From list-relay@UCSD.EDU Tue Jan 2 04:00:42 1996 Date: Tue, 02 Jan 96 06:39:58 EST From: "T R. Young" <34LPF6T@CMUVM.CSV.CMICH.EDU> Organization: Central Michigan University Subject: The Red Feather Award for Graduate Students in Sociology To: GRADUATE STUDENTS IN SOCIOLOGY 1996 is the 25th Anniversary of the founding of the Red Feather Institute for Advanced Studies in Sociology. To mark the anniversary, the founders of the Institute have instituted the Red Feather Award. It recognizes meritorious scholarship in progressive research. Each of you are most cordially invited to submit an article and/or paper you have done in the past year to RFI. The information below sets out the conditions of the Award. Only active grad students are eligible. A. Two papers will be honored each of the four quarters of the Academic Year. B. The Awards are competitive; however, each paper judged of merit to progressive scholarship by one of more of the judges will be cited by letter and by announcement in newsletters of the ASA and the professional society in the regional association as well as the SSSP, AHS, and others as designated by the recipient. C. Those honored by the Award will recieve an engraved plaque as well as membership in the American Sociology Association. The ASA membership will include choice of any two of these Sections: 1. The Theory Section 2. The Section on Crime, Law and Deviance 3. The Marxist Section 4. the Peace and War Section 5. the Social Psychology Section D. Papers may be nominated by any graduate student, by a faculty person or by the candidate her/him self. E. Send three copies of the paper or one disk with the file and your address to: The Red Feather Institute 8085 Essex, Weidman, Mi., Have a good year, 48893 T.R. Young T.R.YOUNG@CMICH.EDU From list-relay@UCSD.EDU Wed Jan 3 08:13:08 1996 Newsgroups: alt.sci.sociology Date: Wed, 3 Jan 1996 11:00:38 -0500 (EST) From: Jim Cassell To: Sociology Graduate Student Discussion Subject: NORC announces 2nd annual (GSS)Student Paper Competition FYI ----------------------------------------------------------------------- Jim Cassell jwcassell@UNC.EDU Institute for Research in Social Science Phone: 919-962-0782 University of North Carolina-Chapel Hill Fax: 919-962-4777 Chapel Hill, NC 27599-3355 USA ---------- Forwarded message ---------- Date: Wed, 3 Jan 1996 07:44:00 CST From: NNRTWS1@UCHIMVS1.UCHICAGO.EDU The National Opinion Research Center (NORC) at the University of Chicago announces the second annual General Social Survey (GSS) Student Paper Competition. To be eligible papers must: 1) be based on data from the 1972-1994 GSSs or from the GSS's cross-national component, the International Social Survey Program (any year or combination of years may be used), 2) represent original and unpublished work, and 3) be written by a student or students at an accredited college or university. Both undergraduates and graduate students may enter and college graduates are eligible for one year after receiving their degree. The papers will be judged on the basis of their: a) con- tribution to expanding understanding of contemporary American society, b) development and testing of social science models and theories, c) statistical and methodological sophistication, and d) clarity of writing and organization. Papers should be less than 40 pages in length (including tables, references, appendices, etc.) and should be double spaced. Paper will be judged by the principal investigators of the GSS (James A. Davis and Tom W. Smith) with assistance from a group of leading scholars. Separate prizes will be awarded to the best undergraduate and best graduate-level entries. The winners will receive a cash prize of $250, a commemorative plaque, and the MicroCase Analysis System, including data from the 1972-1994 GSSs (a $1,395 value). The MicroCase software is donated by the MicroCase Corporation of Bellevue, Washington. In addition, winning papers will be eligible for publication in the GSS Student Report Series. Honorable mentions may also be awarded by the judges. Two copies of each paper must be received by February 15, 1996. The winner will be announced in April, 1996. Send entries to: Tom W. Smith General Social Survey National Opinion Research Center 1155 East 60th St. Chicago, Il 60637 For further information: Phone: 312-753-7877 Fax: 312-753-7886 Email: NNRTWS1@UCHIMVS1.UCHICAGO.EDU From list-relay@UCSD.EDU Thu Jan 4 04:41:26 1996 Newsgroups: alt.sci.sociology Date: Thu, 4 Jan 1996 07:31:00 -0500 (EST) From: Jim Cassell Reply-To: David Myhre To: Economic Sociology List , Teaching Sociology , Sociology Graduate Student Discussion , Discussion of Socio-Economic theory and practice , Social Science Information Gateway Subject: Call for Contributions to Economic Soc Syllabi Set (fwd) Thought some of you might like to contribute to this effort. Please contact David Myhre --I'm not connected with the project. Best, Jim ----------------------------------------------------------------------- Jim Cassell jwcassell@UNC.EDU Institute for Research in Social Science Phone: 919-962-0782 University of North Carolina-Chapel Hill Fax: 919-962-4777 Chapel Hill, NC 27599-3355 USA ---------- Forwarded message ---------- Date: Thu, 4 Jan 1996 00:37:09 -0800 From: David Myhre Subject: Call for Contributions to Economic Soc Syllabi Set Please circulate to colleagues who teach in the field of economic sociology ------------------------------------------------------- ****CALL FOR CONTRIBUTIONS TO A SYLLABI SET IN ECONOMIC SOCIOLOGY**** ------------------------------------------------------- Reply to: David Myhre / e-mail: dmyhre@ucsd.edu ------------------------------------------------------- SYLLABI AND INSTRUCTIONAL MATERIALS FOR TEACHING ECONOMIC SOCIOLOGY edited by Gary Green (University of Wisconsin, Madison) and David Myhre (University of California, San Diego) for publication in summer 1996 by the Teaching Resources Center of the American Sociological Association ------------------------------------------------------- January 4, 1996 Dear Colleague: The field of economic sociology is growing rapidly and an increasing number of undergraduate and graduate courses are being offered at colleges and universities on the topic. Growing numbers of scholars are employing sociological insights and methods to explore how both individuals and collective social actors shape economic behavior and institutions. Clearly, sociology can contribute greatly to the analysis of the contemporary reorganization of economic and social life accompanying globalization, post-industrialism, and emerging divisions of labor between and among, classes, genders, localities, and nation-states. To realize this potential, however, undergraduate and graduate training in economic sociology needs to be deepened and expanded. Because the field is broad and often interdisciplinary it may be difficult for instructors to locate relevant teaching materials. To help remedy this situation, we are preparing a syllabi set in economic sociology that will be published in summer 1996 by the American Sociological Association's Teaching Resources Center (TRC) under the title SYLLABI AND INSTRUCTIONAL MATERIALS FOR TEACHING ECONOMIC SOCIOLOGY. The volume will provide sample syllabi for both undergraduate- and graduate-level courses, examples of innovative course assignments, descriptions of resources for teaching economic sociology, and lists of internship and career opportunities in economic sociology. We are writing to ask for your assistance in this effort to further the teaching of economic sociology. First, could you please send us copies of recent syllabi of any undergraduate or graduate courses you have taught in economic sociology or closely related topics (e.g., Economy and Society, Sociology of Business, Sociology of the Economy, Socio-economics, State and Industry, etc.), as well as copies of related course assignments and handouts? Second, we are asking for your help in identifying any instructional resources that you have found useful in teaching economic sociology. These resources which we hope you will briefly describe might include films and videos, sites on the World Wide Web, computer software, internship opportunities, classroom exercises or simulations, titles of popular periodicals and scholarly journals that frequently publish contributions in economic sociology, bibliographies, and other useful materials. We would like to receive your syllabi and course materials in electronic format on diskette or as an e-mail attachment (we prefer Microsoft Word or WordPerfect, IBM compatible), accompanied by hard copy, by March 1, 1996. We will use the submitted electronic file to prepare camera-ready copy according to new formatting standards recently adopted by the TRC to give its publications an uniform and highly readable look. All submissions published in the volume will include the name and affiliation of each contributor, who will be given a $2 discount towards the purchase of the set. Please send your materials to: David Myhre Center for U.S.-Mexican Studies University of California at San Diego 9500 Gilman Drive, Dept. 0510 La Jolla, CA 92093-0510 USA e-mail: dmyhre@ucsd.edu. Thank you in advance for your help in this project. We would be grateful if you would circulate this message to colleagues who teach courses in economic sociology (or send us their name and address). Please feel free to contact us if you have any questions. You may reach Gary at 608-262-9532 or by e-mail at: ggreen@ssc.wisc.edu, and David at 619-534-4681 or at the above e-mail address. Sincerely, Gary P. Green, Professor of Rural Sociology University of Wisconsin, Madison David Myhre, Visiting Research Fellow Center for U.S.-Mexican Studies University of California, San Diego #### From list-relay@UCSD.EDU Thu Jan 4 13:14:40 1996 From: f_phillips@VENUS.TWU.EDU Date: Thu, 04 Jan 1996 15:09:09 CST To: socgrad@UCSD.EDU Subject: women in sociology One of our doctoral students passed a socgrad message on to me about people searching for women in sociology classes. I have taught one for several years at Texas Woman's University. I would be happy to share syllabi and a bibliography (as well as happy to receive some). I can be contacted at "F_Phillips@venus.twu.edu". Good luck to all those searching and keep it up! From list-relay@UCSD.EDU Thu Jan 4 14:25:09 1996 Date: Thu, 4 Jan 1996 17:16:48 -0500 (EST) From: Murray Pomerance To: f_phillips@venus.twu.edu Subject: Re: women in sociology In-Reply-To: <0099BE3F.0FD89680.7@VENUS.TWU.EDU> You can get the gopher at Ryerson Polytechnic University--I think it's gopher.acs.ryerson.ca, and you'll find, under no. 9, my reading list for Sex and Gender in Society, which is large. Help self.//Murray Pomerance Would appreciate your suggestions for revision./mp From list-relay@UCSD.EDU Fri Jan 5 18:24:19 1996 Date: Fri, 5 Jan 96 20:18:46 CST From: Aspasia Tsaoussis-Hatzis To: socgrad@UCSD.EDU subscribe Aspasia Tsaoussis-Hatzis From list-relay@UCSD.EDU Sun Jan 7 06:01:59 1996 Date: Sun, 07 Jan 96 07:20:11 EST From: "T R. Young" <34LPF6T@CMUVM.CSV.CMICH.EDU> Organization: Central Michigan University Subject: Managing Spoiled Identities To: GRADUATE STUDENTS IN SOCIOLOGY Mini-Lecture 96-02: Strategies in the Management of Spoiled Identities. A. In the previous lecture on Identity Wars, I suggested some of the social sources of racism, ethnic 'cleansing,' sexism, anti-gay as well as invective directed at those who oppose identity wars the later under the rubric of 'political correctness.' In this mini-lecture, I would like to follow up by suggesting some social movements and personal tactics by which people respond to racism, sexism, ethno-centricism and bigotry in general. B. The Spoilation of Social Identities. My neighbor, Ken T., is a world class neighbor: I travel a lot, I need a lot of advice and often help in gardening and managing a couple wood-lots and I need to know what's going on in the neighborhood...Ken is most helpful But, in an easy and untroubled way, Ken injects racist, sexist and bigotted terms in his everyday speech...'tother day, talking about the coming fate of O.J. Simpson, Ken surprized my by alluding to a Jewish conspiracy which would, after the present civil suit brought by the Brown and Goldman family, Ken surmised that this alleged conspiracy would see to the assassination of O.J.; I was astounded...Why is that? Because Goldman is a 'jew-boy' and they watch after their own. This from an otherwise sensible and solid citizen...a college graduate [UMinn] and a fine, fine neighbor. Your generation is, I think, less bigoted than mine...in my gene- ration, racism, sexism and national chauvinism is part and parcel of our socialization. In school, politics, media and too many other- wise fine religious sensibilities, part of the strategy of getting and keeping social honor and social status depends upon the system- matic degradation of the 'other.' In my generation, terms like jew, wop, kike, mick, polack, nigger, coon, bohunk, jap, chink, as well as a whole inventory of body parts with which to refer to to women were unmediated by hint of moral outrage. C. The Assimilation of minority groups. The use of pejorative tactics to define and to elevate one group over another works well in agrarian, feudal, slave and tribal societies. To its credit, such tactics do not work well in capitalist systems...considerations of profit and cost tend to eradicate historic preferences in both labor market and commodity market...if women, hispanics, afro-amer- icans, or asians work more cheaply, are more vulnerable to exploit- ative labor practices or have the resources to buy commodities, then the capitalist tends to shift both jobs and adverts to that group. This shift in labor market and commodity market took place in an irreversible process during and immediately after WWII...women were hired in the millions to staff the assembly lines during WWII. Blacks were hired in the hundreds of thousands to work the mines, mills, factories and farms as young angle males went into the service. C. Strategies in the Management of Spoiled Identities. 