From 34LPF6T@CMUVM.CSV.CMICH.EDU Mon Nov 4 05:50:06 1996 Received: from CMUVM.CSV.CMICH.EDU (cmuvm.csv.cmich.edu [141.209.1.16]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id FAA21432 for ; Mon, 4 Nov 1996 05:50:03 -0700 (MST) Received: from CMUVM.CSV.CMICH.EDU by CMUVM.CSV.CMICH.EDU (IBM VM SMTP V2R2) with BSMTP id 7040; Mon, 04 Nov 96 07:48:25 EST Received: from CMUVM.CSV.CMICH.EDU (NJE origin 34LPF6T@CMUVM) by CMUVM.CSV.CMICH.EDU (LMail V1.2a/1.8a) with BSMTP id 7864; Mon, 4 Nov 1996 07:48:25 -0500 Date: Mon, 04 Nov 96 07:40:40 EST From: "T R. Young" <34LPF6T@CMUVM.CSV.CMICH.EDU> Organization: Central Michigan University Subject: Gopher Visits to CSF (fwd) To: GRADUATE STUDENTS IN SOCIOLOGY Message-Id: <961104.074824.EST.34LPF6T@CMUVM.CSV.CMICH.EDU> The Progressive Sociology Network has established Archives for the publications of the Red Feather Institute...I have been adding to them as time permits over the past three years...those of you who might like to visit them may do so in two ways: 1-gopher: csf.colorado.edu select: Progressive Sociology select: Authors select: Young.TR Select: any article which may be of interest to you. Below is a monthly report of visits to the Archives so you might get an idea of what kind of things are there...as I mentioned last week, I will set up a special Home Page for members of Socgrad which will serve as archives for the mini-lectures...next Summer. Talk to you next Sunday, TR ********** Subject: Gopher Visits to CSF Frequency of Gopher Visits to CSF: authors/Young.TR Month: Sep 1996 Sep 1 128.172.71.13 wizard-of-oz-characters-and-themes.feb93 Sep 1 cumin.hensa.ac.uk About-tr.young-and-his-work-may93 Sep 1 cumin.hensa.ac.uk postmodern-philosophy-of-science.may94 Sep 1 cumin.hensa.ac.uk postmodern-soc.archeology-of-social-knowledge-may91 Sep 1 cumin.hensa.ac.uk tr.young-curriculum-vitae93 Sep 1 cumin.hensa.ac.uk wizard-of-oz-lecture Sep 1 175.kansas-city-1.mo.dial-access.att.net wizard-of-oz-characters-and-t hemes.feb93 Sep 2 dialup1-07.nlci.com chaos-and-social-magic.nov92 Sep 2 dialup1-07.nlci.com complex-social-dynamics.causality-and-inference-ap r94 Sep 2 dialup1-07.nlci.com critical-dimensions-in-symbolic-interaction-theory Sep 2 dialup1-07.nlci.com red-feather-institute.current-articles-index Sep 2 dialup1-07.nlci.com structurally-stupid-societies.march91 Sep 3 198.248.60.98 chaos-and-crime.explorations-in-postmodern-criminology Sep 3 198.248.60.98 Sep 3 198.248.60.98 marxian-theory-of-crime Sep 3 198.248.60.98 wizard-of-oz-lecture Sep 3 198.248.53.115 chaos-and-crime.explorations-in-postmodern-criminology Sep 3 198.248.53.115 marxian-theory-of-crime Sep 3 198.248.53.115 teaching-large-sociology-classes Sep 3 p20.pm-1.pm.dimensional.com search-for-post-modern-metaphysic Sep 3 168-27-142.ipt.aol.com kkk-and-american-nazi-party Sep 4 d.white.slip.auckland.ac.nz chaos-and-crime.explorations-in-postmodern -criminology Sep 4 mgreutert.jpl.nasa.gov wizard-of-oz-characters-and-themes.feb93 Sep 4 pipe6.t2.usa.pipeline.com graduate-study-in-america-soziology Sep 4 henr1-cs-6.dial.bright.net wizard-of-oz-characters-and-themes.feb93 Sep 4 206.155.199.35 chaos-and-the-drama-of-social-change Sep 5 dd52-225.compuserve.com wizard-of-oz-characters-and-themes.feb93 Sep 6 libitc27.uoregon.edu class-structure-and-process.march94 Sep 6 128.206.186.156 critical-dimensions-in-symbolic-interaction-theory Sep 6 m26.mlode.com wizard-of-oz-characters-and-themes.feb93 Sep 6 witchess.nol.net wizard-of-oz-characters-and-themes.feb93 Sep 6 169-146-230.ipt.aol.com kkk-and-american-nazi-party Sep 6 oma-ne5-20.ix.netcom.com wizard-of-oz-characters-and-themes.feb93 Sep 7 ld41-027.compuserve.com chaos-and-casualty-in-complex-social-dynamics Sep 7 169-223-219.ipt.aol.com kkk-and-american-nazi-party Sep 7 ofallon21.midwest.net critical-dimensions-in-symbolic-interaction-theo ry Sep 7 170-216-119.ipt.aol.com kkk-and-american-nazi-party Sep 8 bos1b.delphi.com wizard-of-oz-characters-and-themes.feb93 Sep 9 bos1e.delphi.com wizard-of-oz-characters-and-themes.feb93 Sep 9 slip166-72-85-100.ny.us.ibm.net chaos-and-casualty-in-complex-social-d ynamics Sep 9 147.222.14.19 chaos-and-crime.explorations-in-postmodern-criminology Sep 9 pm3-26.enter.net wizard-of-oz-characters-and-themes.feb93 Sep 10 193.60.130.160 toward-critical-marxism Sep 10 193.60.130.160 black-underclass-articles.announcement93 Sep 10 198.236.74.60 wizard-of-oz-characters-and-themes.feb93 Sep 10 ts3_port21.planet.eon.net wizard-of-oz-characters-and-themes.feb93 Sep 12 harvest.ucar.edu kkk-and-american-nazi-party Sep 13 isps102a.isps.yale.edu chaos-and-casualty-in-complex-social-dynamics Sep 13 ocfw.owens-corning.com wizard-of-oz-characters-and-themes.feb93 Sep 13 tsb-42.UCSC.EDU tr.young-curriculum-vitae93 Sep 13 tsb-42.UCSC.EDU chaos-and-the-drama-of-social-change Sep 13 147.129.82.63 chaos-and-casualty-in-complex-social-dynamics Sep 14 249.san-jose-1.ca.dial-access.att.net wizard-of-oz-characters-and-the mes.feb93 Sep 14 kas.slip.lm.com About-tr.young-and-his-work-may93 Sep 14 Port24.TS2.MsState.Edu postmodern-philosophy-of-science.may94 Sep 14 Port24.TS2.MsState.Edu chaos-theory-and-social.dynamics94 Sep 14 Port24.TS2.MsState.Edu dictionary-of-critical-social-science Sep 15 bing230.net24.binghamton.edu chaos-class-and-complex-social-dynamics Sep 15 bing230.net24.binghamton.edu black-underclass-articles.announcement93 Sep 15 pppl1-9.dialup.unt.edu chaos-and-crime.explorations-in-postmodern-cri minology Sep 15 user-168-121-126-152.dialup.mindspring.com wizard-of-oz-characters-an d-themes.feb93 Sep 15 206.244.128.25 wizard-of-oz-characters-and-themes.feb93 Sep 16 thumper.acc.nccu.edu About-tr.young-and-his-work-may93 Sep 16 thumper.acc.nccu.edu division-of-labor Sep 16 thumper.acc.nccu.edu marxian-methodology-human-knowledge Sep 16 thumper.acc.nccu.edu marxian-theory-of-crime Sep 16 thumper.acc.nccu.edu marxist-scholarship-in-america Sep 16 198.110.53.51 teaching-large-sociology-classes Sep 19 ash189.unomaha.edu wizard-of-oz-characters-and-themes.feb93 Sep 20 206.112.93.106 black-underclass-articles.announcement93 Sep 20 206.112.93.106 graduate-study-in-america-soziology Sep 21 barracuda.ip.pt promise-of-sociology Sep 21 barracuda.ip.pt reinventing-sociology Sep 21 ppp033.inreach.com chaos-theory-and-social.dynamics94 Sep 21 ppp033.inreach.com chaos-theory-and-social.dynamics94 Sep 21 134.205.81.111 chaos-and-casualty-in-complex-social-dynamics Sep 21 134.205.81.111 complex-systems.glossary-of-terms-jan94 Sep 21 134.205.81.111 marxian-methodology-human-knowledge Sep 21 134.205.81.111 marxist-scholarship-in-america Sep 21 134.205.81.111 kkk-and-american-nazi-party Sep 21 134.205.81.111 promise-of-sociology Sep 22 169-75-122.ipt.aol.com kkk-and-american-nazi-party Sep 24 pm6s19.intergate.bc.ca About-tr.young-and-his-work-may93 Sep 24 pm6s19.intergate.bc.ca promise-of-sociology Sep 24 pm6s19.intergate.bc.ca wizard-of-oz-lecture Sep 24 pm6s19.intergate.bc.ca wizard-of-oz-characters-and-themes.feb93 Sep 24 170-74-223.ipt.aol.com chaos-and-crime.explorations-in-postmodern-cri minology Sep 25 143.128.64.78 About-tr.young-and-his-work-may93 Sep 25 143.128.64.78 teaching-large-sociology-classes Sep 25 barpm3_p26.caribsurf.com chaos-theory-and-social.dynamics94 Sep 25 barpm3_p26.caribsurf.com reinventing-sociology Sep 25 barpm3_p26.caribsurf.com red-feather-institute.current-articles-index Sep 25 barpm3_p26.caribsurf.com promise-of-sociology Sep 25 barpm3_p26.caribsurf.com critical-dimensions-in-symbolic-interaction- theory Sep 26 isr-gc7.soc.indiana.edu About-tr.young-and-his-work-may93 Sep 26 isr-gc7.soc.indiana.edu About-tr.young-and-his-work-may93 Sep 26 isr-gc7.soc.indiana.edu a-brief-history-of-the-red-feather-institute. 94 Sep 26 isr-gc7.soc.indiana.edu class-warfare-in-80s-90s Sep 26 isr-gc7.soc.indiana.edu red-feather-institute.publication-policy Sep 26 134.121.145.167 kkk-and-american-nazi-party Sep 27 eagle.scana.com wizard-of-oz-characters-and-themes.feb93 Sep 27 dialup-35.Minn.Net wizard-of-oz-characters-and-themes.feb93 Sep 28 xyplex4-2-9.ucs.indiana.edu About-tr.young-and-his-work-may93 Sep 28 xyplex4-2-9.ucs.indiana.edu a-brief-history-of-the-red-feather-instit ute.94 Sep 28 dial-1.r3.sccht2.InfoAve.Net archeology-of-human-knowledge.jan94 Sep 29 garnet27.gtii.com wizard-of-oz-characters-and-themes.feb93 Sep 30 laurel.emich.edu dictionary-of-critical-social-science Sep 30 laurel.emich.edu dictionary-of-critical-social-science Sep 30 161.210.152.112 wizard-of-oz-characters-and-themes.feb93 Sep 30 ip092.lax.primenet.com wizard-of-oz-characters-and-themes.feb93 From dow2@ra.msstate.edu Mon Nov 4 10:48:49 1996 Received: from Tut.MsState.Edu (Tut.MsState.Edu [130.18.80.36]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id KAA06482 for ; Mon, 4 Nov 1996 10:48:47 -0700 (MST) Received: from default (Port22.TS2.MsState.Edu [130.18.116.150]); by Tut.MsState.Edu using SMTP (8.6.12/6.5m-FWP); id LAA13971; Mon, 4 Nov 1996 11:48:34 -0600 Message-ID: <327E2EA4.614E@ra.msstate.edu> Date: Mon, 04 Nov 1996 11:57:56 -0600 From: Danny Winbush MIME-Version: 1.0 To: socgrad@csf.colorado.edu Subject: New tribalized society. Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit For those of you who are inclined in such directions there is an interesting short, very short, article in this months publication of _Wired_ magazine in which there is a dialogue with Derrick de Kerckhove. In this article he points out some of the differences between McLuhan's (the message is the medium or the medium is the message) television and radio age and its impact on society and the way in which the Internet is shaping present ideology. The way in which it is creating the new tribalized society. He points out that in the radio and television age the information that was put out over the airways was controled by the ownership of the medium. But the Internet is not owned by any one entity (not yet anyway) and that this lack of ownership will restrict the abilty to indoctrinate people who have access to it. The article is not very substantive in its length but it is quite thought provoking. There should be a paper in there somewhere. "Never be afraid to challenge the existing belief system." [Danny Winbush] *********************************************************************** Danny Winbush dow2@ra.msstate.edu http://www2.msstate.edu/~dow2 Dum anima est, spes est. *********************************************************************** From cassell@frosty.irss.unc.edu Tue Nov 5 09:28:49 1996 Received: from frosty.irss.unc.edu (frosty.irss.unc.edu [152.2.32.82]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id JAA12896 for ; Tue, 5 Nov 1996 09:28:47 -0700 (MST) Received: (from cassell@localhost) by frosty.irss.unc.edu (8.6.12/8.6.10) id LAA22692; Tue, 5 Nov 1996 11:27:53 -0500 Date: Tue, 5 Nov 1996 11:27:53 -0500 (EST) From: Jim Cassell To: Sociology Graduate Student Discussion Subject: Faculty position repost (fwd) Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII FYI - Jim ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Jim Cassell Institute for Research in Social Science e-mail: cassell@irss.unc.edu University of North Carolina Ph: 919/962-0782 Fx: 919/962-4777 Chapel Hill, NC 27599-3355 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ---------- Forwarded message ---------- Date: Tue, 05 Nov 1996 09:28:20 -0500 (EST) From: Suzanne Shiel To: demographic-list@postbox.anu.edu.au Subject: Faculty position repost Sorry for sending the attachment file rather than the actual text of this job advert yesterday. Advertised position follows: ------ The Department of Sociology, The University of Western Ontario, invites applications for two tenure-track positions, at the rank of Assistant Professor commencing