From TR.Young@uvm.edu Sat Mar 1 05:56:36 1997 Received: from smtpgate.uvm.edu (smtpgate.uvm.edu [132.198.101.121]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id FAA10208 for ; Sat, 1 Mar 1997 05:56:35 -0700 (MST) Date: Sat, 1 Mar 1997 05:56:35 -0700 (MST) Received: from smtp.uvm.edu (132.198.142.106) by smtpgate.uvm.edu (LSMTP for Windows NT v1.1a) with SMTP id <0.F57908D0@smtpgate.uvm.edu>; Sat, 1 Mar 1997 7:55:41 -0500 Message-Id: <1.5.4.16.19970301075328.27ef2d90@pop.uvm.edu> X-Sender: tryoung@pop.uvm.edu Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" To: socgrad@csf.colorado.edu From: TR Young Subject: Job Posting Fyi...TR ****** >Subject: Job Posting >Content-Disposition: inline > >Henry Ford Community College in Dearborn, Michigan is advertising for >applicants for a full-time, tenure track position in Sociology for Fall 1997 >(contingent on availability of funding). The department offers courses at >the first two years of college in Introduction to Sociology, Marriage and >Family, Social Problems, Men, Women and Society and Social >Psychology. Other courses in the candidates specialty may be >developed, contingent on transferability. Minimum of Master's degree. >Additional graduate work or doctorate desirable. Salary range $34,000 to >$51,400, depending on degrees and experience. Henry Ford Community >College faculty are affiliated with the American Federation of Teachers >and participate in a system of shared governance. HFCC is a >comprehensive community college, enrolling over 13,000 students in >suburban Detroit. For more information, see the March ASA Employment >Bulletin or send an e-mail to kschop@mail.henryford.cc.mi.us. Deadline >for application is April 4, 1997. > > From czerlinski@mpipf-muenchen.mpg.de Sat Mar 1 12:19:24 1997 Received: from canetoad.mpipf-muenchen.mpg.de (canetoad.mpipf-muenchen.mpg.de [192.129.1.30]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id MAA27591 for ; Sat, 1 Mar 1997 12:19:22 -0700 (MST) Received: from mac29.mpipf-muenchen.mpg.de by canetoad.mpipf-muenchen.mpg.de; (5.65v3.2/1.1.8.2/25Oct95-1145AM) id AA28256; Sat, 1 Mar 1997 20:19:18 +0100 X-Sender: rjean@canetoad.mpipf-muenchen.mpg.de Message-Id: Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Date: Sat, 1 Mar 1997 20:19:36 +0100 To: socgrad@csf.colorado.edu From: czerlinski@mpipf-muenchen.mpg.de (Jean Czerlinski) Subject: job in China SAVE THE CHILDREN FUND (UK) CHINA PROGRAMME CHILD WELFARE WORK TRAINING ADVISOR Grade 3: 19,661 GBP p.a. 2-year Contract Closing date: 21/4/97 To work with China' Civil Affairs authorities and institutions to develop child-focused training within the community and the Social Work Programme presently being developed by SCF (UK). Initially based in Beijing but moving on after 6 months to base in Hefei, Anhui Province, although job may require frequent travel to Nanjing and Shanghai where similar work may develop. Essential requirement: experience of working in an advisory capacity in institutional development; degree in social work/social policy; overseas experience, strong communication skills and good Chinese preferred. From TR.Young@uvm.edu Mon Mar 3 04:51:10 1997 Received: from smtpgate.uvm.edu (smtpgate.uvm.edu [132.198.101.121]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id EAA22389 for ; Mon, 3 Mar 1997 04:51:09 -0700 (MST) Date: Mon, 3 Mar 1997 04:51:09 -0700 (MST) Received: from smtp.uvm.edu (132.198.142.106) by smtpgate.uvm.edu (LSMTP for Windows NT v1.1a) with SMTP id <0.236583B0@smtpgate.uvm.edu>; Mon, 3 Mar 1997 6:50:10 -0500 Message-Id: <1.5.4.16.19970303064755.2827710e@pop.uvm.edu> X-Sender: tryoung@pop.uvm.edu Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" To: socgrad@csf.colorado.edu From: TR Young Subject: Home Page The good people here at U/Vermont have set up a Home Page for me and for the Red Feather Institute...both the socgrad lectures and FROM THE LEFT will be/are posted on it. The post below is part of the Spring issue of FTL...the Grad Student Page. Feel Free to visit the home page at: http://www.uvm.edu/~tryoung ********** GRADUATE STUDENT PAGE ADDRESS FOR THE SOCGRAD NETWORK! Information about graduate programs in sociology as well as problems common to all grad students. Email: Then type: SUB SOCGRAD YOUR_NAME. **NEW Graduate Student Paper Award. The Conflict, Social Action and Change Division of SSSP has established an Award for a grad student paper that address issues of relevance to the Division. The focus of the Division this year is peace and conflict, activist scholarship, social change, community activism and university/community relations. SEND papers to: NANCY A. NAPLES: Sociology, Ucal at Irvine, 92717. Fax: 714-824-7417. **The SOCIOLOGY OF RELIGION offers free membership to its section for grad students. Contact CG Ellison, Membership Chair at University of Texas/Austin. **The ASA Section on Peace and War announces the Elise M. Boulding Award for Distinguished Student Paper. The Award will be presented at the ASA Meetings in Toronto. 5 copies before 15 April to: Lynne Woehrle, Sociology, Syracuse U., Syracuse, NY, 13244, *************** From czerlinski@mpipf-muenchen.mpg.de Tue Mar 4 08:46:40 1997 Received: from canetoad.mpipf-muenchen.mpg.de (canetoad.mpipf-muenchen.mpg.de [192.129.1.30]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id IAA29608 for ; Tue, 4 Mar 1997 08:46:37 -0700 (MST) Received: from mac29.mpipf-muenchen.mpg.de by canetoad.mpipf-muenchen.mpg.de; (5.65v3.2/1.1.8.2/25Oct95-1145AM) id AA06511; Tue, 4 Mar 1997 16:46:33 +0100 X-Sender: rjean@canetoad.mpipf-muenchen.mpg.de Message-Id: Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Date: Tue, 4 Mar 1997 16:46:55 +0100 To: socgrad@csf.colorado.edu From: czerlinski@mpipf-muenchen.mpg.de (Jean Czerlinski) Subject: graduate internships > >There are 4 paid internships (mid-June to mid-October, $13.50-15.00/hour) >at the MacArthur Foundation this summer, for students with graduate >training in the social sciences (esp. interest in human or community >development, policy studies, law, business, public administration, >government). Sorry, I don't have any more info-- you'll have to surf the web for that. Cheers, Jean From lmiller@weber.ucsd.edu Tue Mar 4 15:15:59 1997 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 PAA00503 for ; Tue, 4 Mar 1997 15:15:57 -0700 (MST) Received: (from lmiller@localhost) by weber.ucsd.edu (8.8.3/8.8.3) id OAA27696 for socgrad@csf.colorado.edu; Tue, 4 Mar 1997 14:15:51 -0800 (PST) From: Laura Miller Message-Id: <199703042215.OAA27696@weber.ucsd.edu> Subject: Iowa Grad Student Union Wins Contract!! (fwd) To: socgrad@csf.colorado.edu Date: Tue, 4 Mar 1997 14:15:50 -0800 (PST) MIME-Version: 1.0 Content-Type: text/plain; charset=US-ASCII Content-Transfer-Encoding: 7bit Forwarded message: > > > ****Immediate Release**** > > Union Members Vote in Favor of Union Contract > > UE-COGS and University of Iowa Administration Agree on Comprehensive > Health Care Plan for Graduate Employees > > On March 1st, the members of UE Local 896-COGS, the Campaign to > Organize Graduate Students, overwhelmingly approved a union contract > agreement with the University of Iowa/Board of Regents. UE-COGS > represents graduate teaching and research assistants at the University of > Iowa. 95% of those voting approved the contract. > > The UE-COGS/University Administration union contract establishes a > comprehensive health care plan for all graduate employees at the > University of Iowa. The health care plan, called UI GradCare, is similar > to the health care plan of University of Iowa professors. The UI GradCare > plan includes free physical exams, inexpensive prescription drugs, free > eye exams, 90/10 coverage all basic medical procedures and an out of > pocket maximum so that graduate employees will never be burdened by > thousands of dollars in medical bills. > > The contract also provides protections against overwork, paid > leaves of absence, early notification of job appointments and across the > board salary increases for graduate employees. > > Despite these gains, one major issue remains unresolved. COGS > members voiced their disappointment at the Board of Regents/University of > Iowa's refusal to affirm its own human rights policy in the contract. > COGS members reaffirmed their commitment to fight against institutional > discrimination at the University of Iowa. > > Late Tuesday evening, UE Local 896-COGS and the University of Iowa > Administration/Board of Regents achieved this historic first union > contract. The agreement will go into effect July 1, 1997. > > Leslie Taylor, Co-President of UE-COGS, remarked "This is a major > accomplishment for our union. We have achieved our primary goal - to win > a real health care plan for graduate employees. This will mean health > security