogy for the course! Also on the same note as your initial observation, it is interesting on that basis because I feel that often our personal notes convey a meaning that only we can understand (or read :) ). So that process of translating them into something for someone else’s consumption really makes your rethink how the concept we covered may apply to someone else.
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Mary
06/09/2015 2:35 pm


Chapter one notes:

Sociology-the systematic study of human society.

The origins of society; a new industrial economy, the growth of cities, political change, and a new awareness of society.

Sociology perspective-sociology’s special point of view that sees general patterns of society in the lives of particular people. This helps us; assess the truth of common sense, see the opportunities and constraints in our lives, be active participants in our society, and helps us live in a diverse world.

Global perspective-the study of the larger world and our society’s place in it. High income, middle income, and low income countries.

Comte’s three stages of society-1.theological stage (the church in the middle ages) 2.metaphyscial (enlightenment and ideas of Hobbes, Locke, and Rousseau) 3.scientific stage (modern physics, chemistry, sociology)

Social structure-any relatively stable pattern of social behavior.

Social functions-the consequences of a social pattern for the operation of society as a whole. MANIFEST functions are the recognized and intended consequence of any social pattern. LATENT functions are the unrecognized and unintended consequences of any social pattern.

Social dysfunction-any social pattern that may disrupt the operation of society.

Social conflict approach-shows how inequality creates conflict and causes change.

Macro-level orientation- a broad focus on social structures that shape society as a whole.

Micro-level orientation-a close up focus on social interaction in specific situations.





Leah
06/09/2015 4:38 pm


Critical Thinking

Allegory (parable, analogy, metaphor, symbol, emblem)
-story or poem, a picture that reveals a hidden meaning

There’s more to every story, and people think you’re crazy when you start to question things that are “normal”.

We are all like puppets being manipulated by puppeteers.

Who are the puppets and puppeteers? Who writes the script? Who’s behind the scenes?

Unlike puppets, we have the possibility of stopping the process and moving forward.

CQ + PQ > IQ

Curiosity Quotient + Passion Quotient > Intelligence Quotient




------------------------------

Intro to Diversity Studies : 809-172-706




Mark All ReadAlerts


Mark read div Regarding the final grade


Date: 05/10/15


Ladies and gentlemen,

I am doing a final assessment of each individual's progress over the whole semester with a minor adjustment which includes attendance/participation, in-class and online activities, assignments and projects, quizzes and exams, as well as overall contribution to our collective learning to come up with your final grade.




The final grade will be sent to school soon. You will find your grade after May 12 on school SIS system.

Have a good summer break. Crystal


Mark read 4/27 class notes and reminder


Date: 04/28/15


Ladies and gentlemen,

Today we shared peers' essay part of Exam 3. Thanks for Margaret to share her portfolio work-in-progress.

Then we reviewed part of Reading#41 with 10 points in-class quiz.

We watched Freedom Riders (part I. You can find in on youtube or PBS).

Finally we moved to lab to work on FE4 pptx design.

Reminder:

1. Review reading#41 and FE4. There will be a paper format Exam 4 including reading#41 and FE4.

(30 questions for 60 points). Please bring in 2B pencils and eraser. You can bring in a one-side info sheet

(not open book)

2. We will have a peer review on your portfolio. (54 points).

Email me if you have questions. Crystal


Mark read 4/20 (M) Class notes and reminder


Date: 04/20/15


Ladies and gentlemen,

I announced EXAM 3 as a take-home test to reduce the stress (Please download from Discussion. Use a separate sheet for your answers). Print off and bring in the hard copy to next class (4/27 to earn your grade).

I briefly commented on your reading#36 worksheet (Like, dislike, preferences vs. affecting people's life chances...etc.). Then I reviewed FE3 again with an in-class quiz. I shared a movie Secrets, since we emphasized the power of ideology/ideas that affect people's thinking and behaving. Though Secrets are not academic and can be controversial, we pick and choose the useful info for reflection and application. I collected your 10 point in-class writing.

Reminder:

1. Review FE3 (my lecture notes were posted in Unit 3 week 13 link). Complete Exam 3.

2. Working on your semester portfolio project ( you will have a two-minute report of your progress in class).

3. I will introduce FE4 with a video for discussion (10 points), and leave half-an hour Lab time for designing the last PPTX project.

Email me if you have questions. Crystal

Mark read div 4/13 class notes and reminder


Date: 04/13/15

Ladies and gentlemen,
Today I explained next 3 weeks' agenda for your to do the early preparation to wrap up this class.
We shared White Man's Burden movie critiques and reading#36 peer reviews.. Thanks Scott, Michaela, Kendra, Marissa and Nick. Finally we watched video - Diversity in the work-setting for 10 points writing.
I brought in portfolio examples (the project guideline was posted on Discussion)
Reminder:
1. Post 2 videos (2 points for each, make sure hyperlinked) which have diversity themes (race, ethnicity,
gender, sexuality, class, disability ...etc. and/or with their inter-sectionality preferred) with 50+ words of
citation or summary for each link. (4 points for each). Total 12 points

2. Comment at least 1 peer’s post with at least 50-word comments.
(3 points) Post on Discussion. Due before noon, 4/20 (M)

3. Prepare Exam 3 (45 questions on FE3 and Reading#41 for 90 points)
During the 2nd hour on paper format. You will work with a peer (Only 2)

Here are the next 3 weeks' agenda

Week 15: 4/20 -
1. The first hour, in class. I will review FE3 and go through Reading#41
2. The 2nd hour, paper Exam on FE3 and Reading#41. (2 peers as a group. An Experiment).
Week 16: 4/27 -
1. Introduction of FE4 (the first 30 minutes)
2. Lab time. FE4 PowerPoint Design. (2 peers as a group).
3. Post at least 50% of the project on Discussion at 4:00 pm.
4. Post the final design before noon, 5/4
Week 17: 5/4 -
1. The first hour
Brief review FE4.
Semester Portfolio Peer review
2. The 2nd hour: Exam 4 on FE4
(individual paper exam 30 questions)

Email me if you have questions. Crystal


Mark read div Post the final 9 cases to the top link


Date: 04/06/15


Ladies and gentlemen,


Would you post the final version of reading#41 (all 9 cases) to the top link on Discussion?

I will read and grade separately (4 cases and 9 cases). Thanks.


Email me if you have questions. Crystal


Mark read 4/5 class notes and reminder


Date: 04/06/15


Ladies and gentlemen,

Today I passed out the semester portfolio instruction sheet, and explained each step.

I also showed how to merge two PowerPoint into one (Under Insert tab, click new slide, then click "reuse slides" to merge.

I switched an important video - Diversity at the work-setting (a must watch for this course. 15 points in-class activity) to the White Man's Burden that you need to analyze with 3 to 5 concepts, terms, or theories learned so far from this class (10 points, hand written. Bring in next week).

Reminder:

1. Download reading#36 worksheet on Discussion. Complete and print off. Bring in next week.

2. Bring in White Man's Burden film hand-written analysis next Monday.

3. Re-post all the 9 cases on Discussion.

3. Start organizing your portfolio.

Email me if you have questions. Crystal




Mark read div about reading#41


Date: 03/30/15


Ladies and gentlemen,

Case#2 Civil War Amendments do not have questions. So you only answer 3 cases' chosen questions at the end.

Thanks to Scott's question. Crystal


Mark read div 3/30 class notes and reminder


Date: 03/30/15


Ladies and gentlemen,


Today I commented on 3/23 class notes and peer reviews (some of you missed the 2 peer reviews as part of online sharing activities). For reading#41 pptx project some peers did not include p. 388 (7 points) important information.

Late assignment will earn 10% deduction per day.




Due to Indiana passed a law to protect "religion freedom", I brought "Beyond our differences" - an awarded video for you to identify "people make a difference to enhance understanding" (10-point participation). I collected your thoughts.

I showed you last semester students' diversity portfolio project examples. You will compile one for peer review a week before the end of the semester. I will bring in step by step instruction next week.




Reminder;

1. Select 5 cases from cases 5 - 14 of reading#41 and post your final version on Discussion.

Due at noon of coming Monday.

2. Think about how do organize an "action with a plan - how make a difference to enhance human understanding"

draft (one page). I will bring in examples next week.

Email me if you have questions. Crystal


Mark read soc 3/23 class notes and reminder


Date: 03/23/15


Ladies and gentlemen,


Today we did peers' motive critique (17 points). Thanks for Thad and Nick for sharing their movies.
Then I introduced next week assignments with previous students' examples for reading#41.
We reviewed a little bit of FE3 and did a case study (in-class 10 point activity).
I collected your movie write-up and case study.
Reminder:
1. Copy and paste today’s note on Discussion (200 to 400 words)
Review/critique 2 peers’ work. 50+word each. (Total 14 points)
​
2. Read article#41. Total is 14 cases (pp.388-417). For part one, you do cases 1 to 4.
(Total 35 points). Design these 4 cases on PowerPoint.


1./ Pay attention to information on p. 388. (7 points)
2./ Summary of each case by identifying
when, who, what, where and why/how (do the best you can).
(3 points for each case) Total 12 points
3./ Identify what the diversity themes in the case.
Add a least a photo or video link related to this case.
(2 points for each case) Total 8 points
4./ Answer one of questions at the end of each case.
(2 points for each case). Total 8 points

Post on Discussion. Due before noon, 3/30 (M)

Email me if you have questions. Crystal


Mark read 3/16 class notes and reminder


Date: 03/16/15


Ladies and gentlemen,
Today due to limited time, I only showed two cases of the 2nd interview. Hope you will do better next time.

I introduced FE3, connecting to FE2 and FE1 with a video regarding one of the tough hegemonic ideologies - genderism.

Since I collected your notes for 10 points, you don't have post for peer reviews.
So, only one assignment:

Total 17 points: Write up the 2nd Movie critique with

a. 80-100 word summary about the key themes of the movie
(3 points).
b. Identify 5 specific scenes in the movie.
Explain/interprete with 5 terms (10 points)
learned from FE3. 250+ words.
Highlight terms with word count (1 point).
In-class Peer review (3 points).
c. Print off a hard copy and bring in for peer reviews.

Email me if you have questions lhuang@cvtc.edu


Mark read DIV exam 2 results


Date: 03/02/15


Ladies and gentlemen,

Here is Exam 2 score distributions: (Total is 70 points. 3 questions were very challenging. The scores with 6 points were adjusted as follows:

66, 64, 64, 62, 62, 60, 60, 56, 56, 54, 54. 50, 48, 46, 46, 44, 42, 42, 40, 40, 38, and two peers did not take the exam, and one did not complete.

The better score between Exam 1 and Exam 2 will be selected as part of your Midterm grade.

Still some peers have not posted last week assignments on Discussion or not completed all the steps. High quality work might extra points to offset some of the lost points.

Crystal


Mark read Div Exam 2 info


Date: 03/01/15


Ladies and gentlemen,
Just a kind reminder regarding Online Exam 2:
1. Online Exam 2 is based on FE2 (lecture notes are available on Lessons).
2. You have 1.5 hours to take the exam between 2 to 6 pm on March 2 (Monday).
You can take it at library or home.
3. There are 35 multiple-choice and T/F challenging questions.
4. At 6:00 pm, the test link will expire, unless you provide authorized documents for a
make-up based on policy addressed in the syllabus, the gradebook will record 0 point.
5. The exam is located in the Unit 2 Week 6-9 link on Lessons.
Good luck!! Crystal


Mark read 2/23 (M) Class notes and reminder


Date: 02/23/15


Ladies and gentlemen,

Today we did peer review on movie write-up. Thanks for Brandon's sharing Forest Gump.
I reviewed a part of FE2, and then showed two video clips that I did not share last week.
I collect your assignment.

Reminder:
Next week assignments
1. Copy and paste today’s note on Discussion (200 to 400 words) 10 point
Review/critique on 2 peers’ work. 50+word each. 5 points
2. Conduct the 2nd interview a person with multiple statuses.
Don't do the same themes or interview the same person.
Type the definition of 5 terms you will use for and integrate into your interview. 15 points
Post on Discussion with 2 peer reviews (5 points). Due on 3/1 (Sn) at 10 pm.