July 1, 1997 or when the positions are filled. Candidates must have a Ph.D. One position is in gender studies with research interests in modern sociology theory, social psychology, family or inequality. The other position is in social demography with research interests in women and development, urbanization, mortality/morbidity or aging. Undergraduate and graduate teachings are involved. The Department has a Ph.D. program with emphasis on social demography, social class and social change, and health and aging. The closing date for applications is March 1, 1997. Interested candidates should send their curriculum vitae and names of three references to: Chair, Recruitment Committee, Department of Sociology, The University of Western Ontario, London, Ontario, Canada N6A 5C2. Positions are subject to budget approval. In accordance with Canadian Immigration requirements, this advertisement is directed to Canadian Citizens and Permanent Residents of Canada. The University of Western Ontario is committed to employment equity, welcomes diversity in the workplace, and encourages applications from all qualified individuals including women, members of visible minorities, aboriginal persons, and persons with disabilities. From cassell@frosty.irss.unc.edu Wed Nov 6 09:11:50 1996 Received: from frosty.irss.unc.edu (frosty.irss.unc.edu [152.2.32.82]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id JAA23936 for ; Wed, 6 Nov 1996 09:11:45 -0700 (MST) Received: (from cassell@localhost) by frosty.irss.unc.edu (8.6.12/8.6.10) id LAA00230; Wed, 6 Nov 1996 11:10:51 -0500 Date: Wed, 6 Nov 1996 11:10:50 -0500 (EST) From: Jim Cassell To: Sociology Graduate Student Discussion Subject: Asst. Professor in Sociology & Pan-African Studies (fwd) Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII FYI- Jim ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Jim Cassell Institute for Research in Social Science e-mail: cassell@irss.unc.edu University of North Carolina Ph: 919/962-0782 Fx: 919/962-4777 Chapel Hill, NC 27599-3355 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ---------- Forwarded message ---------- Date: Tue, 5 Nov 1996 13:40:41 -0500 From: R1KMF@VM1.CC.UAKRON.EDU To: r1kmf%vm1.cc.uakron.edu@VM1.CC.UAKRON.EDU Subject: Asst. Professor in Sociology & Pan-African Studies ************************************************************************* KATHRYN FELTEY R1KMF@VM1.CC.UAKRON.EDU 248 OLIN HALL KFELTEY@UAKRON.EDU DEPARTMENT OF SOCIOLOGY UNIVERSITY OF AKRON 330-972-6877 (PHONE) AKRON, OH 44325-1905 330-972-5377 (FAX) ************************************************************************* ----------------------------Original message---------------------------- The Department of Sociology invites applications for a tenure-track position in Sociology and Pan-African Studies to begin in fall, 1997, at the rank of Assistant Professor. The candidate will be expected to devote two-thirds academic responsibilities to Sociology and one-third academic responsibilities to Pan-African Studies. Areas of emphasis are open but we especially encourage applications from people in family, medical, criminology/deviance/corrections, and evaluation/policy. Responsiblities include teaching in the Bachelor's, Master's, and Ph.D. programs, conducting research, applying for grants, publishing, and professional service. In addition to being active in the Department of Sociology, candidates are expected to work with the Associate Provost and Special Assistant to the President for Minority Affairs, the Director of Upward Bound, and the Director of the Black Cultural Center to enha nce the academic and cultural experiences of all university students. The department of Sociology provides a supportive environment for professional growth. The candidate must hold a Ph.D. in Sociology at the time of appointment. The University of Akron is the third largest state-assisted university in Ohio. The department is one of 14 Ph.D. granting departments within the university. The department includes 18 full-time faculty, 400 undergraduate students, and 40 graduate students, 30 of whom are on full-time assistantships. Send a letter of application, a curriculum vitae, and three recent letters of reference to: Chair Pan-African Studies Search Committee, The University of Akron, Akron, OH 44325-6234. This information will be forwarded to the Department of Sociology for concurrent consideration. Questio ns relevant to the Department of Sociology may be directed to Dr. Richard Gigliotti, Chair, (330)972-7480. The search committee will consider applications on an on-going basis beginning in December, and continue until the position is filled. Salary range is $32,000-$40,000 depending upon qualifications and experience. Minorities and women are especially encouraged to apply. The University of Akron is an AA/EO employer. ************************************************************************* KATHRYN FELTEY R1KMF@VM1.CC.UAKRON.EDU 248 OLIN HALL KFELTEY@UAKRON.EDU DEPARTMENT OF SOCIOLOGY UNIVERSITY OF AKRON 330-972-6877 (PHONE) AKRON, OH 44325-1905 330-972-5377 (FAX) ************************************************************************* From glenn@sobek.Colorado.EDU Wed Nov 6 15:47:38 1996 Received: from sobek.Colorado.EDU (sobek.Colorado.EDU [128.138.151.62]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with ESMTP id PAA19536; Wed, 6 Nov 1996 15:47:37 -0700 (MST) Received: (from glenn@localhost) by sobek.Colorado.EDU (8.7.5/8.6.11/Unixops/Hesiod/(SDM)) id PAA23060; Wed, 6 Nov 1996 15:47:35 -0700 (MST) Date: Wed, 6 Nov 1996 15:47:34 -0700 (MST) From: "Glenn W. Muschert" To: psn@csf.colorado.edu, socgrad@csf.colorado.edu Subject: ASA Marxist Section members list Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII Hello colleagues, I am currently working on the ASA Marxist Section's home page, and one of the things I am compiling is a list of the members. Although the home page is not on-line yet, it will soon be up and running (although it seems that web pages are never "finished") and located at the CSF server - the same on that hosts the PSN and SOCGRAD discussions. I want to have a list of members and their interests that could serve as a resource for our finding one another. Please email me at "glenn@sobek.colorado.edu" to send me the following information: 1. name 2. institutional affiliation 3. (snail mail) address 4. telephone number 5. email address 6. research interests 7. web URL (if you have one) Alternately, you can snail mail me at: University of Colorado at Boulder Dept. of Sociology Campus Box 327 Boulder, CO 80309-0327 Thanks for your responses, and I will post a message soon when the home page is on-line. In the mean time, please feel free to email me with your suggestions about what you would like to see in the Marxist Section home page. Thanks, Glenn W. Muschert Department of Sociology University of Colorado at Boulder Campus Box 327 Boulder, CO 80309-0327 U.S.A. voice: 303.492.1415 email: glenn@sobek.colorado.edu WWW URL: http://socsci.colorado.edu/~glenn/home.html From baubb@UDel.Edu Thu Nov 7 14:42:59 1996 Received: from UCSD.EDU (mailbox2.ucsd.edu [132.239.1.54]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with ESMTP id OAA17527 for ; Thu, 7 Nov 1996 14:42:57 -0700 (MST) Received: from copland.udel.edu (copland.udel.edu [128.175.13.92]) by UCSD.EDU (8.8.2/8.6.9) with ESMTP id NAA15660 for ; Thu, 7 Nov 1996 13:42:48 -0800 (PST) Received: from localhost (baubb@localhost) by copland.udel.edu (8.7.6/8.7.3) with SMTP id QAA10522; Thu, 7 Nov 1996 16:42:21 -0500 (EST) Date: Thu, 7 Nov 1996 16:42:20 -0500 (EST) From: Robert S Gossweiler To: UN Criminal Justice List , Social Science Discussion List , SOCGRAD , "Sal Perri;73244.2726@COMPUSERVE.COM" <73244.2726@compuserve.com> Subject: Announcement: DAS-L discussion list Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII This is announcement of a new electronic discussion list that provides a forum for discussions about drug and alcohol treatment and studies. I you might be interested in joining and/or know other people who would be interested in joining, please read on. Else, hit the delete key now. The purpose of the list is to facilitate discussion about ongoing and current studies of drug and alcohol abuse and treatment. It is hoped that this will be a multinational and interdisciplanary forum for discussions, as well as a valuable resource tool for those engaged in the study and treatment of drug and alcohol problems. To subscribe to the list you can send an e-mail to the University's majordomo program: majordomo@udel.edu with the following in the BODY of the text: subscribe DAS-L your@email.address For example, I subscibed myself by sending the text: subscribe DAS-L baubb@udel.edu For more information, you can visit my homepage (under construction) and follow the links to "discussion lists" and the bookmark "DAS-L" . The url is: http://udel.edu/~baubb Sincerely, Bob Gossweiler Robert S. Gossweiler, Email: baubb@strauss.udel.edu U.of DE, Soc.Dept., Center for Drug & Alcohol Studies From 34LPF6T@CMUVM.CSV.CMICH.EDU Sun Nov 10 04:41:11 1996 Received: from CMUVM.CSV.CMICH.EDU (cmuvm.csv.cmich.edu [141.209.1.16]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id EAA24122 for ; Sun, 10 Nov 1996 04:41:09 -0700 (MST) Received: from CMUVM.CSV.CMICH.EDU by CMUVM.CSV.CMICH.EDU (IBM VM SMTP V2R2) with BSMTP id 4853; Sun, 10 Nov 96 06:39:30 EST Received: from CMUVM.CSV.CMICH.EDU (NJE origin 34LPF6T@CMUVM) by CMUVM.CSV.CMICH.EDU (LMail V1.2a/1.8a) with BSMTP id 6184; Sun, 10 Nov 1996 06:39:30 -0500 Date: Sun, 10 Nov 96 04:57:27 EST From: "T R. Young" <34LPF6T@CMUVM.CSV.CMICH.EDU> Organization: Central Michigan University Subject: And Gladly wolde he lerne and gladly teche... To: GRADUATE STUDENTS IN SOCIOLOGY Message-Id: <961110.063929.EST.34LPF6T@CMUVM.CSV.CMICH.EDU> Chaucer wrote, among other stories on the road to Canterbury, the Clerke's Tale...since reading it in college, the subject line above has stayed with me through the good and the lean years I have in academia...more about the clerke later but just now, I want to share with you the rare genius of the good teacher. I take as exemplar the people in the Session on Teaching and Learning at the recent Humanist Sociology Conference in Hartford. Their ideas on how to learn and to teach is a gladsome lesson for all of us. The session was organized by Kathleen Tiemann, UNDakota and her own presentation on the use of high tech in the classroom is a cautionary tale upon which we all should ponder...but let me start with the first presentation...that of Steve McGuire of Muskingum College...Steve said, Goodbye to All That...were the that of which he spoke was tests and lectures. In a massified society offering little more than massified education, the teacher becomes class enemy to the student while the student comes to despise the classroom and knowledge process. Steve offered several ideas about how to create an interactionallly rich and informationally rich learning experience...the ideas began with his use of 'Wake Up' questions...questions students must ask themselves and answer themselves about concepts and theories in the text being used...a sort of free-for-all about the topics of the day. Steve also used group work as a way to focus upon such questions and such answers...students shared the answer to their own questions and that of others in short group sessions of 4-5 students...not lectures but discussion among the students...Steve circulated among the groups to keep them focussed and to hear what was being said. Guided Meditation meant that Steve would ask students to put their heads down and simply think a few moments about a question or a point he would raise. I have turned the lights off and given mini-lectures --less than 10 minutes--about controversial ideas with good effect. Steve also used 'Free Writing' as a focussing technique on given topics of the day...a short unstructured passage on given topics in sociology...I'm not sure just how Steve used the technique but since you have human genius and human imagination, you can think of how you might so do. Musical Chairs and Charades were welcome interludes in Steve's class-room [I have been to Muskigum to watch him teach]...and my own students like to make a game of learning...more about which later. One of the most creative things Steve did was to ask the students to write metaphors for basic sociological topics...he passed out a sheet to us in the session in which he listed some metaphors his students had created with which to 'Talk of Human Nature.' 