and a more productive academic life for thousands of graduate > employees." > > "This establishes UE-COGS as a permanent institution at the > University and recognizes the important roll graduate employees play in > the life of the University of Iowa. Now is the time for graduate > employees to join the union. We must continue to grow and continue to win > benefits for and protect the rights of graduate employees," said COGS > Co-President Margaret Loose. "The Union looks forward to a positive > working relationship with the University Administration." > > Asked what he would do once the new contract goes into effect, > Co-President David Colman exclaimed, "I'm going to get my first physical > since I began working for the University of Iowa!" > > > Contact: UE-COGS office (319) 337-5074 > cogs@blue.weeg.uiowa.edu > From TR.Young@uvm.edu Thu Mar 6 14:57:56 1997 Received: from smtpgate.uvm.edu (smtpgate.uvm.edu [132.198.101.121]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id OAA17989 for ; Thu, 6 Mar 1997 14:57:54 -0700 (MST) Date: Thu, 6 Mar 1997 14:57:54 -0700 (MST) Received: from smtp.uvm.edu (132.198.142.106) by smtpgate.uvm.edu (LSMTP for Windows NT v1.1a) with SMTP id <0.61160FB0@smtpgate.uvm.edu>; Thu, 6 Mar 1997 16:56:47 -0500 Message-Id: <1.5.4.16.19970306165427.35df84c0@pop.uvm.edu> X-Sender: tryoung@pop.uvm.edu Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" To: socgrad@csf.colorado.edu From: TR Young Subject: tenure track position opening fyi... > > MANKATO STATE UNIVERSITY The Department of Sociology and Corrections invites >applications for an assistant professor tenure track position beginning Fall, >1997. Ph.D. or A.B.D. in sociology, criminal justice (with a strong >background in sociology), or social work (with a strong background in >sociology) is required. An A.B.D. must complete the Ph.D. by the end of >1997-98 academic year. Must demonstrate potential for teaching excellence in >criminology and introduction to criminal justice courses as well as in one or >more of the following areas: community corrections; service learning; and >gender and race. A commitment to social justice and cultural diversity is >also required. Submit statement of interest, curriculum vita (including names >and telephone numbers of 3 references), graduate transcripts, and, if >available, teaching evaluations and examples of research to Professor James E. >Robertson, Department of Sociology and Corrections, Campus Box 49, Mankato >State University, Mankato, MN 56002-8400. Website: >http://www.mankato.msus.edu. EMail address: >Jim_Robertson@ms1.mankato.msus.edu Phone #: 507-389-5601. Fax #: >507-389-5615. Deadline is March 15, 1997. > > From TR.Young@uvm.edu Sat Mar 8 05:25:58 1997 Received: from smtpgate.uvm.edu (smtpgate.uvm.edu [132.198.101.121]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id FAA08323 for ; Sat, 8 Mar 1997 05:25:56 -0700 (MST) Date: Sat, 8 Mar 1997 05:25:56 -0700 (MST) Received: from smtp.uvm.edu (132.198.142.106) by smtpgate.uvm.edu (LSMTP for Windows NT v1.1a) with SMTP id <0.C5C38A30@smtpgate.uvm.edu>; Sat, 8 Mar 1997 7:24:34 -0500 Message-Id: <1.5.4.16.19970308072211.1b3f2a1e@pop.uvm.edu> X-Sender: tryoung@pop.uvm.edu Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" To: socgrad@csf.colorado.edu From: TR Young Subject: Tenure Track Position Anouncement FYI...TR ************** >From: "Rodney D. Coates" >To: PROGRESSIVE SOCIOLOGISTS NETWORK >Subject: Tenure Track Position Anouncement >References: <199703070059.QAA23126@wiley.csusb.edu> ******************* > > Ohio, Hamilton 45011. Miami University-Hamilton. Tenure Track >Assistant Professor with specialities in Black World Studies and >Anthropology or Sociology. ABD required, Ph.D. preferred. This is a >joint appointment between the Black World Studies Program and the >Sociology/Gerontology/Anthropology Department (SGA). Tenure would be >within the SGA Department. The successful candidate will be expected to >teach introductory courses in Black World Studies from an Afrocentric >perspective and Anthropology and/or Sociology with some opportunity to >teach upper division courses. Although teaching is emphasized, the >candidate will be expected to maintain scholarly activities as well as >to contribute to the campus' service mission. Appointment begins August >1997. Screening begins March 15. Send letter of application (including >statement of teaching philosophy and research agenda), curriculum vitae, >the names and addresses of three references, and evidence of teaching >and scholarship quality to Kathleen Burgoon, Miami University-Hamilton, >1601 Peck Blvd., Hamilton, OH 45011. Women and minorities are strongly >encouraged to apply. Miami University offers equal opportunity in >employment and education. >-- >umoja (unity through love, peace, understanding and respect) > > >"Only when lions have historians will hunters cease being heroes." >-- African Proverb >"Without struggle there is no progress." >--Frederick Douglass >"The most potent weapon of the oppressor is the mind of the oppressed." >--Steven Biko > >yours in the struggle, >Rodney D. Coates, Ph.D. >Director of Black World Studies - Associate Professor of Sociology >Miami University - Oxford, Ohio 45056 >Phone: 513-529-1235 e-mail: coatesrd@casmail.muohio.edu >http://www.ilhawaii.net:80/~premaq/Coates/01-home.html > >-- >umoja (unity through love, peace, understanding and respect) > > >"Only when lions have historians will hunters cease being heroes." >-- African Proverb >"Without struggle there is no progress." >--Frederick Douglass >"The most potent weapon of the oppressor is the mind of the oppressed." >--Steven Biko > >yours in the struggle, >Rodney D. Coates, Ph.D. >Director of Black World Studies - Associate Professor of Sociology >Miami University - Oxford, Ohio 45056 >Phone: 513-529-1235 e-mail: coatesrd@casmail.muohio.edu >http://www.ilhawaii.net:80/~premaq/Coates/01-home.html > > From TR.Young@uvm.edu Mon Mar 10 14:03:24 1997 Received: from smtpgate.uvm.edu (smtpgate.uvm.edu [132.198.101.121]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id OAA21222 for ; Mon, 10 Mar 1997 14:03:23 -0700 (MST) Date: Mon, 10 Mar 1997 14:03:23 -0700 (MST) Received: from smtp.uvm.edu (132.198.142.106) by smtpgate.uvm.edu (LSMTP for Windows NT v1.1a) with SMTP id <0.67AD74B0@smtpgate.uvm.edu>; Mon, 10 Mar 1997 16:02:07 -0500 Message-Id: <1.5.4.16.19970310155941.08bf9eea@pop.uvm.edu> X-Sender: tryoung@pop.uvm.edu Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" To: TEACHSOC@maple.lemoyne.edu From: TR Young Subject: Market Socialism and Point Menus Cc: socgrad@csf.colorado.edu As many of you know, I use a complex point menu to accomodate a variety of learning/writing/expressive styles...from objective tests to creative music and dance...as long as it embodies the basic ideas/concepts/theories of the class at hand. And, in order to move students to less popular menu items; items which require more work and more integration of class content, I often use a profit margin; for example, students get 200 points to 'spend;' they have to spend 100 pts on objective tests...b8t can spend points on such menu items as movie labs, field research, dramaturgical analyses, special projects, soap operas and such. For example, I 'charge' 20 points for the first movie lab but make it possible for a student to earn up to 25 points...just to break the ice...after the first movie lab; I set profit margins for other items on the menu not moving the students to investments. I gave an assignment on The Drama of the Holy for Spring Break and restricted it to 20 students [of 95] who have not yet spent more than 20 points. One student, Bill, wanted to do the assignment...he has already spent 160 of 200 points...I told him, No. He wrote back and offered to buy the assignment at 20 pts and accept a two-point penalty for taking...first time I ever had a student offer to buy assignments knowing s/he would take a loss. You might want to use this market socialist scheme for your own classes. If so, you are welcome to download syllabi from www: http://www.uvm.edu/~tryoung then go to Soc01A, Soc216, or Soc43 for the syllabus which seems useful to you. TRYoung From TR.Young@uvm.edu Mon Mar 10 14:27:48 1997 Received: from smtpgate.uvm.edu (smtpgate.uvm.edu [132.198.101.121]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id OAA22615 for ; Mon, 10 Mar 1997 14:27:47 -0700 (MST) Date: Mon, 10 Mar 1997 14:27:47 -0700 (MST) Received: from smtp.uvm.edu (132.198.142.106) by smtpgate.uvm.edu (LSMTP for Windows NT v1.1a) with SMTP id <0.CF7803A0@smtpgate.uvm.edu>; Mon, 10 Mar 1997 16:26:30 -0500 Message-Id: <1.5.4.16.19970310162404.1a2f0018@pop.uvm.edu> X-Sender: tryoung@pop.uvm.edu Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" To: socgrad@csf.colorado.edu