3. Exam 2 on FE2: Online Test (you can take it at library or home)
1.5 hours for 35 challenging questions - on next Monday, March 2, from 2-6 pm.
You have 90 minutes to choose from 2 to 6 pm. After that the test link will expire.
The exam is located in the Unit 2 Week 6-9 link on Lessons.
Email me if you have questions. Crystal




Mark read 1/18 (W) Exam 1 info


Date: 02/18/15


Ladies and gentlemen,

80% peers re-took online Exam 1 (in week 1-5 Lessons link) and scores were much improved.

Still several peers did not take this opportunity. The text was extended to 1/19 10 pm. (Some peers did not show up on last Monday and were not aware of this opportunity nor understood how to do it).

After this 2nd chance, if you do not take it, I will record from the Scantron (80% were around 30 out of 70 points).

Let me know if you have questions. Crystal


Mark read 2/16 class notes and reminder


Date: 02/16/15


Ladies and gentlemen,
Today the attendance rate was low. I changed the learning plan.
Thanks for mini-presentation - Frank, and reading/interview sharing: Kendra, Janell, Marissa, Margaret, Michelle, Thad, Jason, Michelle M, Michaela, Scott, Catie, Frank, Chelsea, Kelsey, and Tayler. (If I missed your name, let me know for extra poitns


I returned your PA#2. and collected your interview and social class reading.
I explained how to re-take Exam 1 online.

Reminder:
1. Review FE1 and then take the test online in Lessons ( there is an exercise if you want to try to be familiar with the online test style). The test will expire 1/17 (T) at 10 pm. Take is as soon as you can. You have 90 minutes to complete 32 multiple/TandF (I deleted 3 controversial/complex questions) Total is 64 points.
You have 2 chances, but the E360 only records the last test and score you earn.
2. Skip note posting and peer reviews this time.
3. The 1st movie critique: choose a movie you have watched or plan to watch, which has diversity themes


a. Write 50-100 word summary of the movies. 5 points.
b. Apply 5 terms (highlight or bold) so far you learned to analyze 5 specific movie scenes
to specific scenes in the movies. 10 points
c. A 100 word reflection about the concept of diversity help you observe deeper.
Print off a copy for peer review. 5 points.
4. Those who did not turn in interview and reading 12, or 13, 14 need to email me first
(or drop off at my office #11E) and bring in a hard copy next time.
Email me if you have questions lhuang@cvtc.edu


Mark read 2/9 class notes and reminder


Date: 02/09/15


Ladies and gentlemen,
Here is today's Agenda -
Week 5 (2/9 M)

First of all, I explained the issues regarding how to do a basic interview, and shared a previous student's example, then we had FE1 Exam. After exam 1 we did peer review on Personal account#2. Thanks for Logan, Janell, and Scott's sharing (Thanks to Frank offered the opportunity).

Then we only had one FE2 presentation. Thanks to Brandon and Jason.

-----------

Reminder:

C. Next week assignments
We will continue FE2 mini-presentation (limit to 5 minutes, in particular, sharing step 4).

1. Skip the Note posting assignment this time.
2. Interview a person with diversity themes (multiple master statuses preferred).
Apply 5 terms so far you learned (highlight) to your writing
(300 to 500 words. Add word count at the end).

3. Select one article from reading #12, #13, and #14. Use the previous one or download the 20 point
worksheet.
Print off both, due in class, Feb 16 (M).
Note. For this class, you don't have to critique on others' project. But if you do more than 2 project (50+ words for each project, you might earn some extra points- So, this is Optional).


Mark read 2/2 class notes and reminder


Date: 02/02/15


Week 4 (2/2 M) Agenda

Focusing on Competencies (detailed in the syllabus)

1. Differentiate basic concepts related to diversity and socio- demographic variables.

2. Analyze implications and adaptations of subordinate groups within a historical context.

A. The 1st Hour: a. About FE2 project b. Review FE1

B. The 2nd Hour:

a. Introduce Framework Essay II (FEII) b. Quiz for FE1

C. Next week assignments

1. Skip the Note posting assignment this time. Save time to prepare for Exam 1 on FE1.
2. Select a personal account from Section II. Download the 15 point worksheet
(Download from Lessons Week 1-5 link, same worksheet as Week 3).
Complete and print off a copy. Bring in next class for discussion. Due in class, Feb 9 (M).
3. Prepare for FE2 project presentations
(We will begin with 5 volunteer groups for extra points. I will decide how many extra points earned).

Email me if you have questions lhuang@cvtc.edu




Mark read 1/26 (M), Class notes and reminder


Date: 01/26/15


Ladies and gentlemen,

Today, I


1.returned your reading#1 with comments.
2. Several peers did not complete Week 2 notes peer reviews (part of online activities).
If you complete today and inform me you can get the lost points back.
3. Thanks for Frank, Jake, Scott and Brandon sharing the personal account, and Thad's personal encounter.
4. I reviewed FE1 with relevant movies info, focusing on how the differences were constructed, the concepts of stigma, other, and ascribed/achieved/master statuses. Then you wrote a short story about how you experienced being treated differently.
5. I ran out of time for in-class quiz. I collected your 10 points in class writing activities and 15 points personal account worksheet.


Reminder:
1. I asked you to decide for designing Framework Essay II (pp.194-220) individually or with a group
(no more than 3 peers as a group).
The project instruction was posted on Discussion.
2. Read this Essay carefully and complete all the 5 steps design. Post on Discussion. Due before noon of Feb. 2.
3. Keep on reviewing Framework essay 1 for next week quiz. I posted the lecture notes in Unit One Lessons,
which might help you focus on the main points
4. You will skip today's Note posting/critiquing for this time.
Email me if you have questions lhuang@cvtc.edu


Mark read div 1/19 class notes and reminder


Date: 01/19/15


Ladies and gentlemen,
Today Alexander, Brandon, Jake, Logan, Michaela, and Nick joined us. (If I missed your name, please email me).
I reviewed a little bit of last week's contends and my introduced my learning/lesson Plan for Unit 1.
Then we did peer-review on reading #1. Thanks to Frank, Jake, Rob, Scott, and Thad's ideas shared with us.
Then I briefly go on FE1 with a couple of videos. Thanks to Jake and Margaret's reading for us.
Reminder:
1. Post today’s notes (at least 300 words, add word count at the end.) on Discussion. (10 points)
Critique on at least 2 peers’ work. Each critique needs at least 50 words. Due before noon of Jan 26.
(2 points per critique. You can critique on the ideas, agree/disagree, and raise questions and so on.)
2. Choose a personal account from Section I (there are 7 to choose from).
Download worksheet in the Lessons. (15 points)
Complete and print off a copy. Bring to next class session (due in class).
3. Read FE1 (pp. 1- 40) where you can look for ideas to search on Youtube for in-class
mini-presentation during the beginning of our class. (I need 3 volunteers, email me if you decide to do so).
Note, I might ask you to write a short preliminary reflection about FE1 - after peers' mini-presentation.
Let me if you have questions. Crystal


Mark read 1/12 (M) Class notes and reminder


Date: 01/12/15


Ladies and gentlemen,


Nice to meet you today. Thanks for group info sharing.
I briefly introduced the textbook format, and 6 major themes that will be covered throughout the semester.
We also serendipitously watched a couple of videos relating to classmates' comments, which were highly relevant to diversity themes. I ran out of time to cover FE1 which will be continued next Monday.
Reminder:
1. If you have not completed the week 1 online components (Introduction and scavenger hunt:
Counted as online learning activities),

please submit before coming Sunday 10 pm => post on Discussion. Hunt=> Dropbox
2. Complete Reading#1 (pp.46-55) worksheet (download from Lessons)
Print off and bring in next week for peer review. (20 points)
3. Post today’s notes (at least 200 words) on Discussion. (10 points)
Critique on at least 3 peers’ work. Each critique needs at least 50 words.
(2 points per critique. You can critique on the ideas, agree/disagree, and raise questions and so on.)
Due 2 hours before next class begins.
4. Read FE1 (pp. 1-40).
Email me if you have questions lhuang@cvtc.edu


Mark read Welcome to one of the most exciting and interesting Hybrid courses: Introduction to Diversity !!


Date: 01/08/15





Ladies and gentlemen,


Welcome to one of the most exciting and interesting On-Line courses: Introduction to Diversity !!


My name is Crystal Li-chin Huang, your online studies facilitator/instructor. You can call me Li-chin, or Crystal.


I attached a copy of DIV syllabus (today, Jan. 8, W) before school begins for you to preview. Then you can evaluate yourself to make sure in completing this course and earn an excellent grade!!!




You need to spend time on browsing the learning management system (LMS) E360 and the course format which will be available on Jan 9 (Friday). I will try to move it early as best as I can. Be familiar with the functions of each navigation button and review the documents carefully, then you’ll begin to feel at home and get excited to begin with this course.


Attention!!!! Have a copy of the textbook ready-


The Meaning of Difference: American Constructions of Race, Sex and Gender, Social Class,

​ and Sexual Orientation, 6th Edition by Karen E. Rosenblum & Toni-Michelle C. Travis with website:


http://highered.mcgraw-hill.com/sites/0078111641/student_view0/index.html


You need to use the textbook to complete the first 2 weeks Learning Activities to avoid the No Show Report.


For those who are ready to go : (E360 is available on 1/9 (F). Early birds' work are always welcome and may earn extra point(s).

1. Click Lessons on the left hand side of navigation buttons to start the learning activities carefully to avoid the NO
SHOW report. On Jan 12 (M) before our first class, you need to complete the following 2 tasks:

2. Click Discussion to complete online Introduction activities (click the Discussion button at the left hand side).

15 points

3. Click Lessons to submit your scavenger hunt via Dropbox and subsequent assignments. (15 points)

4. Scroll down to get our course syllabus and other info (I will bring in a hard copy for you).


If you have any questions or find errors in the syllabus (or on E360, please email me as soon as you can for me to answer or do correction)!




Cannot wait to connect with you on E360! See you Monday 2:00 pm. at room 235. Crystal


Mark read Welcome again, from Crystal


Date: 01/08/15


Welcome, again, from Crystal




Ladies and gentlemen,


Welcome again to our Introduction to Diversity (DIV) world!


Just a kind Reminder:
During the first week you will accomplish 2 activities:

Click Discussion to complete 3 steps of Meet and Greet - before class begins on 1/12 (M).

to earn 15 points ( again, extra efforts are available depending on quality and efforts).




Very important!!! You need to have your textbook ready to complete week 1 in-class learning activity requirements
to avoid the NO SHOW Report!!


Remind you one more time- the textbook title is : The Meaning of Difference: American Constructions of Race, Sex and Gender, Social Class, and Sexual Orientation, 6th Edition by Karen E. Rosenblum & Toni-Michelle C. Travis with website: http://highered.mcgraw-hill.com/sites/0078111641/student_view0/index.html

Email me if you have any questions. Have a productive semester!




-------------------------------

SP Sociology 100 Alerts


Mark read soc regarding the final grade


Date: 05/10/15


Ladies and gentlemen,

I am doing a final assessment of each individual's progress over the whole semester with a minor adjustment which includes attendance/participation, in-class activities, assignments and projects, quizzes and exams, as well as overall contribution to our collective learning to come up with your final grade.

The final grade will be sent to school soon. You will find your grade after May 12 on school SIS system.

Have a good summer break. Crystal


Mark read SOC About final exam


Date: 05/06/15


Ladies and gentlemen,


I reviewed your final exam. Most peers did not do well on 5 out of the 60 questions, which were more challenging than others. I made an adjustment not to count them to the final score. Here is the final exam adjusted score distribution: 110, 94, 92, 84, 78, 72, 68, 60 and 2 peers did not take the exam.




I am assessing each individual's learning efforts and outcome, and I might drop one or two less desirable scores from your gradebook. The final letter grade will send to school by May 9.