1. After the war, a great many women went back to unpaid domestic labor...a lot did not. Many went into 'women's' work or to college or into their own business...these women, with income not mediated by father, husband, brother or other male, formed the social base for a new women's movement which aimed to end the use of invidious social psychological tactics as a way to define and celebrate male social identities. In earlier movements, most women were still handicapped by dependence upon a male and upon male control of church, state, family, economy and courts. This new movement had tactical advantages, forged in part by earlier movements and in part by their own success in school, law, economy and media. 2. After WWII, a great many afro-americans were pushed out of factories, mills, mines and shops...by laws giving preference in hiring to service men...those who survived. Yet a great many afro-americans stayed in the industrial cities and formed the social base for the great social movements against racist practices. In 1954, after a course in community organizing at the Highlander Institute in Tenn., Rosa Parks refused to give up a seat to a white male and the Civil Rights Movement was born... as a strategy in the management of a spoiled identity. 3. Gay and Lesbian social movements also formed social movements to repair the harm done to presenting identities they valued. In the 60's, 70's and 80's, blacks, women and gay/lesbians faced hostile police, hostile courts, hostile media and hostile opinion. Yet their economic, political and, increasingly moral power made it possible for the social base to withstand direct violence and private repressions. With economic power, political power came. Laws were changed and the courts ruled against both overt police violence and private discrimination. As women took more and more positions in the various media and became a larger and larger part of academic life, these bastions of identity spoilation were lost to males, racists, bigots and chauvinists of many stripes. With liberals, marxists, feminists and gays in Hollywood, cinema began, in the 50's, to project a different image of minorities. Those of you who have seen the Woody Allen flick, The Front, will have seen some of that history...Sidney Poitier, recently honored at the White House for his protrayal of strong black males, was a first in a long string of such protrayals...Television too, a most important tool in the cultural wars, was lost to the arsenal of those who used ideas and images to win social honor and social standing at the expense of other groups. The Churches remained a strong-hold for both male and racial preference as well as hostile presentation of gay/lesbian identi- ties. But a wide variety of liberation theologies were emerging out of these social movements which may, in future, further remove the clergy from direct spoilation of social identities. The Black Muslim movement deserves special mention here. In the 60's, it became a very important instrument for the management of spoiled identities...spoiled black male identities, that is. In the Black Muslim movement, men could/must walk with pride and speak with dignity. Black Muslim neighborhoods became places of peace and safety comparable to those of the Hutterites and Amish in terms of social honor and respect. D. Other Strategies. In the long hard history of identity management, there have been a wide variety of both pro-social as well as pre- theoretical responses to the various crises in identity present- ments. Sometimes people form Parallel Social Institutions. In the 60's there were parallel schools, businesses, bars, sports, banks, and domestic arrangements as well as churches for blacks, women, gays and other excluded minorities. Sometimes people go underground and form the same social life- worlds. When courts, police, politicians and social opinion do not permit parallel institutions, people do go underground and form, as Goffman put it, a rich underlife. If people cannot form parallel institutions and if underground institutions are untenable, migration serves as a tactic in the management of spoiled identities...indeed, the Puritans, Pilgrims Quakers, Shakers, Amish, and a dozen other forbidden social identities moved to the Americas in order to found more accomo- dating social life worlds. The Garvey Movement of the 20's can be understood as a tactic in the identity wars of the USA. Social movements, parallel structures, underground structures and migrations are the more theoretically sound strategies to manage spoiled identities. E. Pre-theoretical Responses to Spoiled Indentities. A great many forms of behavior are not helpful to the management of spoiled identities for a number of reasons...which shall be clear as we go along. 1. Hate crimes. Hate crimes vary from graffiti on walls in grave- yards to murder, arson and assault. They are pre-theoretical in that they do not change the social conditions which produce identity wars and they often escalate in unpredictable ways...then too, one puts one=self into immediate jeopardy in the more demo- cratic societies in which they occur...police and the courts do not always look with favor upon hate crimes in these days. 2. Riots and uprisings. In the 60's and into the 70's there were hundreds of riots and uprising in US ghettos...Watts is a case in point...most of the homes and some of the businesses destroyed were not the homes and businesses of the 'class enemy' but rather those of one's own friends and neighbors. 3. Teenage pregnancy...for young women in the underclass, discarded by schools, ignored by the state, surplus to the labor market and to a kinship system already stressed by social processes out of their remedy...becoming a Mother offers a valued social identity...valued that is, for most of history and for most of those mothers who have the resources with which to rear children. Teenagers in Sweden, France and England are sexually active at an earlier age and are more active than are teenagers in the USA. Becoming a mother is not a solution to identity problems in Europe; it is in the USA....there are other factors in the production of surplus mothers and surplus children [surplus to our society; not of course, surplus to the human project]. Access to sexual educ- ation, access to birth control resources, employability of fathers, as well as access to educational opportunity generally factor in as key variables in accounting for rates of teenage pregnancy. More about this in another lecture based upon some most interest- ing work by Patti Hamilton and her team at Texas Woman's Univ. 4. Drugs and Alcohol. For most of human history, drugs and al- cohol have been used as solidarity supplies and as pathways to the holy. In the identity wars at hand, they are used to dull the pain of spoiled identities. For a few dollars, one can buy surcease from such ugly social politics; one can feel, think and act with confidence, with elan, and with spontaneity...for a few hours or minutes. Drugs are most helpful to those who want to opt out of the identity wars for a while. They are not a long term solution. You can think of a great many more ways in which people respond to the despoilation of mind, self and social identity. The basic frame- work here, I think is helpful to that task. Good luck in your own private wars. Next week, before I go to Texas to see my all-time favorite grad students, I will give you a mini-lecture on how to find the Yellow Brick Road to Success in American Sociology...in response to a couple posts I have had recently from grad students who find it difficult to fit into the grad departments in which they find themselves. Take good care, TR T.R.YOUNG@CMICH.EDU From list-relay@UCSD.EDU Sun Jan 7 20:47:59 1996 Date: Sun, 7 Jan 1996 20:42:54 -0800 To: SOCGRAD@UCSD.EDU From: Jerry Blaz Subject: Managing Spoiled Identities & Identity theory I happened to run across this notice which seemed to be talking to a very similar subject to the one T.R. Young was referring to in the most recent mini-lecture posted here. However, this is taking place in a different discipline and was posted, as you can see, on the History of Rhetoric Discussion List. Today, when textual analysis is so much a part of qualitative sociology, it would seem that we have to be cognizant of the work going on in related fields. While the rhetoricians may not feel themselves to be the progeny of Le Comte in the same way sociologists may, the current convergence in certain areas of sociology gives some credence to the question I am raising. Jerry Blaz Date: Wed, 3 Jan 1996 10:57:54 -0700 [sender] H-Net History of Rhetoric Discussion list [from] "h-rhetor, Gary Hatch" Subject: Penn State Theory & Culture Seminar Date: 2 Jan 1996 14:03:24 -0500 Subject: Theory & Culture Seminar Penn State Summer Seminar in Theory and Culture Performative Subjectivities: Agents, Bodies, Identities June 25-29, 1996 State College Pennsylvania Seminar Leaders and Titles Charles Bernstein: "Aversive Identities: The Performance of Poetic Politics." Sue-Ellen Case: "Screening the Live Body: Performativity and the End of Print Culture." Eve Kosofsky Sedgwick: "Affect and Performativity." PURPOSE How do social codes work to shape the identities of subjects? How can subjects make room to redefine themselves, individually and collectively? These have been persistent questions in a wide range of contemporary theoretical discourses-from activism, feminism, pedagogy and performance studies to philosophy, post colonial studies, queer theory, and rhetoric. At the 1996 Summer Seminar in Theory and Culture at Penn State participants will explore the myriad of ways that performativity allows embodied subjects and social groups to rearticulate their identities in relation to regulatory social norms. The seminar offers faculty and advanced graduate students the opportunity to engage with current work on performativity and culture. Seminar participants will hear talks by Charles Bernstein, Sue-Ellen Case, and Eve Kosofsky Sedgwick. Each participant will join in a seminar organized by one of the scholars, have occasion for conversation with all of them and with other participants, and have time to pursue individual inquiries. SEMINAR LEADERS Charles Bernstein is David Gray Professor of Poetry and Letters in the Poetics Program at SUNY-Buffalo. Among his works are A Poetics (1992), The Subject (1995), and Rough Trades (1991). He has edited The Politics of Poetic Form (1990), and the CD collection Live at the Ear: An Anthology of Readings (1994). His Republics of Reality: Poems 1975-1995 is forthcoming, as is the edited collection Close Listening: Poetry and the Performed Word. Sue-Ellen Case is Professor of English at University of California-Riverside. Among her works are Divided Home/Land Contemporary German Women's Plays (1992), and Feminism and Theatre (1988). She has edited the collections Cruising the Performative (1995), The Performance of Power (1991), and Performing Feminisms (1990). Her forthcoming book is titled The Domain Matrix: Performing Lesbian and the End of Print Culture. Eve Kosofsky Sedgwick is Newman Ivey White Professor of English at Duke University. Among her works are Between Men (1985), Epistemology of the Closet (1990), Tendencies (1993), and a volume of poetry, Fat Art, Thin Art (1994). FOR MORE INFORMATION WWW Site: http://www.cde.psu.edu/C&I/Theory&Culture.html About program content Jeffrey T. Nealon, Department of English The Pennsylvania State University Burrowes Building University Park PA 16802-1408 fax (814) 863-7285 Internet CMS209@psuvm.psu.edu About registration Roberta Moore, Conference Planner The Pennsylvania State University 219 Penn State Scanticon University Park