Final Exam

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.  

After you have written up you answers, go here to upload them:
https://spreadsheets.google.com/viewform?formkey=dGhXLUI0QjA3Y2lsLTVJajBnNWExZWc6MQ

Digital Portfolio

Don't worry!  This should be fun and easy.

Digital portfolio due: by Wednesday March 16th 6:00 pm. This means Wednesday of exam week.

This document as a google doc:

https://docs.google.com/document/d/1boJnM3FFWH2GMNEVW18wDkPqXmLYPHwY_2r92NWWRLw/edit?hl=en

Each student will produce a digital portfolio that describes the contributions that they made to the course along with commentary relates those contributions to the themes of the course.  Here are some of the things that may have done during the quarter that will count towards this assignment:

1. Participate in the blogs via comments.
2. Contribute to the class notes online.
3. Participate in class assignments.
4. Coordinate with group via email, chat, etc.
5. Create resources for group work, via google docs, video editing, photography, sound mixing, etc.
6. Promote projects via facebook network, email, etc.
7. Create your FB network graph
8. Other ways of participating digitally. . .

To complete this you will: (1) keep records of these sorts of things that you do through electronic or social media systems (2) think about which of those are relevant or important or notable (3) show some documentation of what you did (4) discuss what you did in light of concepts and goals of this course (5) Turn in as a google doc.

Check out the example I created.  Make sure you copy the format of the document, including the section headings, and highlighting of connections to course ideas. It is what your final draft of your digital portfolio should look like.  Do a good job of connecting your examples to ideas from the course.  This part is especially important.

Example:    https://docs.google.com/document/d/1jHHv7bBEX-pAK5sI5jCl-vkzPLJFa7-fTLl8P2cPgcg/edit?hl=en&authkey=CLyt1_EL

Check list:

1. Create google doc.
2. Name it correctly
1. FirstInitial.LastName.Digital.Portfolio
2. For me:  H.Welser.Digital.Portfolio
3. Top of page:
1. Assignment name
2. Your name
3. Word count
1. check under tools to run word count
4. 800-1200  acceptable range of word count
4. Sections of document
1. Overview
1. Explain where you started in terms of technology this quarter and how / if you are doing more or different things.
2. Example 1
1. explanation
2. link and or image
3. connection to ideas from course   (make sure you highlight these parts!)
3. Example 2
1. explanation
2. link and or image
3. connection to ideas from course
4. Example 3
1. explanation
2. link and or image
3. connection to ideas from course
5. Example 4
1. explanation
2. link and or image
3. connection to ideas from course
6. Example 5 (optional)
1. explanation
2. link and or image

1. connection to ideas from course
2. 
   
5. Under “share”  (button on top right corner of page)
1. choose share with anyone with a link
2. copy that link
6. Open link to Turn in form on the blog post
1. Fields on the form
1. Name
2. Oak ID
3. Link to your digital portfolio
2. make sure your link works:  
1. paste url into a different browser
7. The end.

 Link to turn in form:  

https://spreadsheets.google.com/viewform?formkey=dGVpeDc4R2RWOXQ2UUd0YkhJbW12UkE6MQ

Post questions about the assignment in the comment thread below.

Last Quiz

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 ideal answers are logically complete but short and succinct.  Make sure you use your own examples (not the ones from lecture).

1. Exercise your sociological imagination in three parts. http://en.wikipedia.org/wiki/Sergey_Brin *A. Read the Wikipedia biography on Sergey Brin, and describe a few key events in his life. B. In what ways does Sergey’s story demonstrate how we in the USA are lucky? C. Explain how Sergey personally benefitted from social change and development and contributed to social change and development.
2. How do Marx and Weber differ in their perceptions of stratification? Using both of these theories, explain how stratification influences your life chances. *Remember that dimensions of stratification can both aid and hinder social mobility.3. Explain control theory and define each of the types of social bonds. For each type, use your own example of how that type of bond restricts deviance. *Use brief examples that illustrate the depth of your understanding4. Explain what the free rider problem is. Describe how three factors (monitoring, sanctioning, and dependence) that can limit or exaggerate peoples' tendency to free ride.


CLICK THIS LINK WHEN YOU ARE READY TO UPLOAD YOUR ANSWERS:


https://spreadsheets.google.com/viewform?formkey=dGlDVXp0LTZSeW1NNzBnMVdhUjZPZ3c6MQ

Today's Group Projects

Here are the group projects that we looked at in class today. Great job everyone!

Thanks for all of your work on your Soc 101 2011 projects.  The most successful projects are those that [both!] demonstrate the value of sociological concepts for helping to make sense of the world and are inherently interesting.  In an ideal world a project would be shared (like a meme) while also educating.

Team Ballin'Why is This so Damn Popular?: http://www.youtube.com/watch?v=JqJXLwvt_qQ

Team Ballin' do an exemplary job of combining interest and education. If you are still finishing your project consider how your project can balance these two goals.

Team CARLSociety's Perception of Sex: http://www.youtube.com/watch?v=ruucHu3zFAI

Team CARL treated current issues related to relationships and sex among college students in a respectful manner, revealed some interesting insights, and did a good job of raising concepts from sociology in ways that were informative and interesting.  A meta-level insight is that it seems likely that the candor with which the students discussed such personal questions is indicative of how norms are changing.

The Pink Ladies
Tanning: http://www.youtube.com/watch?v=3dOiq8wTudQ
This project does a nice job of opening a window into an interesting contemporary issue.  The instructional value of the sociological concepts could be stronger, but nonetheless it is a successful project.