From: TR Young Subject: summer internship (fwd.) FYI.... TR ********* > >Dear PSN subscribers, please circulate as appropriate to graduate students and >others who may be interested in this: > >The National Center for Economic and Security Alternatives is seeking a >short-term, full-time researcher for the summer months of 1997 to assist >with a forthcoming annotated bibliography of "alternative proposals for a >different society", including ecological visions, market socialist >proposals, non-market socialist proposals, reform-within-capitalism, utopian >fiction, combinations thereof, etc. This researcher should have strong >reading and communication skills in either French or German and preferably >both, as the goal will be to cover European sources and conversations. >Preference will be given to applicants with strong background in radical >political economy, democratic theory/ constructive political theory, >ecological issues, and contemporary political-economic debates in general. >A substantial (i.e. liveable) but not lavish stipend will be paid to the >person hired, and it is envisioned that the researcher will be credited as a >contributing co-author to the completed bibliography. > >Interested applicants may contact Thad Williamson via email at >thwilliamson@igc.apc.org or call Dawn Nakano at 202-835-1150. The priority >application deadline is March 31, but the search will continue until the >position is filled. > >Many thanks for your help-- > >Thad >Thad Williamson >National Center for Economic and Security Alternatives (Washington)/ >Union Theological Seminary (New York) >212-531-1935 >http://www.northcarolina.com/thad >Alex Campbell >National Center for Economic and Security Alternatives >2317 Ashmead Place, NW >Washington, DC 20009 >(202) 986-1372 (voice) >(202) 986-7938 (fax) >ncesa1@igc.apc.org > > > From bjohnson@sobek.Colorado.EDU Mon Mar 10 16:46:38 1997 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 QAA28191 for ; Mon, 10 Mar 1997 16:46:37 -0700 (MST) Received: (from bjohnson@localhost) by sobek.Colorado.EDU (8.8.5/8.8.5/Unixops/Hesiod/(SDM)) id QAA17202; Mon, 10 Mar 1997 16:46:34 -0700 (MST) Date: Mon, 10 Mar 1997 16:46:34 -0700 (MST) From: Johnson Brett Edward To: socgrad@csf.colorado.edu Subject: Consciousness Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII hey-o, I thought that it would be a good time to introduce myself to the list. My name is Brett Johnson and I am a second year doctoral student at the Univ. of Colorado-Boulder in sociology. I received my B.A. in sociology from the Univ. of Northern Iowa in 1991 and I love to play Billy Bragg songs on my acoustic guitar. Some of my interests in sociology are: gender, demography, and Marxism. I currently am developing a new way to teach a Self & Consciousness class at CU. The course that is currently taught here is too focused, in my opinion, on the individual. Psychological types and self-interest are the concepts that have been extensively examined. The common thread that I am interested in having the students read (and re-read),as a framework for the class, is Marx's writings on "alienated labor" in the Economic and Philosophical Manuscripts of 1844. In short, he refers to modern human's separation from control over her/his labor, separation from nature, separation from other humans, and subsequently alienation from her/himself, i.e. from her/his true nature as a communal/social human being. I am planning then to focus the class on gaining a consciousness of life that is focused on our impact on the world around us instead of exclusively on self-interest. One way that I plan to do this is by using Joe Dominguez' book called "Your money or your life" which is based on bringing your economic expenditures in line with your values (de-alienating your economic life). I also want to include writings by Durkheim discussing the important contributions of community on the well-being of the individual and the society. I am also interested in showing some of the negative effects of "rampant" individualism in the world. I have also thought about including some works on how the media influences our conception of the world and who controls the media. In summary, the class would be focused on de-alienating the individual from each of the previously mentioned areas: nature, other people, their economic lives, and essentially from her/himself. I am extremely passionate about having people adopt a collective consciousness, not in the Durkheimian sense, but in the sense that they consider their impact on the collective as a criterion of behavior. I have already received some suggestions about implementing some symbolic interactionist works into the course. I am excited to hear from anyone who would like to share their insights. brett bjohnson@sobek.colorado.edu "The revolution is just a t-shirt away." Billy Bragg "It's so easy to love, it's so easy to hate; but it takes strength to be gentle and kind" morrissey From TR.Young@uvm.edu Tue Mar 11 03:06:38 1997 Received: from smtpgate.uvm.edu (smtpgate.uvm.edu [132.198.101.121]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id DAA23290 for ; Tue, 11 Mar 1997 03:06:36 -0700 (MST) Date: Tue, 11 Mar 1997 03:06:36 -0700 (MST) Received: from smtp.uvm.edu (132.198.142.106) by smtpgate.uvm.edu (LSMTP for Windows NT v1.1a) with SMTP id <0.D0FAC5E0@smtpgate.uvm.edu>; Tue, 11 Mar 1997 5:05:19 -0500 Message-Id: <1.5.4.16.19970311050252.1a7f4b5e@pop.uvm.edu> X-Sender: tryoung@pop.uvm.edu Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" To: socgrad@csf.colorado.edu From: TR Young Subject: Marriage/Family & Race/Ethnic books FYI...this post came from teachsoc network...thought people might like to see it...and...here at U/Vermont, I will start to post lecture outlines and field assignments on the Home-Page so you might tap into/take a look at how I set up menu items for the Great Flying Chaos Learning Circus... TR> >>------------------------------ >>ANNOUNCEMENT >> >>Software-based books for MARRIAGE AND FAMILY >>and RACE AND ETHNIC RELATIONS courses. >> >>MARRIAGE AND FAMILY: AN INTRODUCTION USING MICROCASE, >>by Kevin Demmitt (Clayton State College) is a software-based >>workbook that allows students to explore the key topics of marriage >>and family in an entirely new way. Using national surveys and >>state-level data, students are guided through topics such as family >>structure, family values, mate selection, premarital sex, marital >>and extramarital sex, gender roles, fertility, child-rearing, divorce >>and remarriage, among others. Each workbook includes a student >>version of the MicroCase Analysis System and several real data files. >>This 200-page ancillary has an estimated retail price of around $20, >>and is published by MicroCase Corporation. For more details, or to >>request a free examination copy, see the "What's New" section of >>MicroCase's web page (www.microcase.com) or call 1-800-682-7367. >>(ISBN: 0-922914-19-2) >> >>RACE AND ETHNIC RELATIONS IN AMERICA: AN INTRODUCTION >>USING MICROCASE, by Kenneth Stewart (Angelo State University) >>is an innovative package that includes two books: a reader having 14 >>classic and contemporary readings on race and ethnic relations, and >> a software-based workbook containing exercises that parallel each >>reading. Also included in each package is a student version of >>MicroCase and several real data sets. These materials offer an exciting >>way to get your students to think about race and ethnic relations >>from an empirical perspective. The complete package (reader, >>workbook and software) has an estimated retail price of $34, and is >>published by MicroCase Corporation. For more details, or to request >>a free examination copy, see the "What's New" section of MicroCase's >>web page (www.microcase.com) or call 1-800-682-7367. >>(ISBN: 0-922914-28-1) >> >>------------------------------------------- >>MicroCase Corporation >>14110 NE 21st St. >>Bellevue, WA 98007 >> >>Phone: 206-641-2506 >>Toll-free Phone: 800-682-7367 >>FAX: 206-641-2539 >>E-mail: info@microcase.com >>WWW http://www.microcase.com >>--------------------------------------------- > > From carrigan@rastro.Colorado.EDU Wed Mar 12 11:02:03 1997 Received: from rastro.Colorado.EDU (rastro.Colorado.EDU [128.138.129.21]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with ESMTP id LAA29532 for ; Wed, 12 Mar 1997 11:02:01 -0700 (MST) Received: from localhost (carrigan@localhost) by rastro.Colorado.EDU (8.8.5/8.8.4/CNS-4.1p) with SMTP id LAA49550 for ; Wed, 12 Mar 1997 11:02:00 -0700 Date: Wed, 12 Mar 1997 11:01:59 -0700 (MST) From: Jackie Carrigan Reply-To: Jackie Carrigan To: socgrad@csf.Colorado.EDU Subject: Life-Time Achievement Award Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII I am a grad student in the Marxist Theory Section