PA 16802-7002 phone (814) 863-5160 fax (814) 863-5190 e-mail rmh9@cde.psu.edu a continuing and distance education service of Penn State's College of the Liberal Arts Penn State is an affirmative action, equal opportunity university. From list-relay@UCSD.EDU Thu Jan 11 15:33:24 1996 by BINAH.CC.BRANDEIS.EDU (PMDF V4.3-10 #10451) id <01HZW6VU7ITC8WYHGL@BINAH.CC.BRANDEIS.EDU>; Thu, 11 Jan 1996 18:32:14 -0500 (EST) Date: Thu, 11 Jan 1996 18:32:14 -0500 (EST) Date-warning: Date header was inserted by BINAH.CC.BRANDEIS.EDU From: "Scott S. Blake" Subject: Yale Strike To: socgrad@UCSD.EDU Does anyone out there know what happened at the disciplinary proceedings yesterday involving three leaders of GESO? Scott S. Blake Graduate Student (Sociology), Graduate Assistant (Hiatt Career Center), President (Graduate Student Association), Network Administrator (HomePort Collective), Senior Consultant (HomePort Consulting Services) blake@brandeis.edu|blake@homeport.org | http://www.homeport.org/~blake/ Finger blake@binah.cc.brandeis.edu for PGP Public Key From list-relay@UCSD.EDU Sat Jan 13 07:06:19 1996 Date: Sat, 13 Jan 96 09:56:11 EST From: "T R. Young" <34LPF6T@CMUVM.CSV.CMICH.EDU> Organization: Central Michigan University Subject: Re: Red Feather Award (fwd) To: GRADUATE STUDENTS IN SOCIOLOGY Steve Grice asked me to respond to a couple questions re: the Red Feather Award...this might help those of you in doubt about what qualifies as 'progressive' scholarship. TR Young T.R.YOUNG@CMICH.EDU ----------------------------Original message---------------------------- Date: Sat, 13 Jan 96 09:36:08 EST From: "T R. Young" <34LPF6T@CMUVM.CSV.CMICH.EDU> Organization: Central Michigan University Subject: Re: Red Feather Award To: "Steven M. Grice. Lab Assistant" In-Reply-To: <10CE9CD4FBC@Mercury.SPS.MsState.Edu> Steve: In response to your two queries re: the Red Feather Award: 1. No deadline...we'll make two awards four times a year...as they come in...from now to eternity or the end of the world; which ever comes first. 2. What is progressive: I was afraid someone would think to put such a question to me... Weeeell...anything that gives a voice to those not heard in sociology stuff. Anything that gives new insights to old questions about crime, poverty, inequality, health/environmental issues or human agency. Anything which calls into question the basic assumptions which leads sociologists to give support to alienating theories, methods and policy recommendation... Anything that empowers you, your colleagues, your students, your friends, your generation or your sense of compassion and hope for a better knowledge process.... Anything that makes me stop and think again about what directions I want to take my own work on such questions...as well as others who read your stuff.... Anything which makes you tingle, throb, resonate and come to the fullness of your own moral sensibility...and that of those who read and wonder at the rare good sense of your work... Anything that produces rivers of knowledge and oceans of wisdom; anything that touches on the unfathomable mysteries posed in the holy books of ancient sages: how should we live together in justice, mercy and love how should we deal with the tragedies and troubles of life what should we do to right wrong and save the future for our children how can we best repay the labor and love that brought us to the place where we can ask such questions and find such answers. These, I would think, are the elements of progressive scholarly work. thank you for the question, TR T.R.YOUNG@CMICH.EDU From list-relay@UCSD.EDU Sun Jan 14 07:11:51 1996 Date: Sun, 14 Jan 96 08:01:06 EST From: "T R. Young" <34LPF6T@CMUVM.CSV.CMICH.EDU> Organization: Central Michigan University Subject: 96-03 The Yellow Brick Road to Success in Sociology To: GRADUATE STUDENTS IN SOCIOLOGY In the past two months, I have had a few posts from grad students around the country who have expressed dismay at the response of faculty to their scholarly work and teaching efforts. In this mini-lecture, I would like to offer some practical suggestions for survival in academia. Nothing, of course, takes precedence over the four basic rules of graduate work, below, but there is much more than academic excellence and scholarship at work in the corridors and councils of higher educa- tion. I will discuss how to negotiate those pathways and perils later. In all this, I usually use the Wizard of Oz as metaphor for the advice for several reasons...first, I have written a delightful parody on American Sociology using it. In it, the characters are brought up to date and inserted into the politics of American Sociology: 1. Dorothy is every young graduate student: young, innocent, sensible and in search of the community s/he left to attend grad school. 2. Aunt Em is any bright, strong, wise and patient sociologist who mentors grad students. 3. Uncle Henry is all those aging faculty who is as gray as the dry and dusty fields of Kansas...he never laughs at sociology or himself. 4. Kansas itself is orthodox American sociology: gray, flat, and dull without a tree or a flower to break the monotony. 5. The tornado which upsets Kansas and all its dull and gray denizens is, of course, postmodern critique, feminist theory/methodology, and now, Chaos theory and nonlinear social dynamics to upset all that has been settled since Bacon wrote de Novum Organum in 1610. [Bacon and Newton were key to modern science; Shakespeare wrote 'The Tempest' in 1614 to talk about how modern science upset theo- logy as a pathway to knowledge but that is a different story]. 6. The Munchins are all those graduate students made small by the banal oppressions of daily life: indifferent faculty, inaccess- ible Committee members, cancelled courses, archaic requirements, and, too often, personal animus and/or arrogance of still smaller people. 7. There are four witchs in the Land of Oz: I use them to parody the politics of American sociology: the two bad witches are: 1) the Wicked Witch from the West [positivism]. It takes the incredibly complex and every changing dynamics of social life and, by some evil magic, transforms them into simple, strict, and rigid rules [called theses] about crime, religion, economics, politics, love and marriage as well as symbolic interaction. 2) The Wicked Witch from the East parallels L. Frank Baum's treatment of finance capital [the original story was a populist fairy tale but that is a different story...I gave that to you last year. She is Consensus Methodology...an approach to research in which sponsors dictate what and who is to be studied; what and how research is published; which esoteric and unaccessible language is to be used to encode all the rich and varied events that fall across the research design. 3)The good witch from the South is Glinda: she embodies emancipatory science...and the kind of progressive scholarship I described yes- terday in response to a post from Mr. Grice. 4) the Good Witch from the North is, in this version of the metaphor, Postmodern sensibility embodied by Foucault, Derrida, Lacan, Merleau-Ponty and even better by a lot of postmodern sociologists in the USA: Peter Manning, Laurie Walum, Dragon Milanovic, Bruce Arrigo, and the wonderful Norm Denzin in Illinois. Then there is Pauline Vaillancourt Rosenau at Houston who has given us a very accessible overview of both nihilistic and affirmative pomo scholarship. 7. The Wizard of Oz is, of course, Marx. As Marx said and the Wizard proved, people themselves have brains, courage, heart, and sense of community in the first place...then they surrender their own powers for good and evil to church, state, science and/or economy. 8. In the version I do, the Straw Man embodies Rural Sociology. In the Baum version, the Straw man stood in a field watching the crows eat the corn he was supposed to protect...in rural sociology, other scarecrows lack the brains cum theory to understand why the Amer- ican family farm is displace by agro-business. It did not please a lot of rural sociologists that I said that in 1975...and I would not say such a thing today...there are a lot of good solid people working in rural soc these days...not the least of which is Bill Friedman in Calif. and the wonderful Cornelia Flora in Iowa. 9. I converted, of course, the Tin Man into the Industrial Sociologist who helped take the heart and soul out of American Labor with their research on how to control and exploit workers. In the Baum version, the Tin Man worked for the WWitch from the West...who did the same thing...hence his quest for the capacity to love again. In competitive capitalism, each worker is class enemy to every other worker...to the great advantage of owners. Again, this has changed. There are a lot of good people in labor theory today...Those of you at Penn State will benefit from the work of Mark Wardell; those of you at Louisville will have access to the wide sweeping genius of Mort Wenger; Edna Bonacich in Calif; Garth Massey in Wyoming...so many I can't count. 10. The Cowardly Lion was Wm. Jennings Bryan in the Baum version. In this update, the Cowardly Lion is any Chairman who caves in to the Administration to get more productivity with cheaper labor from the underclass in academia: over-worked grad students, adjunct faculty teaching two, three, five or more classes in two, three or more colleges around Dallas, Detroit, Denver and Los Angeles. Or any Committee Chair who steals the work of the grad student and passes it off as his/her own in the dirty in-fighting for salary tenure, promotion or grant money. 10. There is a lot more in the book I have used but for now I will end this part by saying that one could use the Yellow Brick Road as Metaphor for the Journey one takes through academia from grad school, one's first job as associate prof, the lively middle years down to the final farewell party in which aging sociologists are sent off to their own private purgatory in Florida or Arizona were they abandon the wonderful quest for insight, understanding and useful labor in the social sciences. B. In the book as in this reading of it, the Yellow Brick Road is smooth and comfortable...for those who have funding...[Baum used the YBR as metaphor for the Gold Standard...the Silver Slippers [[not ruby!]] were grants and fellowships which permitted those of us without money to travel the road]. As the grad student cum Dorothy follows the YBR, she finds it gets rougher and rougher...along the way are branches and bushes which grab at her and try to slow/stop her. In this part of the mini-lecture, I would like to give you some ways to survive the bumpier parts of the road. 1. Back to the four basic rules of survival: a. Read every thing assigned closely and take good notes. [at UMich and UColo, we organized note sharing duties]. b. Attend every class; always 'be there' physiologically, psychologically and sociologically. Never never cut for fun. c. Prepare assiduously for every exam...anticipate the q's; Make sure you speak at least twice in every seminar. To do this, make a 3x5 with a short answer and every point in each reading. [my good wife asked me q's from the cards at breakfast, after supper and sometimes for a bed-time gambol...she could have passed the tests and comps]. d. Get your paper in on time...too many otherwise good students and good people wind up with so many incompletes that they give up and end up teaching in the underclass for minimal wages. C. These are the givens...these deal with the academic survival. Now for the more political obstacles you will certainly meet. 1. The profession. The profession is fraught with several competing and over-lapping paradigms/approaches. They filter the articles, papers, books and panels in academic life. It is easy to get on a session of a scholarly meeting if you act early and send in a sensible abstract...The MidWest Soc Assoc is particularly good as are the Amer Humanist Meetings and the SSSP. The ASA is bit more competitive and much more expensive...do at least two region al meetings per academic year. There are lots of journals/editors open to new and original art- icles...Qual Soc, Crit Sociology, several feminist journals, a lot of state societies support journals, each regional associa- tion has journals and editors much more accomodating to progres- sive scholarship than 20 years ago...again, watch for calls for papers in newsletters and on the internet; and response the same day...one has to 'be there.' Many associations have money set aside for grad student travel as departments and grad schools per se...and some conferences offer support for grad students...apply early and often. 