Have a great summer. Crystal


Mark read soc 4/27 (M) class notes and reminder


Date: 04/27/15


Ladies and gentlemen,


Today we did our semester project - collage/scrapbook peer review.
Then I continued Unit 4: Population, Urbanization and Environment as well as Social Movements with a visual learning method (video watching, and reflection writing for 10 points).
I collected your peer review sheets


Reminder:


a. Review chaps 8+9 (Keys were posted on Discussion. Please do self-correction), and chaps 12+13+14
b. Prepare for the final online exam - covering chaps 8, 9, 12, 13 and 14.
Begin on May 4 (M) from 8 to 11:30 am.
The exam was set up for 1.5 hours (90 minutes).
60 questions for 120 points - similar to the midterm exam style.
c. You can choose a proper time to take the exam
between the designated time anywhere (at school,
library, or at home to reduce your exam stress).
d. I will be in our classroom. If you encounter technical problems, email me right away.
Good luck! Crystal

Go to Lessons => the first link. Don't forget to click save after you have done a question.


Mark read 4/20 class notes and reminder


Date: 04/20/15


Ladies and gentlemen,

Today we continued social and global stratifications with a 10 point in-class worksheet and a couple of videos for discussion.

I collected your 10 questions and the worksheet.

Reminder:

1. Review chaps 8+9. Download quizzes from Discussion. Complete and bring in next week for correction.

2. Bring in your collage/scrapbook project for peer review (contents 20 points, 10 pieces of sociological critiques for 20 points and 10 points for design creativity).

3. I posted social institution quiz keys. Please do self-correction and prepare for the final exam.

Next week I will cover Unit 4 - chaps 15 and part of chap 16.

Email me if you have questions. Crystal


Mark read 4/13 class notes and reminder


Date: 04/13/15


Ladies and gentlemen,

Today we continued social institution: Education and then moved to next Unit Social/global stratification.
We corrected chap 13 quiz. I also passed out the Collage/scrapbook peer grading sheet (don't lose it).
Reminder:

a. Read chap 8+9 (Social and Global Stratification).
(Raise 5 questions from each chapter. Total 10. Type up and bring in next week).

b. Complete chap 14 Edu quiz bring in next week.

Here is next 3 weeks' agenda: (for your early preparation).

1. Week 15: 4/20 - Continue covering Chaps 8+9. You complete a take home quiz

2. Week 16: 4/27 - First hour: Collage/scrapbook peer review (50 points), and then

Chaps 15+16 population, urbanization, environment and Social movement with in class quiz.

3. Week 17: 5/4 - Online final exam (choose your time from 8 to 11 am. I will be in my office to respond your
emails, in case technical problems happen)
1.5 hours (90 minutes) to take the exam
60 questions multiple choice/T&F
Covers chaps 12, 13, 14-edu, 8, 9 and 15
I will remind you when events are approaching. Email me if you have questions. Crystal

quiz bring in next week.

Here is next 3 weeks' agenda: (for your early preparation).




1. Week 15: 4/20 -
Continue covering Chaps 8+9. You complete a take home quiz




2. Week 16: 4/27 -
Frist hour: Collage/scrapbook peer review (50 points), and then

Chaps 15+16 population, urbanization, environment and Social movement with in class quiz.




3. Week 17: 5/4 -
Online final exam (choose your time from 8 to 11 am. I will be in my office to respond your emails,
in case technical problems happen)
1.5 hours (90 minutes) to take the exam
60 questions multiple choice/T&F
Covers chaps 12, 13, 14-edu, 8, 9 and 15
I will remind you when events are approaching. Email me if you have questions. Crystal


Mark read 4/6 class notes and reminder


Date: 04/06/15


Ladies and gentlemen,

Today we covered family and religion with a video for 10 point in-class question-writing.




I did not send the after class reminder of 3/30 (last week, but I explained at the beginning of class), so the coming week you will still do 3/30 assignments:

(1) Chap 14 education worksheet and (2) complete chap 13 family and religion quiz.

Print both off and bring in next week.




Those who have completed, then just read chap 14.

Email me if you have questions. Crystal


Mark read soc 3/23 class notes and reminder


Date: 03/23/15


Ladies and gentlemen,

Today thanks for the goodie bags of Amanda, Caryn, Jocelyn, and Zachery.
We did chap 12 worksheet peer review. Then we completed the rest of last week's video
We began the Politics and Government with a liberalism vs. conservatism worksheet (10 points. We will discuss it next week).
Reminder
a. Review chap 12 and download quizzes from Discussion.
Complete chap 12 quiz. Print off and bring in for correction next week.
b. Preview chap 13 (Family and religion)

Complete worksheet 13.1 and 13.2. Print off and bring in next week for peer review.
Email me if you have questions. Crystal




Mark read 3/16 class notes and reminder


Date: 03/16/15


Ladies and gentlemen,


Today I discussed the Movie write-up project (29 points) and how it related to the current unit Social Institutions (chaps 12, 13 and 14).
I covered chap 12 first half chapter with a documentary.
Since you will work on chap 12 worksheet, you don't have to post today's notes. I collected your notes (15 points), and 10 points for video questions.
We will continue the 2nd part of the video (I taped it and digitized a while ago) and the rest of the chapter.
Reminder


a. Read chap 12 (Economics and Politics).


b. Download worksheet from Discussion. Complete worksheet 12.1 and 12.2.
Print off and bring in next week
c. All class brings in 10 goodie bags based on any social institution.

I will submit Midterm letter grade tomorrow (3/17 T) at 4:30 pm. Good quality late assignments might earn partial points before the above mentioned deadline.


Email me if you have questions. Crystal


Mark read SOC Midterm score distribution


Date: 03/02/15


Ladies and gentlemen,

Majority did well on Midterm exam.

Here is the Midterm exam score distribution: total 120 points

122, 118, 116, 110, 110, 104, 90, 80, 68 and 0.

Several peers have not posted last week assignments. Some of you did not complete all the required steps.

Late assignments with high quality might earn scores to offset some of the lost points.

Crystal


Mark read Reminder: Midterm Exam info


Date: 03/01/15


Ladies and gentlemen,
The midterm exam will be held on March 2 (M) From 8:00 am to noon.
1. You choose 2 hours between 8 to noon to complete the Online Exam,
whether you take it at school or home.
​ Log on E360=>Lessons=> Click the Midterm exam Link=> Test Center
2. The exam covers chap 1, 2, 3+4, 7, and 5. (Quiz Keys were posted on Discussion)
60 True/False and multiple choice. 120 points
(with 3 extra questions for 6 extra points. In fact, total is 63 questions,)
3. The exam link will expire at noon, March 2 (Monday)
If you miss it, you will lose 10 point regular attendance and participation, and 120
point exam score unless you provide authorized document for a make-up based on the policy addressed in the syllabus.
4. If you encounter technical problems, call helpdesk at . 5555 for a diagnosis, and then email me to check the problem.

Good luck! Crystal


Mark read 2/23 (M) Class notes and reminder


Date: 02/23/15


Ladies and gentlemen,
Today peers shared their deviant/criminal case (The link is on. Please post a copy there).
Then I reviewed chap 7 - the theoretical part.
Then I introduced chap 5. Thanks for peer sharing chap 5 Goodie bags.
I explained how to do the Movie writing and posting and the Midterm online exam information.
Reminder:
Next week assignments
a. Download chap 7 and 5 quizzes for Discussion
Complete and self-correction.
I will post chaps 7 and 5 keys on Sunday morning (March 1).
(The old quizzes chaps 1. 2, 3+4 will be posted on Discussion within 2 days).
b. Next week we will have online midterm exam, covering chap 1, 2, 3+4, 7, and 5.
60 True/False and multiple choice. 120 points. You can take it at library or home.
2 hours. One attempt. On 3/2 (M) 8-12 noon. (You can choose 2 hours between 8 to noon on 3/2)
The exam link will expire at noon.
If you miss it, you will lose 10 point regular attendance and participation, and 120 point exam score.
c. Watch a movie relating to social institutions.
a. 100+ word summary. 5 points
b. Identify 3 big or small social structures. 3 points
c. Select one social structure from the 3 to analyze its manifest, latent and
dysfunction. At least 5 conditions of each function. 15 points
d. Post on Discussion with 2 peer reviews. 6 points. Due on March 1 (Sn) at 10 pm.
Email me if you have questions. Crystal


Mark read 2/16 class notes and reminder


Date: 02/16/15


Ladies and gentlemen,


Today we corrected chaps 3+4 quizzes and shared the goodie bags on chap 7.
I shared with you how other peers completing their worksheet for you as references.
Then I introduced chap 7 main ideas with a video.

Reminder:


a. Post today’s note (at last 300 words, at word count at the end) on Discussion, and review 2 peers’ posts
b. Select a criminal or deviance case. Total 14 points.
a./ Summarize 100+ words 5 points
b./ Select 1 deviance theory with 5 terms (bold or highlight) to analyze a deviant or criminal case
explain why this case happened. 200+ words 10 points
c./ Provide potential solutions to prevent it happen again. 100+ words 5 points
d./ Post on Discussion with 2 peer reviews. 4 points


c. The whole class prepare 13 goodie bags based on chap 5. 10 points

​ Email me if you have questions. Crystal


Mark read 2/9 class notes and reminder


Date: 02/09/15


Ladies and gentlemen, this is today's agenda

Week 5 Agenda : Focusing on Competency - Understand human development via socialization/social interaction processes - detailed in the syllabus

1. The First Hour: a. Peer reviewed last week assignments
2. The Second Hour: a. Continued chaps 3+4; b. 10 point ascribed and achieved status analysis.
c. In-class lecture/discussion and watch a video case. d. I collected your chap 3 worksheets.
-----------
Reminder:
Next week assignments:
1. Post today’s note (at last 300 words, at word count at the end)
on Discussion (10 points), and review 2 peers’ posts (4 points)
2. Complete chaps 3+4 quizzes. Print off and bring in next week for correction.
3. The whole class Prepare 10 goodie bags based on chap 7.
Thanks for Emily brought in goodie bag. Email me if you have questions. Lhuang@cvtc.edu

NOTE, late assignments without authorized documents will earn 20% deduction of the allocated points per day.


Mark read 2/2 class notes and reminder


Date: 02/02/15


Ladies and gentlemen,

Here is today's agenda and coverage:

Week 4 Agenda
Focusing on Competencies - Chaps 3 and 4
Understand human development via socialization processes - detailed in the syllabus




1. The First Hour:

a. About last week assignments.
b. Window Traveling. Complete in-class 10 point worksheet.
c. Exchange goodie bags. Thanks Alicia, Nathan, and Will (10 points).

2. The Second Hour:
a. Corrected chap 2 quiz (26 points). Shared cultural writing
- thanks to Will, Zachery, and Caryn
b. Introduce chap 3 - Socialization
c. CVTC student engagements survey.

3. Next week assignments
a. Skip note posting this time.
b. Skip goodie bags this time
c. Read chap 3. Complete chap 3 worksheet. Download from Discussion.

4. Download chaps 3+4 quiz from Discussion. Complete chap 3 first 15 questions. P
rint off and bring in next class.

Email me if you have questions. lhuang@cvtc.edu Crystal


Mark read 1/26 (M) class notes and reminder


Date: 01/26/15


Ladies and gentlemen,

Today I shared the weekly agenda, corrected chap 1 quiz and invited Caryn, Zachery and Amanda to do a mini-presentation on their 3 big eyes and small eyes (sociological perspectives/paradigm) analysis. Well done. Thank them for sharing. The right hand side peers shared their goodie bags based on chap 2.




Then I covered chap 2. Via Alicia's sharing, I shared a video clip tied to chap 2 contents - culture, values, norms, symbols, material and non-material cultures. Keep in mind, videos shown in class might appear in the Midterm exam (with questions if you watched you should know the answers).




Reminder: (Keep in mind, the late assignments will lose 20% of the earned points per day).

1. Read chap 2 carefully. Download takehome quiz on Lessons. Complete, print off and bring in next class for correction. (Leave the questions regarding a video part - blank. I ran out of time for a window traveling video. We will watch it next class and you will complete the fill-in-the-blank in class before correction).