1. Is Human Nature more like an ant colony or like spilt mercury? 2. Are Social Occasions more like a funeral or a party? 3. Is Human Nature more like a rubber band or a pair of handcuffs? 4. Is Human Nature a bad joke or a comfortable old shoe? 5. Is college like flying a kite or falling on your face? 6. Are social processes like bumper cars or like a relay race? When Steve mentioned he used asked students to write advertizements, I said, 'Steve, that is terrible!' It wasn't of course but it did focus attention on his humanizing response of an alienating art form. He asked students to write ads on: 1. A sociological cure for pressure people experience on the job, in school, with family or those internal struggles we have. 2. Think up an ad for a product which will help people avoid cynicism, nihilism, mindlessness and superficiality. 3. Write an ad for a politician but since you have taken a drug which requires you be honest, you must tell the truth and the whole truth about him and/or her opponent. Or one for a nuclear power company, the CIA or your own university...recall that you still take the honesty drug. 4. Write an ad for someone who has no anxiety about his/her essential sexuality, no fears, no compulsions, and who does not appear to be interested in worldly things. Steve works in a small college with classes ranging from 15 t0 25; seldom more. But both Kathleen Tiemann and I have taught large classes...there are both high-tech solutions to largeness as well as labor intensive solutions to largeness. I will tell you Kathleen's solution now and about mine next week... Last year, UNDakota built a high tech class room; in it were computer driven monitors, VCR's, over-head projectors, audio system, and movie projectors. She found that, while grade distributions were about the same before and after she began using high-tech, there were other effects on both teacher and student. Kathleen said she felt like a weather forecaster talking to an unseen audience and pointing at a data screen with a pointer in a darkened room. Students said they felt alone and isolated; had trouble staying in focus; missed the rich voice and body talk of others lost in the dark but liked the graphics and the smooth organization of data. Kathleen agreed with a comment that, once it is set up, it saves a lot of work for the teacher; shifts the locus of teaching from the human being to the machinery. Next semester, at U/Vermont, I will use Power Point and the computer generated graphics Kathleen used but I will use high tech as part of 'The Great Flying Chaos Learning Circus' I developed at Virginia Tech six years ago...and about which I will tell you next week in Part II of this series. CULTURAL PLUNGE: Sara Schwartz Kendall is a Bay Area Organizer and a teacher in a large California University...Sara had been under- grad at Vassar and found teaching and learning very different in the massified institutions which used to be the pride of California and, indeed, of the world. So Sara, bright young woman that she is, set about to humanize the knowledge process...she made her students take a 'Cultural Plunge.' By that, she sent them out to observe, report, think about and apply their Sociological Imaginations to the marginal, the dispossessed, the outcast, the wretched refuse from the teeming shores of Asia and Central America...as well as to middle class churches, working class bars and upper class homes...a cultural plunge indeed. You might want to use such 'informal field' assignments as a warm- up for your classes. I give the students a list of ten concepts from the chapter on which I am working and tell them to use any five in a report on the social structure and social processes they observe in such churches, bars, shops and, if they like, other classes in which they are enrolled. WARNING: Such field assignments can be dangerous to their health and welfare not to mention your salary and tenure...others in the session commented on university requirements for 'experimentations.' I handle both the administration and the danger by telling the students, with all sincerity, that they must do nothing to embarrass their 'subjects;' themselves or the university. If the field assign- ment is in a questionable part of town, I go with the students; limit the adventure to ten students and tell them they must not be more than 15 seconds away from me [as though I could do anything if they were threatened...but it is re-assuring to them that I come along...and I can talk to most folks]. MOVIE LABS: Rhonda Zingraff, Meredith College in Raleigh, Va. and Tony Ladd, Loyola in New Orleans offered a special session called, 'Humanist Sociology Goes to the Movies: Teaching Critical and Reflective Skills Through Film.' It was a most helpful session to those who want to expand the knowledge process from lectures to movies. The session had two main parts; one a discussion of 100 or so movies set up in 13 categories which you might want to use to illuminate the sociology of it all. The second part centered around the politics of using film in class...the short version is that colleagues, chairs and deans deem the use of films a cheap way to spend the semester and hold those who use it in small regard...there is a solution to it which did not come up in class other than to say that the teacher '..must take time to discuss the film before and after the showing...often hard to do in a class period of 50 minutes and a two hour film. I have used movie labs for years and have developed a highly focussed way to use them...about which I will tell you next week...the short version is that I schedule a two-hour block for every Thursday afternoon and give a mini-lecture on some 20 concepts together with a work-sheet which students must hand-in...as part of their grade. Movie labs are very popular so I have sign-up sheets and charge 10% of the semester grade for each lab...few people sign-up and fail to show when 10% of their grade is on the line. I will conclude this report of the teaching/learning sessions at AHS with a partial list of the movies Rhonda and Tony handed out...then say just a bit more about Chaucer and his Clerke as background to your own commitment to the lerning and the techeing process. 13 categories and selected films [how many have you seen?]: A. Capitalism/Class/Stratification: Wall Street Other People's Money Norma Rae The Grapes of Wrath Blue Collar The Wizard of Oz B. Cultural Diversity Powaqqatsi Road Scholar The Gods must be Crazy Ferris Bueller's Day Off (Don't ask me; I didn't see it!) Grand Canyon C. Political Repression/Revolution/Social Change Salvador Fahrenheit 451 Missing Cry Feedom Gandhi Michael Collins D. Media and Power Network Talk Radio To die for King of Comedy The Player E. Gender/Sexuality Thelma and Louise Oleanna An Unmarried Woman Diary of a Mad Housewife the Crying Game F. War and Peace Johnny Got his Gun Gallipoli Dr. Strangelove Born on the 4th of July Killing Fields G. Race and Ethnicity Native Son El Norte Do the Right Thing Boyz'nthehood Hoop Dreams H. Crime and Violence Clockwork Orange 12 Angry Men Silence of the Lambs Primal Fear Natural Born Killers I. Deviance/Stigma/Social Control Midnight Cowboy One Flew Over the Cuckoo's Nest My Left Foot Stand by Me Shawshank Redemption Cool Hand Luke J. Religion Mass Appeal The Mission The Last Temptation of Christ Jesus of Montreal K. I use a 14th Set: Coming-of-Age flicks about young people just coming into the fullness of their morality/sexuality: The Breakfast Club Memphis Belle My Fair Lady Romeo and Juliet Up the Down Staircase The BlackBoard Jungle And now, a word about your mentor. Chaucer was born about 1340 and lived a very full 60 years or so. Of the teacher in the Clerke's Tale, Chaucer said: That he was from Oxenford and had unto logyk longe ago undertaken; that, at his beedes heed there were right twenty bookes, clad in reed or blacke of Aristotle and his philosophie. That of all that, he was a philosophre, sobre and holwe, yet hadde he little in his cofre but... gladly wolde he lerne and gladly teche. You too will have some 20 books at your bed and you too will not grow fat nor be rich but, as with the Clerke, you will learn and gladly teach as indeed do I. TR Young From POLS_QDS@HAL.LAMAR.EDU Mon Nov 11 00:28:40 1996 Received: from HAL.LAMAR.EDU (HAL.LAMAR.EDU [140.158.64.199]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id AAA27508 for ; Mon, 11 Nov 1996 00:28:38 -0700 (MST) From: POLS_QDS@HAL.LAMAR.EDU Date: Mon, 11 Nov 1996 1:24:59 -0600 (CST) To: socgrad@csf.COLORADO.EDU Message-Id: <961111012459.2b5a@HAL.LAMAR.EDU> Subject: suggestions ??? I am a student that is getting ready to graduate with a BS in sociology.Oddly, I am overqualified to work at my local jack in the box but not enough experience to qualify for a job in the field of sociology. It seems as though I have no recourse but to further my studies. I am interested in researching new or marginal religious groups. Would a MA in sociology be better to study these groups or would the average seminary school provide enough information to satisfy the requirements for such studies? Any suggestions would be greatly appreciated. thanks, Quinton D. Sheffield Lamar University Bmt, TEXAS pols_qds@sal.lamar.edu pols_qds@hal.lamar.edu From 34LPF6T@CMUVM.CSV.CMICH.EDU Tue Nov 12 05:27:30 1996 Received: from CMUVM.CSV.CMICH.EDU (cmuvm.csv.cmich.edu [141.209.1.16]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id FAA24726 for ; Tue, 12 Nov 1996 05:27:28 -0700 (MST) Received: from CMUVM.CSV.CMICH.EDU by CMUVM.CSV.CMICH.EDU (IBM VM SMTP V2R2) with BSMTP id 1637; Tue, 12 Nov 96 07:25:49 EST Received: from CMUVM.CSV.CMICH.EDU (NJE origin 34LPF6T@CMUVM) by CMUVM.CSV.CMICH.EDU (LMail V1.2a/1.8a) with BSMTP id 3915; Tue, 12 Nov 1996 07:25:49 -0500 Date: Tue, 12 Nov 96 07:23:33 EST From: "T R. Young" <34LPF6T@CMUVM.CSV.CMICH.EDU> Organization: Central Michigan University Subject: (fwd) To: GRADUATE STUDENTS IN SOCIOLOGY Message-Id: <961112.072549.EST.34LPF6T@CMUVM.CSV.CMICH.EDU> Addendum to the mini-lecture on Teaching...I had not known Steve would AHS/PSN -- T.R. Young asked that I post something from a presentation on teaching that I did at the Humanist Sociology meetings in Hartford. I also thought they were great meetings; they always are. I talked about teaching a class on peace and a class on American society with no tests and almost no lecturing. That left the question of what to do instead. When written work is due (writeups on readings or personal application or humor assignments) I try to get students talking about the work they have done. One time we dug up quotations on the material; during the next class period we met in groups and ranked the ones we most and least liked. Sometimes this works best the day it is due and sometimes the next class, after I have looked over the writings. Often we break into groups with groups