2. The Administration. The admin of every college and university is charged with generating credit production hours, for polishing the image of the department/university and for dealing with those who 'make waves.' Those who make waves are usually those who have good reason to make waves...so be prepared; attend all meetings. pre- pare for all classes. Work on pubs...most universities set three criterion...do not be vulnerable on any of them: teaching, research and something called community service...one can be creative in the third dimension...work with local groups..more about that later. 3. The Faculty. In every department there are those who are jealous, petty, careerist, competitors and/or hostile to any thing new. One must be a 'good colleague' to defuse any such animus. This means simple courtesies; small acts of kindness; extra effort to help cover classes or find references now and again. In every faculty, there will be some who are fair, supportive and will intervene if things get difficult...at UColo, Howard Higman and Blain Mercer were especially helpful to new grad students and young faculty...[Howard died this past Thanksgiving...a great loss to UColo...and to his many friends and students]. 4. The Community...there are many groups in the local community who are active in the 'identity wars' of which I spoke earlier this month...in Boulder, they burn books and chase after the good witches on the faculty...with the help of the wicked witches. My best advice is to make alliance with the many progressive groups you will find in every college town...'tis easy to do... just show up and talk to people. I found the local clergy of great aid...priests, ministers, nuns and lay persons in various congregations are active in civil rights, minority rights, peace and justice questions as well as issues of poverty, homeless- ness. Women's groups, especially, are most helpful to the new faculty member who may have trouble with administration and/or department...they embody the notion of 'community service' so do allot part of your time and genius to them. 5. The Classroom. The students are the raison d'etre for your very being...they come first. In every class for those who teach some- thing new and/or different, there will be 5, 10 or 20% of the class who are made most uncomfortable...yet they have to know about racism, sexism, class, power and status inequalities. They may not like what they hear about their city, state, nation, church or university yet these things must be said. The question is how best to say them. Every lecture must be well grounded and well presented. Use a lot of graphics and videos...I usually edit videos to keep them short enough to talk about before and after...I usually prepare a 'worksheet' to go along and offer points for filling it out...lots of ways to get controversial ideas out...at Virginia Tech, with the help of some great grad students and a lot of undergrads, we put toget- her five 'soaps' in which students themselves wrote and enacted vignettes: they included 'Captain Science,' [how a sociologist called Captain Science solved problems and rescued people from their own foilables. Then too, there was 'Fun with Dick and Jane,' little ten minute soaps presented in class dealing with social- ization and 'rites of passage. Feminist issues were covered by another soap while juvenile issues were dealt with in 'Boys in the Back.' Students liked these and fun...I can send stuff out for any of you who want to use 'em...just give me an address. We used a 'menu' from which students could 'buy' items and get grades...soaps, special projects, songs/poetry, and of course, tests were on the menu...with a menu you can offer a thousand different routes through the content of the course...with tests, you offer only one...think about how to be creative and engaging. 6. Life Style. I've left this for last since it is difficult for me to say some of the things one must do to forestall trouble and to lose support in the faculty and community. 1. Ralph Nader used to tell students at his lectures that he wore conservative clothing since he was talking to conservative people about progressive ideas...he did not want something as trivial as clothing or language to interfere with the talking and listening... I have to say that, among those who earned the obloquy and animus of the many faculties on which I worked as well as the less than benign attention of the 'higher' administration were those who dressed oddly, smoked funny stuff and said the 'f' word a lot. Pay your bills, mow your lawn, cut your hair now and again, say darn, poop and blast the flatterap instead of damn, shit and fuck-off [I was arrested in Heathrow airport for saying that once but that is another story...] If you can't do that, at least be discrete in your minor vices. Keep a sense of humor...drollery, comedy, antic joy and rare good humor will do much to defuse resentment and to keep up one's own spirits...around a basic serious, persistent and well built teach- ing and scholarly life, keep the joy, wit and good grace infused. And, lastly, be prepared to be fired...I've been 'fired' six times. The first five times, I just smiled and said, 'Good-bye.' The sixth time, I refused to be fired...I organized the faculty, groups from the community, the ACLU, and made use of the Grievance Procedures of the University...students on the school paper gave me support. Students on the Student Senate gave me support. The American Federation of Teachers offered legal help [at the time I was the only member of the AFT at my university...they were good to offer help]. In brief, if necessary fight the good fight...do not go silent into the good night but organize and resist. And, 30 years from now, let me know how it went. All good luck, TR T.R.YOUNG@CMICH.EDU From list-relay@UCSD.EDU Sun Jan 14 15:57:03 1996 by BINAH.CC.BRANDEIS.EDU (PMDF V4.3-10 #10451) id <01I00EJZZJWW8X0IDH@BINAH.CC.BRANDEIS.EDU>; Sun, 14 Jan 1996 18:54:55 -0500 (EST) Date: Sun, 14 Jan 1996 18:54:55 -0500 (EST) Date-warning: Date header was inserted by BINAH.CC.BRANDEIS.EDU From: "Scott S. Blake" Subject: Funding To: socgrad@UCSD.EDU Hi folks- I seem to recall that someone out there collected information about this once before, but I don't have the results. I need to collect information about the funding situation at other universities. Please tell me the total package your school offers (stipend, tuition waiver, health insurance, department car, etc.) student's in your department. If you know anything about what people in other departments get paid, please include that information. Brandeis is in the midst of another round of cost cutting and my department may be getting axed entirely (don't know yet, but rumors abound). Thank you in advance for any and all information you have. -scott ps - if the person who did this before is still out there, would you send me your results? Thanks. Scott S. Blake Graduate Student (Sociology), Information Systems Coordinator (Division of Student Affairs), President (Graduate Student Association), Network Administrator/Senior Consultant (HomePort Consulting Services) blake@brandeis.edu|blake@homeport.org | http://www.homeport.org/~blake/ Finger blake@binah.cc.brandeis.edu for PGP Public Key From list-relay@UCSD.EDU Mon Jan 15 16:51:14 1996 Date: Mon, 15 Jan 1996 19:56:37 -0500 To: socgrad@UCSD.EDU From: daniel.ryan@yale.edu (Dan Ryan) Subject: What about an online "journal club"? In my work-work, I've been thinking about the ways that new media can facilitate innovative forms of social organization (I claim that about 90% of what is on the internet, for example, is simply recapitulation of existing forms). One that I've been toying with lately is how a network can be used to harness small bits of work from a number of people and facilitate the conversion of these bits into something communally useful (granted, this is not in and of itself a new idea). The other day, I was thinking, I wonder if one could develop an on-line "journal club" without too much organizational overhead. A journal club is a fairly common informal organization of intellectual work in natural sciences departments and laboratory groups. Members split up the major journals in the discipline or subdiscipline and meet weekly, biweekly, monthly, whatever and report to one another about what is new, interesting and useful in the literature. It's most effective, of course, when the participants are all moving in a particular research direction or are at least aware of one another's research interests, but this doesn't seem to be an essential characteristic. My sense is that these things work best when people take the pedagogical and reportage task quite seriously and when the whole is organized in such a way that the many little reports don't become, taken together, as overwhelming as the pile of articles they are meant to summarize. This often translates into different meetings of the club being devoted to specific groups of journals or specific subdisciplines. My sense from the sciences is that the ideal arrangements evolve over time (as seems to be true of almost all organization practices everywhere). I find the idea attractive as an electronic network exercise because it provides a grounding for conversations and contributions. The very best pieces I've read on socgrad over the years are the ones where people carefully try to explicate or explain something. The very worst have been where people pompously spout off generalities and participate in slash and burn pseudo-academic gang-warfare, and intellectual drive by shootings. So, here's my new years suggestion: might we come up with a list of journals (my instinct says keep it reallll short to begin with -- build the organization from the easy to the hard, get the basics right first, etc.) and then seek volunteers, divide things up and right some terse, carefully worded summaries (challenging one another, almost, to do a better job). Anyway, 'twas just a thought before I get down to work.... Happy New Year, all. Dan (the one in south central connecticut) From list-relay@UCSD.EDU Mon Jan 15 17:47:57 1996 Date: Mon, 15 Jan 1996 20:38:31 -0500 (EST) From: Jim Cassell To: Teaching Sociology , Sociology Graduate Student Discussion Subject: Durkheim WEB site (fwd) Thouht some of you might find this interesting. -- Jim ----------------------------------------------------------------------- Jim Cassell jwcassell@UNC.EDU Institute for Research in Social Science Phone: 919-962-0782 University of North Carolina-Chapel Hill Fax: 919-962-4777 Chapel Hill, NC 27599-3355 USA ---------- Forwarded message ---------- Date: Mon, 15 Jan 1996 17:12:05 +0000 (GMT) From: John Selby To: Progressive Sociologists' Network , sociology bulletin board Subject: Durkheim WEB site (fwd) For information John Selby ______________________________________________________________________________ Please Reply to: John Selby Educational Development Unit Coventry University Coventry CV1 5FB E-mail j.selby@cov.ac.uk Telephone +44 1203 838149 (Direct Line) +44 1203 631313 (Switchboard) Fax +44 1203 838138 _____________________________________________________________________________ ---------- Forwarded message ---------- Date: Mon, 15 Jan 1996 09:42:13 +0000 From: R.MILLER To: EUROPEAN-SOCIOLOGIST Subject: Durkheim WEB site Sender VIA: LIste fuer MittelEuropaeische Soziologie From: Robert Jones Subject: Durkheim Web site I have started up the Durkheim Web site that we've been promising for so long. I'll continue to add materials to it over the next few months, to make it really useful to those who are interested in the work of Durkheim and the Durkheimians. For those of you who have web browsers (Mosaic, Netscape, etc.), the address of the site is: http://www.lang.uiuc.edu/RelSt/Durkheim/DurkheimHome.html Please send me any comments and suggestions you have. From list-relay@UCSD.EDU Tue Jan 16 00:04:54 1996 From: Jean Czerlinski Subject: sociology job-finding To: socgrad@UCSD.EDU Date: Tue, 16 Jan 96 2:03:16 CST Mailer: Elm [revision: 70.85] The post below is about determinants of first academic job for PhDs. My own quick comment on T.R. Young's post: I just hope that when *we're* faculty, we will be more sympathetic to and helpful to *our* grad students. On the other hand, this may be a case where the stresses of the role mold people to act in certain ways (cf. the Stanford prison simulation). Jean FORWARDED MESSAGE >Return-Path: >Date: Mon, 15 Jan 1996 09:59:52 -0600 >To: (Sociology Dept)socbc@cicero.spc.uchicago.edu >From: jhughes@medicine.bsd.uchicago.edu (J. Hughes) >Subject: Folks might like to see this > >The latest issue of The Sociological Quarterly, 36(4) 1995, has Stephane >Baldi's article "Prestige Determinants of First Academic Job for New >Sociology PhDs 1985-1992". In regression, prestige of PhD-granting >institution is most important predictor of job-acquisition, followed by >prestige of undergrad institution, prestige of mentor, and number of >pre-employment publications. Things that don't predict - race, sex, time to >PhD, prestige of mentor's PhD-granting institution. > >------------------------------------------------------- >James J. Hughes PhD, Center for Clinical