2. Post chap 2 notes on Discussion (10 points) and critique on at least 2 peers’ work.

Each critique needs at least 50 words. (4 points).

3. Preview chap 3. Raise 5 questions on your notebook

The left hand side peers prepare 12 goodies based on chap 3. Email me if you have questions. Crystal

you should know the answers).




Reminder:

1. Read chap 2 carefully. Download takehome quiz on Lessons. Complete, print off and bring in next class for correction. (Leave the questions regarding a video part - blank. I ran out of time for a window traveling video. We will watch it next class and you will complete the fill-in-the-blank in class before correction).

2. Post chap 2 notes on Discussion (10 points) and critique on at least 2 peers’ work.

Each critique needs at least 50 words. (4 points).

3. Preview chap 3. Raise 5 questions on your notebook

The left hand side peers prepare 12 goodies based on chap 3. Email me if you have questions. Crystal


Mark read soc 1/19 (M) class notes and reminder


Date: 01/19/15


Ladies and gentlemen,
Today we welcomed classmates: Alicia, Emily, Jessica, and Nathan.
I briefly discussed your week 1 Note Sharing and Critiquing on Discussion.
I reviewed last week's coverage and continued the 3 mind-eye tools/perspectives/paradigms.
Thanks for the goodie bags of Amanda, Chais, Caryn, Mike, Seth, Tasha, Will, and Zachery (10 points).
Next week the right hand side will do the odd weeks' goodie bags (Caryn, Chais, Emily, Amanda, Seth, and Zachery), the the left hand-side of you will do the even weeks'. Those who were not in the first class, need to bring in to make up the 10 points.
Reminder:
1. Post today's notes on Discussion. This time only critique on 2 peers'. (15 points)
2. Review chap 1 and complete the rest of 10 questions on quiz (20 points)
(I posted on Discussion. You need to download).
Bring in next week for in-class correction.
3. Select a topic that interests you and layout the 3 big eyes (with small eyes) to do analysis on a piece of paper.
Bring to class. We will do peer review next week. (15 points)
(Do the best you can for each small eyes).I posted one slide on Lessons. Also in the textbook, there are examples.
4. Right hand side peers - prepare 15 goodies based on Chap 1 info. (10 points).
Email me if you have questions. lhuang@cvtc.edu




Mark read 1/12 (M) class notes and reminder


Date: 01/12/15


Ladies and gentlemen,

Nice to meet you today and your concern about human society. Thanks for sharing.
I briefly introduced the big picture of sociology and shared my learning experience.

Then I only covered a portion of chap 1. I collected your day 1 survey (5 points). I also explained how to do the goodie bag project.
Reminder:
1. Review chap 1. Download chap 1 take-home quiz. Complete question# 1-10
(in E360=>Lessons) Print off and bring in next class.

2. Post chap 1 notes on Discussion (at least 150 words) 15 points
Critique on at least 3 peers’ work.
(Such as what you learned from peers' notes, agree vs. disagree, or questions...etc.
Each critique needs at least 50 words. (Each one is 2 points)
Total is 21 points.

3. Preview chap 2 and select 2 terms/ideas
Prepare 15 goodies bags based on chap 2
i. one humorous info
ii. one serious info
iii. Gift(s) you want to generously
share with peers.
So you will bring in 15 bags with same contents and bring back all different ones for collage/scrapbook critique project (at the end of the semester).
Email me if you have questions lhuang@cvtc.edu


Mark read SOC Welcome to our Soc world!! Cannot wait to meet you !!


Date: 01/08/15


Ladies and gentlemen,


Welcome to our Soc world!! Cannot wait to meet you !!


My name is Crystal Li-chin Huang, your soc instructor/facilitator. You can call me Crystal or Li-chin, either way is fine to me.




Here is a copy of our syllabus for you to get ready before our class begins.




Just a kind Reminder:


1. First of all, you need to have the textbook ready-

Macionis, John. 13th ed., (2014-15). Society, The Basics. New Jersey: Prentice-Hall Inc. Younger or older version of the textbook will be fine!




This is a hybrid class. We will use E360- the LMS (Learning Management System) weekly online learning activities. You need to be familiar with the major navigation buttons (in particular, Discussion, Lessons, and Dropbox).

I will explain in class for the new users. The E360 will be available to you on 1/9 (F) for you to browse and begin the Introduction Discussion.


3. Please browse our syllabus (attached) and start reading chap 1 - Sociological perspective, theory, and method.

Complete the Introduction Discussion (Click the Discussion button at the left hand side navigation bar. 10 points), and prepare 5 questions (5 points) on your note book for week 1 discussion.


If you have any questions or find errors in the syllabus, email me as soon as you can for me to answer or correct. See you on coming Monday at 8:00 am., room 230





Crystal lhuang@cvtc.edu


--------------------------------



Intro to Diversity Studies : 809-172-005/006





Mark All Read Alerts





Mark read div about the final grade



Date: 05/10/15



Ladies and gentlemen,



I am doing a final assessment of each individual's progress over the whole semester with a minor adjustment which includes worksheets/ assignments, hands-on project presentation/peer review, online learning community sharing, peer interactions, exams, the quality of your work, as well as the persistence to complete this course to come up with your final grade. The final grade will be sent to school soon. You will find your grade after May 12 on school SIS system.



Have a good summer break. Crystal



Mark read FE4 hands on project feedback and score were posted



Date: 05/06/15



Ladies and gentlemen,



Just a short note that your last hands-on project (FE4 design and peer reviews) score and feedback were posted.



Please check. If you found errors, please inform me for correction. The last project was a very delightful one. Majority did very well. 1 late, 3 incomplete and 6 peers have not submitted. Just a short reminder - Exam 4 includes FE4 and Reading#41. The exam link will expire on 5/8 (F) at 4:30 pm. FE4 lecture notes are available in Lessons Unit 4 link. Hope it helps you review FE4.



Good luck! Crystal



link.



Good luck! Crystal



-------------------------------------



Mark read 5/4 Exam 3 results and reminder



Date: 05/04/15



Ladies and gentlemen, I double checked exam 3. One question was duplicated. Majority did well. All together, peers did not do well on 3 questions. The adjustment is 6 points which were reflected on your gradebook. Here is the score distribution (total 70 points). 70, 68, 68, 68, 66, 66, 66, 64, 64, 62, 62, 62, 62, 62, 62, 62, 60, 58, 58, 56, 56, 56, 54, 54, 54, 54, 54, 54, 54, 52, 52, 50, 50, 48, 48, 46, 42, 38, 38, and 5 peers did not take the exam. I am reading and grading your FE4 pptx design. The score and feedback will be posted within 2 days. A kind reminder: 1. FE 4 lecture notes are available on Unit 4 link. Hope it helps you review Exam 4 (including FE4 and Reading#41). 2. Exam 4 is available and will expire on Friday (5/8) at 4:30 pm.



Email me if you have questions. Crystal



-------------------------------------



Mark read 4/30 (R) A notification about Exam 4 and the last day of school



Date: 04/30/15



Ladies and gentlemen, Erich informed me that he found there was a question duplicated in the exam 4. In this case, it was late for me to fix it. Just do the best you can. Thanks to Erich. Erin (and the other peer) pointed out when the last day was of the semester. Some of you might download an version of syllabus before I uploaded a revised one. So I clarify here- The last day of school is May 8 (F) not May 15. Good luck. Email me if you have further questions. Crystal



------------------------------



Mark read DIV an error



Date: 04/27/15



Ladies and gentlemen,



If you received a reminder for my sociology face to face class, please delete it. It was an error (thanks to Erin's pointing it out). Also about Exam 3, I am checking the results. An adjustment will be made soon. Keep on working on Unit 4. Email me if you have questions. Crystal



---------------------------------------



Mark read Exam 3 reminder



Date: 04/26/15



Ladies and gentlemen,



Just a kind reminder - Exam 3 will expire on 4/27 (M) at 10 pm.



So far half of peers have taken this exam. Scores ranged from 66 to 40 for a total of 70 points (35 multiple choice and T/F). As I mentioned EXAM 3 on FE3 was challenging. Just do the best you can. I will see the overall score distribution for a small adjustment. If you choose to do the extra reading, please inform me and submit a copy to Dropbox.



Good luck. Crystal



----------------------------------



Mark read div FE3 peer review project completed. See feedback and score



Date: 04/22/15



Ladies and gentlemen,



I have read, graded, and sent feedback individually. Please check. If errors happened, inform me to correct. Majority did very well on the project and earned extra points. Good peer interactions. Still 5 peers have not submitted this assignment. Late completed assignments with high quality may earn good points to offset the lost. Some projects were done in a hurry and were not completed. This is a typical risk in taking online. That's why I encourage peers to start early, because the uncertainties could happen in the critical moment. Many of you (including myself) are very busy - with jobs, family, children, taking classes....etc. thus, manage time carefully is a safe way to get job done. I try to grade and respond as best as I can (within 48 hours to answer questions addressed in the syllabus. If I am not available, sometimes online peers can help too). Several peers expressed the complexity of FE3. Yes, it is the most rich and abstract Essay among the 4. You appreciated that you learned something new which were very positive thoughts. Coming up is EXAM 3 - challenging too. I uploaded lecture notes on Lessons. Hope they help. Email me if you have questions. Good luck! Crystal ----------------------------------------



Mark read div I am still reviewing FE3. A kind reminder about Exam 3



Date: 04/21/15



Ladies and gentlemen,



Just a short note - I am still reading, grading, sending feedback at this moment. Will read the rest of projects and interactions soon (so far I have read and graded 40% projects of this class. Many excellent projects, 2 did not complete all steps, and 2 was late). A kind reminder- as you have experienced in designing the project that FE3 is the most challenging Essay among the 4. Many new terms and ideas in FE3. You need to review carefully. You will skip #3 Learning Community sharing activity to save time for preparing the challenging Exam 3. I also uploaded my FE3 lecture notes on Lessons to help you focus. Good luck for the exam. Crystal (Note, some early birds almost complete this course!!!)



---------------------------



Mark read Reading#41 score and feedback were posted



Date: 04/14/15



Ladies and gentlemen,



I have read your 7 chosen cases from reading#41. The score and feedback were posted. Most peers read the selected cases carefully and completed the worksheet well. Keep in mind, Exam 4 (in May) including FE4 and all 14 cases of reading#41. Please check. Email me if you found errors. I will correct it soon. 2 late assignments, still 8 peers have not submitted this assignment. I accept late assignments with high quality to earn partial points. A kind reminder - the coming up is FE3 pptx (does not have to be in ppsx format), since you have to post your project before critiquing on other peers' projects. Due on April 19 before 10 pm. Exam 3 (again, quite challenging) is available if you are ready to take it early. Let me know if you have questions. Keep on good work. Crystal



----------------------------------------



Mark read div the 3rd personal account feedback and score were posted. Reminder



Date: 04/05/15



Ladies and gentlemen,



I have read and provided feedback to your 3rd personal account which was due on April 1 (W) 10 pm. Please check. If you found errors, inform me for correction. For this short assignment 5 peers did not submit. Late assignments with high quality might earn partial points. A kind reminder- the coming Reading#41 is one of the most important readings of this course. Read carefully before you write on the worksheet. I reduced to 7 cases, which is due on April 12. ​Do it well, because reading#41 will be included in the final exam (Exam 4 in May). Email me if you have questions. Crystal



---------------------------------------------



Mark read Chosen reading and the Personal Account



Date: 04/01/15



Ladies and gentlemen,



I have graded and posted feedback to 50% of submitted worksheets of your chosen reading. I am continuing reading. Will reach yours soon. A kind reminder - Week 12 the Personal account is due tonight (4/1 W) at 10 pm. Those early birds, I will read soon.



Email me if you have questions. Crystal



------------------------------------------------



Mark read Exam 2 results



Date: 03/25/15



Ladies and gentlemen,



There were two challenging questions and most of peers did not do well on these two, thus I will adjust 4 points to exam 2.