asked to answer a set of questions before reconvening. On occasion we will do free writing on an aspect of the materials, particularly if it invites personal application. The same holds for guided meditation. Once in a while I will ask students to put their heads down and listen, and I will do a sort of guided meditation on materials admitting of personal application for 15 minutes or so. A quasi-lecture activity (as guided meditation can be) has been to divide into groups, with each working filling in the blanks on a sheet that contains a bare-bones outline of lecture materials. In other words I type in some of the material but leave some key words blank or half-filled in and eventually give clues as needed. When some of the groups are beginning to gut stuck we go over the sheet and I provide further clues (in effect playing hangman or hang-the-class) until we have assimilated the material. A variation on dividing into groups is "concentric circles," (borrowed from the Alternatives to Violence Prisons project and others) in which half of the (small) class sits on chairs in a circle (facing out) and half on chairs across from them. Each person talks on a topic I give for two minutes. Then we rotate chairs and move on to a related topic, several times. A lead-in to discussion or free writing that I adapted from a book called _Playfair_ by Matt Weinstein and Joel Goodman is to give students singly or in groups a series of forced choice metaphors to choose from. Is human nature more like bumper boats or spilt mercury? An elastic waistline or a pair of handcuffs? Is peacemaking more like a marathon or a community hoedown? Etcetera. Charades proved to be a good way to process a couple of lists of types of fallacies and propaganda ploys (bandwagon, ad hominem etc.), once students read the material carefully. We processed material on privacy by going out and interviewing another person or two from a survey prepared by me, before meeting back in class for discussion. After a unit on advertising I asked students to work in groups with a sheet of several scenarios, making up their own ad. The scenarious included making an ad targeted at advertising/media people like the ones we had viewed in _How to Succeed in Advertising_ and _Network_; writing an ad for a product for people concerned that our culture shortens attention spans and makes people hostile to conceptualization [this after a talk on Marcuse, Aronowitz, et al.]; writing an ad or some public relatinos for a tobacco company or the CIA but with the hitch that the writers have taken a drug that requires them to be honest; an ad for someone without insecurities. Finally, I keep a collection of social commentary cartoons. One day we will pore over a bunch (some are assigned reading in other classes) and then I'll talk about how to think them up and will ask pairs of students to generate some of their own in class. --Steve McGuire From qiuzq@pku.edu.cn Tue Nov 12 16:40:44 1996 Received: from ibmstone.pku.edu.cn (ibmstone.pku.edu.cn [202.112.7.14]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id QAA17939 for ; Tue, 12 Nov 1996 16:40:33 -0700 (MST) Received: from qiuzq ([202.112.8.130]) by ibmstone.pku.edu.cn with SMTP id AA17235 (5.67b8/IDA-1.5 for ); Wed, 13 Nov 1996 07:40:59 -0600 Received: by qiuzq with Microsoft Mail id <01BBD136.FE438E60@qiuzq>; Wed, 13 Nov 1996 07:48:00 +-800 Message-Id: <01BBD136.FE438E60@qiuzq> From: Zeqi QIU To: "'socgrad@csf.colorado.edu'" Subject: RE: (fwd) Date: Wed, 13 Nov 1996 07:35:55 +-800 Mime-Version: 1.0 Content-Type: multipart/mixed; boundary="---- =_NextPart_000_01BBD136.FE8E5300" ------ =_NextPart_000_01BBD136.FE8E5300 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit I am wondering if it is possible that you may help me to leave this list. ------ =_NextPart_000_01BBD136.FE8E5300 Content-Type: application/ms-tnef Content-Transfer-Encoding: base64 eJ8+IgEXAQaQCAAEAAAAAAABAAEAAQeQBgAIAAAAqAMAAAAAAACrAAENgAQAAgAAAAIAAgABBJAG ADQBAAABAAAADAAAAAMAADADAAAACwAPDgAAAAACAf8PAQAAAE8AAAAAAAAAgSsfpL6jEBmdbgDd AQ9UAgAAAABzb2NncmFkQGNzZi5jb2xvcmFkby5lZHUAU01UUABzb2NncmFkQGNzZi5jb2xvcmFk by5lZHUAAB4AAjABAAAABQAAAFNNVFAAAAAAHgADMAEAAAAZAAAAc29jZ3JhZEBjc2YuY29sb3Jh ZG8uZWR1AAAAAAMAFQwBAAAAAwD+DwYAAAAeAAEwAQAAABsAAAAnc29jZ3JhZEBjc2YuY29sb3Jh ZG8uZWR1JwAAAgELMAEAAAAeAAAAU01UUDpTT0NHUkFEQENTRi5DT0xPUkFETy5FRFUAAAADAAA5 AAAAAAsAQDoBAAAAAgH2DwEAAAAEAAAAAAAAA9k7AQiABwAYAAAASVBNLk1pY3Jvc29mdCBNYWls Lk5vdGUAMQgBBIABAAoAAABSRTogKGZ3ZCkAgwIBBYADAA4AAADMBwsADQAHACMANwADAE8BASCA AwAOAAAAzAcLAA0ABwAiACwAAwBDAQEJgAEAIQAAADQ0MjdCRUNCMjczREQwMTE5QTRFNDQ0NTUz NTQwMDAwAOgGAQOQBgAsAwAAEgAAAAsAIwAAAAAAAwAmAAAAAAALACkAAAAAAAMANgAAAAAAQAA5 AED5FEDy0LsBHgBwAAEAAAAKAAAAUkU6IChmd2QpAAAAAgFxAAEAAAAWAAAAAbvQ8j9jy74nRT0n EdCaTkRFU1QAAAAAHgAeDAEAAAAFAAAAU01UUAAAAAAeAB8MAQAAABEAAABxaXV6cUBwa3UuZWR1 LmNuAAAAAAMABhAO/0S8AwAHEDkAAAAeAAgQAQAAADoAAABJQU1XT05ERVJJTkdJRklUSVNQT1NT SUJMRVRIQVRZT1VNQVlIRUxQTUVUT0xFQVZFVEhJU0xJU1QAAAACAQkQAQAAAOoBAADmAQAAZwMA AExaRnXGtVod/wAKAQ8CFQKoBesCgwBQAvIJAgBjaArAc2V0MjcGAAbDAoMyA8UCAHByQnER4nN0 ZW0CgzNHEQUTUhFXMTM0AzAnNmMMMBXwZRXhAOAnZbo1AoM0EQwVrxazfQqAywjPCdk7Gl8yNRbR CoEDDbELYG5nMTAzMy8AAAuAAhAAAGgFsHpkKG9jIAKRKhFVICEQKSwuOhhgM2I/6Fx9XRhgYQBQ IGASsF8gZBRQIGQXMCBkNSBVNlUgVTcgVTggVTkgVWF/IFUWESBzFpEgcwswIGRm3SBUYiCCJwIh RWIiRQGwqybVJEViJUViJkViJsX+YyFCIUYhQiDCIUIjQiFCvyRCIUIlwiFCFlEhMmIkwt8ugiVC LoImwiFBZCZCIUGLCmAew2wfJChbXAAAvyBkLkInAg3wJuQgxWIhxXpiIsViI8UusycCJcVi7y5F I7MwAi9FZi9FMjYhsG8Zcgr6HUIB0DUSsRcxcwoxI8BjAEAgSSBhOG0gdwIgBIELgGcgjwaQPAAF QAQAIHBvBBBiaQJgZSB0EYAFQHkFCGAgAMB5IGhlbCZwPbA9EW8gPQBhdss9EjxxbAQAdC4KhQqL eT9gMzYN8AtVOnUTUG9dE9BjBUAKhRmBAENgAAADABAQAAAAAAMAERABAAAAQAAHMKDPxxXy0LsB QAAIMKDPxxXy0LsBHgA9AAEAAAAFAAAAUkU6IAAAAAABxw== ------ =_NextPart_000_01BBD136.FE8E5300-- From lmiller@weber.ucsd.edu Tue Nov 12 22:17:26 1996 Received: from weber.ucsd.edu (weber.ucsd.edu [132.239.147.2]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with ESMTP id WAA29540 for ; Tue, 12 Nov 1996 22:17:24 -0700 (MST) Received: (from lmiller@localhost on ttyvd) by weber.ucsd.edu (8.7.5/8.7.3) id VAA18406 for socgrad@csf.colorado.edu; Tue, 12 Nov 1996 21:17:23 -0800 (PST) Date: Tue, 12 Nov 1996 21:17:23 -0800 (PST) From: Laura Miller Message-Id: <199611130517.VAA18406@weber.ucsd.edu> To: socgrad@csf.colorado.edu Subject: how to leave socgrad Too much email in your life? If you want to unsubscribe from Socgrad, send a message to: listproc@csf.colorado.edu and in the body of your message, type: unsub socgrad Remember to send the message to listproc, NOT to Socgrad itself. Any problems or questions can be directed to: lmiller@ucsd.edu or glenn@osiris.colorado.edu 11/12/96 From chiarlo@ns.sinet.it Fri Nov 15 15:57:25 1996 Received: from ns.sinet.it (ns.sinet.it [151.99.200.2]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with ESMTP id PAA00781 for ; Fri, 15 Nov 1996 15:55:54 -0700 (MST) Received: from slip5.sinet.it (pppC1.sinet.it [151.99.200.55]) by ns.sinet.it (8.7.3/8.6.9) with SMTP id XAA07476 for ; Fri, 15 Nov 1996 23:58:12 +0100 Date: Fri, 15 Nov 1996 23:58:12 +0100 Message-Id: <199611152258.XAA07476@ns.sinet.it> X-Sender: mauro315@ns.sinet.it Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" To: socgrad@csf.colorado.edu From: chiarlo@ns.sinet.it (Chiarlo Mauro) Subject: Re: ASA Marxist Section members list ciao chicca, iscriviti alla lista dei sociologi marxisti, cosi' potrai avere uno scambio di idee piu' coinvolgente che con l'"homo oeconomicus".......o no? Ti amo.....e ti abbraccio....,dolcissima >Hello colleagues, > >I am currently working on the ASA Marxist Section's home page, and one of >the things I am compiling is a list of the members. Although the home >page is not on-line yet, it will soon be up and running (although it >seems that web pages are never "finished") and located at the CSF server >- the same on that hosts the PSN and SOCGRAD discussions. > >I want to have a list of members and their interests that could serve as >a resource for our finding one another. Please email me at >"glenn@sobek.colorado.edu" to send me the following information: > >1. name >2. institutional affiliation >3. (snail mail) address >4. telephone number >5. email address >6. research interests >7. web URL (if you have one) > >Alternately, you can snail mail me at: >University of Colorado at Boulder >Dept. of Sociology >Campus Box 327 >Boulder, CO 80309-0327 > >Thanks for your responses, and I will post a message soon when the home >page is on-line. In the mean time, please feel free to email me with >your suggestions about what you would like to see in the Marxist Section >home page. > >Thanks, >Glenn W. Muschert >Department of Sociology >University of Colorado at Boulder >Campus Box 327 >Boulder, CO 80309-0327 U.S.A. >voice: 303.492.1415 >email: glenn@sobek.colorado.edu >WWW URL: http://socsci.colorado.edu/~glenn/home.html > > From 34LPF6T@CMUVM.CSV.CMICH.EDU Sun Nov 17 06:23:43 1996 Received: from CMUVM.CSV.CMICH.EDU (cmuvm.csv.cmich.edu [141.209.1.16]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id GAA23560 for ; Sun, 17 Nov 1996 06:23:41 -0700 (MST) Received: from CMUVM.CSV.CMICH.EDU by CMUVM.CSV.CMICH.EDU (IBM VM SMTP V2R2) with BSMTP id 8630; Sun, 17 Nov 96 08:22:01 EST Received: from CMUVM.CSV.CMICH.EDU (NJE origin 34LPF6T@CMUVM) by CMUVM.CSV.CMICH.EDU (LMail V1.2a/1.8a) with BSMTP id 5479; Sun, 17 Nov 1996 08:22:02 -0500 Date: Sun, 17 Nov 96 06:51:13 EST From: "T R. Young" <34LPF6T@CMUVM.CSV.CMICH.EDU> Organization: Central Michigan University Subject: The Great Flying Chaos Teaching Circus To: GRADUATE STUDENTS IN SOCIOLOGY Message-Id: <961117.082201.EST.34LPF6T@CMUVM.CSV.CMICH.EDU> What follows is Part II of a three part series on teaching and learning. It is brought to you by the good offices of the managers of the Socgrad Network, the good faculty at Central Michigan University and by the Red Feather Institute for Advanced Studies in Sociology. Enjoy. ************ In 1992, I was invited to visit Virginia Tech and teach Intro Sociology. I was delighted but the size of the Class gave me pause. There were 580 students enrolled. Over the past 25 years, I had declined to teach any class larger than my memory for names and abilities...small classes as you might well surmise. But I really wanted to teach at VT; so I said, Yes...and set about creating a syllabus by which each of 580 students could have signif- icant control over the learning process and in which each of 580 students could take a different pathway through the knowledge process. I knew that, in most large classes, there was one and only one, highly regimented, pathway through the course. All students must alone, sit, take notes, take exams; pass and fail on the point of their pen. The Chair of the Sociology Department, a wonderful colleague and fine scholar in her own right, Cornelia Flora, promised me five graduate students....mmmmmh. With five grad students, I could start a university. Yes, I can. ******************* The Great Flying Chaos Learning Circus The heart of the Syllabus is a point menu. I gave each student 200 points and told them that they must spend 100 points on the mid-term; they could spend the other 100 points of the final exam or they could spend it on the Point Menu...which follows. It did not take the students long to figure out that, if they chose to spend their points on the menu, they would not have to take the final...it did not take me long to figure that such a thing would be a powerful motive for students to create their own pathway through the learning circus at hand. There was one other feature of the point menu that served to 'guide' their choices...they could spend 20 points on some menu items and earn up to 25 points....depending on difficulty of the menu item itself. There was no profit to be had in taking pen and pencil exams...in this or any other syllabus. THE POINT MENU: A. The Mid-term. 100 T-F; Multiple Choice questions; machine scored. B. The Final. 