You are free to use your notes and discuss questions with your classmates. However, you must write your own answers. Avoid the carbonite!
Type your answers on Google Docs or Microsoft word before you submit them.
Once they are all written, then open the quiz and copy and paste them into the following Google Form. SUBMIT ONLY ONCE. The final is due by noon on Tuesday.
Make sure you write good answers. Each question is worth about 23 points.
Here are the questions:
1. Contact theory and prejudice
Go to page 291 in your text book. Read about Allport’s theory of contact.
Then, read these pages:
http://en.wikipedia.org/wiki/Women_in_the_military
http://en.wikipedia.org/wiki/US_military
Make sure you read:
http://en.wikipedia.org/wiki/US_military#Demographic_controversies
In your own words, explain what Allport’s theory of contact says. Use that theory to explain the implications of different military policies [or rules] on both erosion of prejudice and the reinforcement of prejudice.
2. Deviance and social control
Pretend that you are an education consultant for the Ohio State Board of Education. Knowing what you know about the theories of differential association and control theory, explain three recommendations that you would you implement to reduce juvenile delinquency in Ohio High Schools. Make sure the changes would lead to the reduction in juvenile delinquency according to the implications of the theories.
3. Exchange and conflict theory
Use exchange theory and conflict theory to describe the collective action capacities of global businesses. Contrast those capacities with those of citizens of the United States. Using these theories explain three implications of your observations? Make sure you also explain the logical implications of the recent supreme court decision: “Citizens United v. Federal Election Commission.”
Read these. . .
http://blogs.findlaw.com/supreme_court/2010/01/
http://en.wikipedia.org/wiki/Citizens_United_v._Federal_Election_Commission
http://www.nytimes.com/2010/01/22/us/politics/22scotus.html
4. Ethnicity, history and globalization
Our family ancestors have moved from and to different places around the world. Consider two surnames [i.e. last names] that are present in your family. Use this tool to map those names. Make sure that you click on the regions where your names are more common (you can zoom into both regions and countries).
http://worldnames.publicprofiler.org
Use the concepts of the sociological imagination, ethnicity, assimilation, identity and migration to help us understand what you learned by mapping some of your family names. Sometimes the map might reveal things about you; other times, the map might be missing important details or insights. You are welcome to discuss both as long as you do a good job of connecting those ideas to concepts from sociology mentioned above.
Go to page 291 in your text book. Read about Allport’s theory of contact.
Then, read these pages:
http://en.wikipedia.org/wiki/Women_in_the_military
http://en.wikipedia.org/wiki/US_military
Make sure you read:
http://en.wikipedia.org/wiki/US_military#Demographic_controversies
In your own words, explain what Allport’s theory of contact says. Use that theory to explain the implications of different military policies [or rules] on both erosion of prejudice and the reinforcement of prejudice.
2. Deviance and social control
Pretend that you are an education consultant for the Ohio State Board of Education. Knowing what you know about the theories of differential association and control theory, explain three recommendations that you would you implement to reduce juvenile delinquency in Ohio High Schools. Make sure the changes would lead to the reduction in juvenile delinquency according to the implications of the theories.
3. Exchange and conflict theory
Use exchange theory and conflict theory to describe the collective action capacities of global businesses. Contrast those capacities with those of citizens of the United States. Using these theories explain three implications of your observations? Make sure you also explain the logical implications of the recent supreme court decision: “Citizens United v. Federal Election Commission.”
Read these. . .
http://blogs.findlaw.com/supreme_court/2010/01/
http://en.wikipedia.org/wiki/Citizens_United_v._Federal_Election_Commission
http://www.nytimes.com/2010/01/22/us/politics/22scotus.html
4. Ethnicity, history and globalization
Our family ancestors have moved from and to different places around the world. Consider two surnames [i.e. last names] that are present in your family. Use this tool to map those names. Make sure that you click on the regions where your names are more common (you can zoom into both regions and countries).
http://worldnames.publicprofiler.org
Use the concepts of the sociological imagination, ethnicity, assimilation, identity and migration to help us understand what you learned by mapping some of your family names. Sometimes the map might reveal things about you; other times, the map might be missing important details or insights. You are welcome to discuss both as long as you do a good job of connecting those ideas to concepts from sociology mentioned above.
After you have written up you answers, go here to upload them:
https://spreadsheets.google.com/viewform?formkey=dGhXLUI0QjA3Y2lsLTVJajBnNWExZWc6MQ
https://spreadsheets.google.com/viewform?formkey=dGhXLUI0QjA3Y2lsLTVJajBnNWExZWc6MQ
What is the format of the in-class final? Is it definitions again? And if so, from weeks 6-10?
ReplyDeleteYep-
ReplyDeleteDefinitions from weeks 6-10
t
For the in class final how many different words will be on it?