Medical Ethics, U. of Chicago, >(work) 312-702-3742 j-hughes@uchicago.edu >(Web) http://ccme-mac4.bsd.uchicago.edu/CCMEFaculty/Hughes/Hughes.html > From list-relay@UCSD.EDU Wed Jan 17 14:43:12 1996 From: "Derek A. Kalahar" Subject: unsubscribe To: socgrad@UCSD.EDU Date: Wed, 17 Jan 1996 16:40:15 -0600 (CST) unsubscribe From list-relay@UCSD.EDU Thu Jan 18 07:33:14 1996 Date: Thu, 18 Jan 1996 10:24:56 -0500 (EST) From: Jim Cassell To: Sociology Graduate Student Discussion Subject: 1996 World Bank Summer Employment Program (SEP) (fwd) FYI - Jim ----------------------------------------------------------------------- Jim Cassell jwcassell@UNC.EDU Institute for Research in Social Science Phone: 919-962-0782 University of North Carolina-Chapel Hill Fax: 919-962-4777 Chapel Hill, NC 27599-3355 USA ---------- Forwarded message ---------- Date: Thu, 18 Jan 1996 14:51:19 +0000 From: Mike Procter To: socbb@surrey.ac.uk Subject: 1996 World Bank Summer Employment Program (SEP) >X-Sender: langer@popsrv.edvz.uni-klu.ac.at >Date: Wed, 17 Jan 1996 09:53:26 +0100 >Reply-To: Josef Langer >Sender: LIste fuer MittelEuropaeische Soziologie >From: Josef Langer >Subject: 1996 World Bank Summer Employment Program (SEP) > >From: Minchew@act.org >Subject: 1996 World Bank Summer Employment Program (SEP) > > > The ACT Washington Office would like to call your attention to a > premier summer programs for graduate students at the Washington, > DC, headquarters of the World Bank. > > The SEP is open to students who possess an undergraduate degree and > are enrolled in a graduate programs. Generally, successful > candidates will have completed their first year of graduate studies > or are already into their Ph.D. studies. The SEP is open to > graduate students who are nationals of the Bank's member countries. > SEP participants can start work as early as May and generally must > complete their duties by September 30. A commitment of a minimum of > four weeks is expected. ALL APPLICATIONS ARE DUE BY FEBRUARY 29, > 1996. > > The Bank pays a monthly salary and will provide a travel > allowance. For 1996, the SEP is seeking candidates in the > following fields: economics, finance, human resource development > (public health, education, nutrition, population) social sciences > (anthropology and sociology), environment, private sector > development, statistics, as well as related fields. Fluency in > English is required, and knowledge of another World Bank Group > language (French, Spanish, Russian, Arabic, Portuguese, Chinese) > is useful. Requests for an application can be made electronically > by sending a request to or by sending a > snail request to Summer Employment Program, The World Bank, 1818 H > Street, NW, Washington, DC 20433 USA. Since the Bank cannot > transmit the application electronically, include a snail address. > > The Bank managers will select approximately 200 SEP participants > from several thousand expected applicants. The Bank will contact > all successful applicants by June 1996 and requests that > applicants not contact the small SEP staff for status reports. > > Please understand that this is a World Bank, not an ACT, program. > ACT's interest is in disseminating information about an > outstanding opportunity. If anyone is unsuccessful in getting the > application material in a timely manner from the Bank, we will be > happy to forward your request and attempt to facilitate delivery > of the application material to prospective applicants. > > ACT would also invite all successful candidates to stop by its > offices at One Dupont for a visit during your stay in Washington. > > > Daniel > ----------------------------------------------------------- > Daniel Minchew minchew@act.org > Director > ACT * American College Testing 202 223-2318 - Telephone > One Dupont Circle, NW, # 340 > Washington, DC 20036-1170 202 293-2223 - Fax > ___________________________________ Regards, Mike Procter Department of Sociology University of Surrey Guildford GU2 5XH UK +44 (0) 1483 300800 ext 2796 (voice) +44 (0) 1483 306290 (fax) From list-relay@UCSD.EDU Thu Jan 18 12:14:15 1996 Date: Thu, 18 Jan 1996 12:12:08 -0800 (PST) From: Laura Miller To: socgrad@UCSD.EDU Subject: how to unsubscribe Too much email in your life? If you want to unsubscribe from Socgrad, send a message to: listserv@ucsd.edu and in the body of your message, type: unsub socgrad Remember to send the message to listserv, NOT to Socgrad itself. Any problems or questions can be directed to lmiller@ucsd.edu From list-relay@UCSD.EDU Fri Jan 19 01:49:00 1996 Date: Fri, 19 Jan 1996 01:46:27 -0800 (PST) To: socgrad@UCSD.EDU From: Joe Surfer Subject: Sociological Imagination Cable Special Whilst thumbing thru my TV guide looking for episode times for Hercules the Legendary Journeys and Xena the Warrior Princess, I happened on something that looks interesting. "Sociological Imagination" is all it says, "Instructional" but no description. It's a one hour show on ITV, that's Instructional Television. Maybe this would be a good thing for a little intro audience material like undergrads. Check your local TV guide. In my area, (San Diego, Calif) it's on Cox Cable, ch 23 Saturday at 4 pm. Yours of course may be entirely different but maybe similar. ****************************************************************** . . . Skydiving and coffee - good to the last drop From list-relay@UCSD.EDU Sun Jan 21 16:51:26 1996 Date: Sun, 21 Jan 1996 19:44:21 -0500 (EST) From: Jim Cassell To: Sociology Graduate Student Discussion Subject: JOB: CJ professor (fwd) FYI - Jim ----------------------------------------------------------------------- Jim Cassell jwcassell@UNC.EDU Institute for Research in Social Science Phone: 919-962-0782 University of North Carolina-Chapel Hill Fax: 919-962-4777 Chapel Hill, NC 27599-3355 USA ---------- Forwarded message ---------- Date: Sun, 21 Jan 1996 16:18:36 -0500 From: "HAL D. QUIGLEY" Subject: JOB: CJ professor From: James J. Love PLEASE POST FULL-TIME TENURE TRACK FACULTY POSITION - FALL 1996 Lamar University invites application for an Assistant Professor of Criminal Justice position in its Bachelor of Criminal Justice (BA/BS) Program, Fall, 1996. Qualifications: CJ /related Ph.D. preferred; field experience desired Responsibilities: Instructional, scholarly, and service activities Teaching Areas: Generalist perspective preferred. Teaching and practical experience in law enforcement desirable. Salary: Competitive Application Deadline: Review of applicants will begin immediately; Interviews to begin as soon as feasible (Spring '96). Institution: Lamar University (Beaumont Campus) is a state supported institution with an enrollment of 11,500 students. Lamar University is located in Southeast Texas, 80 miles east of Houston, 50 miles north of Gulf of Mexico and 75 miles south of the famous Rayburn-Toledo Bend recreational complex. Contact: Interested applicants should send vita and the names of three references to: Jim Love, Director Criminal Justice Program Lamar University P.O. Box 10026 Beaumont, Tx 77710 lovejj@cs4.lamar.edu Lamar University is an Affirmative Action/Equal Opportunity Employer. From list-relay@UCSD.EDU Mon Jan 22 10:09:18 1996 Date: Mon, 22 Jan 1996 13:02:04 -0500 (EST) From: Jim Cassell To: Teaching Sociology , Sociology Graduate Student Discussion Subject: Teacherless Classrooms considered Edupage, 18 January 1996 (fwd) Thought some of you might find this item from Edupage interesting. ----------------------------------------------------------------------- Jim Cassell jwcassell@UNC.EDU Institute for Research in Social Science Phone: 919-962-0782 University of North Carolina-Chapel Hill Fax: 919-962-4777 Chapel Hill, NC 27599-3355 USA ---------- Forwarded message ---------- Date: Thu, 18 Jan 1996 23:17:53 -0500 (EST) From: Educom To: EDUCOM Edupage Mailing List Subject: Edupage, 18 January 1996 ***************************************************************** Edupage, 18 January 1996. Edupage, a summary of news items on information technology, is provided three times each week as a service by Educom, a Washington, D.C.-based consortium of leading colleges and universities seeking to transform education through the use of information technology. ***************************************************************** TEACHERLESS CLASSROOMS CONSIDERED Ontario's Community colleges, hunting for $120-million in savings for the next academic year, are deemphasizing the role of the teacher in the learning process. A study prepared for the Colleges' Council of Presidents titled "Learning Centred Education" says educational institutions can cut teaching costs by using CD-ROM courses and computer tutorials to deliver education using support staff rather than teachers to monitor students' progress. (Ottawa Citizen 17 Jan 96 A4) Edupage is written by John Gehl (gehl@educom.edu) & Suzanne Douglas (douglas@educom.edu). Voice: 404-371-1853, Fax: 404-371-8057. Technical support is provided by the Office of Information Technology, University of North Carolina at Chapel Hill. *************************************************************** CALL FOR PROPOSALS. The deadline for the EDUCOM'96 Call for Proposals has been extended from January 12 to January 19, due to the snow conditions experienced by much of the country this week. For details about the Call for Proposals, see the Educom Home Page (http://educom.edu/), call 202-872-4200, or send email to conf@educom.edu. EDUPAGE is what you've just finished reading. (Please note that it's "Edupage" and not "EduPage.") To subscribe to Edupage: send a message to: listproc@educom.unc.edu and in the body of the message type: subscribe edupage Jane Austen (assuming that your name is Jane Austen; if it's not, substitute your own name). ... To cancel, send a message to: listproc@educom.unc.edu and in the body of the message type: unsubscribe edupage. (Subscription problems? Send mail to educom@educom.unc.edu.) EDUCOM REVIEW is our bimonthly print magazine on learning, communications, and information technology. Subscriptions are $18 a year in the U.S.; send mail to offer@educom.edu. When you do, we'll ring a little bell, because we'll be so happy! Choice of bell is yours: a small dome with a button, like the one on the counter at the dry cleaners with the sign "Ring bell for service"; or a small hand bell; or a cathedral bell; or a door bell; or a chime; or a glockenspiel. Your choice. But ring it! EDUCOM UPDATE is our twice-a-month electronic summary of organizational news and events. To subscribe to the Update: send a message to: listproc@educom.unc.edu and in the body of the message type: subscribe update Anthony Trollope (assuming that your name is Anthony Trollope; if it's not, substitute your own name). ARCHIVES & TRANSLATIONS. For archive copies of Edupage or Update, ftp or gopher to educom.edu or see URL: < http://www.educom.edu/>. For the French edition of Edupage, send mail to edupage-fr@ijs.com with the subject "subscribe"; or see < http://www.ijs.com >. For the German edition, genugt eine E-Mail an: infomat@stern.de mit der Betreff- oder Textzeile "STERN Online Edupage". For the Hebrew edition, send mail to listserv@kinetica.co.il containing : SUBSCRIBE Leketnet-Word6 or see < http://www.kinetica.co.il/newsletters/leketnet/ >. For the Hungarian edition, send mail to: send mail to subs.edupage@hungary.com. For the Italian edition : < http://dbweb.agora.stm.it/webforum/infotech > or send mail to: b.parrella@agora.stm.it. for info. For the Portuguese edition, contact edunews@nc-rj.rnp.br with the message SUB EDUPAGE-P Seu Primeiro Nome Seu Sobrenome. For the Spanish edition, send mail edunews@nc-rj.rnp.br with the message SUB EDUPAGE-E Su Primer Nombre, Su Apellido. ******************************************************************* Educom -- Transforming Education Through Information Technology ******************************************************************* From list-relay@UCSD.EDU Mon Jan 22 16:44:03 1996 X-UIDL: d4becf71e04749688b1cffc660f13a84 From: Carol Ann Caronna Subject: WS/Sociologist Position To: soc-grads@netserver.Stanford.EDU Date: Mon, 22 Jan 1996 14:55:55 -0800 (PST) > >Following is a job announcement--please pass on to anyone who > may be > >interested who is not a member of this particular > list,...thanks! > > > >Tamara L. Burk > >Women's Studies > >College of William and Mary > >804-221-2671 > > > > > >*************************************************************** > *** > > > > TENURE TRACK SOCIOLOGY/WOMEN'S STUDIES FACULTY POSITION > > > > Tenure eligible joint appointment with Sociology and > Women's > >Studies, beginning as Assistant Professor starting in the Fall > of > >1996. Position will include construction of gender in > non-western > >cultures; feminist research methods (especially comparative and > >ethnographic). Successful candidates' scholarship will link > >theoretical perspectives with empirical investigation in a way > that > >emphasizes practices/conceptualizations of gender in > non-western > >cultures and moves analyses away from assumptions of western > >centrality. Tenure home will be Sociology; teaching split > evenly > >with Women's Studies. Strong commitments to teaching and > productive > >scholarship essential; experience in program development > desirable. > > > > Salary and benefits competitive. Letter of application, > >curriculum vitae, three letters of recommendation should be > sent to: > > > > Professor Elaine M. Themo > > Chair, Search Committee > > Dept. of Sociology > > The College of William and Mary > > Williamsburg, VA 23187-8795 > > (804) 221-2590 > > > > Review will begin March 1, 1996 and will continue until the > >position is filled. > > > > The College of William and Mary is an Equal Opportunity / > >Affirmative Action employer. Members of underrepresented > groups > >(including people of color, persons with disabilities, Vietnam > >veterans and women) are encouraged to apply. > > > Kathy Kerns > Stanford University Libraries > kkerns@sulmail.stanford.edu > > > > From list-relay@UCSD.EDU Mon Jan 22 17:27:58 1996 From: michael carley Subject: WS/Sociologist Position (fwd) To: socgrad@UCSD.EDU, psn@csf.colorado.edu Date: Mon, 22 Jan 1996 17:24:25 -0800 (PST) Forwarded message: X-UIDL: d4becf71e04749688b1cffc660f13a84 From: Carol Ann Caronna Subject: WS/Sociologist Position To: soc-grads@netserver.Stanford.EDU Date: Mon, 22 Jan 1996 14:55:55 -0800 (PST) > >Following is a job announcement--please pass on to anyone who > may be > >interested who is not a member of this particular > list,...thanks! > > > >Tamara L. Burk > >Women's Studies > >College of William and Mary > >804-221-2671 > > > > > >*************************************************************** > *** > > > > TENURE TRACK SOCIOLOGY/WOMEN'S STUDIES FACULTY POSITION > > > > Tenure eligible joint appointment with Sociology and > Women's > >Studies, beginning as Assistant Professor starting in the Fall > of > >1996. Position will include construction of gender in > non-western > >cultures; feminist research methods (especially comparative and > >ethnographic). Successful candidates' scholarship will link > >theoretical perspectives with empirical investigation in a way > that > >emphasizes practices/conceptualizations of gender in > non-western > >cultures and moves analyses away from assumptions of western > >centrality. Tenure home will be Sociology; teaching split > evenly > >with Women's Studies. Strong commitments to teaching and > productive > >scholarship essential; experience in program development > desirable. > > > > Salary and benefits competitive. Letter of application, > >curriculum vitae, three letters of recommendation should be > sent to: > > > > Professor Elaine M. Themo > > Chair, Search Committee > > Dept. of Sociology > > The College of William and Mary > > Williamsburg, VA 23187-8795 > > (804) 221-2590 > > > > Review will begin March 1, 1996 and will continue until the > >position is filled. > > > > The College of William and Mary is an Equal Opportunity / > >Affirmative Action employer. Members of underrepresented > groups > >(including people of color, persons with disabilities, Vietnam > >veterans and women) are encouraged to apply. > > > Kathy Kerns > Stanford University Libraries > kkerns@sulmail.stanford.edu > > > > From list-relay@UCSD.EDU Wed Jan 24 09:04:20 1996 24 Jan 96 11:59:13 -400 From: "IVERSON GRIFFIN" Organization: Centre College To: socgrad@UCSD.EDU Date: Wed, 24 Jan 1996 11:59:06 -400 Subject: signing on I HAVE A NEW ADDRESS. HOW DO I SIGN ON FROM HERE: GRIFFINI@CENTRE.EDU. THANKS, IVERSON GRIFFIN From list-relay@UCSD.EDU Wed Jan 24 10:15:13 1996 Date: Wed, 24 Jan 1996 13:13:55 -0500 (EST) From: Jim Cassell To: Sociology Graduate Student Discussion Subject: Introductory Sociology (fwd) FYI - Jim ----------------------------------------------------------------------- Jim Cassell jwcassell@UNC.EDU Institute for Research in Social Science Phone: 919-962-0782 University of North Carolina-Chapel Hill Fax: 919-962-4777 Chapel Hill, NC 27599-3355 USA ---------- Forwarded message ---------- Date: Tue, 23 Jan 1996 14:33:18 -0600 (CST) From: T. Amoloza To: teachsoc@maple.lemoyne.edu Subject: Introductory Sociology Dear Colleagues, Jim Sikora and I will be putting together the ASA TRC's 1996 version of the Introductory Sociology Resource Manual. We are therefore soliciting teaching materials for the introductory sociology course for consideration. We are trying to reach as many people as possible. The announcement below will appear in the ASA Footnotes, VUES, and will be mailed to all members of the ASA's Undergraduate Education Section. We are sending this announcement to you just in case you will not get this through any of the above-mentioned venues: ************************************************************************* WANTED!! SUBMIT SYLLABI, CLASSROOM EXERCISES, PROJECTS, BIBLIOGRAPHIES, AND HANDOUTS FOR CONSIDERATION FOR ASA'S INTRODUCTORY SOCIOLOGY RESOURCE MANUAL, 1996 Submission Deadline: April 15, 1996 Hard copy and diskette: Submit a hard copy, accompanied by a 3 1/2" diskette (WORD or WordPerfect, using TIMES NEW ROMAN, font size 12, already spell-checked and grammar-checked). Illustrations: Illustrations, cartoons, tables, graphs, and so forth may be included if they do not require special handling (e.g., copyright clearance). Rule of thumb: If it does not photocopy well, it should not be included. SEND MATERIALS TO: Jim Sikora Dept. of Sociology & Anthropology Illinois Wesleyan University Bloomington, IL 61702-2900 Note: No e-mail submissions will be accepted. Send inquiries to: jsikora@titan.iwu.edu. ************************************************************************ Please help us disseminate this information to your colleagues whom we will not be able to reach through any of the venues we are using. Thank you very much and we look forward to your response. If you would like to contact us by phone, our numbers are: Jim - (309)-556-3163 Teddy (309)-556-3405 Sincerely, Teddy Amoloza & Jim Sikora ************************************************************* Teddy O. Amoloza Associate Professor of Sociology & Director, International Studies Program, FAX: 309-556-3411 Illinois Wesleyan University, Bloomington, IL 61702-2900 Phone: 309-556-3375 or 3405 e-mail: tamoloza@titan.iwu.edu From list-relay@UCSD.EDU Thu Jan 25 08:55:32 1996 Date: Thu, 25 Jan 1996 11:53:16 -0500 (EST) From: Jim Cassell To: Sociology Graduate Student Discussion Subject: Book Award (fwd) FYI - Jim ----------------------------------------------------------------------- Jim Cassell jwcassell@UNC.EDU Institute for Research in Social Science Phone: 919-962-0782 University of North Carolina-Chapel Hill Fax: 919-962-4777 Chapel Hill, NC 27599-3355 USA ---------- Forwarded message ---------- Date: Wed, 24 Jan 1996 17:17:51 -0500 (EST) From: Brad Hammill To: SocGS Subject: Book Award (fwd) FYI Brad ---------- Forwarded message ---------- Date: Wed, 24 Jan 1996 14:52:49 -0500 From: Karen Blaisure Subject: Book Award Professionals, Doctoral Students and Faculty Members: Please distribute copies of this message and announce in classes. The National Council on Family Relations (NCFR) and Sage Publications,Inc. are cosponsoring an annual award for a manuscript submitted by a graduate student or new professional (S/NP) that shows the greatest potential for publication as a book. Eligibility * Author must be a Student/New Professional (S/NP) of NCFR. All students and professionals within five years of their doctoral degree who belong to NCFR are eligible. * Author must be actively working on a doctoral degree, or have completed one within the previous five years. * Author cannot have previously published a professional book in the family field, nor have an existing contract for one. * Books can be singly authored or coauthored, though not an edited collection. If coauthored, all authors must be S/NP members. * Doctoral dissertations will be considered. * Author must submit a full manuscript draft. Evaluation Criteria * Makes a significant contribution to our knowledge about marriages and families, broadly defined. * Demonstrates relevance, quality writing, substantial scope, suitable organization and flow, and innovative use of theory and methods. * Marketable to a significant number of professionals and advanced students in the family studies field. The Award * Book contract from Sage Publications in the Understanding Families series. * $500 cash award upon signing the book contract. * Honored at the NCFR annual conference. * Substantial editorial assistance from the series editors toward producing the best possible book. * Publication by Sage Publications upon acceptance of the manuscript. The Judges All submissions are judged by a panel consisting of * the Understanding Families series editors, Bert Adams and David M. Klein * NCFR's Publication Vice President * The two most recent past SNP Reps to NCFR's Board of Directors All submissions must also pass a martketability screen from Sage. Submission Procedure * Mail two copies of the draft manuscript to Jim Nageotte, Editor, Sage Publications on or before March 1, 1996. Please remove name or any identifying markers from interior pages to assist in the blind review process. * Include a cover letter indicating ideas being considered for improving the manuscript (especially important if sending a dissertation in order to explain how it could be converted into a book), certifying that eligibility requirements are met, and providing the name and address of a current (or former) academic advisor. * Include one copy of a curriculum vitae. For further information contact: Jim Nageotte, Editor Sage Publications 2455 Teller Road Thousand Oaks, CA 91320 805-499-0721 (ext. 7206) 805-499-0871 fax jim_nageotte@sagepub.com Bert N. Adams Dept. of Sociology University of Wisconsin Madison, WI 53706 608-262-0304 608-265-5389 fax adams@ssc.wisc.edu David M. Klein Dept. of Sociology Univ. of Notre Dame Notre Dame, IN 46556 219 631-7616 219 631-8209 fax david.m.klein.1@nd.edu Joe Pittman NCFR Vice-President for Publications 203 Spidle Hall Auburn University Auburn, AL 36849 334-844-3242 jpittman@humsci.auburn.edu Catherine Solheim S/NP Rep 1994-1995 206 Spidle Hall Auburn University Auburn, AL 36849 334-844-3222 csolheim@humsci.auburn.edu Karen Blaisure S/NP Rep 1993-1994 Dept. of Counselor Ed & Counseling Psy Sangren Hall Western Michigan University Kalamazoo, MI 49008 616 387-5108 blaisure@wmich.edu From list-relay@UCSD.EDU Thu Jan 25 09:36:36 1996 Date: Thu, 25 Jan 1996 12:34:12 -0500 (EST) From: Jim Cassell To: Sociology Graduate Student Discussion Subject: Re: Visiting position available (fwd) ----------------------------------------------------------------------- Jim Cassell jwcassell@UNC.EDU Institute for Research in Social Science Phone: 919-962-0782 University of North Carolina-Chapel Hill Fax: 919-962-4777 Chapel Hill, NC 27599-3355 USA ---------- Forwarded message ---------- Date: Thu, 25 Jan 1996 11:47:23 -0500 (EST) From: Jim Cassell To: comurb_r21@gandalf.rutgers.edu Subject: Re: Visiting position available Here's the position announcement in plain text. ----------------------------------------------------------------------- Jim Cassell jwcassell@UNC.EDU Institute for Research in Social Science Phone: 919-962-0782 University of North Carolina-Chapel Hill Fax: 919-962-4777 Chapel Hill, NC 27599-3355 USA Phone: (312) 508-3460/Fax: 3646 E-mail: KGRONBJ@LUC.EDU January 25, 1996 Dear Colleague: As you will note from the attached announcement, we have a full-time visiting position available for a sociologist specializing in community and/or urban sociology, starting this coming fall semester. Please alert qualified and interested persons who might be suitable for the position to this opportunity. Chicago is a wonderful research site for anyone with interests in this field. =20 We plan to make the visiting appointment for a minimum of one year. However, interested candidates should know that we are authorized to continue the position for up to three years. At some point during that period of time, we hope to convert the position to a regular tenure-track position. If this should occur, we would of course be obliged to undertake a full search for the new position. =20 To most effectively meet the needs of our increasingly diverse student population, we are particularly anxious to identify candidates who are African-American, Asian-American, Latina/Latino, Native American, or Pacific-American. Although we will give highest priority to American citizens, we may be able to consider also those with permanent residence status. If you are aware of a promising or established sociologist who would meet our preferences, would you please let us know as soon as possible? We will start our review process by March 1, and hope to fill the position by the end of April. =20 Should you or any candidate need more information about our department or our interests, please let me know. However, as you may be aware, our major areas of departmental specialization include (1) urban society and social policy, (2) religion, culture, and knowledge, and (3) applied sociology. Other areas of strength include family, work and gender, aging and the life course, organization and work life, and patterns of criminal behavior. =20 We are a Ph.D.