100 Multiply Choice arranged in blocks of ten; each set of which sampled items from the lectures in both the first and second halves of the lectures. Note: a student with 20 points left at the end of the term could take the first and only the first 20 items on the Final in order to 'spend' the last of her/his points. C. FIELD ASSSIGMENTS: Price: 20 pts. Rewards: up to 25 pts. These assigments were action research based upon supplementary readings...all of which were in the Reader which was companion to the text. Since they required both a research design on part of the student as well as the research and a scholarly report. Limit of two to a customer. D. MOVIE LABS. Price: 20 pts. Reward: up to 25 points. Movie labs involved the completion of a worksheet containing 20 questions about the movie of the day. The questions covered basic terms in Intro Sociology from the chapters covered so far in the lectures. Each Movie Lab was scheduled for 5-7 pm on a Thursday...a time when most students were free. There was a sign-up sheet which limited the lab to 60 students; the number of seats in the lab. There were very popular; more about them later. E. SPECIAL PROJECTS: Price: 20 Points. Rewards: Up to 25 points. Students could design special assignments in groups up to five. Topic and means were open but were negotiated with the professor. Each Team had to give a one-page outline of what they meant to do and who would do what. Examples of Special Projects included a Video documentary of student culture on and off campus by three Black Students...a fine job. A Chemistry Student organized a reading/discussion group for a book, Ishmael. Another Student organized her own Learning Circus and wrote assignments for the four students who worked with her...turned out well, indeed. E. SECRET ASSIGNMENTS. Price: 10 Pts. Reward: 10 pts. I invited five students...at various times over the semester to be a secret agent and to incite revolution in some lecture; racism, gender politics, class relations, ethnic superiority or some such. It was not hard to find volunteers...some enjoyed it a bit too much. F. SOAP OPERAS. Price 10 pts. for Producer/Director. Reward: 15 pts. There were six soaps running throughout the semester. Each P-D had 10 minutes at the beginning of the class to 'present' the latest exciting episode of the Soap on which they worked. Each P-D could choose up to five actors for each Soap. They earned 5 and only 5 points for acting. SOAPS: There were five; for each Soap, there was a one-page hand-out giving general guidence to the P-D. They included: 1. Captain Science! He is smarter than you are! He has a Ph.D. in.....SOCIOLOGY!!! Captain Science used at least three concepts from the chapter on which we were working to solve some pressing social problem for those who did not know any- thing about SOCIOOOOLLLOOOOGGGGIIIIEEEE! 2. Saved by the Bell. A Soap oriented to the alienating conditions of MASS EDUCATION. Little episodes using three concepts from any chapter on the idiocies and frustrations of learning in a large university somewhere in the border states of the USA. 3. Fun with Dick and Jane: A Soap oriented to gender relations, coming of age and the emerging moral dilemmas of young people. 4. Bev and Jack: The Story of a young married couple, both in college and trying to work out the gender politics involved in juggling work, classes, child-care and romance all at the same time. LEARNING ATTRACTORS. There were five Learning Circles in the class of about 100 students each. There was a GTA for each. The Circles were: A. Point Attractors: This Attractor/Circle was composed of very compulsive students. Typically, they are high achievers; take very good notes; graduated in the top 5% of their class and have no time for outside assignments, movie labs or other such distractions. They want to study the text, take the tests and be done with Sociology so they can get on with their science courses. Seats in the front of the class were reserved for them. B. The Torus Attractor: This circle contained students who were willing to venture out a bit...they took the mid-term and most of the Final. They did choose a movie lab or two but did not do anything much on their own. C. The BUTTERFLY ATTRACTOR. This Attractor had two Wings: C-1: The Right Wing. This Wing was made up of very Conserv- ative students who had very conservative views on politics, economics, religion and life style. They were the solid core of the class and could be relied upon for good solid work and strong presentations in opposition to... C-2: The Left Wing. This Learning Attractor was made up of very creative, very verbal, very liberal students. They typically ran the extra-curricula life in high school. They could have graduated in the top 5% of their class but were too busy on the school newspaper, the school play, music or other pursuits. Both the Right and the Left Wing of this Learning Attractor are self-organizing and present episodes in the Soaps and organize Special Projects which fit their politics/Life Style. D. The Liberal Middle. These are students who have no special politics. They are very nice; very innocent and open to new ideas but don't want to venture out too far until they are more certain of their own minds. They listen to both the Right and the Left and sometimes work on Soaps/Projects with one or the other but most of the time, they just sit and watch and learn. Each Student had to fill out a 'game plan' which could be modified with approval of the GTA. Each GTA chose the Attractor with which they worked. Grad Students were super-exploited with this syllabus since it took a lot of labor intensive work to work out game plans, help design special projects, grade them and spend time with the professor each Monday morning going over the schedule for the week. But GTA's were rewarded; each got teaching credit; a Letter of Reference; a Publication in which they were credited as co-author. The article appeared in the Wisconsin Sociologist (now Sociological Imagination). And the five Grad Students had the rare privilege of working with me...as well as credit for this mini-lecture: ANNA ZAJICEK was Senior Author and Associate Instructure in GFCLC. Anna is now Assistant Prof at UArkansas. She is from Poland. RUAN HOE was GTA for the Left Wing. He is from Communist China. TIM WOLFE was GTA for the Right Wing. A very large male and former Football player, Tim was very popular with the Right Wing. A fine colleague, Tim found Sociology a bit too liberal and changed majors. ANDREW PHILARETOU was Mentor/GTA for the Liberal Middle. Andy was from Greece and well-liked by the young women in the class. He had a lot of class...and was very good-looking. JENNIFER SULT was/is a very bright young woman. She was GTA for both the Point Attractor and the Torus people since they required less time and attention...they mostly took tests. I see I have run out of space. I will present a third mini-lecture on the movie labs next week. I do want to say that creating and using the GREAT FLYING CHAOS LEARNING CIRCUS was both a challenge and an Adventure. We were invited to repeat it at VT but the Dean would not give the GTA's more teaching credit than 1/2 GTA for the course so I declined to offer it again at VT...I have used it elsewhere: at UMich, at Texas Woman's University and, next semester, scaled down versions of it for my classes at UVermont. All in all, it was great fun for me and I made friends with under-grads in a super large course with whom I am still in touch via the Internet...and letters...Eric Frost, Saeed Richardson, JJ Thomas, and my all ti favavorite undergrad studentJoanne Glago who became Co-author and Research Assistant for me the next semester. You can see why I... Gladly lerne and gladly teche, TR From harlowc@cats.ucsc.edu Sun Nov 17 16:55:34 1996 Received: from cats.ucsc.edu (cats-po-1.UCSC.EDU [128.114.129.22]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id QAA12655 for ; Sun, 17 Nov 1996 16:55:33 -0700 (MST) Received: from verdesc.ucsc.edu by cats.ucsc.edu with SMTP id PAA10601; Sun, 17 Nov 1996 15:55:30 -0800 Message-ID: <31266BB8.386A@cats.ucsc.edu> Date: Sat, 17 Feb 1996 15:58:49 -0800 From: Christian Harlow Reply-To: harlowc@cats.ucsc.edu Organization: Department of Sociology, UC Santa Cruz MIME-Version: 1.0 To: "socgrad@csf.colorado.edu" Subject: T.A.'s on Strike in the U.C. Content-Type: multipart/mixed; boundary="------------40C75BA352BA" This is a multi-part message in MIME format. --------------40C75BA352BA Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Santa Cruz is in solidarity with T.A.'s across the country and our colleagues on strike in California. --------------40C75BA352BA Content-Type: message/rfc822 Content-Transfer-Encoding: 7bit Content-Disposition: inline Received: from si.UCSC.EDU by cats.ucsc.edu with SMTP id LAA13411; Sun, 17 Nov 1996 11:35:12 -0800 Received: by si.UCSC.EDU (8.6.13/4.7) id LAA17119; Sun, 17 Nov 1996 11:35:11 -0800 Date: Sun, 17 Nov 1996 11:35:11 -0800 (PST) From: Ulrika I Dahl Sender: Ulrika I Dahl Reply-To: Ulrika I Dahl Subject: STRIKE SUPPORT RALLY To: anthroboard@cats.ucsc.edu, 187@cats.ucsc.edu, grads@helios.ucolink.org, queerfolk@cats.ucsc.edu, nicolette_czarrunchick@macmail.ucsc.edu, socgrad@cats.ucsc.edu, ase-list@netcom.com, historygrads@hum.ucsc.edu, histcongrads@hum.ucsc.edu cc: litgrads@hum.ucsc.edu Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; CHARSET=US-ASCII RALLY IN SUPPORT OF THE TEACHING ASSISTANTS ON STRIKE AT BERKELEY, SAN DIEGO, LOS ANGELES. COME TO THE GRASSY AREA AT THE BAY TREE PARKING LOT FROM 11-2:20 ON MONDAY THE 18TH OF NOVEMBER. RAINSITE TO BE ANNOUNCED MONDAY MORNING. FEATURED SPEAKERS FROM THE FACULTY, SANTA CRUZ COMMUNITY, UC UNIONS, CAMPUS UNIONS, UNDERGRADUATE ACTIVISTS INCLUDING AFFIRMATIVE ACTION COALITION, AND MORE. BRING YOUR SECTIONS, YOUR PROFESSORS, YOUR KIDS, YOUR NEIGHBORS, YOUR HOUSEMATES, YOUR CLASSMATES, YOUR FRIENDS AND YOUR LOVERS. SHOW YOUR SUPPORT FOR TEACHING ASSISTANTS' RIGHT TO COLLECTIVE BARGAINING,TO RECOGNITION FOR THE WORK WE DO FOR THE UNIVERSITY AND FOR OUR CONTRIBUTION TO THE PROMOTION OF UNDERGRADUATE EDUCATION. SIGN THE PETITIONS THAT WILL BE CIRCULATED DURING THE RALLY. YOUR SUPPORT IS CRUCIAL. SIGN A YELLOW MEMBERSHIP CARD IF YOU ARE A GRADUATE STUDENT. COME AND MAKE HISTORY AS THE GRADUATE STUDENT EMPLOYEES IN THE UC SYSTEM TAKE A GREAT LEAP TOWARDS GETTING RECOGNITION. PLEASE PASS THIS MESSAGE ON. IN SOLIDARITY, --THE ASE/UAW EXECUTIVE BOARD --------------40C75BA352BA-- From cmk41575@marauder.millersv.edu Tue Nov 19 08:29:54 1996 Received: from sundns.millersv.edu (CORSAIR.MILLERSV.EDU [192.206.29.2]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id IAA05906 for ; Tue, 19 Nov 1996 08:29:52 -0700 (MST) Received: from marauder.millersv.edu by sundns.millersv.edu (5.0/SMI-SVR4) id AA11120; Tue, 19 Nov 1996 10:31:41 +0500 Received: by marauder.millersv.edu (5.0/SMI-SVR4) id AA11235; Tue, 19 Nov 1996 10:29:30 -0500 Date: Tue, 19 Nov 1996 10:29:27 -0500 (EST) From: "Chad M. Kimmel" To: network for soc grad stu Subject: Graduate Schools Message-Id: Mime-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII Hello out there; Does anyone know anything about these schools, regarding graduate programs in sociology. I have some information on them all, but would like some inside scoop. * Purdue University * Duquesne University * Ohio State University * Lehigh University * Indiana University of Pennsylvania * State University of New York, Albany (SUNY) Thank You...... Chad M. Kimmel