of the ASA and I am wanting to generate some nominations from grad students for the following award: Thank you, Jackie Carrigan, CU Boulder > >> The Marxist Section of the ASA has instituted a Life-Time Award >> for those who have, over a full career, contributed to structural >> marxism, cultural marxism, socialist feminism, critical theory and >> emancipatory theory/praxis...in both or either teaching and research. >> >> If you have any one special in mind for this first Award, send me >> a note and a page or so in support of the nomination. Major books, >> major ideas, major activities in work or society would be helpful. >> >> And if you would like to be part of the Selection Committee, please >> let me know and I will forward all replies to you. >> >> TR Young Chair >> Life-Time Achievment >> Award Committee/ >> MSASA >> > > > From baubb@UDel.Edu Wed Mar 12 12:34:19 1997 Received: from copland.udel.edu (copland.udel.edu [128.175.13.92]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with ESMTP id MAA05486 for ; Wed, 12 Mar 1997 12:34:14 -0700 (MST) Received: from localhost (baubb@localhost) by copland.udel.edu (8.8.5/8.7.3) with SMTP id NAA15201 for ; Wed, 12 Mar 1997 13:11:10 -0500 (EST) Date: Wed, 12 Mar 1997 13:11:09 -0500 (EST) From: Robert S Gossweiler To: Sociology Graduate Students -- International Subject: Re: Life-Time Achievement Award In-Reply-To: Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII How about posthumously K. Marx? (Ha, ha-- couldn't resist. Think of it as a posthumourist remark. ) ^^^^^^ -Bob G. On Wed, 12 Mar 1997, Jackie Carrigan wrote: > I am a grad student in the Marxist Theory Section of the ASA and I am > wanting to generate some nominations from grad students for the following > award: > Thank you, Jackie Carrigan, CU Boulder > > > >> The Marxist Section of the ASA has instituted a Life-Time Award > >> for those who have, over a full career, contributed to structural > >> marxism, cultural marxism, socialist feminism, critical theory and > >> emancipatory theory/praxis...in both or either teaching and research. > >> > >> If you have any one special in mind for this first Award, send me > >> a note and a page or so in support of the nomination. Major books, > >> major ideas, major activities in work or society would be helpful. > >> > >> And if you would like to be part of the Selection Committee, please > >> let me know and I will forward all replies to you. > >> > >> TR Young Chair > >> Life-Time Achievment > >> Award Committee/ > >> MSASA > >> > > > > > > > > Robert S. Gossweiler, Email: baubb@udel.edu U.of DE, Soc.Dept., Center for Drug & Alcohol Studies http://udel.edu/~baubb From harlowc@cats.ucsc.edu Wed Mar 12 12:50:33 1997 Received: from cats.ucsc.edu (rumpleteazer.UCSC.EDU [128.114.129.45]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with ESMTP id MAA06206 for ; Wed, 12 Mar 1997 12:50:32 -0700 (MST) Received: from cats-po-1 (root@cats-po-1.UCSC.EDU [128.114.129.22]) by cats.ucsc.edu (8.8.5/8.8.4.cats-athena) with SMTP id LAA28381 for ; Wed, 12 Mar 1997 11:50:34 -0800 (PST) Received: from harlowc.ucsc.edu by cats-po-1 (8.6.13/4.8) id LAA24088; Wed, 12 Mar 1997 11:50:03 -0800 Message-ID: <3327097C.37C9@cats.ucsc.edu> Date: Wed, 12 Mar 1997 11:52:28 -0800 From: Christian Harlow Reply-To: harlowc@cats.ucsc.edu MIME-Version: 1.0 To: socgrad@csf.colorado.edu Subject: Re: Life-Time Achievement Award References: Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit I don't know if this is the forum through which to make nominations??? I would have to say Immanuel Wallerstein ...His track record is clear and the proof is in the pudding: Even with the onslaught of Po-Mo and the fashionable turn away from social analysis and toward the literary; Wallerstein's World-Systems analysis is one the last of viable neo-marxist perspectives in Academia...And his theory informs a number of social movements throughout the periphery...(Theory and Praxis: remember that?) oh ya I second Bob's nomination of Karl...he did some decent work too :) Since i haven't had much time to post I also wanted to say hi to TR Hope everyones quarters are ending smoothly, Christian Harlow UC Santa Cruz From TR.Young@uvm.edu Wed Mar 12 13:11:17 1997 Received: from smtpgate.uvm.edu (smtpgate.uvm.edu [132.198.101.121]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id NAA07123 for ; Wed, 12 Mar 1997 13:11:16 -0700 (MST) Date: Wed, 12 Mar 1997 13:11:16 -0700 (MST) Received: from smtp.uvm.edu (132.198.142.106) by smtpgate.uvm.edu (LSMTP for Windows NT v1.1a) with SMTP id <0.71C6B920@smtpgate.uvm.edu>; Wed, 12 Mar 1997 15:09:56 -0500 Message-Id: <1.5.4.16.19970312150726.261f8ac2@pop.uvm.edu> X-Sender: tryoung@pop.uvm.edu Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" To: socgrad@csf.colorado.edu From: TR Young Subject: Re: Life-Time Achievement Award Excellent nomination...I'll send it to Committee. TR At 11:52 AM 3/12/97 -0800, you wrote: >I don't know if this is the forum through which to make nominations??? > >I would have to say Immanuel Wallerstein ...His track record is clear >and the proof is in the pudding: Even with the onslaught of Po-Mo and >the fashionable turn away from social analysis and toward the literary; >Wallerstein's World-Systems analysis is one the last of viable >neo-marxist perspectives in Academia...And his theory informs a number >of social movements throughout the periphery...(Theory and Praxis: >remember that?) > >oh ya I second Bob's nomination of Karl...he did some decent work too :) > >Since i haven't had much time to post I also wanted to say hi to TR > >Hope everyones quarters are ending smoothly, > >Christian Harlow >UC Santa Cruz > > From lmiller@weber.ucsd.edu Wed Mar 12 22:09:37 1997 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 WAA06339 for ; Wed, 12 Mar 1997 22:09:35 -0700 (MST) Received: (from lmiller@localhost) by weber.ucsd.edu (8.8.3/8.8.3) id VAA28226 for socgrad@csf.colorado.edu; Wed, 12 Mar 1997 21:09:33 -0800 (PST) Date: Wed, 12 Mar 1997 21:09:33 -0800 (PST) From: Laura Miller Message-Id: <199703130509.VAA28226@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@sobek.colorado.edu 3/12/97 From czerlinski@mpipf-muenchen.mpg.de Thu Mar 13 04:17:36 1997 Received: from canetoad.mpipf-muenchen.mpg.de (canetoad.mpipf-muenchen.mpg.de [192.129.1.30]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id EAA22583 for ; Thu, 13 Mar 1997 04:17:34 -0700 (MST) Received: from mac29.mpipf-muenchen.mpg.de by canetoad.mpipf-muenchen.mpg.de; (5.65v3.2/1.1.8.2/25Oct95-1145AM) id AA05033; Thu, 13 Mar 1997 12:17:27 +0100 X-Sender: rjean@canetoad.mpipf-muenchen.mpg.de Message-Id: Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Date: Thu, 13 Mar 1997 12:17:32 +0100 To: socgrad@csf.colorado.edu From: czerlinski@mpipf-muenchen.mpg.de (Jean Czerlinski) Subject: summer institute in survey methods ______________________________ The Survey Research Center at the University of Michigan's Institute for Social Research announces the 50th Annual Summer Institute. The Summer Institute is a training program in survey research techniques conducted by the staff of the Survey Research Center and other survey research specialists. The program highlights the sample survey as a basic instrument for the scientific measurement of human activities. The Summer Institute will offer graduate-level courses in two consecutive four-week sessions, June 2 - June 27 and June 30 - July 25, 1997. Courses will be offered for graduate credit in eight-, four-, two-, and one-week formats. Course topics include an introduction to survey research, questionnaire design, cognition and survey measurement, survey data collection methods, sampling methods, analysis of survey data, computer analysis of survey data, and analysis of event history data. Several one-week workshops offering Continuing Education Unit credits also will be offered. The Summer Institute will also include an eight-week program for those interested in an in-depth study of sampling methods. The Sampling Program for Survey Statisticians (SPSS), is being offered for the 33rd time in the Summer of 1997. It combines university classes with practical application in research methods and office practice. A list of courses and workshops is given below. Course and instructor descriptions are available on the Summer Institute Web page at http://www.isr.umich.edu/src/si/. To receive a copy of the Summer Institute brochure containing application materials, do not reply to this announcement. Instead, send an email message to summers@isr.umich.edu. Or contact James M. Lepkowski, Director of the Summer Institute, Survey Research Center, Institute for Social Research, University of Michigan, Ann Arbor, MI 48106-1248; phone (313) 764-6595; fax (313) 764-8263. 