Here is the result: (total 70 points with adjustment): 72, 68, 68, 66, 66, 66, 66, 64, 64, 64, 62, 62, 62, 60, 60, 60, 60, 58, 58, 58, 56, 56, 56, 54, 54, 54, 54, 54, 54, 52, 50, 50, 50, 50, 48, 48, 48, 46, 44, 42, 42, 42, 40, 34 32, 30, and 6 peers did not take the test. We moved toward Unit 3 - the meaning of difference. Keep on good work. Crystal



-----------------------------------------



Mark read div exam 2 reminder



Date: 03/23/15



Ladies and gentlemen,



Just a kind reminder. Exam 2 will expire tonight at 10 pm (3/23 M).



So far 70% have competed the exam. Some did well, while others, did not.



Review carefully. Some early birds have competed Week 12 assignments in Unit 3. Will read your work soon.



Email me if you have questions. Crystal



--------------------------------------



Mark read DIV Learning Community Sharing#2 score and feedback were posted. Exam 2 reminder



Date: 03/19/15



Ladies and gentlemen.



Your Learning Community sharing#2 score and my feedback were posted ( under your post, individually). Please check. If you found errors, email me for correction. Majority completed and interacted with peers well. 2 were late, and 2 did not complete the 6 required terms learned so far to integrate into the write-up. 6 peers have not submitted the project. Just a kind reminder- 1. Exam 2 based on FE2 will be held from 3/21 (Sa) to 3/23 (M). Again, the multiple choice and T/F (35 questions)are challenging. Prepare well for the test. 2. To help you prepare for the test, FE2 lecture notes are available in the Unit 2 Lessons. 3. Unit 3 is available. Keep on good work. Email me if you have questions. Crystal



-------------------------------



Mark read DIV about 2nd Learning community sharing activities



Date: 03/11/15



Ladies and gentlemen,



I got questions about the 2nd learning community sharing activities. I read several issues you guys presented in the email. In this case, the due date was extended to 3/18 (W) before 10 pm. High quality sharing might earn extra points (including the early posts). Crystal



-----------------------------------



Mark read FE2 Project design and peer review scores and feedback were posted



Date: 03/10/15



Ladies and gentlemen, FE2 project design and peer review scores and individual feedback (under your pptx post) were posted. Please check. Many peers designed this project excellently with rich information/visual elements, good video choices, and interacted with peers intellectually. 6 peers have not submitted the project. Late submission with high quality might earn partial points to offset the lost points. Inform me if you submit late work. A kind reminder- Learning Community sharing #2 will be due on March 15 (Sn) before 10 pm. Several early birds have posted. Email me if you have questions. Crystal



------------------------



Mark read Div FE2 pptx design and peer review is due on 3/8 (Sn) before 10 pm.



Date: 03/04/15



Ladies and gentlemen,



Just a kind reminder - FE2 pptx design and peer review is due on 3/8 (Sn) before 10 pm. Again, you have to post before you can read other peers' work. Email me if you have questions. Crystal



--------------------------------------------



Mark read .Exam 1 result and reminder



Date: 02/24/15



Ladies and gentlemen, Majority did very well on Exam 1. Here is Exam 1 score distribution - total 64 points: 64, 64, 64, 62, 62, 60, 60, 60, 60, 60, 60, 58, 58, 56, 56, 56, 54, 54, 52, 52, 52, 52, 50,50, 50, 50 50, 50, 48, 48, 48, 48, 48, 46, 46, 42, 42, 36, 32, 30 and 3 peers did not take the exam. Just a kind reminder - the 2nd personal account is due on 2/25 (W) at 10 pm. I am reading the choice of reading #12, 13 or 14. The feedback will be posted soon. Keep on good work. Email me if you have questions. Crystal



----------------------------------------



Mark read DIV exam 1 test attempts



Date: 02/16/15



Ladies and gentlemen,



For Exam 1, the E360 has a way to let peers who earned less than 70% of the the total score to re-take. It will only pick up the 2nd attempt as the final score. I don't a way to change it, unless only one attempt. So you have to decide to take the 2nd attempt (when you are lower than 70% of the score). Reminder, the exam will expire at 10 pm. tonight



The 2nd unit learning activities are available. Keep on good work.



-----------------------------------------



Mark read About exam 1



Date: 02/15/15



Ladies and gentlemen,



A couple of peers asked me the Exam 1 score.



I deleted 3 controversial and challenging questions from the original 35 before the exam began. So in fact you only take 32 questions with a total of 64 points for exam 1. Several peers got all correct, and the full score is 64 and not 70. I changed. it.
Crystal



----------------------------------



Mark read 2/12 Grading process and Exam reminder



Date: 02/12/15



Ladies and gentlemen,



Just a short note I have read 15 FE1 pptx projects with feedback individually (under your post) so far. Majority are terrific - earned extra points! Still 5 peers have not submitted. Keep in mind, even late, but with high quality, you might earn extra points to off-set some lost points. I am continuing reading. Will reach your project soon. I suggest to start preparing your EXAM 1 based on FE1. A challenging standardized test from authors' test pools. I prepared the FE1 lecture notes for you to focus uploaded in the Lessons. Good luck. Crystal ----------------------------------


Mark read div FE1 design and peer review project reminder



Date: 02/05/15



Ladies and gentlemen, I am reading FE1 steps 1-4 partial project now. 9 peers have completed all 7 steps and posted for peer reviews. Some peers did not submit steps 1 to 4 yet, which, though won't be graded, I do see your efforts and time management conditions. Keep in mind, you have to post the final version of you project in order to do peer reviews. Reminder - you need to critique/comment on at least 2 peers' work (step 4) in order to earn step 6 six points. Keep on good job! Email me if you have questions lhuang@cvtc.edu



---------------------------------



Mark read DIV Personal Account#1 (PA1) score and feedback were posted. Reminder



Date: 01/29/15



Ladies and gentlemen, I have read, graded and sent feedback to each individual learner. Please check. If you found errors, email me for corrections. 50 submissions, 1 late, and 4 have not submitted. Many of you are excellent story tellers and writers, that fascinated me. I love reading good stories, in particular, tying to diversity themes. Thanks for sharing. Reminder - the coming up Big hands-on project has two phases (suggested by a previous student who recommended me to split it, so people might not accumulate too much work during the last moment and then felt overwhelmed.) Pace yourself, and provide high quality design and peer reviews.



Keep on good job. Email me if you have questions. Crystal



-----------------------------------------



Mark read div 1/28 A Kind reminder



Date: 01/28/15



Ladies and gentlemen, Just a kind reminder that the first Personal Account will be due 10 pm tonight. 90% peers have submitted, and some have graded. Keep in mind, the late assignments with high quality could earn some extra points to off-set part of the lost points. Don't give up so quickly. For the coming up Big design project on FE1, I split into two phases (2/4 and 2/11) for 14 days. Though you have enough time to complete, I suggest you to start early. This is the longest FE among 4. There are lots of terms, theories and concepts you need to know and it is the only sources for the Exam 1. Do it well.



Keep on good job. Email me if you have questions. Crystal



-----------------------------------------



Mark read DIV reading#1 scores and my feedback were posted. Please check. Reminder



Date: 01/27/15



Ladies and gentlemen, I have read, graded and sent individual feedback for Reading#1 "Race" and the construction of human identity. 60% did very well and earned extra points for the efforts and quality. 1 late, 2 incomplete and 5 peers have not submitted. Check, and if you found error, inform me for correction. Always give yourself enough time to read, digest, think and reflect before tackling the worksheet to provide high quality assignment/projects.



The coming up assignment is very short and pleasant personal account (PA) read. It won't take long time like the Reading#1. 18 early bird peers have submitted it and 7 were graded. I will continue to read/grade them. So you have shorter days to complete the PA and then save time for the next BIG Hands-On pptx design project with peer reviews (more than a week - 10 days to create very high quality project and peer reviews).



Keep on good job! Crystal ----------------------------------------


Mark read div Hunt



Date: 01/20/15



Ladies and gentlemen,



I have read, graded and sent feedback to each individual learner. Please check. If you found error, please email me for correction. So far 3 peers did not submit the Hunt. Most of you did very well in commenting on the last item - how to be a successful online leaner. Some of you earned 1/2 to 1 point by providing detailed information and completed very well beyond expectation. Just a kind reminder - the coming assignment of Reading#1 (pp. 46-55) has rich contents. You need to read a couple of times before tackling questions on the worksheet. Read the instructions carefully to earn desirable score. Several early bird peers have completed reading #1 and working on week 4 hands-on PPTX design project. Keep on good work! Email me if you have questions. Crystal



-----------------------------------



Mark read div scores, feedback and a kind reminder



Date: 01/13/15



Ladies and gentlemen,



Just a short note - I have read, graded with feedback some of the early birds' posts (Meet and Greet as well as Hunt). For the Introduction - Meet and Greet, so far, you did very well. Just a reminder - for those who got "00" which is a symbol of missing information. So don't be panic. You need to complete all the items and interact with at least 2 peers to earn full points. The other thing is I read, grade and send feedback (usually to each individual) for more than 200 assignments, papers, projects per week for (6 to 7 online, face to face, and hybrid classes). I try my best to post the scores as soon as I can.You need to complete assignment items by reading instruction carefully to save time for you and me. A kind reminder - the Meet and Greet is due on 1/14 (W) at 10 pm., and Hunt is 1/16 (F) at 10 pm. Let me know if you have any questions. Keep on good work! Crystal



------------------------



Mark read Welcome to one of the most exciting and interesting On-Line courses: Introduction to Diversity !!



Date: 01/08/15



Ladies and gentlemen,



Welcome to one of the most exciting and interesting On-Line courses: Introduction to Diversity !!



My name is Crystal Li-chin Huang, your online studies facilitator/instructor. You can call me Li-chin, or Crystal.



I attached a copy of DIV syllabus (today, Jan. 8, W) before school begins for you to preview and to see if it fits your schedule. Then you can evaluate yourself to make sure in completing this course and earn an excellent grade!!! Please read the syllabus carefully and check/mark the important assignment due dates on your Calendar. You need to spend time on browsing the learning management system (LMS) E360 and the course format which will be available on Jan 9 (Friday). I will try to move it early as best as I can. Be familiar with the functions of each navigation button and review the documents carefully, then you’ll begin to feel at home and get excited to begin with this course.



Attention!!!! Have a copy of the textbook ready-



The Meaning of Difference: American Constructions of Race, Sex and Gender, Social Class, ​ and Sexual Orientation, 6th Edition by Karen E. Rosenblum & Toni-Michelle C. Travis with website:



http://highered.mcgraw-hill.com/sites/0078111641/student_view0/index.html



You need to use the textbook to complete the first week 2 Activities to avoid the No Show Report.



For those who are ready to go on coming Friday (Early birds' work are always welcome and may earn extra point(s) :)! ) : 1. Click Lessons on the left hand side of navigation buttons to start week 1 learning Activities carefully to avoid the NO SHOW report. 2. Click Discussion to complete online interactive activities. 3. Click Dropbox to submit your scavenger hunt and subsequent assignments. 4. Scroll down to get our course syllabus and other info.



If you have any questions or find errors in the syllabus (or on E360, please email me as soon as you can for me to answer or do correction)! Cannot wait to connect with you on E360! Crystal



-----------------------------------



Mark read Welcome, again, from Crystal



Date: 01/08/15



Welcome, again, from Crystal
Ladies and gentlemen,




Welcome again to our Introduction to Diversity (DIV) world!



Just a kind Reminder: During the first week you will accomplish 2 activities: 1. Click Discussion to complete 3 steps of Meet and Greet - due on Jan.14 (W) before 10 pm. to earn 15 points ( again, extra efforts are available depending on quality and efforts). 2. You need info from the textbook and E360 to complete the course orientation scavenger hunt by clicking Lessons to download the worksheet and submit via Dropbox. 15 points due on 1/16 (F) before 10 pm. Extra efforts will earn extra points!



Very important!!! You need to have your textbook ready to complete week 1: TWO assignment/activity requirements to avoid the NO SHOW Report!!



Remind you one more time- the textbook title is : The Meaning of Difference: American Constructions of Race, Sex and Gender, Social Class, and Sexual Orientation, 6th Edition by Karen E. Rosenblum & Toni-Michelle C. Travis with website: http://highered.mcgraw-hill.com/sites/0078111641/student_view0/index.html Email me if you have any questions. Have a productive semester!