cmk41575@marauder.millersv.edu From cassell@frosty.irss.unc.edu Thu Nov 21 06:09:49 1996 Received: from frosty.irss.unc.edu (frosty.irss.unc.edu [152.2.32.82]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id GAA14129 for ; Thu, 21 Nov 1996 06:09:46 -0700 (MST) Received: (from cassell@localhost) by frosty.irss.unc.edu (8.6.12/8.6.10) id IAA15962; Thu, 21 Nov 1996 08:08:48 -0500 Date: Thu, 21 Nov 1996 08:08:48 -0500 (EST) From: Jim Cassell To: Sociology Graduate Student Discussion Subject: Faculty Position in Demography at Bowling Green (fwd) Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII FYI - Jim ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Jim Cassell Institute for Research in Social Science e-mail: cassell@irss.unc.edu University of North Carolina Ph: 919/962-0782 Fx: 919/962-4777 Chapel Hill, NC 27599-3355 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ---------- Forwarded message ---------- Date: Thu, 21 Nov 1996 16:53:20 +1100 From: Diana Crow To: demographic-list@postbox.anu.edu.au Subject: Faculty Position in Demography at Bowling Green Dear All, A job vacancy that may be of interest. Replies to the address below please - not to myself or to the list. Thank you. Diana Crow, List Administrator _______________________________________________________________ From: jwicks@bgnet.bgsu.edu (Jerry Wicks) The Department of Sociology at Bowling Green State University is seeking applicants for a tenure track position in sociology/demography with a specialization in mortality beginning August, 1997. Assistant professor preferred, but candidates at all levels will be considered. Qualifications include a Ph.D. in sociology with a specialization in demography/population studies, the potential for research, extramural funding, publication within the field, and a strong interest in both undergraduate and graduate teaching. Secondary areas are open, but preference will be given to persons with interests in one or more of the following: population and development, applied demography or public health. Responsibilities include undergraduate and graduate teaching, research and publication, supervision of master's and doctoral level students, and active participation in departmental programs and service activities. The strong doctoral program offers specializations in criminology/deviance, social psychology, and family studies, in addition to demography. Qualified applicants must have proof of legal authority to work in the U.S. BGSU is an AA/EEO employer and encourages applications from women, minorities, veterans, and persons with disabilities. Send cover letter, statement of research agenda, vita and three current letters of reference by February 1, 1997 to: Population Studies Search Committee c/o Dr. Jerry Wicks Department of Sociology Bowling Green State University Bowling Green, Ohio 43403 Bowling Green State University is a major residential institution with approximately 18,000 students, including 3,000 graduate students. The Sociology Department has 240 undergraduate majors and 60 graduate students in the M.A. and Ph.D. programs. The graduate program was founded in 1926. There are currently 17 full-time faculty members including six who specialize in Demography/Population Studies. Bowling Green hosts the biennial International Conference on Applied Demography. Bowling Green, located in Northwest Ohio, is a university town with a population of 28,000. Demography/Population Studies Faculty: Franklin Goza, Wisconsin H. Theodore Groat, Brown (Emeritus) Wendy Manning, Wisconsin Mostafa Nagi, Connecticut K.V. Rao, Western Ontario Edward G. Stockwell, Brown Jerry W. Wicks, Bowling Green ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Jerry W. Wicks, Professor, Department of Sociology Tel: (419)372-2497 & Director, Population and Society Research Center Fax: (419)372-2300 Bowling Green State Univ. Internet: jwicks@bgnet.bgsu.edu Bowling Green, Ohio 43403 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ _______________________________________________________________ From Dan.Vandervoort@nrc.ca Thu Nov 21 10:57:51 1996 Received: from imsd-exchange.nrc.ca (imsd-exchange.nrc.ca [132.246.160.7]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id KAA07290 for ; Thu, 21 Nov 1996 10:57:49 -0700 (MST) Received: by imsd-exchange.nrc.ca with SMTP (Microsoft Exchange Server Internet Mail Connector Version 4.0.994.63) id <01BBD7AB.995080F0@imsd-exchange.nrc.ca>; Thu, 21 Nov 1996 12:57:49 -0500 Message-ID: From: "Vandervoort, Dan" To: socgrad discussion Subject: re: tribalism Date: Thu, 21 Nov 1996 12:55:00 -0500 MIME-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Content-Transfer-Encoding: 7bit Thanks for the reference to the article in _Wired_ Danny. It may be true that ideology is not being shaped by any single entity on the internet, but there is a real limitation on people's ability to express themselves in a way that reflects their unique identity. This is mostly due to the huge American influence in the structure and organization of networks, software, etc. As a simple example, we can see this limitation in the dominating use of the english language and development of tools to further this reality. While this admittedly may not reflect an indoctrination per se, it could be at least a source of frustration for many users. More info on this topis is found in an essay on de Kerckhove's program at the McLuhan Centre for tech and culture studies. Sorry i can't remember the exact URL, but it can be accessed through the UofT home page at I don't buy de Kerckhove's idealism about the future of our networked society. He believes it will be the realiztion of Marx's dream to empower the consumer/worker with the tools and means of production. This is one potential direction we could follow, but there are many others good and bad that are just as likely including replicating existing the social structure. Throughout the interview de Kerckhove makes massive overgeneralizations like when he says "that everybody is aware that none of these media [T.V., etc] are invisible anymore". Here I offer the oft cited reality check that half of the people in this world have not made a phone call, so his 'everybody' is in need of more than a little refining. Techno-utopians like him too often discuss new media with an ethnocentric bias. There is, however, a great potential for community building and information sharing that may not have been possible previously. Although, when de Kerckhove speaks of reshaping identities, some caution should be employed. He believes the "core business of self remains" on the Web. I'd be interested to know more about what exactly he means by that statement, but to me extending yourself "all over the planet by electronic extensions" will have an impact on self perception in addition to creating the flexible, 'virtual' identities he applauds. For those who are interested, the article is found at URL dan From 34LPF6T@CMUVM.CSV.CMICH.EDU Sun Nov 24 07:16:56 1996 Received: from CMUVM.CSV.CMICH.EDU (cmuvm.csv.cmich.edu [141.209.1.16]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id HAA03488 for ; Sun, 24 Nov 1996 07:16:54 -0700 (MST) Received: from CMUVM.CSV.CMICH.EDU by CMUVM.CSV.CMICH.EDU (IBM VM SMTP V2R2) with BSMTP id 5885; Sun, 24 Nov 96 09:15:13 EST Received: from CMUVM.CSV.CMICH.EDU (NJE origin 34LPF6T@CMUVM) by CMUVM.CSV.CMICH.EDU (LMail V1.2a/1.8a) with BSMTP id 8232; Sun, 24 Nov 1996 09:15:14 -0500 Date: Sun, 24 Nov 96 07:48:57 EST From: "T R. Young" <34LPF6T@CMUVM.CSV.CMICH.EDU> Organization: Central Michigan University Subject: Only Make Believe: Movie Labs and Sociological Concepts To: GRADUATE STUDENTS IN SOCIOLOGY Message-Id: <961124.091512.EST.34LPF6T@CMUVM.CSV.CMICH.EDU> This is Part III of a three part series on teaching and learning. These mini-lectures are brought to graduate students in sociology through the good offices of Robert Newby, Chair of the Sociology Department, Central Michigan University and by the managers of the Socgrad Network. The Red Feather Institute is solely responsible for the content of the lectures. ********* Movie Labs and Engaged Learning. I have found movie labs to be very helpful to the teaching and learning of sociological concepts for a wide variety of undergraduate courses: criminology, social problems, social psychology, stratification and of course, Introduction to Sociology. Well done, they can help the student develop the kind of sociological imagination so necessary to a good understanding of her/his past, present and perchance, future. But there are problems. First a brief warning then on with a guide to how I use them. 1. Many colleagues, chairs, Deans as well as students view the showing of movies in class as both a default on the part of the teacher and a vacation for the student...it takes a lot of good work to meet that criticism responsibly...my best advice is to do the necessary labor to make each movie lab an honest venture in teaching and learning. 2. There are copy-right laws. Generally, one must pay a fee to use the intellectual capital invested in movies. I meet this problem in four ways. a. I buy used copies from my local video store...and edit them down for the scenes I want to use. b. Of those I take from satellite or local stations, I use only fragments...under Section C, paragraph 16, the Fair Use portion of copyright law. c. I never use any video which has an FBI warning on it unless I have purchased it new or used... d. I often use university copies of feature films...still editing them heavily to make them fit the time period available. If you do any one of these, you are probably safe enough. 3. Each showing of each film must be tailored to your own special style/understanding/syllabus. You cannot use my movie labs since you use other texts; emphasize other concepts; have students with other information needs and since you are the person responsible for success or not. Having said this, you are free to use any thing I have as guide...repeat...guide for your own teaching...'tis well worth the effort. Students love them and you can easily modify them semester after semester once you have them on disk. *********** Movie Labs: How to Use Make-Believe and Just-Pretend in the Teaching and Learning of Sociological Ideas. 1. In my own syllabi, I use movie labs as one of some 8 or 10 items on a point menu...the menu allows the student to tailor his/her own learning process. Some students do better on some menu items than other items...I always found tests a snap...some don't do well even though they want to learn and do well in a class...hence the menu. 2. I set the points for each movie lab at about 5% of the total possible points for the class...about the same weight as items on an in-class exam...more creative items get more weight. 3. I schedule a special time and place for the movie lab; usually two hours in a room that holds no more than 60 students. 