-granting department with close to 70 graduate students in the M.A. and Ph.D. programs. Our department was founded in 1914 and currently consists of 15 full-time sociologists (as well as 8 anthropologists in the undergraduate program). =20 Best Regards, Kirsten A. Gr=FEnbjerg Acting Chair =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D= =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D= =3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D=3D VISITING FULL-TIME FACULTY POSITION Community/Urban Sociology =20 Loyola University Chicago Loyola University Chicago invites applicants for a full-time visiting appointment in urban sociology or community (rank open) for a minimum of one year, beginning August 1996. =20 Applicants must have a Ph.D., be able to teach graduate and undergraduate courses, be committed to quality teaching, show evidence of, or potential for significant scholarly contributions, and be able to contribute to the department's well-established Ph.D. program. We strongly encourage women and minorities to apply. =20 Send a letter describing teaching and research interests;=20 vita; samples of scholarly work; and names, addresses, and phone numbers of three references to Kirsten A. Gronbjerg, Acting Chair, Department of Sociology-Anthropology, Loyola University Chicago, 6525 N. Sheridan Rd., Chicago, IL 60626. Applications should be postmarked no later than March 1, 1996. Loyola is an Equal Opportunity/Affirmative Action Employer From list-relay@UCSD.EDU Thu Jan 25 15:18:46 1996 Date: Thu, 25 Jan 1996 18:17:11 -0500 To: socgrad@UCSD.EDU From: epstein@wfu.edu (Jon Epstein) For those of you interested in social psychology or symbolic interaction, the Society for the Study of Symbolic Interaction has set up a discussion group for students. It is meant as a resource area for students. To subscribe send this message: SUBSCRIBE INTERACT YOUR NAME to: listproc@sun.soci.niu.edu From list-relay@UCSD.EDU Thu Jan 25 17:18:53 1996 (umhogev0@pollux.cc.umanitoba.ca [130.179.108.12]) by for ; Thu, 25 Jan 1996 19:17:48 -0600 (CST) Date: Thu, 25 Jan 1996 19:17:41 -0600 (CST) From: Bryan Hogeveen To: socgrad@UCSD.EDU Subject: native young offenders (fwd) hi; My name is Bryan Hogeveen, I am a graduate student in sociology at the University of Manitoba. My research interest centres around the dynamics of interaction among native young offenders, or youth, and the Criminal Justice System. Here is my problem: I am having great difficulty in uncovering relevent literature in this area. If you know of any literature which may be beneficial to me, please contact me directly at, umhogev0@cc.umanitoba.ca. Information on the situation in the United States, or Australia, would also be of benefit to my research. Thanks; Bryan Hogeveen Faculty of Graduate Studies University of Manitoba umhogev0@cc.umanitoba.ca From list-relay@UCSD.EDU Thu Jan 25 17:58:59 1996 Date: Thu, 25 Jan 1996 18:01:45 -0800 To: Bryan Hogeveen , socgrad@UCSD.EDU From: lichter@nicco.sscnet.ucla.edu (Michael I. Lichter) Subject: Re: native young offenders (fwd) At 7:17 PM 1/25/96, Bryan Hogeveen wrote: > My name is Bryan Hogeveen, I am a graduate student in sociology >at the University of Manitoba. My research interest centres around the >dynamics of interaction among native young offenders, or youth, and the >Criminal Justice System. What is a "native young offender"? Do you mean "native" as in Native American or American Indian? Or do you mean "native" as opposed to immigrant? I'm very well versed in this area, but my favorite book on youth crime is Mercer Sullivan's GETTING PAID, comparing the experiences of working class white, black, and Puerto Rican (male) kids in three different neighborhoods of New York City. One argument Sullivan makes is that the interactions of white kids with the system are significantly different than the non-whites in his sample because white kids' parents have direct or indirect ties with the police and are likely to be treated as having made mistakes rather than having committed crimes. Michael -- Michael Lichter UCLA Department of Sociology From list-relay@UCSD.EDU Thu Jan 25 18:27:53 1996 Date: Thu, 25 Jan 1996 18:30:36 -0800 To: Bryan Hogeveen , socgrad@UCSD.EDU From: lichter@nicco.sscnet.ucla.edu (Michael I. Lichter) Subject: Re: native young offenders (fwd) At 6:01 PM 1/25/96, Michael I. Lichter wrote: >I'm very well versed in this area, but my favorite book on youth crime is Oops, typo! Really, I don't normally brag, and the fact is that I am NOT very well versed in this area. I will add that I think it's important to remember that "crime" is not an objective fact, and neither is deviance. I'm sure that TR covers this in one of his "mini-lectures". There's also a short article I like on class bias in construing deviance, "The Saints and the Roughnecks", by William Chambliss (Society, vol. 11, no. 1, 1973; also in DOWN TO EARTH SOCIOLOGY ed. by James M. Henslin). Anyway, back to work ... Michael -- Michael Lichter UCLA Department of Sociology From list-relay@UCSD.EDU Fri Jan 26 06:35:40 1996 Date: Fri, 26 Jan 1996 09:31:29 -0500 (EST) From: Jim Cassell To: Sociology Graduate Student Discussion Subject: METHODS POSITION (fwd) FYI ----------------------------------------------------------------------- Jim Cassell jwcassell@UNC.EDU Institute for Research in Social Science Phone: 919-962-0782 University of North Carolina-Chapel Hill Fax: 919-962-4777 Chapel Hill, NC 27599-3355 USA ---------- Forwarded message ---------- Date: Fri, 26 Jan 1996 08:23:17 -0600 From: Daryl Kelley Subject: METHODS POSITION Please feel free to post or share this announcement with anyone. Assistant Professor of Sociology, Tenure Track. College of Natural and Social Sciences. Teach social science research methods and general sociology courese; specialty area is open. Engage in scholarship, grant writing and departmental activities. Demonstrated competence in teaching and research. Required: PhD in Sociology; data analysis/computer proficiency. Preferred: teaching experience: Starting date: August 1996. Salary is competitive. The University provides retirement plan options and a flexible benefits program at a minimal cost to the employee. Review of applications will begin February 15, 1996. Provide curriculum (including transcripts), brief description of research interests and three letters of recommendation to: Chair, Department of Sociology, University of Nebraska at Kearney, Kearney, NE 68849. pigott@platte.unk.edu. AA/EO/ADA http://www.unk.edu From list-relay@UCSD.EDU Mon Jan 29 14:50:31 1996 Date: Mon, 29 Jan 1996 16:48:57 -0600 (CST) From: Kim P Hansen To: socgrad@UCSD.EDU Subject: subscribe subscribe socgrad Kim Hansen From list-relay@UCSD.EDU Tue Jan 30 11:58:52 1996 Date: Tue, 30 Jan 1996 13:06:48 CST From: GREEN WITCH To: socgrad@UCSD.EDU Subject: job search Hi out there in socgrad land: There are a couple of us here at Texas Woman's University who are finishing up our masters in soc. The question is this: if we were to go on to doctoral programs in sociology (or related fields), would it make a difference if we did professional paper or thesis to the prospective universities admissions? What do your departments feel about the prof paper vs. thesis? Thanks for your help, Heidi Allene Henrickson Sociology Texas Woman's University Denton, TX g_henrickson@venus.twu.edu From list-relay@UCSD.EDU Tue Jan 30 14:43:36 1996 by KUHUB.CC.UKANS.EDU (PMDF V5.0-5 #13311) id <01I0MMKIGVZK8ZGSOS@KUHUB.CC.UKANS.EDU> for socgrad@UCSD.EDU; Tue, 30 Jan 1996 16:41:49 -0600 (CST) Date: Tue, 30 Jan 1996 16:41:49 -0600 (CST) Date-warning: Date header was inserted by KUHUB.CC.UKANS.EDU From: 1k1mgm@KUHUB.CC.UKANS.EDU (Christopher Gunn) Subject: Re: job search To: socgrad@UCSD.EDU GREEN WITCH writes: >[....] would it make a difference if we did >professional paper or thesis to the prospective universities admissions? What >do your departments feel about the prof paper vs. thesis? Admission here (Univ. of Kansas) formally requires a master's thesis, officially discourages entry into the Ph.D. program for people without them, and can require people they do admit without them to be on a sort of 'provisional' status until they *do* complete a thesis. I also get a sense that the world is changing a little and that there might not be actual disparagement (here, anyway) of a thesis-like professional paper, especially one that got published, even in a third-line journal. After all, the difference between that and a thesis is the absence of a wordy "literature review," painful "methods" section detailing that which would be assumed professionally, etc. But, then, flip that around and one could argue that it's not that much trouble to slap those things on the "paper," cough up a couple hundred bucks for binding, do a show & tell and *have* the thesis--which may create a sense, real or not, that people who don't do that have done something lacking in quality. Christopher Gunn Molecular Graphics and Modeling Laboratory 1k1mgm@kuhub.cc.ukans.edu University of Kansas Phone: 913-864-4428 or -4495 Malott Hall Lawrence, KS 66045 From list-relay@UCSD.EDU Wed Jan 31 00:28:27 1996 Date: Wed, 31 Jan 1996 02:34:28 +0100 To: socgrad@UCSD.EDU From: tzine@eden.com unsubscribe tzine@eden.com From list-relay@UCSD.EDU Wed Jan 31 01:36:55 1996 Date: Wed, 31 Jan 1996 01:39:15 -0800 To: socgrad@UCSD.EDU From: lichter@nicco.sscnet.ucla.edu (Michael I. Lichter) Subject: CLINTON DEPLOYS VOWELS TO BOSNIA Dear Socgrad, You've been really boring lately. Actually, you've been boring for as far back as I can remember -- at least six months. In an effort to fight boredom, I am forwarding this important message which is of uncertain origin. I hope I'm not breaking any important laws in relaying it to you. Michael > CLINTON DEPLOYS VOWELS TO BOSNIA > > Cities of Sjlbvdnzv, Grzny to Be First Recipients > > Before an emergency joint session of Congress yesterday, >President Clinton announced US plans to deploy over 75,000 vowels to >the war-torn region of Bosnia. The deployment, the largest of its kind >in American history, will provide the region with the critically needed >letters A,E,I,O and U, and is hoped to render countless Bosnian names >more pronounceable. > "For six years, we have stood by while names like Ygrjvslhv and >Tzlynhr and Glrm have been horribly butchered by millions around the >world," Clinton said. "Today, the United States must finally stand up >and say 'Enough.' It is time the people of Bosnia finally had some >vowels in their incomprehensible words. The US is proud to lead the >crusade in this noble endeavour." > The deployment, dubbed "Operation Vowel Storm" by the State >Department, is set for early next week, with the Adriatic port cities >of Sjlbvdnzv and Grzny slated to be the first recipients. Two C-130 >transport planes, each carrying over 500 24-count boxes of "E's," will >fly from Andrews Air Force Base across the Atlantic and airdrop the >letters over the cities. > Citizens of Grzny and Sjlbvdnzv eagerly await the arrival of >the vowels. "My God, I do not think we can last another day," Trszg >Grzdnjkln, 44, said. "I have six children and none of them has a name >that is understandable to me or to anyone else. Mr. Clinton, please >send my poor, wretched family just one 'E.' Please." > Said Sjlbvdnzv resident Grg Hmphrs, 67: "With just a few key >letters, I could be George Humphries. This is my dream." >. . . > The airdrop represents the largest deployment of any letter to >a foreign country since 1984. During the summer of that year, the US >shipped 92,000 consonants to Ethiopia, providing cities like Ouaouoaua, >Eaoiiuae, and Aao with vital, life-giving supplies of L's, S's and T's. >The consonant-relief effort failed, however, when vast quantities of >the letters were intercepted and horded by violent, gun-toting warlords. > -- Michael Lichter UCLA Department of Sociology From list-relay@UCSD.EDU Wed Jan 31 08:43:16 1996 Date: Wed, 31 Jan 1996 11:43:05 -0500 (EST) From: Wanda Kosinski To: "Michael I. Lichter" Subject: Re: CLINTON DEPLOYS VOWELS TO BOSNIA In-Reply-To: Michael, In light of what is taking place in Bosnia, I am not amused by your recent post. As a matter of fact, I find it insulting. Furthermore, I don't think this list is an appropriate place for it. Wanda ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~ Note new address for e-mail: wkosinsk@ramapo.edu ~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~ Life is