------------------------------ SP2015
Introductory Sociology : 809-271-701




Mark All ReadAlerts


Mark read soc final grade info


Date: 05/10/15


Ladies and gentlemen,


I am doing a final assessment of each individual's progress over the whole semester with a minor adjustment which includes attendance/participation, in-class activities, assignments and projects, and overall contribution to our collective learning to come up with your final grade.
The final grade will be sent to school soon. You will find your grade after May 12 on school SIS system.


Have a good summer break. Crystal


-------------


Mark read soc stratification keys


Date: 05/07/15


Ladies and gentlemen,
I re-posted keys on Discussion. If you have specific questions about the keys and need my explanations, please use email before the exam begins. Crystal


Mark read 5/6 class notes and reminder


Date: 05/06/15


Ladies and gentlemen,


Today thanks for the mini-presentations of Justin, Brooke and Katie and their sharing cohort experience.
A brief discussion was well communicated.


We ran out of time for the 2nd part of Social Movements/Change. I collected your observations of the
presentations and what you learned from peers' work (10 points).


Reminder:
1. Similar to the midterm exam. there are 60 multiple choice and T/F, covering social institutions and social stratification. Don't forget the big picture of sociology (not on your info sheet, but in your brain).
Stratification quiz keys were posted on Discussion. Please do self-correction.
2. You can have a one-side info sheet. Bring in 2B pencils and eraser for Scantron.
3. If you completed the bookemon project, please come 10 minutes early before the pizza party at room 10A to generate a review link for me.
Good luck. Crystal


--------------------


Mark read 5/4 class notes and reminder


Date: 05/04/15


Ladies and gentlemen,
Today I covered a part of chap 22 population and moved to chap 23 via a video about Social Change.
You did an in-class writing, but we ran out of time for discussion (10 points).
The Social Movement video is very important, since we did not have time to cover chapter 23. Both chaps 22 and 23 will not in the final exam.
Then I lost a little bit of temper which happens to old cranky people once in a while, when short of time to do many important things needed to be done.
I collected your 10 point writing.
Reminder:
1. On Wednesday, Brooke, Jimmy, Justin, Kayla, and Katy confirmed to do a PowerPoint presentation
(about 10 minutes). If time available, I will finish the 2nd part of Social Change video.
Focus on explaining what you learned from the Cohort interdisciplinary learning.
I did not have rubrics for this one. But I will ask peers to write comments for each presentation as
references for points.
2. On Thursday (5/7), we will have our final exam including Social stratification (chaps 10, 11, and 12),
and social institutions (chaps 16-20). Quiz Keys were posted on Discussion
(We did not have time to do in-class correction. So you correct yourself).
60 multiple choice and T/F on Scantron. You can bring in one-side information sheet (like the Midterm exam).
Email me if you have questions. Crystal


Mark read soc 4/30 class notes and reminder


Date: 04/30/15


Ladies and gentlemen,


Today we continued global stratification with my PowerPoint presentation, a case story and a video.
Good, you attended and participated in a brief discussion (5 points).
Reminder:
1. I posted chaps 10-12 quiz keys on Discussion. Please do self-correction (you don't have to report the score).
2. Preview chap 22. Select 3 video links: one connects to population, one for urbanization, and one for environments with 50+ words of citation for each link. Post on Discussion. Due before noon 5/4.
See you tomorrow at Casper Conference room.


Crystal
-------------------------


Mark read 4/29 (W) Class notes and reminder


Date: 04/29/15


Ladies and gentlemen,
Today, I briefly commented on your stratification/class links and you conducted a mini-presentation.
Thanks to the sharing of Dexter, Jimmy, Katy, and Taryn (your score was posted). Then we ran out of time.
Reminder:
Bring in chaps 10-12 takehome quiz tomorrow.
If you refine your research paper, please re-post on the designated link for my 2nd read (after my 3rd read, you will have your score on gradebook next week.).


Use time wisely and design your Trifold well and get ready for your Consortium presentation.
Email me if you have questions. Crystal


Mark read 4/27 (M) class notes and reminder


Date: 04/27/15


Ladies and gentlemen,


Today I briefly critiqued on your research paper (my first read. I will conduct three reads before posting the score).
You still can refine your paper and repost on 4/30 (R) for my 2nd read.
Post the final version on May 4 (M) before noon for my 3rd read. This version will determine your score.
On 4/29 (W) before noon, post 2 video links about social class. Give each link a 50+ word summary (10 points).
If time available, you might have an opportunity to do a mini-presentation for extra points.
Chaps 12, 13 and 14 takehome quiz will be corrected in class on 4/30 (R).
Email me if you have questions. Crystal
---------------------------------------


Mark read 4/16 (R)


Date: 04/16/15


Ladies and gentlemen,


Yesterday we did an informal (preliminary) peer review on your research paper.
Coming Monday will be a formal one. You should have all components ready based on the grading rubrics for peer to go through each step, and ready for the April 23 (R) final submission (post on Discussion, so you keep the paper copy and data for refining your trifold). I will read and grade based on rubrics on Discussion.

Today we reviewed a part of video watched yesterday to connect today's contents (class in the U.S.) with a worksheet (7 points without discussion).
We will continue the unit next week with a couple of in-class worksheets

Reminder:hen I continued Social stratification with a video for 10 points in-class writing/discussion
1. Continue refining your research paper (check the rubrics carefully).
2. Complete any 20 questions of Stratification takehome quiz => download from Discussion. Do any 20 questions you know the answers. Bring in next Monday.
You will complete all the questions which will be corrected on coming Thursday (April 23).
3. I posted social institution quiz keys (you correct yourself. You don't have to report the scores).
keep quizzes as a source for the final exam.

Next 3 weeks' agenda for you to set priority, and pace yourself for your learning.
1. Week 15 (4/20-24): Complete the formal peer review on the research project. Complete 20 takehome quiz on
Monday, and the rest on Thursday for correction.
Post final version on Discussion on 4/23. Wrap up Unit 3 learning.
2. Week 16 (4/27 to 5/1) Unit 4 - social change learning.
With 3 visual learning (videos that I digitized) and 3 worksheets.
3. Week 17 (5/4-5/7) Complete Unit 4 learning.
Optional (and only when time is available)!!! Volunteer for your research outcome PowerPoint presentation
to our class (some earn extra points are available. Let me know if you decide to do it).
Final exam on 5/7 (R).
Email me if you have questions. Crystal
--------------------------


Mark read 4/15 (W) class notes and reminder


Date: 04/15/15


Ladies and gentlemen,


Today we did our first peer review and shared your comments (5 points).
Then I continued Social stratification with a video for 10 points in-class writing/discussion.
I collected your Monday worksheet (10 points).

Reminder:
1. Continue refining your research paper (check the rubrics carefully).
2. Tomorrow we will have another in-class 10 point worksheet with a case study (via a video).
3. I posted social institution quiz keys (you correct yourself. You don't have to report the scores).
keep quizzes as a source for the final exam. Email me if you have questions.
Crystal


Mark read soc 4/9 class notes and reminder


Date: 04/09/15


Ladies and gentlemen,


Today I added a part of Marriage and Family, continued Religion and covered Education.
I will post Family and religion quiz on Discussion. Please do self-correction and bring a score back to me next week.

Reminder:


1. Review education and complete the last quiz. We will correct on coming Tuesday.
2. Preview chap 10 Social stratification. Formulate 5 significant questions. Type up ( 5 points, and peer review and interaction 5 points). Bring in coming Monday.
3. The College Dean will visit our cohort class on Monday. So, do the best we can to show how excellent we are!!!
Email me if you have questions. Crystal


-----------------------------


Mark read Soc 4/8 class notes and reminder


Date: 04/08/15


Ladies and gentlemen,


Today I shared your questions about religion from the film which we watched on Monday.
Then we continued Religion with a couple of videos. The film, Beyond our Differences is an awarded video published by PBS. You might want to check online to watch the rest of it (We don't have the luxury to complete it in class).

Reminder:
1. Review chap 18 and 19 Family and Religion. Complete the quizzes of family and religion.
Bring in tomorrow for correction.
2. Coming Monday 4/13, the College Dean will visit our cohort class.
Broadcasting - The attendance is very important. You will participate in-class activities to earn 10 points.
Bring in your notebook, but please refrain yourself not to put the electronic devices on your desk
(if you need to use laptop or ipad, please sit to the first row.)
3. Next week we will move forward to Unit 3 Social stratification. If you have extra time, read chap 10
(You will bring in 5 questions from chap 10 on coming Monday 4/13 for class interaction).
4. Keep on refining your research paper (We postponed the peer review to 4/14 Tuesday).
Email me if you have questions. Crystal
-----------------------


Mark read Soc 4/2 class notes and reminder


Date: 04/02/15


Ladies and gentlemen,


Today we did the connection of individual and society daily exercises. I gave you a revised version of Research Paper grading rubrics.

Then I introduced chapter 18 Family.


Reminder:
Keep on working on your research paper
You need at least 60 to 70% done. Bring in your draft for the first peer review.
Email me if you have questions. Crystal
-------------------------------


Mark read 3/26 (R) Class notes and reminder


Date: 03/26/15


Ladies and gentlemen,
Today we reviewed political ideologies and explained the nature of hot button issues (poli-economic talking points).
You completed the 10 points (Are you a Lib. vs. cons?) worksheet.
We ran out of time to do quiz correction. You keep the quiz. We will correct in next week.

Reminder:
1. Continue reading chap 17.
2. Work on your research paper (at this moment you should have had the draft of chapters 1 to 3).
3. Next week you will report the progress of your paper.
Email me if you have questions. Crystal


---------------------------------


Mark read SOC 3/19 class notes and reminder


Date: 03/19/15


Ladies and gentlemen,


Today I passed out the Research paper deadline (4/23) with grading rubrics and video worksheet.
I shared a documentary which had information related to chap 16 with the worksheet.
The worksheet is another exercise to prepare you for incorporating sociological mind-eye tools into your final project.
I collected your chap 16 completed worksheet. For video worksheet, you can turn in next week.
Reminder:
1. Review chap 16. Download from Discussion.
Complete chapter quizzes (chaps 16 and 17) the first 10 questions. Bring in for checking.
2. From now on, you have choices to do chapter Essays in the worksheet or quizzes.
3. But you still need to do the definition part for the rest of chapters.
4. Complete chap 17 vocabulary (only choose 5 from the worksheet).
The same way as you did for chap 16.
Print off a copy and bring in on coming Monday.
Email me if you have questions. lhuang@cvtc.edu


---------------------------


Mark read Midterm grade score distribution


Date: 03/11/15


Ladies and gentlemen,


Here is midterm score distribution of this class (total 120 points):


118,107, 107, 101,101,100, 90, 90, 82,and 76.

If you are doing well, keep on good work. If not, you still have the second half of the semester to catch up.