ReplyDeleteIf you want to read an interesting article about women and serving in combat MOS's this is it. Also take the time to read the comments to it.
ReplyDeletehttp://kitup.military.com/2011/03/breaking-news-commission-recommends-women-in-combat.html#comments
The comments on that story and also on this one are very interesting: http://kitup.military.com/2011/03/female-soldiers-diggin-their-custom-acus.html
ReplyDelete10 definitions plus one on extra credit on the in class part of the final.
Where do i find the collective action capacities of big business? Or am i supposed to just look at wikipedia again
ReplyDeleteHey Tyler- I added a slide from the collective action lecture to the Review sheet from weeks 9/10. Hopefully that helps.
ReplyDeleteHey Ted, I am having some difficulties answering number three. Mainly just figuring out what the question is asking and how to interpret the material. If theres any help you could give me that would be awesome!!
ReplyDeleteThere is information on collective action in the notes, towards the bottom of the notes. Here's the link..
ReplyDeletehttps://docs.google.com/document/d/1sHQ-vf9BZFfathbVIEzJpBdzNrxydUSsGKmssbjeXoE/edit?hl=en#
Ted, I'm in the same boat as Melissa. I'm just not 100% clear on what the whole questions is asking either. Hope you can help! Thanks.
ReplyDeleteJust a question when you say for number three "logical implications of the supreme court" do you mean like what we think we observed when reading and it how it relates to the capacities?
ReplyDeleteI'm just as confused as Melissa. We're sitting on the same floor and can't figure it out.
ReplyDeleteI am on the same page as most everyone else. Number three is very confusing. It's the only question I have yet to complete.
ReplyDeleteYep. I'm another one that's having trouble with number 3. I really can't understand what your asking us..
ReplyDeleteOk-- well this question draws primarily on the day we discussed collective action. However, it also expects you to remember some of the basic ideas from exchange theory and from conflict theory. In this instance, all three theories can be applied to the two "groups" mentioned in the question [citizens, and global businesses].
ReplyDeleteRecall that collective action requires getting people to do things that help accomplish a collective end. Also remember that there are things that make it harder to have a successful collective action. For instance, it is harder to get bigger groups to work together in unison than it is to get a few people to coordinate their actions. There are several other issues that we discussed that make collective action easier or harder. For each of these issues, think about they influence the capacity for citizens on the one hand, and global businesses to accomplish their goals. Conflict theory comes in when you consider that a global business (say BP has interests and resources) and citizens have interests and resources. Exchange theory comes in especially in relation to the idea of "dependence". People who live near the gulf of mexico are stuck with the oil on their beaches-- BP can sell gas, and make money all around the world. hope that helps
Here's how I reworded the question to break it down in it's most simplest form:
ReplyDeleteHow are goals (collective action) set by global businesses affected through favors (exchange theory) and rich v. poor (conflict theory)?
I find the first question quite interesting and very relevant to me as a female individual. This question shows that even in a developed and modern country like the United States, issues of status and roles between women and men are still an issue. Why shouldn’t a female be able to serve the exact same active combat role as a male? The claims that a man is stronger and can last longer in harsh situations shows that issues between a women’s value still remain in our society. If a woman wants to serve in active combat and passes the tests in order to take part in such, that women should have the right to serve our nation in that particular field. It should be her choice for if she wants to put herself in that kind of situation, not our governments. This issue just shows that the United States may not be as equal status between genders as one would have hoped.
ReplyDeleteDo we have to use all the concepts in question 4?
ReplyDeleteChelsea- I hope that everyone can see a personal connection with these questions, especially questions 1,3, and 4. For question 1, the issues are still very relevant; and the comments on the web forum that another student linked to above reveal how intense and personal the issue can become (race, religion, and sexuality also remain contentious issues related to service). On a side note, I think it is interesting how the Sci Fi show Battle Star Galactica depicts gender and military service with much more equality than people have achieved in reality.
ReplyDeleteDanny- you don't have to use every concept-- it is better to write a good answer, and if you concentrate more on some than others that is fine.
I understand the three concepts we are supposed to use for question three and i understand the example, but i do not understand how it relates to the question.
ReplyDeleteI actually think that question number four was very interesting! I found out new things about my family history line that I never knew before I did public profile. I would recommend using this question again!
ReplyDeleteHey Katie- Thank you! I was hoping that some folks would find it interesting. It certainly made me curious to visit one of the countries (Austria) where I have a high rate of family name matched.
ReplyDeleteColleen- Ok-- well how does the law change alter the potential for one of the groups to use their resources? What are some implications of that? Including several that have been in the news recently?
I also really enjoyed answering number 4 on the quiz. It allowed me to find out so much about my family that i didn't know and it was actually fun to do. It made me want to visit different places and do some more research on the background of my family.