50th Annual Summer Institute course offerings: Introduction to Survey Research, 8 weeks (June 2 - July 25) Data Collection Methods in Survey Research, 8 weeks (June 2 - July 25) Methods of Survey Sampling, 8 weeks (June 2 - July 25) Workshop in Survey Sampling Techniques, 8 weeks (June 2 - July 25) Event History Analysis, 2 weeks (June 9 - June 20) Introduction to Statistical Research Design, 4 weeks (June 2 - June 27) Qualitative Methods in Survey Research, 4 weeks (June 2 - June 27) Analysis of Survey Data I, 4 weeks (June 2 - June 27) Analysis of Survey Data II, 4 weeks (June 30 - July 25) Computer Analysis of Survey Data I, 4 weeks (June 2 - June 27) Computer Analysis of Survey Data II, 4 weeks (June 30 - July 25) Longitudinal Survey Design and Analysis, 4 weeks (June 2 - 27) Multi-Level Analysis of Survey Data, 4 weeks (June 2 - June 27) Cognition, Communication, and Survey Measurement, 4 weeks (June 2 - June 27) Statistical Analysis with Missing Data, 1 week (June 16 - 20) Introduction to Survey Sampling, 1 week (June 23-27) Self-Administered/Mail Surveys, 1 week (July 7-11) Introduction to Survey Measurement Quality, 1 week (July 14-18) Design of Observational Studies for Evaluation Research, 4 weeks (June 30 - July 25) Questionnaire Design, 4 weeks (June 30 - July 25) Using Surveys Across Nations and Time, 4 weeks (June 30 - July 25) One week workshops (Continuing Education Unit credits available): Assets and Health Dynamics Among the Oldest Old (June 9-13) Statistical Methods for Mental Health Survey Data (July 14-18) World Health Organization Composite International Diagnostic Interview (CIDI) (July 21-25) Two of the eight-week courses and one of the four-week courses will be offered in the Washington, D.C., area at the University of Maryland in College Park through the Joint Program in Survey Methodology via a two-way interactive video system. The Summer Institute office can provide further details about registration for these simultaneous offerings, or you may contact the Joint Program in Survey Methodology directly for information, 301-314-7911. *************************************** From TR.Young@uvm.edu Sat Mar 15 05:46:35 1997 Received: from smtpgate.uvm.edu (smtpgate.uvm.edu [132.198.101.121]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id FAA08400; Sat, 15 Mar 1997 05:46:33 -0700 (MST) Date: Sat, 15 Mar 1997 05:46:33 -0700 (MST) Received: from smtp.uvm.edu (132.198.142.106) by smtpgate.uvm.edu (LSMTP for Windows NT v1.1a) with SMTP id <0.CD26F2C0@smtpgate.uvm.edu>; Sat, 15 Mar 1997 7:45:07 -0500 Message-Id: <1.5.4.16.19970315074233.11f79d36@pop.uvm.edu> X-Sender: tryoung@pop.uvm.edu Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" To: TEACHSOC@maple.lemoyne.edu From: TR Young Subject: URL for the Red Feather Institute Cc: socgrad@csf.colorado.edu Some folks have been having trouble accessing my Home Page...and for the Red Feather Institute as well the Electronic Version of the newsletter, FROM THE LEFT. ....or the teaching materials or the articles on Non-linear Social Dynamics I have mentioned in past postings. if the one given before does not work for you, try the one below...this URL is the one given me by our own search engine here at U/Vermont. http://moose.uvm.edu/%7etryoung/index.html Just copy/paste it as it and let me know if it works for your search software. ....and you should be able to find me/the Red Feather Institute by typing, TRYOung, TR.Young, T.R. Young into the search box of your software. TRYoung From TR.Young@uvm.edu Sun Mar 16 07:04:50 1997 Received: from smtpgate.uvm.edu (smtpgate.uvm.edu [132.198.101.121]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id HAA04615 for ; Sun, 16 Mar 1997 07:04:48 -0700 (MST) Date: Sun, 16 Mar 1997 07:04:48 -0700 (MST) Received: from smtp.uvm.edu (132.198.142.106) by smtpgate.uvm.edu (LSMTP for Windows NT v1.1a) with SMTP id <0.E3DF09B0@smtpgate.uvm.edu>; 16 Mar 1997 9:03:18 -0500 Message-Id: <1.5.4.16.19970316090044.1a2febe0@pop.uvm.edu> X-Sender: tryoung@pop.uvm.edu Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" To: socgrad@csf.colorado.edu From: TR Young Subject: Hyper-Textual Teaching Syllabi Cc: TEACHSOC@maple.lemoyne.edu A. I would like to lay out the basic elements of a syllabus which embodies the advantages of hypertext and the format of www as grounding for a postmodern pedagogy. This syllabus was developed in 1992 when Cornelia Flora, then Chair of the Sociology Department at Virginia Tech invited me to teach a super large section of Intro Sociology. I had, previously, declined all offers/requests to teach any class over 40 students...taking the position that I could not provide interactionally rich and individualized teaching in classes much larger than that. But I wanted to visit Virginia Tech...as part of my game plan to visit as many campuses as possible these final years of my teaching career. So I gave it a bit of thought and agreed with the proviso that Neal Flora would give me enough graduate student help to deal with a special syllabus. B. The Great Flying Chaos Learning Circus. I had been/have been working in the theory and practice of non-linear social dynamics for the past ten years...in those semesters when I stayed home. It occured to me that, with five grad TA's, I could set up five learning circles...called Learning Attractors...in the new and strange language of Chaos/Complexity Theory. Each Attractor would, a. share much of the same content of the course as other attractors but, b. have its own unique approach to the course material. The attractors followed, roughly, the major orientations in sociology itself... 1. The Butterfly Attractor had two wings: a. The Right Wing Attractor assumed order, consensus and stability. b. The Left Wing of this attractor was, of course, Conflict; it assumed that class, race, and gender divisions of labor were not functional. c. Then there was a well ordered Point Attractor... members of which would take the shortest route possible through the knowledge process. They read the text, took notes and took the tests. d. There was a Torus Attractor. Students in it could make small excursions from text/test but stayed pretty close to traditional pathways through the knowledge process. e. Then there were Self-Organizing Attractors which could create their own unique approach to the content of the course. One such was a reading group which selected books to read and discuss; one such was a video group which made a short video of the major sub-cultures on the VT campus. C. With such a syllabus, it was technically possible to have 580 different pathways through the knowedge process. The bookkeeping for this sylabus was difficult but 'Neal' Flora gave me a very competent grad student, Ania Zajicek, who became my Senior TA, and senior co-author of the article we six prepared and published. In most large courses, there is one and only one pathway through the knowledge process...that taken by those in the Point Attractor above. One size fits all. Not good pedagogy. D. Non-Linear Learning. One of the features of WWW is that one can 'visit' web sites anywhere in the world. That pathway/route is both unique for each person who 'surfs' the web and most of all it is non-linear. In the first embodiments of the GFCLC, most of the pathways through the knowledge process were confined to the small world of the course...one could 'jump' non- linearily to different menu items and thus diverse learning modalities. A typical menu includes: 1. Movie labs...with worksheets which I prepare 2. Soap Operas...which students prepare using/illumin- ating concepts from the lectures/text. 3. Field Assignments; some of which I prepare and some of which are prepared together with individual students. For courses with 100 or fewer students, I tailor the field assignments so each student uses the same 5/10 concepts but each in different settings. Thus, for the Spring Break here at Vermont, I set a field assignment entitled The Drama of the Holy in which students could use any ten concepts from the Chapter on the Sociology of Religion to write analyse, report on a church service they attend at home over the Break...chances of two students attending the same service is small. Sameness is combined with variety in such assignments... this is a feature of all non-linear learning processes. 4. Tests. Which are always objective and machine graded. With 580 students, written tests are daunting to the TA's even if they are much easier to prepare for the prof. All students must 'spend' 100 of 200 points they are allocated on objective tests...see below. 