Crystal


-----------------------------


Mark read 3/4 class notes and reminder


Date: 03/04/15


Ladies and gentlemen,
Today we continued chap 7 with a groups&organization involvement in-class activity, discussion
and note-taking (10 points).
Thanks for sharing your involving in various types of normative organizations and other informal groups for being an effective and productive citizen.
I collected your report and writing.
Reminder:
1. Prepare midterm exam, covering chaps 1+2, 3, 5+6, and 9
60 multiple choice/T&F. Questions mainly come from quizzes with minor modification,
plus a few in-class videos basic info. Bring in 2B pencils.
You can bring in one side of a regular paper with info you deem important (you might earn extra points).
2. On March 16, you will bring in an analytic writing (print off for peer review).
a. Watch a movie (new or watched before).
b. 80-100 word summary about the key points of the movie (with word count at the end). 3 points
c. Identify 2 small and 2 big social structures. 4 points
Select one of each to do structural functional and social conflict analysis.
For Structural- functional analysis, you need to give each small eye at least 3 items
(total at least 9 components of each selected structure. Total 18 items). 18 points
For social-conflict analysis, you need to provide at least 5 components. 5 points
Extra efforts might earn extra points.
Total is 30 points. Bring to next class. Late assignments will earn 10% off per day.
Email me if you have questions. Good luck! Crystal


info. Bring in 2B pencils.
You can bring in one side of a regular paper with info you deem important (you might earn extra points).
2. On March 16, you will bring in an analytic writing (print off for peer review).
a. Watch a movie (new or watched before).
b. 80-100 word summary about the key points of the movie (with word count at the end). 3 points
c. Identify 2 small and 2 big social structures. 4 points
Select one of each to do structural functional and social conflict analysis.
For Structural- functional analysis, you need to give each small eye at least 3 items
(total at least 9 components of each selected structure. Total 18 items). 18 points
For social-conflict analysis, you need at least 5 components. 5 points
Total is 30 points. Bring to next class. Late assignment will earn 10% off per day.
Email me if you have questions. Good luck! Crystal


--------------------------


Mark read 3/2 class notes and reminder


Date: 03/02/15


Ladies and gentlemen,

Today I discussed with you to take chap 7 notes to exchange for reducing it in the Midterm Exam.
So, the midterm exam covers chaps 1+2, 3 5+6, and 9. Chapter 7 will be substituted the class notes (10 points each one).
I checked your chapter 2 Literature review and showed the responsibility in quoting, citing, paraphrasing other researchers' data. Keep on working chapter 2.

Reminder;
1. Review chapters 1+2, 3 4+5 and 9 for 60 multiple choice and T/F (120 points) on coming Thursday.
2. Work-in-progress on chap 2 Literature review.
Email me if you have questions Crystal.


----------------------------


Mark read 2/26 (R) class notes and reminder


Date: 02/26/15


Ladies and gentlemen,

Today, I commented on your research proposal and shared with you my own current research emphasizing on the whole research format, Literature Review, and IRB (in particular, informed consent form, if you involve with specific subjects (interviewees) ). I went through my dissertation as an example.

We did not have time to do another case study. I showed you the last part of Deviance video - Plea bargaining.
Then we corrected and discussion chap 9 quiz.
I collected your score.

Reminder:
1. Start reviewing for Midterm exam.
2. Write a detailed page of your Chapter 2 - Literature Review on your subject matter (400 to 500 words -9 points with word count-1 point).
Here an APA example (You can find many other examples online). Print off a copy for peer review on coming Monday. http://faculty.mwsu.edu/psychology/Laura.Spiller/Experimental/sample_apa_style_litreview.pdf
Email me if you have questions. Crystal
-----------------------



Mark read 2/19 (R) class notes and reminder


Date: 02/19/15


Ladies and gentlemen,
Today, we passed out the research guide line and grading check list. Read carefully in addition to my explanation given yesterday.
Then Justin shared the teachers' meeting information about the research paper and consortium.
I showed you many hot button issues my previous students did in their research and debate for references.

We watched Deviance for a 10 point reflection writing.
Reminder:
1. Continue reading chap 9 and complete 50% of the quiz questions - download from Discussion (all questions will be corrected on Wednesday or Thursday, depending on the class flow).
2. Type up a half page of research proposal (including (1) what is your topic? 1 point (2) what is/are the research method(s) 2 points, (3) how do you use sociological perspectives/mind-eyes to analyze your topic 5 points.)
Print off and bring in next class.
Email me if you have questions. lhuang@cvtc.edu


-------------------------------


Mark read 2/17 (T) Wednesday assignment information


Date: 02/17/15


Ladies and gentlemen,


For Wednesday, you need to complete Chap 9 Deviance worksheet the Essay question part. (You don't have to do the last question). Bring in for discussion. Crystal


--------------------------------


Mark read 2/12 class note and reminder


Date: 02/12/15


Ladies and gentlemen,
Today I shared 3 peers' case studies tied to chap 5 (a couple of others are good too, but we did not have enough time to show). Then I reviewed some basic concepts/theories of this units from the perspectives of Mead, Cooley, Erikson, Kuber-Ross, as well as socialization agents (including the effects of incompleteness of socialization) I also showed you 3 important videos (some might appear in the midterm exam).
I reserved chap 7 to be covered after chap 9 which ties to social interaction and socialization nicely.
Reminder:
1. Download the worksheet from Discussion.
type up 10 terms of your choices and match with a visual element like last time you did. (10 points)
2. Select a criminal case.
Summarize with 100+ words. (5 points)
Then explain why it happened with 100+ words (5 points)
Finally go to chap 9 and select one theory to explain it with 100+ words (5 points)
Add word count to each part at the end.
Print off a copy for peer review and upload to your e-book.
Email me if you have questions Crystal


--------------------------


Mark read 2/5 (R) class notes and reminder


Date: 02/05/15


Ladies and gentlemen,
Today I introduce the e-portfolio (E-book) software (http://www.bookemon.com) and Jimmy helped me demonstrate the editing/compiling processes. Write down your password!!!!!

We ran out of time to cover Chaps 5+6 rest contents.
I collected you 2nd case analysis.

Reminder:
1. Read chaps 5+6. Download quiz from Discussion. Complete any 25 questions on the quiz.
Print off and bring in next week.
2. Start uploading any materials and course work so far you have to your Bookemon site.
Always hit Save (the top blue Disk icon). Use the top left corner Arrow key to move back and forth.
Email me if you have questions. lhuang@cvtc.edu


----------------------------------


Mark read 2/4 (W). Class notes and reminder


Date: 02/04/15


Ladies and gentlemen,


Keep on reading chaps 5+6. Select a different case or individual and choose a theory (same exercise like on the worksheet of chap 5) to analyze. It does not have to be perfect, but do the best you can.
Hand-written or type up (type up preferred, since you will upload to your e-book). Bring in tomorrow.

Also bring in a laptop or device that you can browse and type tomorrow.

Email me if you have questions lhuang@cvtc.edu


------------------------------


Mark read 1/29 (R) Class notes and reminder


Date: 01/29/15


Ladies and gentlemen,


Today we completed the Window Traveling and the worksheet.
Thanks for your questions.


Reminder;
1. Preview chap 5 Socialization.
2. Download the worksheet from Discussion. Complete and print off a copy for peer reviews. Due in class.
Late assignments without documents will be graded 10% off per day of the earned points.
Email me if you have questions. Crystal


-------------------------------------


Mark read 1/26 reminder


Date: 01/26/15


Ladies and gentlemen,


Today thanks for Justin's and Ryan's mini-presentation.
I reviewed the 3 sociological methodologies to tie to 3 big eyes perspectives.
Then we went through chap 3 (next week will be chap 5).
Reminder:
Select a video of different culture (around 3 minutes preferred).
Give about 100 words of writing regarding this culture - such as identify the 5 cultural elements, what did you learn from this video...etc. Post on E360 Discussion. Due Wednesday (1/28) noon.


------------------------------


Mark read 1/22 (R) class notes and reminder


Date: 01/22/15


Ladies and gentlemen,
Today we corrected chaps 1+2 quiz (#1-20). You will complete the rest of 18 questions.
Then I reviewed the 3 big eyes and the smaller eyes. Thanks for sharing topics.
I used Sport (foodball) as a topic analyzed through multiple-perspectives/paradigms (mind-eyes tools).
Thanks for your contribution to go through this exercise.

Reminder:
1. Review chaps 1+2 (Some information you need to read at home to save time for class interaction).
Complete the rest of quiz. Bring in Monday. I will record your score after correction.
2. I uploaded the Sport analysis on Discussion for your reference, plus 2 examples
from previous students' work
(one in box style, and the other one in Essay style. They agreed that I could share their work).
You need to select a topic and go through all the big and small eyes.
Do the best you can, because depending on the topic you choose, some can be expressed well through all eyes,
while some do well for certain eyes. The best is to do well for all the 3 big and the small eye-mind tools.
Per agreement, you submit via Dropbox. Due before noon on Jan 26 (M).
Email me if you have questions. Crystal


------------------------------------


Mark read 1/19 Reminder


Date: 01/19/15


Ladies and gentlemen,


Review chap 1, and focus on Social conflict paradigm/perspective/mind-eyes. Pick up a social issue or structure and analyze from social conflict mind-tool (including, racial, ethnic, class, gender, sexuality, disability, religion...etc different eyes).
Type up this time (in the long run, all your thinking and reflection will be in electronic format to put on your e-book/portfolio), and post on Discussion.
Email me if you have questions. Crystal


------------------------------------


Mark read soc 1/15 (R) class notes and reminder


Date: 01/15/15


Ladies and gentlemen,


Today I used Plato's cave allegory to explain the importance of critical thinking ability in Sociology. Thanks for your contributions to the productive discussion. Very good insight from all of you.
I briefly introduced the sociological paradigms/perspectives/mind-eyes tools.
I gave details about the base of social interactions to create social small and big social structures as we are the social builders. I explained the first big eye - the structural-functional eye and its 3 smaller mind-eye tools.
I returned your question sheet. (You will find answers to many of your questions, as our class progresses).
Reminder:
1. Type up your question sheet and submit to Dropbox (saved for the future e-book portfolio compiling).
2. Decide a social structure (big or small) to do the first big eye (with the 3 small mind-eyes).
Give each small eye as many items as possible. Type up (since you will put into e-book, might as well type).
All are due 1/19 (Sunday) before 10 pm.


----------------------------------------


Mark read Welcome to our Soc world!! Cannot wait to meet you !!


Date: 01/08/15



Ladies and gentlemen,


Welcome to our Soc world!! Cannot wait to meet you !!


My name is Crystal Li-chin Huang, your soc instructor/facilitator. You can call me Crystal or Li-chin, either way is fine to me.

Here is a copy of our syllabus for you to get ready before our class begins.

Just a kind Reminder:


1. First of all, you need to have the textbook ready-
Macionis, John. 15th ed., (2014). Sociology, New Jersey: Prentice-Hall Inc.
Younger or older version of the textbook will be fine!

We will use E360- the LMS weekly. You need to be familiar with the major navigation buttons (in particular, Discussion, Lessons, and Dropbox). I will explain in class for the new users. The E360 will be available to you on 1/9 (Friday) for you to browse and begin the Introduction Discussion.


3. Please browse our syllabus (attached) and start reading chap 1 - Sociological perspective. Prepare 10 questions (10 points) on your note book for Day 1 discussion.
We will meet at 1:00 pm. 1/12 Monday, room 227.


If you have any questions or find errors in the syllabus, email me as soon as you can for me to answer or correct. Have a great summer and see you soon.



Crystal lhuang@cvtc.edu








-----------------------------------------------------Sociology 3/4 (W), 2015 class notes and reminder

Ladies and gentlemen,

Today we continued chap 7 with a group and organization involvement in-class activities (10 points).

Thanks for sharing your involving in various types of normative organizations and other informal groups for being an effective and productive citizen.

I collected your report and writing.

Reminder:

1. Prepare midterm exam, covering chaps 1+2, 3, 5+6, and 9

60 multiple choice/T&F, plus a few in-class videos basic info. Bring in 2B pencils.

You can bring in one side of a regular paper with info you deem important

(you might earn extra points).

2. On March 16, you will bring in an analytic writing (print off for peer review).

a. Watch a movie (new or watched before).

b. 80-100 word summary about the key points of the movie
(with word count at the end). 3 points

c. Identify 2 small and 2 big social structures. 4 points

Select one of each to do structural functional and social conflict analysis.

For Structural- functional analysis, you need to give each small eye (manifest, latent and

dysfuction, at least 3 items

(total at least 9 components of each selected structure. Total 18 items). 18 points

For social-conflict analysis, you need to provide at least 5 components. 5 points
Extra efforts might earn extra points.

Total is 30 points. Bring to next class. Late assignments will earn 10% off per day.
Email me if you have questions. Good luck! Crystal

-----------------------------------------------

1/22 (R), 2015 class notes and reminder

Announcement Display Dates: 01/22/15 - NEVER EXPIRES




Ladies and gentlemen,




Today we corrected chaps 1+2 quiz (#1-20). You will complete the rest of 18 questions.




Then I reviewed the 3 big mind-eyes tools and the smaller eyes of each perspective.