The Norm
Appearance, Motivation, and Experimentation: http://www.youtube.com/watch?v=ShPKx2vlRZg
This team showed great ambition in the production of their project-- they came up with a cool experimental model and implemented it well.   The conclusion could have been stronger by discussing directly how the stereotypes that the students wanted to invoke were somewhat tame compared to some stereotypes that remain commonplace.  Regardless, the project was a success.

Team Random
Tragedy of the Commons in an OU Dorm Room: http://www.youtube.com/watch?v=kNcM6WrawxM
Some funny moments in this illustration of the tragedy of commons, connects with wider issues at the conclusion.  This project will likely help folks grasp some of the basic ideas of the tragedy of the commons.

Baby Bobcats
Gender Roles in Disney Princess Movies: http://www.youtube.com/watch?v=8lFB0BQDw3g
Good use of examples, discussion of issues and integration with topics from the course.

Group of Awesome People
Facebook: Are you Really my Friend?: www.youtube.com/watch?v=cwiqLZZM1PY
Good connection between ideas from the course, peoples experiences, and contemporary life.

The following two projects were early groups created FB pages-- please check out their pages and consider participating in the conversation!  These groups have already garnered some activity.   Stop by and give them some more attention!

Team Win
CTDs - Concurrency Transmitted Diseases: http://www.facebook.com/pages/CTDs-Concurrency-Transmitted-Diseases/132610643475732


Mod3B
Uh, so While You Busy Trying to Fit in, Imma Stand Out: http://www.facebook.com/?ref=home#!/home.php?sk=group_146319312095770

Social Change and Development

Today in class, we discussed social change and development.

We learned that social change is a change in the distribution of goods, resources, roles, ideas or relationships at a large scale and are often related to changes in institutions, rules, laws or infrastructure.

Development is a specific type of social change (generally a positive change), which includes the growth or creation of new and better systems of exchange and/or infrastructure. Development always for improvement in economic, social, or bodily well-being (sometimes unintentionally).

One example of development is the proliferation of affordable cell phones in Africa, which created several unintended improvements, such as improved economic opportunity and unobtrusive reminders to take medications.

Turn in a great project.

Before you can turn in a great project, you have to make your project great!   What counts as a great project?  Here are the criteria that we use to evaluate the projects, so make sure that you are maximizing your performance on the most important aspects.

Make it Great!

1. The assignment description says: "The instructional aspect is most important."   Here is what that means for all type of projects in the course.
1. Make sure that the connection to the course concepts is strong and clear.
2. Demonstrate how those concepts help us understand the world better, are relevant, or are helpful in getting things done (like helping organize people to join your FB group, for instance).   
3. Ideally, people who watch or read your project will not just learn about ideas from sociology, but will actually experience some benefit from learning about them. 
1. For instance, if we know that the tragedy of the commons often arises in situations that lack 3rd party enforcement of rules, then students living in shared housing could establish rules and resources to make monitoring and sanctioning more effective.  
1. It is better go beyond simply illustrating a concept.  Do something with it.
4. Do no harm.   
1. Consider how your project will be perceived-- go out of your way to avoid causing harm.
1. Sensitive topics (violence, etc.) may require a disclaimer so that audiences can opt out if they want to.
2. Strive also to have a positive impact of some sort.  For instance, if you address an important social problem, connect your project to organizations that address or try to solve that problem.   
2. The project should have intrinsic value.  That means, that videos should be both informative and interesting to the degree that other people would chose to share them.  Or, for blogs and FB groups, be the sort of group that people would honestly suggest to others to join.
3. Take the time to edit and improve your initial version.   
1. The first iteration can surely be improved.  Take the time to make it more effective. 
2. Remember that this project is public-- make something that you will be proud to associate with your name, on the internet, for a long, long time.
4. Share your project with your TA before it is due. 
1. IF you have questions about how to improve your project--  share your work in progress with your TA and get helpful feedback. 

How to turn it in: 

1. Make sure your project is "live" online.  It takes a little while for videos uploaded to YouTube to become available.  Blog posts and FB posts update pretty much instantly. 
2. Update your project google doc to make sure it has the following information: 
1. Group name
2. Contact person's gmail address
3. Link to project
4. Title of project
5. Brief explanation of project that makes it clear how you used the sociological concepts.
3. Copy and paste items 1-5 into an email
1. Address that email to your TA, and to the gmail address of everyone in your group.
2. Send that email.
4. Copy and paste items 1-5 into a comment on this blog post. 
1. Upload that comment.
2. DO NOT  post your group members contact details on the blog. 
1. No oak ids etc.  Thanks!
2. Leave that info on the google doc.  

The deal with presenting: 

1. Ted, Zeke, Krystal, Rebecca and Jarrid are curating the projects for presentation. 
2. Projects that exceed our quality expectations and are in on time will be selected for presentation in class.   
3. Some projects may require editing and improvement before that can be shown in class.
1. Don't despair--   just edit, improve and submit to present on a later day.
2. Work with your TA on how to improve your project.
4. We will announce projects to be presented for each day in a new blog post.  (and email to the group leaders too).
5. Extra credit will be given to projects that are selected for presentation.  
6. Cheers! 

Last (?) Clip Of The Day Poll

Hey guys,

Seeing as it is week 9, this may have to be our last poll, so make sure you vote!

This week's choices are:

1. Walk On Water

http://www.youtube.com/watch?v=Oe3St1GgoHQ

2. Walk It Out- Tap Dance

http://www.youtube.com/watch?v=lVYNQl__7ow

3. Jumping In Wingsuits

http://www.youtube.com/watch?v=ttz5oPpF1Js

4. Amateur

http://www.youtube.com/watch?v=JzqumbhfxRo

Thanks for all of the suggestions, and vote vote vote! =)