ReplyDeleteI do not understand how to link sociological imagination with my family ancestory?
ReplyDeleteI found 1 to be very interesting, especially because I have two good friends who go to the naval academy, and one who is in army ROTC. I knew their positions on the topic and it really helped me to answer the question. I also liked reading the websites. I asked what their take was on the topic and they agreed that the interpersonal contacts the military provides deconstructs the social division between many minorities and the majority.
ReplyDeleteMy exam was stuck in load mode for 20 minutes and I am not sure if it submitted or not. Should I submit it again?
ReplyDeleteThat final question really showed me a lot and hit close to home. My family had to migrate from Germany to the US in the holocaust and it was very interesesting to see that migration on a map
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteAnd honestly Ted as I said on my review and my Rate My Professor your class(although I'm only a freshman) was the coolest and most interesting class ever. Your the man, you make 10am so much fun and engaging. Keep doing your thing your a great teacher and have a lot of charisma and energy - Dave.
ReplyDeleteI also wanted to say how much I enjoyed question number 4. The map was extremely accurate to my own knowledge of my family's history and to be honest I was surprised. Im really starting to notice how much I can relate concepts learned in this class to situations in my everyday life and its very exciting to be able to do that!! This is one of the first classes I can say I legitimately got something out of. Thank You.
ReplyDeleteI really enjoyed question 4 too! I thought it was interesting how the map identified exactly where my family is from and I was surprised to find where many others were from!
ReplyDeleteThanks for the kind words on the class and on the question 4 in particular. I view it as a huge success when people *enjoy* answering an exam question.
ReplyDeleteKaitlynt-- I hope you got your exam in ok. If it does take a while to submit, it would be wise to submit it again later. I know the internet on campus has been slow lately. Another reason to make sure that you have versions of your answer backed up / saved.
The map question was really cool, even though I knew where my names hailed from the question made you think about why you are in America and connecting the terms directly to yourself was really interesting!
ReplyDeleteI also loved question number 4! I ended up finding out some really interesting information. I ended up looking at my father's last name, my mom's maiden name and my maternal grandmother's maiden name and discovered that all 2 out of the 3 names I looked up have a high occurrence in Australia (something I never knew).
ReplyDeleteCould the definitions on the on line final still be on the in class final?
ReplyDeleteMike, I think any term/difinition from weeks 6-10, including the terms from the online final have a chance of showing up on the in-class exam.
ReplyDeleteTed your picture on your google page you are in boss mode. Solid quarter
ReplyDeleteHey Mike- Yep, Tim is right. Most of the defs will not be the same as the ideas from the online part-- just to try to spread the test around. But a couple things will overlap.
ReplyDeleteDominic-- thanks, yep, total boss mode. I was presenting at a conference a couple years back and a friend of mine snapped that pic. It looks like I am going to give a smack down to somebody asking a question. I wasn't of course, just looks that way.
I found both question 1 and 4 interesting! I learned new things about my family last name and where it originates from!
ReplyDeleteI just found a great video that reminded me of a big concept we discussed this quarter. I had an earlier blog post where I suggest the video for 'pale white kid raps fast' as the viewer video of the week. After posting that, I found a response video to that that is called 'pale kid raps faster'. Now, tonight, I found a video called 'really fast polish rapper.' It is yet again another response to the original pale kid rapping fast video. I will put each of the three links at the bottom, for those of you that want to check them out. So, what I started to think about is the things we discussed back in January and February regarding the evolution of culture. From the Chris Anderson talk I learned about the way that the internet influences people to use one resource to create, update, and or improve it and use it to influence their own ideas. The Anderson talk discussed a scenario where a kid can post a video of their own, original dance style. From there, somebody can view it in another country and learn from it and use it to help themselves and improve their own said dance styles. This process can repeat itself infinite number of times. After seeing the video of the Polish guy rapping fast, I thought about how this is a perfect example of how culture evolves. The first video was originally a 'pale' white kid quickly rapping in his living room, while the 'pale' kid rapping faster is a guy using the same musical beat to improve on the original guy's speed, flow, and rhymes. Then, there's the fast Polish rapper, who is in turn calling out the original guy and putting his own twist on the idea.
ReplyDeleteThis sounds long and is probably annoying to read, but if you're interested in it - and you watched the Anderson talk - than you might enjoy examining this concept. Again, the links are at the bottom, so enjoy.
Pale kid raps fast: http://www.youtube.com/watch?v=I6XLswqiX0s
Pale kid raps faster: http://www.youtube.com/watch?v=vUh8tH9Z480
Really fast Polish rapper: http://chrudat.com/videos/really-fast-polish-rapper
I would like to thank you for the name mapping website. I found this rather interesting and can say that I will show this to family and peers. It was very accurate as well because the two surnames I used were dead on accurate.
ReplyDelete