Thanks for sharing topics.




I used Sport (foodball) as a topic analyzed through multiple-perspectives/paradigms (mind-eyes tools: Structural-functional, Social Conflict, and Symbolic-Interaction perspectives).

Thanks for your contribution to go through this exercise.




Reminder:

1. Review chaps 1+2 (Some information you need to read at home to save time for class interaction).

Complete the rest of quiz. Bring in Monday. I will record your score after correction.




2. I uploaded the Sport analysis on Discussion for your reference, plus 2 examples

from previous students' work

(one in box style, and the other one in Essay style. They agreed that I could share their work).

You need to select a topic and go through all the big and small eyes.




Do the best you can, because depending on the topic you choose, some can be expressed well through all eyes, while some do well for certain eyes. The best is to do well for all the 3 big and the small eye-mind tools.




Per agreement, you submit via Dropbox. Due before noon on Jan 26 (M).

Email me if you have questions. Crystal





-------------------------





Jan 21 (W), 6-9 pm. Introduction to Diversity Studies.









lhuang@cvtc.edu

















Wednesday, January 21, 2015 9:20 PM


From: Li-Chin Huang

01/21/2015 9:20 pm


Ladies and gentlemen,




Thanks for the goodie bag sharing.

During the first hour we discussed last week assignment/posts. Then you did the peer review on classmate's Reading#1.

We shared info from this reading and your writing about different treatment (thanks to Adam, Boone, Kerly, Nikki and Cacie). Tyler also joined the sharing about online meeting.




The 2nd and 3rd hour I continued FE1 with a focus on Sociological terms of Ascribed/Achieved/Master status with an in-class 10 point activity (thanks Boone's sharing).




Reminder:

1. Select a personal account from Section 1 (there are 7 very small articles in gray boxes)

Download the worksheet in Lessons. (15 points).

Complete and print off. Bring in next week (not to repeat the story of Week 1). Save all of your work for the Portfolio project.




2. Post today’s notes (at least 300 words about anycourse contents, lecture, ideas, discussion, sharing

etc. happen tonight. add word count at the end.) on Discussion. (10 points)

Critique on at least 2 peers’ work. Each critique needs at least 50 words. (2.5 points per critique – like last week you did)


3. Watch a movie (new one or you have watched before).

Summarize with 100-150 words. Select 3 scenes that relate to diversity themes.

(You need to apply 3 terms/theories, ideas, concepts from the textbook so far you have read).

About 500 words (add word count at the end). Print off and bring in class. 15 points


4. Make 7 Goodie bags on Framework Essay 2 (FE2). Choose 2 terms/theories/ideas/concepts.

Go online to download pictures, cartoons, quotes, or short articles (such poems, prose...etc.)

One with humor, and the other one – academic. 10 points.




5. Due at 4:00 pm on 1/28 (W) for post, and bring hard copies to next class.




Email me if you have questions lhuang@cvtc.edu

NOTE: This message was sent from Edvance360.

-----------------------------------------------------------------

Jan 19 (M), Introduction to Diversity Studies.


lhuang@cvtc.edu









Actions


Monday, January 19, 2015 4:28 PM


From: Li-Chin Huang

01/19/2015 4:28 pm


Ladies and gentlemen,
Today Alexander, Brandon, Jake, Logan, Michaela, and Nick joined us. (If I missed your name, please email me).
I reviewed a little bit of last week's contends and my introduced my learning/lesson Plan for Unit 1.
Then we did peer-review on reading #1. Thanks to Frank, Jake, Rob, Scott, and Thad's ideas shared with us.
Then I briefly go on FE1 with a couple of videos. Thanks to Jake and Margaret's reading for us.
Reminder:
1. Post today’s notes (at least 300 words, add word count at the end.) on Discussion. (10 points)
Critique on at least 2 peers’ work. Each critique needs at least 50 words. Due before noon of Jan 26.
(2 points per critique. You can critique on the ideas, agree/disagree, and raise questions and so on.)
2. Choose a personal account from Section I (there are 7 to choose from).
Download worksheet in the Lessons. (15 points)
Complete and print off a copy. Bring to next class session (due in class).
3. Read FE1 (pp. 1- 40) where you can look for ideas to search on Youtube for in-class
mini-presentation during the beginning of our class. (I need 3 volunteers, email me if you decide to do so).
Note, I might ask you to write a short preliminary reflection about FE1 - after peers' mini-presentation.
Let me if you have questions. Crystal

NOTE: This message was sent from Edvance360.




---------------------------------------




1/15/15 Soc/200 transfer level. M.W. R 1-2 pm.
Ladies and gentlemen,
Today I used Plato's cave allegory to explain the importance of critical thinking ability in Sociology. Thanks for your contributions to the productive discussion. Very good insight from all of you.
I briefly introduced the sociological paradigms/perspectives/mind-eyes tools.
I gave details about the base of social interactions to create social small and big social structures as we are the social builders. I explained the first big eye - the structural-functional eye and its 3 smaller mind-eye tools.
I returned your question sheet. (You will find answers to many of your questions, as our class progresses).
Reminder:
1. Type up your question sheet and submit to Dropbox (saved for the future e-book portfolio compiling).
2. Decide a social structure (big or small) to do the first big eye (with the 3 small mind-eyes). Give each small eye as many items as possible. Type up (since you will put into e-book, might as well type).
All are due 1/19 (Sunday) before 10 pm.


-----------------------------------------------------------

div 1/14/15 class notes and reminder


Ladies and gentlemen,

Nice to meet you tonight (from your online Introduction on E360 and classroom f2f interaction).




I briefly introduced the textbook format, important themes covered in the book and of our course competencies.

Through the face to face introduction we shared a couple of videos tied to your ideas and diversity themes.

I touched on the 2 dominant theories in FE1 - Essentialism and constructionism.




I explained the next week assignment and the end of semester project (details will be announced soon).

I collected your day 1 tech survey.

Reminder:


1. Complete Reading#1 (pp.46-55) worksheet

Print off and bring in next week for peer review. (20 points)




2. Post tonight’s notes (at least 300 words about any course contents, lecture, ideas, discussion, sharing

etc. happen tonight. add word count at the end.) on Discussion. (10 points)

Critique on at least 2 peers’ work. Each critique needs at least 50 words.

(2.5 points per critique. You can critique on the ideas, agree/disagree, and raise questions and so on.)

(2 critiques - 5 points)




3. Write an event in your life that you were treated not as supposed to be, or as expected

(can be positive, negative, or both). 400-500 words. Explain why it happened that way.

Add word count at the end. Print off, and bring in next class (15 points).




4. Make 12 Goodie bags on Framework Essay 1 (FE1, pp. 1-40).

Choose 2 terms/theories/ideas/concepts.Go online to download pictures, cartoons, quotes, or

short articles (such poems, prose...etc.)

One with humor, and the other one – academic.




Due Jan 20 (T) at 10 pm. Email me if you have any questions. Lhuang@cvtc.edu


----------------------------

1/13/15 Scores, Feedback and A kind reminder


Ladies and gentlemen,


Just a short note - I have read, graded with feedback to some of the early birds' posts (Meet and Greet as well as Hunt).

For the Introduction - Meet and Greet, so far, you did very well. Just a reminder - for those who got "00" which is a symbol of missing information. So don't be panic. You need to complete all the items and interact with at least 2 peers to earn full points, and then inform me to change it.




The other thing is that I read, grade and send feedback (usually to each individual) for more than 200 assignments, papers, projects per week for (6 to 7 online, face to face, and hybrid classes). I try my best to post the scores as soon as I can.You need to complete assignment items by reading instruction carefully to save time for you and me.




A kind reminder - the Meet and Greet is due on 1/14 (W) at 10 pm., and Hunt is 1/16 (F) at 10 pm. Let me know if you have any questions. Keep on good work! Crystal


----------------------------------------------

div again- 1/12/15 class notes and reminder


Ladies and gentlemen,


Nice to meet you today. Thanks for group info sharing.



I briefly introduced the textbook format, and 6 major themes (including inter-sectionality) that will be covered throughout the semester.



We also serendipitously watched a couple of videos relating to classmates' comments, which were highly relevant to diversity themes. I ran out of time to cover FE1 which will be continued next Monday.



Reminder:
1. If you have not completed the week 1 online components (Introduction and scavenger hunt:
Counted as online learning activities),

please submit before coming Sunday 10 pm => post on Discussion. Hunt=> Dropbox
2. Complete Reading#1 (pp.46-55) worksheet (download from Lessons)
Print off and bring in next week for peer review. (20 points)
3. Post today’s notes (at least 200 words) on Discussion. (10 points)
Critique on at least 3 peers’ work. Each critique needs at least 50 words.
(2 points per critique. You can critique on the ideas, agree/disagree, and raise questions and so on.)
Due 2 hours before next class begins.
4. Read FE1 (pp. 1-40).



Email me if you have questions lhuang@cvtc.edu


-----------------------------------------------------------------------

1/8/15 div Welcome to Introduction to Diversity Studies - from Crystal!





Ladies and gentlemen,


Welcome to one of the most exciting and interesting On-Line courses: Introduction to Diversity!

Cannot wait to meet you on E360!!


My name is Crystal Li-chin Huang, your online studies facilitator/instructor. You can call me Li-chin, or Crystal.


I attached a copy of DIV syllabus (today, Jan. 8, W) before school begins for you to preview and to see if it fits your schedule. Then you can evaluate yourself to make sure in completing this course and earn an excellent grade!!! Please read the syllabus carefully and check/mark the important assignment due dates on your Calendar.




You need to spend time on browsing the learning management system (LMS) E360 and the course format which will be available on Jan 9 (Friday). Our school officially begins on Jan 12 (M). I will try to move it early as best as I can. Be familiar with the functions of each navigation button and review the documents carefully, then you’ll begin to feel at home and get excited to begin with this course.


Attention!!!! Have a copy of the textbook ready-


The Meaning of Difference: American Constructions of Race, Sex and Gender, Social Class,

​ and Sexual Orientation, 6th Edition by Karen E. Rosenblum & Toni-Michelle C. Travis with website:


http://highered.mcgraw-hill.com/sites/0078111641/student_view0/index.html


You need to use the textbook to complete the first week 2 Activities (Meet & Greet, and Scavenger Hunt) to avoid the No Show Report.


For those who are ready to go on coming Friday
(Early birds' work are always welcome and may earn extra point(s) :)! ) :

1. Click Lessons on the left hand side of navigation buttons to start week 1 learning

Activities carefully to avoid the NO SHOW report.

2. Click Discussion to complete online interactive activities.

3. Click Dropbox to submit your scavenger hunt and subsequent assignments.

4. Scroll down to get our course syllabus and other info.


If you have any questions or find errors in the syllabus (or on E360, please email me as soon as you can for me to answer or do correction)!




Cannot wait to connect with you on E360! Crystal


------------------------------------------------


1/8/15


Ladies and gentlemen,


Welcome to our Soc world!! Cannot wait to meet you !!


My name is Crystal Li-chin Huang, your soc instructor/facilitator. You can call me Crystal or Li-chin, either way is fine to me.




Here is a copy of our syllabus for you to get ready before our class begins.




Just a kind Reminder:


1. First of all, you need to have the textbook ready-

Macionis, John. 15th ed., (2014). Society, The Basics. New Jersey: Prentice-Hall Inc. Younger or older version of the textbook will be fine!




We will use E360- the LMS weekly. You need to be familiar with the major navigation buttons (in particular, Discussion, Lessons, and Dropbox). I will explain in class for the new users. The E360 will be available to you on 1/9 (Friday) for you to browse and begin the Introduction Discussion.


3. Please browse our syllabus (attached, I will bring in a hard copy on coming Monday) and start reading chap 1 - Sociological perspective. Prepare 10 questions (10 points) on your note book for Day 1 discussion.
We will meet at 1:00 pm. 1/12 Monday, room 227.


If you have any questions or find errors in the syllabus, email me as soon as you can for me to answer or correct. Have a great semester and see you soon.


Crystal lhuang@cvtc.edu


.................................................