5. Special Projects. Expanding the Knowledge Process. It is possible for a student to design their own field assignment. In an assignment entitled, Dramaturgical Analysis, students could propose any ten terms/concepts/ideas from the lecture on Dramaturgy with which to analyse some social occasion with which they had special affinity. Thus one student did a DA of a pick-up basketball game on campus; one did a DA of a date on Valentine's Day; one did a DA of chemistry lab. These pathways did permit a much more informationally rich knowledge process than found in most courses but still it was parochial compared to the current versions used here at U/Vermont. E. Hyper-textualized Learning. The essence of hyper-text is that one can jump, skip, hop and bounce around from one text/file/source to another. Buttons. Rather than going through a text/book/file word by word, para- graph by paragraph in serial order, hyper-text buttons permit one to move anywhere on a menu rather than cycling through the menu sequentially. In the GFCLC, one can 'push' any of a dozen buttons in order to find/use/apply material from the course. In the Drama of the Holy assignment, I limited the assignment to a fraction of the class membership. Any 20 could have 'pushed' that button. When a student did select this button, s/he would send me a post; I would read it, switch the window to his/her class list and 'charge' her account, 20 points. Trees. The knowledge tree used in traditional menus is set such that when one takes one branch, other branches become un- available. Not so in Hyper-text teaching protocols such as the GFCLC. Students could push a button in Conflict Analysis; in Symbolic Interaction; in the Sociology of Religion, in Deviancy/Crim, in the Sociology of Education or anywhere else within the boundaries of the course content. They could spend points on tests, soaps, movie labs and/or field assignments. Buds. In linear protocols, all the buds available on a branch are close to each other. In hyper-textualized teaching, students may select 'buds,' i.e., terms from diverse branches on the learning tree...to munch on/mull over. Forests. Most courses are organized such that all field assignments must be done in a given field or forest. In the GFCLC, one could take the terms to entirely new fields and forest. In one course here at UVM, Soc43, Survey of Mass Media, most of the buttons took one to a place on campus or in town at which to do field assignments. But, over Spring Break, students move out to all parts of Vermont; to the North-East; to the USA and some outside the USA. For each class, I created a 'button' some fraction of the class could push while on Spring Break. a. In the Intro Class, students could do the Drama of the Holy where ever they went. I asked them to look at the type of religion, the solidarity mechanisms used, the class status of members, and seven other features. b. In the Crim course, I set a button which would take them to the Security Department on any campus. I asked them to look at five prevent- tative measures used there; I asked them to use any concept from lecture/text to analyse explain, apply to any of five kinds of crime, and gave them smaller 'buttons' to push within that assignment. c. In the Media Class, I gave them a special lecture on Freudian Revisionism and allowed up to 20 students to 'push' that button. They were to use any 10 concepts from that lecture to analyse the ads in any magazine they chose while on Break. One student, Oliver, was going to San Francisco over Break...he and I constructed a Special Project for him involving content analysis of four hours of programming on Radio Pacifica...a station very different from those available here. E. Spending Points. In order to give the student in a mass class more control over the knowledge process, I 'give' each student 200 points to spend on the menu items. Usually it 'cost' 20 pts to push a menu button. 1. Students must convert their 200 pts into Quality Points which then serve as base for final grade. 140 quality points = C 160 quality points = B 180 quality points = A 2. Students must 'spend' 100 points on tests. Most spend them by mid-term...but some have points left unspent at the end of term. These can be spent only on the Final Exam. It doesn't take students long to realize they can skip the final if they spend their other 100 points of menu items. 3. Market Socialism. Points are not spent in a completely 'free' market. a. Students can 'buy' tickets to only 3 movie labs. They are very popular; students would spend all their points on movie labs if I let them. But... b. In order to enrich the knowledge process, I force students to spend points on at least three menu items. c. In order to create 'demand,' I often permit a 'profit' margin. A student can 'earn' up to 25 quality points by spending only 20 points on selected buttons. Thus, I give a profit declining profit margin on movie labs, field assignments and special projects. F. Class Lists. I set up mail lists for each class here at U/Vermont. Students can contact me any time from any where on campus or, if they have access, any where while on Spring Break. I check my mail at 7am and a 3pm; thus any student can be sure that I respond in timely fashion to any query/menu item/button they wish to access. In addition, I post new menu items, review sheets, answers to questions over mid-term q's before and after, micro-credit quizes [2 pts extra-credit for the first student who translates Al Ain Bel Ain Al, Sen Bel Sen...in the crim course. Mene, mene tekel upsilon...for those in the media class. I post exemplar reports with which to help other students improve their own work...as well as other items of general interest to students. Conclusion. With this syllabus, one can de-massify large classes; can provide informationally diverse and interactionally rich pathways through the knowledge process. It is a lot more work than linear teaching/learning processes but well worth it...if one would gladly learn and gladly teach. TR Young From TR.Young@uvm.edu Mon Mar 17 10:01:05 1997 Received: from smtpgate.uvm.edu (smtpgate.uvm.edu [132.198.101.121]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id KAA24636 for ; Mon, 17 Mar 1997 10:01:03 -0700 (MST) Date: Mon, 17 Mar 1997 10:01:03 -0700 (MST) Received: from smtp.uvm.edu (132.198.142.106) by smtpgate.uvm.edu (LSMTP for Windows NT v1.1a) with SMTP id <0.ACA77710@smtpgate.uvm.edu>; Mon, 17 Mar 1997 11:59:32 -0500 Message-Id: <1.5.4.16.19970317115656.27cf04a0@pop.uvm.edu> X-Sender: tryoung@pop.uvm.edu Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" To: socgrad@csf.colorado.edu From: TR Young Subject: Re: Academic Position at John Jay College fyi...TR >Date: Mon, 17 Mar 1997 11:35:11 -0500 >Posted-Date: Mon, 17 Mar 1997 11:35:11 -0500 >Errors-To: uabs@mck-uaii.mck.ncsu.edu >Reply-To: ahs-talk@listserv.ncsu.edu >Originator: ahs-talk@listserv.ncsu.edu >Sender: ahs-talk@listserv.ncsu.edu >X-PH: V4.2@moose.uvm.edu >From: Donjj@aol.com >To: tr.young@uvm.edu >Subject: Re: Academic Position at John Jay College >X-Listserver-Version: 6.0 -- UNIX ListServer by Anastasios Kotsikonas >X-Comment: Association for Humanist Sociology > >The Sociology Department of John Jay College of Criminal Justice announces >the following opening---Assistant Professor of Sociology, PhD required. > Areas of specialization to include issues of ethnicity, race and crime in >urban communities. To teach in both undergraduate and graduate programs in >criminology and criminal justice. Excellent research skills required. > Applications must include resume and three letters of reference. Sen to >David Goddard, Chair, Department of Sociology, John Jay College of Criminal >Justice, 445 West 59th Street, New York, NY 10019. The City University of >New York is an Equal Opportunity Employer. > > From cbrown@siu.edu Mon Mar 17 19:15:19 1997 Received: from saluki-mailhub.it.siu.edu (saluki-mailhub.it.siu.edu [131.230.252.2]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with ESMTP id TAA22161 for ; Mon, 17 Mar 1997 19:15:17 -0700 (MST) Received: from port24.aixdialin.siu.edu (port24.aixdialin.siu.edu [131.230.253.24]) by saluki-mailhub.it.siu.edu (AIX4.2/UCB 8.7/8.7) with SMTP id UAA13970 for ; Mon, 17 Mar 1997 20:11:01 -0600 (CST) Date: Mon, 17 Mar 1997 20:11:01 -0600 (CST) Message-Id: <199703180211.UAA13970@saluki-mailhub.it.siu.edu> X-Sender: cbrown@Saluki-mail.siu.edu Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" To: socgrad@csf.colorado.edu From: cbrown@siu.edu (Charles M. Brown) Subject: TV and Children's violence Hello everyone: I am trying to compile information on the affects TV watching might have on children's violence. Is anyone aware of a journal article or two that has a good review of the literature? I have read some studies which seem to indicate a link between the two, but I am also interested in any studies that might suggest that there is no link. Please feel free to send any info to my private e-mail address so the list is left