4. I spend about six hours on each movie lab: first I view the film and take notes; then I use two VCR's to edit the scenes I want. 5. Then I create a hand-out with between 20 and 25 terms on them for a mini-lecture in the first 20 minutes or so of the lab. In this way, I refresh the memory of students about material in text or lectures...I very seldom include a term not already presented. But If I do, I make special mention of it... 6. I make out a Work-Sheet with some 20 items for students to connect with the action in the movie at hand. 7. After the mini-lecture, I ask for questions. After further explan- ation, I hand out the worksheets, caution students that they are to raise their hand if they need any help, start the edited version and monitor the class. In this menu item, each student works alone. In other menu items, for example, the soaps or special projects, collective work is possible...but not here. 8. Each student fills out a pre-coded, electronically scanned answer sheet...the answer sheets are collected, graded and entered into the class records and the number of points the student used to 'buy' the movie lab is deducted from her/his remaining points. See the mini-lecture on The Great Flying Chaos Learning Circus for explanation of the point menu and how points are used. WORKSHEETS. Below are Excerpts from several movie-lab worksheets. If you want the whole set, give me an address and I'll mail you a disk with every thing I have...but you have to promise to do the necessary work to make them your own honest labor. Movie Lab #1: My Fair Lady. Characters: Henry Higgins= socio-linguist. Eliza = Flower Girl. Pickering= Colonel from India. Freddy= Eliza's suitor. Doolittle= Eliza's father. Ms. Pierce= house-keeper. Zoltan= Hungarian linguist Sample items...with the basic concept at hand in UPPER CASE LETTERS. 1. Which system of inequality was the prime focus of the movie: a. ethnicity b. class c. race d. GENDER 2. What was, to Higgins, the most crucial indicator of social status: a. occupation b. education c. SPEECH and dress d. wealth 3. In the song, 'Wouldn't it be loverlie,' Eliza aspired to what kind of mobility: a. vertical b. horizontal c. inter-generational d. LIFE-STYLE 4. In which scene did Eliza exhibit STATUS PANIC: a. when she wept after the Ball c. when she returned to Covent b. When she asked Higgins to teach garden with Freddy. her how to speak. d. When she refused to bathe. 5. Into which class would Marx place Doolittle: a. Proletariat b. petite bourgeosie c. LUMPEN-PROLETARIAT d. the bourgeosie. 6. Eliza was treated as a NON-PERSON several times in the movie; in which scene below was that most obvious: a. When she asked the king to behead Higgins b. When Higgins and Pickering congratulated each other after the ball. c. When her father offered to sell her to Higgins for L5 English. d. All of the above. Movie Lab #2: Beverly Hills Cops: Characters: Alex Foley= smart ass Detroit cop. Mikie= Alex old friend. Jennie= old friend of both. Maitland= bad guy art dealer. Rosewood= nice cop. Taggart= older, careful cop. Bogenmeihl = BHPD Lieutenant. Serge=artsy art clerk. Jack= killer. 1. Which scene best illustrates a SOCIO-BIOLOGICAL view of behavior. a. The pleasure Jack took in killing Mikie. b. the behavior of men in the strip joint. c. the behavior of 'Ramon' in the fancy restaurant. d. All of the above. 2. Which of the four sets of SYMBOLS people use to create social reality marked the difference between Detroit Cops and BH Cops: a. Clothing b. Body Talk c. Voice/talk d. Lines of Behavior 3. When did Bogenmiehl first take Alex seriously as a REAL police officer: 1. When his boss in Detroit said Alex was a good police officer. 2. When Alex told B. that Maitland had killed Jackie. 3. When Alex told B. that he had found ground coffee in the warehouse of the art gallery. 4. Which theory in Social Psychology best explains why Alex when to California: 1. Exchange theory: Alex weighed the costs and rewards of the trip carefully. 2. Socio-biology: Alex was a born rebel 3. Freudian theory: Alex had doubts about his essential masculin- ity and went to California to prove himself a man. 4. Symbolic Interactional Theory: Mikie was a SIGNIFICANT OTHER to Alex. Movie Lab #3: Boyz'ntheHood. Characters (you know them) 1. Which STATUS OFFENSE did Trey embody in the school-room scene: a. Skipping School b. Profanity c. Smoking d. Dis-respect. 2. What kind of power did Trey use to get Brandi in bed: a. moral power b. physical power c. SOCIAL POWER d. economic. 3. Which term below best fits the treatment of women by the men in the back-yard bar-b-cue scene: a. OBJECTIFICATION c. commodification b. Stratification d. differentiation 4. Of those listed below, which one embodied RACISM most vividly: a. The White Teacher b. The White Cop c. The Black cop. d. You Movie Lab #4: Breakfast Club: Characters: Alison= basket case. Andrew= jock. Bender= hood. Brian= brain. Claire= princess. Carl= janitor. Vernon= principle. 1. For which student was mind, self and the social order of the school most closely TWIN-BORN: a. Claire b. Brian C. Allison D. Bender 2. Bender used profanity toward the others. Goffman would say that he is embodying: a. A form of away b. ROLE-DISTANCE c. safe supplies. 3. Which character was most involved in the UNDERLIFE of the school. a. Bender b. Vernon C. Allison D. Carl ************** Again...use of movie labs have to be tailored to your own lectures/ students/texts and graduate education. Mine is/were different. But do do the basic work and you will find movie labs a wonderful teaching experience for the students and most helpful to a SOCIOLOGICAL IMAGINATION...or what's a teacher for??? TR From lmiller@weber.ucsd.edu Mon Nov 25 20:39:29 1996 Received: from weber.ucsd.edu (weber.ucsd.edu [132.239.147.2]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with ESMTP id UAA05116 for ; Mon, 25 Nov 1996 20:39:28 -0700 (MST) Received: (from lmiller@localhost on ttyv2) by weber.ucsd.edu (8.7.5/8.7.3) id TAA15897 for socgrad@csf.colorado.edu; Mon, 25 Nov 1996 19:39:27 -0800 (PST) From: Laura Miller Message-Id: <199611260339.TAA15897@weber.ucsd.edu> Subject: Re: NLRB decision re: Yale TAs (fwd) To: socgrad@csf.colorado.edu Date: Mon, 25 Nov 1996 19:39:26 -0800 (PST) MIME-Version: 1.0 Content-Type: text/plain; charset=US-ASCII Content-Transfer-Encoding: 7bit > > ------------------------------------------------------------------------------- > >From timd@LAGUNA.EPCC.EDU Mon Nov 25 15:40:49 1996 > Date: Mon, 25 Nov 1996 15:40:38 -0600 (MDT) > From: timd@LAGUNA.EPCC.EDU > Subject: NRLB decision re: Yale TAs (fwd) > To: socgrad@csf.colorado.edu > > Fellow soc. grad. students, > > Thought you all might find this interesting, relevant, and perhaps even > useful. > > ---------- Forwarded message ---------- > Date: Thu, 21 Nov 1996 02:37:32 -0600 > From: Brodie Dollinger > To: Multiple recipients of list NATLCONG > Subject: press release on NRLB decision re: Yale TAs (fwd) > > For all those concerned with the legal status of acamedic employees, > > For those who haven't heard, I thought you might be interested in the > latest development concerning last year's strike by TA's at Yale. The > NRLB has determined that the TA's were legit employees and that the > intimidation tactics of the Yale administration were illegal. This is a > landmark ruling for the legal rights of academic employees everywhere. > A letter and press release on the subject follows. > > Brodie Dollinger > Acting NAPGS Employment Concerns Coordinator > > ---------- Forwarded message ---------- > Date: Tue, 19 Nov 1996 21:28:27 -0500 > From: Glafer@aol.com > Subject: Yale TAs Win Federal Govt Support > > To all supporters of the Yale TA strike: > > I am thrilled to report that we have been informed by the National > Labor Relations Board that the General Counsel of the Board has > decided to issue a complaint charging Yale with violating federal > labor law for the threats made against participants in last winter's > grade strike. In the course of making this decision, the General > Counsel first had to decide that Yale TAs are legally defined as > employees under federal labor law. This is obviously a > tremendous vindication for everyone who stuck it out during those > long dark winter days of threats and fear, and it is great to think > that future TA's will never have to face that type of repression > again. Beyond this, this decision reverses 20 years of ambiguity in > federal labor law, establishing the right to organize for TA's at > private universities across the country. > > Even if the grade strike had not accomplished anything else, to have > achieved this right as a national precedent is a victory I think we > all will always cherish. > > We are still waiting to hear whether Yale will settle this complaint > voluntarily -- which will probably mean paying back pay to TAs who > were fired, writing supportive letters for anyone who was > blacklisted, and posting "Notices to Employees" throughout the campus > acknowledging that it is illegal to threaten to expel, suspend, > discipline, blacklist, demote, fire or in any other way threaten TAs > for participating in a strike. We hope, but don't expect, that the > administration will voluntarily settle this case and accept > the General Counsel's decision to accord full employee rights to TAs. > If Yale chooses instead to fight this, we may have another couple of > years of litigation. Although this litigation could go in either > direction, we are extremely encouraged by the fact that this decision > comes from the General Counsel of the NLRB, the highest advisory > expert on labor law in the country. > > I want to take this opportunity to once again thank everyone who > offered their support to the TAs on strike here. I know that we would > never have gotten this decision without TA's having the courage to > remain on strike in the face of escalating threats, and I know that > the ability to persevere on that path was tremendously strengthened by > the outpouring of support we received from academics across the globe. > > Again, thanks very much to all of you -- > > Gordon Lafer, > Research Director, Federation of University Employees at Yale > > Following is the text of today's press release: > > > GOVERNMENT TO CHARGE YALE WITH ILLEGAL INTIMIDATION OF GRADUATE > TEACHERS > > LANDMARK DECISION POINTS TO FULL EMPLOYEE RIGHTS FOR TEACHING > ASSISTANTS > > PAVES THE WAY FOR NATIONWIDE UNIONIZATION DRIVE ON PRIVATE CAMPUSES > > The National Labor Relations Board has notified Yale University of its > intention to issue a complaint charging the University with violating > federal labor law in its treatment of Yale graduate teachers engaged > in a strike for union recognition. During last winter's strike, Yale > administrators threatened strike participants with reprisals > including a ban on future teaching, academic discipline, negative > letters of recommendation, and expulsion. After nearly a year of > investigation, the General Counsel of the NLRB has concluded that > these actions constituted illegal acts of intimidation and coercion. > > As part of this finding, the General Counsel has determined that Yale > teaching assistants are employees under federal law and have full > rights to collective bargaining. For years, administrators at Yale > and elsewhere have argued that graduate teachers are primarily > students and therefore have no right to unionize. The General > Counsel's decision definitively rejects this argument. In so doing, > the decision opens the way for an increase in union organizing > activities among teaching assistants at universities across the > nation. > > Both Yale officials and the Graduate Employees and Students > Organization (GESO) were notified of the General Counsel's intention > to issue a complaint late last week. Yale has a short period in > which to comply voluntarily -- paying back pay to teachers who lost > their jobs, and posting "Notices to Employees" acknowledging that it > is illegal for the university to fire, demote, expel, blacklist, or > threaten graduate teachers engaged in strike actions -- in order to > avoid facing formal proceedings. > > At a press conference held at 12:30 this afternoon in the First and > Summerfield United Methodist Church in New Haven, the decision was > hailed as a turning point in the unionization efforts of graduate > teachers around the country, and as a critical defense of academic > freedom for both professors and graduate students facing anti-union > administrators. > > "We are witnessing