either a daring adventure or nothing. ~ ~ -Helen Keller ~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ~ Wanda Kosinski ~ ~ DBS / SSHS ~ ~ Ramapo College of New Jersey ~ ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ From list-relay@UCSD.EDU Wed Jan 31 09:54:06 1996 Date: Wed, 31 Jan 1996 12:52:37 -0500 (EST) From: Jim Cassell To: Sociology Graduate Student Discussion Subject: Job in Criminal Justice (fwd) FYI ----------------------------------------------------------------------- Jim Cassell jwcassell@UNC.EDU Institute for Research in Social Science Phone: 919-962-0782 University of North Carolina-Chapel Hill Fax: 919-962-4777 Chapel Hill, NC 27599-3355 USA ---------- Forwarded message ---------- Date: Wed, 31 Jan 1996 10:25:27 EST From: Ted Goertzel Subject: Job in Criminal Justice Our department has a job opening at the moment. It seems likely there will be a hiring freeze shortly due to Governor Whitman's new budget, but we are recruiting in the hope we will fill the position when/if the freeze is lifted. I would like to get someone who would be oriented to doing field work in the inner city, but this is not a requirement. If you have questions, feel free to email me at: goertzel@crab.rutgers.edu CRIMINAL JUSTICE Full-time, tenure track position at the rank of Assistant Professor beginning July 1, 1996. Candidates must have expertise in criminal courts and legal processes, as well as in sociology or anthropology of law, or law and society. Responsibilities include teaching, developing an undergraduate major program, and scholarly publishing. Requires PHD in hand and demonstrable record of research. [We want someone who will be tenurable in this publish-or-perish institution.] To apply send cover letter, curriculum vita, copies of publications and three letters of reference to Search Committee Chair, Department of Sociology, Anthropology and Criminal Justice, Rutgers University, Camden NJ 08102. Deadline March 15. AA/EOE From list-relay@UCSD.EDU Wed Jan 31 10:12:35 1996 From: Cognard-Black-A%g94%OHSTSOC@OHSTSOCA.sbs.ohio-state.edu Date: Wed, 31 Jan 96 13:35:17 EST To: Subject: Vowels X-Incognito-SN: 214 X-Incognito-Format: VERSION=2.01 ENCRYPTED=NO I agree with Kosinski. The vowel story is linguistically naive and ethnocentric. I doubt Bosnians are really that anxious to call themselves George, and I bet they are quite able to communicate on a daily basis despite the author's misguided belief that Bosnian words, or other Eastern European words for that matter, are incomprehensible. Am I overreacting to a harmless joke? Perhaps. Or perhaps, not all jokes are funny or harmless. I can think of a number from my childhood that are neither. Like Kosinski, I wonder if this is really the way to spice up a "boring" e-group. Andrew Cognard-Black Ohio State University From list-relay@UCSD.EDU Wed Jan 31 10:34:53 1996 Date: Wed, 31 Jan 1996 10:36:32 -0800 To: Wanda Kosinski From: lichter@nicco.sscnet.ucla.edu (Michael I. Lichter) Subject: Re: CLINTON DEPLOYS VOWELS TO BOSNIA Sigh. Michael -- Michael Lichter UCLA Department of Sociology From list-relay@UCSD.EDU Wed Jan 31 11:32:35 1996 Date: Wed, 31 Jan 1996 11:30:39 -0800 To: socgrad@UCSD.EDU From: Jerry Blaz Subject: Re: job search Having two master's degrees in sociology, ('83 Cal State Northridge & '86, UCLA, respectively) and never having even heard of a "professional paper," my instinct would say go with the thesis. What is a "professional paper? Jerry Blaz At 01:06 PM 1/30/96 CST, you wrote: >Hi out there in socgrad land: >There are a couple of us here at Texas Woman's University who are finishing up >our masters in soc. The question is this: if we were to go on to doctoral >programs in sociology (or related fields), would it make a difference if we did >professional paper or thesis to the prospective universities admissions? What >do your departments feel about the prof paper vs. thesis? >Thanks for your help, >Heidi Allene Henrickson >Sociology >Texas Woman's University >Denton, TX >g_henrickson@venus.twu.edu > > Jerry Blaz/The BOOKie Joint 7246 Reseda Blvd. Reseda, CA 91335 (818)345-2983/(818)343-1055 ffdog@earthlink.net Outside of a dog, a man's best friend is a good book. Inside of a dog, it is too dark to read. G. Marx From list-relay@UCSD.EDU Wed Jan 31 12:00:45 1996 Date: Wed, 31 Jan 1996 20:59:16 +0100 To: socgrad@UCSD.EDU From: Czerlinski@mpipf-muenchen.mpg.de (Jean Czerlinski) Subject: Re: Vowels, truth, humor, survey research What if you knew this joke news story had been written by a Bosnian, aching for some comic relief after years of war? Or maybe trying to make fun of Clinton's efforts to "help" them although they didn't need help? I don't know if this is the case, but it's certainly conceivable and would give a different feel to the story-- or wouldn't it? Consider, after all, that a lot of Jews have written funny stories about life as a Jew, about their overbearing mothers and neuroses and whatnot. Woody Allen, Phillip Roth, S. J. Perlman. On the other hand, if a Nazi wrote the same stories, they would not strike us as so funny (or would they??). Or many African-Americans call each other "nigger" among themselves, sometimes even in an affectionate manner. But such affection would not be perceived if, again, the Nazi used that word. In another sort of vein, it is usually alright for a mother to criticize and complain about her child, but if another person should do so-- WATCH OUT! Or is this really correct? Does beauty / truth / humor / morality depend on more than just the content of the object considered? If so, why? And what are the other things it depends on, and why? This is not just an idle question for philosophers to ponder. It has deep implications for our survey research. Consider the mother, who in one context would say she has a difficult, problem child (if she feels secure, for example, that the person she's talking to will comfort her or maybe pity her and not threaten to take away the child!) while in another context would describe her child as actually relatively well-behaved and sometimes even helpful at home. Which answer does the survey researcher knocking at her door elicit? Even more importantly, WHICH IF ANY IS THE "TRUTH"?? Okay, I'm sorta straying from the topic of vowels, but I'm just saying there are lots of important and interesting questions to dig up here-- and it's not at all obvious whether such a joke article is "truly" offensive or "truly" humorous (though I admit I myself find it more humorous). Cheers, Jean (I confess I'm a bit reluctant to enter into the fray, considering all the misunderstandings and mis-misunderstandings we seem to accomplish on this mailing list!) From list-relay@UCSD.EDU Wed Jan 31 12:07:28 1996 Date: Wed, 31 Jan 1996 12:04:58 -0800 To: socgrad@UCSD.EDU From: Jerry Blaz Subject: Re: CLINTON DEPLOYS VOWELS TO BOSNIA At 01:39 AM 1/31/96 -0800, you wrote: >Dear Socgrad, >> CLINTON DEPLOYS VOWELS TO BOSNIA >> >> Cities of Sjlbvdnzv, Grzny to Be First Recipients >> >> Before an emergency joint session of Congress yesterday, >>President Clinton announced US plans to deploy over 75,000 vowels to >>the war-torn region of Bosnia. The deployment, the largest of its kind >>in American history, will provide the region with the critically needed >>letters A,E,I,O and U, and is hoped to render countless Bosnian names >>more pronounceable. Well, Y not? >> The airdrop represents the largest deployment of any letter to >>a foreign country since 1984. During the summer of that year, the US >>shipped 92,000 consonants to Ethiopia, providing cities like Ouaouoaua, >>Eaoiiuae, and Aao with vital, life-giving supplies of L's, S's and T's. > >-- >Michael Lichter >UCLA Department of Sociology > I am happy to hear about this. Everyone deserves a good Vowel-Movement; it is a movement that even surpasses in importance the class struggle! Who knows, perhaps the lack of vowel-movement to the Soviet Union, another vowel-deprived part of the world, contributed to the impaction that led to its breaking up. Jerry B. Jerry Blaz/The BOOKie Joint 7246 Reseda Blvd. Reseda, CA 91335 (818)345-2983/(818)343-1055 ffdog@earthlink.net Outside of a dog, a man's best friend is a good book. Inside of a dog, it is too dark to read. G. Marx From list-relay@UCSD.EDU Wed Jan 31 12:10:04 1996 Date: Wed, 31 Jan 96 15:07 EST From: "Frank D. Beck" Subject: Re: CLINTON DEPLOYS VOWELS TO BOSNIA To: lichter@nicco.sscnet.ucla.edu In-Reply-To: lichter AT nicco.sscnet.ucla.edu I'm with you Michael, Frank From list-relay@UCSD.EDU Wed Jan 31 12:19:34 1996 Date: Wed, 31 Jan 1996 15:13:26 -0500 To: socgrad@UCSD.EDU From: Andrew Miller Subject: Vowels for Bosnia!!!! Michael: Thanks for the post... very funny!!! To those of you "Bihac"-ing about the post: It was a joke... get it? -Andrew ================================================== == dread@acs.bu.edu == Andrew P. Miller == ================================================== == Boston University == Department of Sociology == ================================================== == "Wake up and live !" - Robert Nesta Marley == ================================================== From list-relay@UCSD.EDU Wed Jan 31 12:46:53 1996 Date: Wed, 31 Jan 1996 15:48:07 -0500 (EST) From: Wanda Kosinski To: socgrad@UCSD.EDU Subject: SOS I would like to get off this list and cannot locate the address ... can someone PLEASE help or just forward this to the appropriate person. Many thanks! Wanda wkosinsk@ramapo.edu From list-relay@UCSD.EDU Wed Jan 31 13:01:14 1996 From: John Hollister Subject: Re: Vowels for Bosnia!!!! To: socgrad@UCSD.EDU Date: Wed, 31 Jan 1996 16:00:15 -0500 (EST) In-Reply-To: from "Andrew Miller" at Jan 31, 96 03:13:26 pm We have to consider the historical background to the vowel crisis in Bosnia. It really goes back as far as the 8th century (if I remember my mediaeval history right) when the Finns defeated the Slavs in the great battle of Slivovice and took all of their vowels. Now as for the PC-from-hell people who took offense at the post: I think that is exactly the kind of crap that has turned the left into a joke - a joke of the useless kind. -- John Hollister bb05246@bingsuns.cc.binghamton.edu Understanding kills action - Nietzsche From list-relay@UCSD.EDU Wed Jan 31 14:18:39 1996 Date: Wed, 31 Jan 1996 14:13:44 -0800 (PST) From: Robert C Bulman Subject: Bosnia joke To: socgrad@UCSD.EDU While the recent Bosnia joke posted on this list may not be the type of message subscribers hope for, it (and Jean's response) does raise some interesting questions for sociologists to consider. Should our evaluation of the joke really differ according to the ethnicity or nationality of the author? Must we understand something about the author before we judge something as satirical? Regardless of the origins of the joke, I interpreted it as a satirical jab at the United States and other Western countries for providing Bosnia with help that we (read U.S.) consider to be indispensable but they (Bosnians) do not. This, of course, is a drastic over-simplification of the issues, but what do we expect from jokes? Is it a sign of the "post-modern" times that what is most interesting about this post is not the joke itself but our reaction to it? Robert From list-relay@UCSD.EDU Wed Jan 31 16:49:00 1996 Date: Wed, 31 Jan 96 19:46 EST From: "Jetaway Dave" Subject: Re: Bosnia joke To: socgrad@UCSD.EDU In-Reply-To: rcb AT uclink.berkeley.edu -- Wed, 31 Jan 1996 14:13:44 -0800 (PST) >While the recent Bosnia joke posted on this list may not be the type of >message subscribers hope for, it (and Jean's response) does raise some >interesting questions for sociologists to consider. Should our >evaluation of the joke really differ according to the ethnicity or >nationality of the author? Must we understand something about the author >before we judge something as satirical? Regardless of the origins of the >joke, I interpreted it as a satirical jab at the United States and other >Western countries for providing Bosnia with help that we (read U.S.) >consider to be indispensable but they (Bosnians) do not. This, of course, >is a drastic over-simplification of the issues, but what do we expect >from jokes? Is it a sign of the "post-modern" times that what is most >interesting about this post is not the joke itself but our reaction to it? Yes. jd From list-relay@UCSD.EDU Wed Jan 31 16:58:28 1996 From: halebsky@ssc.wisc.edu Date: Wed, 31 Jan 1996 18:51:52 -0600 To: "socgrad@ucsd.edu"@ssc.wisc.edu Subject: vowels I found the "vowels" piece rather clever. It appeared (first?) in "The Onion," a satirical campus publication here at Univ. of Wisconsin (Madison) about a month ago--replete with illustrations. As far as being "ethnocentric," I'm not sure how *anybody* can *not* be "ethnocentric." Anyway, the piece struck me as being about as mild as humor can be and still be humorous, although I realize others may feel differently. Steve Halebsky halebsky@ssc.wisc.edu