labor history in the making," stated Yale labor > historian Prof. David Montgomery. "Universities across the country > have come to rely more and more on both teaching assistants and > adjunct professors as part-time workers carrying out more and more of > the teaching responsibilities. This decision puts the protection of > the law securely behind their efforts to improve their conditions, > and that should improve the security of everyone in the academy." > > New York University graduate student Dan Bender suggested that the > Board's announcement might open the way for a new wave of unionization > drives at other schools. "Graduate students at many other > universities have in the past been discouraged by the lack of legal > protection. All of that is changed now. Everyone has been watching > Yale. Graduate students at NYU and elsewhere have been very concerned > about work conditions in the academy. This decision opens the way > for us to consider unionization as a real option." > > "We're elated," said GESO Chair Robin Brown. "This is a tremendous > vindication for our members who stood up to unprecedented threats in > order to demand the most basic of democratic rights. Even more, we > are thrilled that this decision clears the way for TAs around the > country to pursue organizing drives of their own. The General > Counsel's decision reflects what we ourselves have known all along -- > that the work of graduate instructors is the same as that of any > other teacher, and the fact that we're also enrolled in PhD programs > is no excuse to deny us the rights which all other employees > enjoy. If nothing else came out of the grade strike, to have won > this right is an achievement we will always be proud of." > > Buju Dasgupta, a Psychology graduate student and one of three elected > leaders of the union who were singled out for special punishment last > winter, was threatened with expulsion for participating in the strike. > "I think this shows that Yale is not above the law," she stated. > "With this decision, I hope that no graduate teacher at any school > will ever again have to go through what we went through last year." > > Chris Cobb, a graduate instructor in the English department, was > fired for participating in the strike. "Yale's threats scared many > teachers lst year. Now, whatever individual graduate students feel > about unionization, they will be able to make this decision based on > their personal conviction ratherthan their fear of coercion." > > Labor Law Professor Karl Klare of the Northeastern University Law > School was one of twelve law faculty who issued a statement during the > strike warning that Yale's tactics may be illegal. "I am very > pleased that the NLRB's General Counsel has determined to proceed in > this case to establish, once and for all, the basic right of the > graduate teaching staff to bargaining collectively." > > Harvard Law Professor Duncan Kennedy called on Yale to avoid further > conflict with its graduate teaching staff. "After all the conflict > that Yale has been through, I believe that this is a time for the > University to reach an amicable agreement with its graduate students, > rather than continue a costly and probably futile fight against them. > The nation's highest expert on labor law has reviewed the facts of > this case and reached the conclusion that Yale TA's are entitled to > the full rights all employees enjoy under the law -- including the > right to collective bargaining. Both morally and legally, the > Levin Administration has a golden opportunity to turn over a new leaf > by voluntarily settling this case, and by accepting in good faith the > rights of its graduate teaching employees. I sincerely hope that Yale > will seize this opportunity." > > _____________________________________________________________________________ > NAGPS * NAGPS * NAGPS * NAGPS * NAGPS * NAGPS * NAGPS * NAGPS * NAGPS * NAGPS > *** *** > *** This message sent on the NAGPS-OFFICERS E-mail list. *** > *** All material sent or received on this E-mail list is CONFIDENTIAL. *** > *** Release or publication of material circulated on this list requires *** > *** consent of President of NAGPS. *** > *** *** > NAGPS * NAGPS * NAGPS * NAGPS * NAGPS * NAGPS * NAGPS * NAGPS * NAGPS * NAGPS > > From lmiller@weber.ucsd.edu Tue Nov 26 12:40:26 1996 Received: from weber.ucsd.edu (weber.ucsd.edu [132.239.147.2]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with ESMTP id MAA03774 for ; Tue, 26 Nov 1996 12:40:25 -0700 (MST) Received: (from lmiller@localhost on ttyu2) by weber.ucsd.edu (8.7.5/8.7.3) id LAA13062 for socgrad@csf.colorado.edu; Tue, 26 Nov 1996 11:40:23 -0800 (PST) From: Laura Miller Message-Id: <199611261940.LAA13062@weber.ucsd.edu> Subject: CFP: Working Class Studies, Youngstown, OH (6/1997) (fwd) To: socgrad@csf.colorado.edu Date: Tue, 26 Nov 1996 11:40:23 -0800 (PST) MIME-Version: 1.0 Content-Type: text/plain; charset=US-ASCII Content-Transfer-Encoding: 7bit Forwarded message: > From owner-h-amstdy@MSU.EDU Mon Nov 25 19:54:06 1996 > Date: Mon, 25 Nov 1996 22:53:02 -0500 > Reply-To: "H-Amstdy American Studies list (from H-Net)" > Sender: "H-Amstdy American Studies list (from H-Net)" > Subject: CFP: Working Class Studies, Youngstown, OH (6/1997) > > >Date: Fri, 22 Nov 1996 16:35:28 -0500 (EST) > >From: Sherry Linkon > > > CALL FOR PAPERS > > WORKING CLASS STUDIES AND THE FUTURE OF WORK > > The Third Biennial Conference of the Center for Working Class Studies > at Youngstown State University > > June 11-14, 1997 > Youngstown, Ohio > > How do changes in work and technology affect ideas, representations, and > experiences of class? > > How does the debate over diversity and multiculturalism relate to work and > working class studies? > > How can workers and unions respond to changes in the work environment? > > How have current and historical political debates altered traditional > notions of class and class identity? > > How can schools best address the needs of working class students and a > changing workplace? > > What are the difficulties and opportunities for interaction between those > who study working class life and those who experience it? > > We invite proposals for presentations, panels, workshops, performances, > exhibits, and readings that address these questions as well as other > aspects of working class life and working class culture. Areas of > exploration include literature of and by the working class; social, labor > and oral history; material and popular culture; current workplace issues; > journalism; fine, graphic and performance art; multiculturalism; > ethnography, biography, autobiography; and personal narratives of work. > > Presenters should describe their project with a suggested presentation > format. Submissions should be between 250 to 300 words and must be > received by January 2, 1997. Address correspondence to Sherry Linkon, > American Studies Program, Youngstown State University, Youngstown, OH > 44555. For further information contact John Russo, (330) 742-1783. > E-mail inquiries to Sherry Linkon at sjlinkon@cc.ysu.edu. > > Center for Working Class Studies: Beverly Gray, Psychology; Sherry Linkon, > American Studies Program, Bill Mullen, English Department, Linda Strom, > Women's Studies Center, Susan Russo, Art Department, and John Russo, Labor > Studies Program. > > Sherry Linkon > > From 34LPF6T@CMUVM.CSV.CMICH.EDU Fri Nov 29 04:20:20 1996 Received: from CMUVM.CSV.CMICH.EDU (cmuvm.csv.cmich.edu [141.209.1.16]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id EAA26212 for ; Fri, 29 Nov 1996 04:20:19 -0700 (MST) Message-Id: <199611291120.EAA26212@csf.Colorado.EDU> Received: from CMUVM.CSV.CMICH.EDU by CMUVM.CSV.CMICH.EDU (IBM VM SMTP V2R2) with BSMTP id 0547; Fri, 29 Nov 96 06:18:37 EST Received: from CMUVM.CSV.CMICH.EDU (NJE origin 34LPF6T@CMUVM) by CMUVM.CSV.CMICH.EDU (LMail V1.2a/1.8a) with BSMTP id 8054; Fri, 29 Nov 1996 06:18:37 -0500 Date: Fri, 29 Nov 96 06:18:24 EST From: "T R. Young" <34LPF6T@CMUVM.CSV.CMICH.EDU> Organization: Central Michigan University Subject: Thoreau Fellowship (fwd) (fwd) To: GRADUATE STUDENTS IN SOCIOLOGY fyi... ----------------------------Original message---------------------------- Return-Path: Received: from CMUVM (NJE origin SMTP2@CMUVM) by CMUVM.CSV.CMICH.EDU (LMail V1.2a/1.8a) with BSMTP id 1149; Thu, 28 Nov 1996 12:17:48 -0500 Received: from csf.Colorado.EDU by CMUVM.CSV.CMICH.EDU (IBM VM SMTP V2R2) with TCP; Thu, 28 Nov 96 12:17:47 EST Received: from host (LOCALHOST [127.0.0.1]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id KAA23516; Thu, 28 Nov 1996 10:16:43 -0700 (MST) Received: from is5.NYU.EDU (IS5.NYU.EDU [128.122.253.145]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id JAA20128 for ; Wed, 27 Nov 1996 09:14:32 -0700 (MST) Received: from localhost by is5.NYU.EDU; (5.65v3.2/1.1.8.2/20Aug96-0535PM) id AA12782; Wed, 27 Nov 1996 11:14:31 -0500 Message-Id: Date: Wed, 27 Nov 1996 11:14:31 -0500 (EST) Reply-To: jl51@is5.NYU.EDU Sender: owner-psn@csf.colorado.edu Precedence: bulk From: Jayati Lal To: PROGRESSIVE SOCIOLOGISTS NETWORK Subject: Thoreau Fellowship (fwd) Mime-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII X-To: PROGRESSIVE SOCIOLOGISTS NETWORK X-Listprocessor-Version: 7.1 -- ListProcessor by CREN please advertise among your grad students. Jayati Lal Women's Studies Program 19 Washington Place, 5th Floor NYU, New York, NY 10003 Ph:212-998-3813, Fax:212-995-4017 ---------- Forwarded message ---------- Date: Wed, 27 Nov 1996 10:54:26 -0500 From: Susan McLaughlin Reply-To: sws-list@listserv.ncsu.edu To: Jayati Lal Subject: Thoreau Fellowship The Department of Sociology at the University of Maine is inaugurating a teaching fellowship this coming fall. We are hoping to get lots of applications from women and minority scholars, so please post the following announcement as widely as possible. Thanks (in advance) for spreading the word. If you have questions, please contact me. Sandy Gardner, Chair Sociology Department e-mail: sgardner@maine.maine.edu phone: 207-581-2388 THOREAU TEACHING FELLOWSHIP; The Department of Sociology at the University of Maine announces an endowed one-year teaching residency for the 1997-98 academic year. The Thoreau Fellowship is intended primarily for graduate students who have completed all doctoral requirements except the dissertation. The Fellow will teach among a group of dedicated undergraduate faculty who are eager to provide mentoring in the art of teaching. The teaching responsibilities will be one introductory course the first semester and two upper level courses the second semester. We are interested in a broad range of upper-level courses, but applicants should have expertise in at least one of the following areas: race and ethnic relations; work and labor; health and medicine; aging and gerontology; complex organizations; social problems; popular culture, and demography. The Fellow will also present a Departmental colloquium each semester on a topic of his/her choice. This schedule should leave ample time to work on the dissertation. Thoreau Fellows are paid a stipend of $16,000, plus benefits; summer teaching may also be available. Applicants should send a one or two page statement of interest, CV, writing sample, teaching portfolio if available, a list of courses they would be eager to teach, and three letters of recommendation to Chair, Recruitment Committee, Department of Sociology, 5728 Fernald Hall, University of Maine, Orono, Maine 04469-5728. Review of applications will begin on January 31, 1997 and will continue until a suitable candidate is found. The University of Maine is an equal opportunity employer and strongly encourages applications from women and minorities.