uncluttered. Thanks. Qapla' Chuck- ????????????????????????????????????????????? ?? Charles M. Brown ?? "In this last of meeting places ?? Department of Sociology ?? We grope together ?? Southern Illinois University ?? And avoid speech ?? Carbondale, IL 62901 ?? Gathered on this beach ?? (618) 453-2494 ?? of the tumid river" ?? e-mail (cbrown@siu.edu) ?? T.S. Eliot/The Hollow Men ?? WWW: http://www.siu.edu/~socio/chaz.htm ?? ????????????????????????????????????????????? From DAVIDSON@UCONNVM.UCONN.EDU Tue Mar 18 13:06:26 1997 Received: from UConnVM.UConn.Edu (uconnvm.uconn.edu [137.99.26.3]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id NAA23049; Tue, 18 Mar 1997 13:06:20 -0700 (MST) Received: from UCONNVM.UCONN.EDU by UConnVM.UConn.Edu (IBM VM SMTP V2R2) with BSMTP id 2447; Tue, 18 Mar 97 15:04:59 EST Received: from UConnVM.UConn.Edu (NJE origin DAVIDSON@UCONNVM) by UCONNVM.UCONN.EDU (LMail V1.2c/1.8c) with BSMTP id 4918; Tue, 18 Mar 1997 15:04:59 -0500 Date: Tue, 18 Mar 97 15:04:37 EST From: Alan Subject: NETNEWS: New list on SOCIAL-CLASS announced (fwd) To: Ruth , Dan , Dennis , psn-cafe@CSF.COLORADO.EDU cc: socgrad@CSF.COLORADO.EDU Message-Id: <970318.150458.EST.DAVIDSON@UConnVM.UConn.Edu> MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII Content-Transfer-Encoding: 7BIT ----------------------------Original message---------------------------- Date: Tue, 18 Mar 1997 06:50:09 -0500 Reply-To: H-NET List on Ethnic History Sender: H-NET List on Ethnic History From: Josef Barton Subject: NETNEWS: New list on SOCIAL-CLASS announced To: Multiple recipients of list H-ETHNIC New list: Social-Class@uic.edu Social Class in Contemporary Societies A New Electronic Discussion Group I. MISSION OF SOCIAL-CLASS SOCIAL-CLASS is a daily Internet discussion list. It aims to provide an active forum for scholars to discuss ideas and research on the role of social class in contemporary societies. We foster discussions of both class structure and the effects of social class, for instance on politics, lifestyle, or identity. Topics may include: conceptualizing class divisions, stratification, the labor movement or other class-based organizations, class voting, links between class and cultural or consumer habits, class in economically developing countries, and modern class divisions in historical perspective. SOCIAL-CLASS aims to stimulate exchanges on the interactions between class and other major social divisions, like race, gender, or educational attainment. Falling under our umbrella as well is how non class-based movements (e.g., women's rights, ecological, consumer) contrast with class-based ones. Sharing insights on the teaching of these topics is further encouraged. Finally, we welcome dialogue on any news developments which bear on our interests. SOCIAL-CLASS aims to be inclusive of multiple theoretical and methodological approaches. We seek to promote discussion concerning the uses and merits of both traditional and alternative perspectives (Marxist, Weberian, race/class/gender, postmodern, other), and we welcome insights based on statistical research, ethnography, content analysis, historical research or other methodologies. Graduate students are encouraged to subscribe and participate. To stimulate and advance discussion, the editor of SOCIAL-CLASS may periodically solicit full-length scholarly reviews of new books and important new journal articles. Members are encouraged to post abstracts (either published or of work-in-progress), syllabi, handouts, bibliographies, conference or fellowship announcements, and requests for papers. If members have questions of either a research or substantive nature, members may post those as well. Occasionally, the editor may pose questions or discussion topics, deemed to be of potential interest. SOCIAL-CLASS is a "moderated" list. This means that the editor will monitor the flow of messages, engage in occasional light editing to improve clarity, and filter out posts which are either inflammatory or clearly not relevant to the list's concerns. II. JOINING SOCIAL-CLASS To subscribe to SOCIAL-CLASS, send the following message to listserv@listserv.uic.edu SUB SOCIAL-CLASS firstname surname, school Example: SUB SOCIAL-CLASS Talcott Parsons, Harvard U. [there should be only one comma^ it goes after your surname] You will be asked by the editor to return a short form describing your interests. When that is returned you will be subscribed, and messages will automatically arrive in your email. You can save, download, printout, forward and cite these messages just like a newsletter publication. You can also REPLY with your own comments. To send a message to all the subscribers, address it to: SOCIAL-CLASS@uic.edu Your message will be examined by a real human and sent to the entire list. III. EDITORIAL BOARD AND EDITORS SOCIAL-CLASS is advised by an Editorial Board of scholars. The board currently consists of: Ulises Beltran, Independent Policy Consultant Clem Brooks, Indiana University Terry Clark, University of Chicago Anthony Heath, Oxford University, U.K. Jeff Manza, Pennsylvania State University Seymour Martin Lipset, George Mason University Jan Pakulski, University of Tasmania, Australia Richard Weakliem, Stanford University The current editors of SOCIAL-CLASS are Terry Clark, professor of sociology at the University of Chicago, and Michael Rempel, an advanced graduate student at the University of Chicago. As the list grows, co-editors will probably be added. For help or more information, please email: managing editor Michael Rempel: tel: (773) 227-8634 ============================================================ From jlam@utdallas.edu Tue Mar 18 17:07:22 1997 Received: from utdallas.edu (utdallas.edu [129.110.10.1]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with ESMTP id RAA12044 for ; Tue, 18 Mar 1997 17:07:19 -0700 (MST) Received: (from root@localhost) by utdallas.edu (8.8.5/8.8.5) id SAA10294; Tue, 18 Mar 1997 18:07:17 -0600 (CST) Received: from infoserv.utdallas.edu by utdallas.edu (Brelay v6.01) with BLIMP; Tue, 18 Mar 1997 18:07:17 CST Date: Tue, 18 Mar 1997 18:07:15 -0600 (CST) From: Julia Lam To: socgrad@csf.colorado.edu Subject: Re: TV and Children's violence In-Reply-To: <199703180211.UAA13970@saluki-mailhub.it.siu.edu> Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII off my head, Singer and Singer had done study on this topic since the 70's Julia Lam On Mon, 17 Mar 1997, Charles M. Brown wrote: > Hello everyone: > > I am trying to compile information on the affects TV watching might have on > children's violence. Is anyone aware of a journal article or two that has a > good review of the literature? I have read some studies which seem to > indicate a link between the two, but I am also interested in any studies > that might suggest that there is no link. Please feel free to send any info > to my private e-mail address so the list is left uncluttered. Thanks. > > > > Qapla' > > Chuck- > > ????????????????????????????????????????????? > ?? Charles M. Brown ?? "In this last of meeting places > ?? Department of Sociology ?? We grope together > ?? Southern Illinois University ?? And avoid speech > ?? Carbondale, IL 62901 ?? Gathered on this beach > ?? (618) 453-2494 ?? of the tumid river" > ?? e-mail (cbrown@siu.edu) ?? T.S. Eliot/The Hollow Men > ?? WWW: http://www.siu.edu/~socio/chaz.htm ?? > ????????????????????????????????????????????? > > From cbrown@siu.edu Wed Mar 19 17:49:27 1997 Received: from saluki-mailhub.it.siu.edu (saluki-mailhub.it.siu.edu [131.230.252.2]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with ESMTP id RAA03529 for ; Wed, 19 Mar 1997 17:49:25 -0700 (MST) Received: from port169.aixdialin.siu.edu (port169.aixdialin.siu.edu [131.230.253.169]) by saluki-mailhub.it.siu.edu (AIX4.2/UCB 8.7/8.7) with SMTP id SAA56046 for ; Wed, 19 Mar 1997 18:45:33 -0600 (CST) Date: Wed, 19 Mar 1997 18:45:33 -0600 (CST) Message-Id: <199703200045.SAA56046@saluki-mailhub.it.siu.edu> X-Sender: cbrown@Saluki-mail.siu.edu Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" To: socgrad@csf.colorado.edu From: cbrown@siu.edu (Charles M. Brown) Subject: Re: TV and Children's violence > >off my head, Singer and Singer had done study on this topic since the 70's > >Julia Lam > Julia: Thanks, I'll check it out. Qapla' Chuck- ????????????????????????????????????????????? ?? Charles M. Brown ?? "In this last of meeting places ?? Department of Sociology ?? We grope together ?? Southern Illinois University ?? And avoid speech ?? Carbondale, IL 62901 ?? Gathered on this beach ?? (618) 453-2494 ?? of the tumid river" ?? e-mail (cbrown@siu.edu) ?? T.S. Eliot/The Hollow Men ?? WWW: http://www.siu.edu/~socio/chaz.htm ?? ????????????????????????????????????????????? From mfh00@aub.edu.lb Thu Mar 20 07:43:33 1997 Received: from zeina.aub.edu.lb ([205.147.149.228]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id HAA08250 for ; Thu, 20 Mar 1997 07:43:26 -0700 (MST) From: mfh00@aub.edu.lb Received: from layla.aub.edu.lb by zeina.aub.edu.lb with smtp (Smail3.1.29.1 #7) id m0w7j34-00039AC; Thu, 20 Mar 97 16:42 EET Received: from pc35_14.aub.edu.lb(really [192.168.35.14]) by layla.aub.edu.lb via sendmail with smtp id for ; Thu, 20 Mar 1997 16:43:42 +0200 (EET) (Smail-3.2 1996-Jul-4 #16 built 1996-Sep-7) Message-Id: To: Socgrad@csf.colorado.edu Date: Thu, 20 Mar 1997 16:46:06 +0000 MIME-Version: 1.0 Content-type: text/plain; charset=US-ASCII Content-transfer-encoding: 7BIT Subject: Help on Social Change X-mailer: Pegasus Mail for Windows (v2.33) Dear Reader, First, let me introduce myself. I am a graduate student at the American University of Beirut. This is my second semester in the program (Masters in Sociology). The subject of my message: One of my courses is about social change and developemnt in the Middle East. Part of the course requirement I am about to conduct a study about the impact of formal education on the life of married couples. My main hypotheses is the following: I think there is a negative relationship between the number of years spent in formal education after hight school and the experience of tension in the life of the married couple. The more educated the couple is (basically university), the more is the likelihood is that the life of the couple will be marked with tension. The method I will be using to conduct this study is unstructured interviews with married people who come from the same backround; the questions I will be using are open ended. I am seeking help from my teachers. But I am also wondering if one of you guys could help me . Right now I am stuck on how to define tension in the life of a married couple? I mean, when talking to somebody what could be the best indirect questions to measure the level of tension, and if there is tension at all. My second problem is the litterature review....I have looked under social change, education, family......I found only few general refences.....If somebody of you would know of previous studies like this one....articles.....especially dealing with the Middle East(since my informants are all Lebanese)....I will appreciate your help A LOT! Thank you in advance. Best Regards. From lucas@utdallas.edu Thu Mar 20 08:59:41 1997 Received: from utdallas.edu (utdallas.edu [129.110.10.1]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with ESMTP id IAA11844 for ; Thu, 20 Mar 1997 08:59:39 -0700 (MST) From: lucas@utdallas.edu Received: (from root@localhost) by utdallas.edu (8.8.5/8.8.5) id JAA27443; Thu, 20 Mar 1997 09:59:37 -0600 (CST) Received: from odo.utdallas.edu by utdallas.edu (Brelay v6.01) with BLIMP; Thu, 20 Mar 1997 09:59:37 CST Date: Thu, 20 Mar 1997 09:59:35 -0600 (CST) To: socgrad@csf.colorado.edu cc: Sociology Graduate Students -- International Subject: Re: Help on Social Change In-Reply-To: Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII On Thu, 20 Mar 1997 mfh00@aub.edu.lb wrote: > Dear Reader, > First, let me introduce myself. > I am a graduate student at the American University of Beirut. This > is my second semester in the program (Masters in Sociology). > The subject of my message: > One of my courses is about social change and developemnt in the > Middle East. Part of the course requirement I am about to conduct a > study about the impact of formal education on the life of married > couples. My main hypotheses is the following: I think there is a > negative relationship between the number of years spent in formal > education after hight school and the experience of tension in the > life of the married couple. The more educated the couple is > (basically university), the more is the likelihood is that the life > of the couple will be marked with tension. > The method I will be using to conduct this study is unstructured > interviews with married people who come from the same backround; > the questions I will be using are open ended. > I am seeking help from my teachers. But I am also wondering if one > of you guys could help me . Right now I am stuck on how to define > tension in the life of a married couple? I mean, when talking to You should be worried about how to operationalize this. Tension is not a negative necessarily, but I think you are actually trying to measure and unserstand marital satisfaction. Open ended questions are a very problematic way to approach this question with any precision. Reliability is likely to be low, and validity will be questionable. I suggest you construct a questionair of perhaps 25 questions that uses a variant of a likert scale for response. That is a scale of 1 - 5 which ranges from very satisfied to very unsatisfied. Or it could be some other very xxx - but you get the picture. Questions could be general, as in how happy are you in your marriage. Or, if your spouse died, would you remarry someone just like him/her? More specific questions might deal with the way household decisions are made and the partner's relative agreement that those are appropriate. How is the money spent and who makes the decisions and how happy is the spouse with this arrangement. If you could, you would want to get some general measure of sexual satisfaction, but your approach to that needs to be very mindful of the culture you are investigating. One of the most useful tools in designing research is conducting the literature review and seeing what other's have done. Then you can inform your research design based upon what was strong or weak in other projects. A couple of books that might help you are _The American Couple_ by Schwartz and Blumenthal (I think) and _Choices and Chances: Sociology for Everyday Life_ 2ed. By Tepperman and Wilson. These books do not deal with the mideast, but the general notions should hold. They also can provide additional sources for you. It would be interesting to see how the specifics of Lebanese culture - don't forget to ask about one's religion and perhaps the degree of religiosity - shape the outcomes as compared to western studies. As for what to research under. I suggest looking under marriage and family, or marriage and satisfaction, or you might take the approach that greatest satisfaction results in divorce, and so research that angle. > somebody what could be the best indirect questions to measure the > level of tension, and if there is tension at all. > My second problem is the litterature review....I have looked under > social change, education, family......I found only few general > refences.....If somebody of you would know of previous studies like > this one....articles.....especially dealing with the Middle > East(since my informants are all Lebanese)....I will appreciate your > help A LOT! Thank you in advance. Best Regards. > Michael D. Lucas School of Social Sciences University of Texas at Dallas P.O. 830688 Mail Station GR 31 Richardson, Texas 75083-0688 email: lucas@utdallas.edu fax: (972) 883-2735 voice: (972) 883-6412 (office) (972) 994-9745 (home) From psu03366@odin.cc.pdx.edu Thu Mar 20 09:17:25 1997 Received: from odin.cc.pdx.edu (odin.cc.pdx.edu [131.252.129.54]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id JAA12531 for ; Thu, 20 Mar 1997 09:17:23 -0700 (MST) Received: (from psu03366@localhost) by odin.cc.pdx.edu (8.6.13/8.6.9MEP040594) id IAA24272; Thu, 20 Mar 1997 08:17:20 -0800 Date: Thu, 20 Mar 1997 08:17:20 -0800 (PST) From: Kimberly Lamb To: socgrad@csf.colorado.edu cc: Sociology Graduate Students -- International Subject: Re: Help on Social Change In-Reply-To: Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII First, welcome to the list. Second, we don't have your name (or am I just missing something. I wanted to make sure that you are going to look at who has the education in the couple. there's a big difference in whether the male is more educated or the female. Studies have show that first of all men marry downward in education and they have also shwon that when a women returns to schools, the marriage is much more likely to breakup (especially if she by-passes his education). It would be interesting to see how the role of education place in gay and lesbian relationships. Good-luck! Kym On Thu, 20 Mar 1997 mfh00@aub.edu.lb wrote: > Dear Reader, > First, let me introduce myself. > I am a graduate student at the American University of Beirut. This > is my second semester in the program (Masters in Sociology). > The subject of my message: > One of my courses is about social change and developemnt in the > Middle East. Part of the course requirement I am about to conduct a > study about the impact of formal education on the life of married > couples. My main hypotheses is the following: I think there is a > negative relationship between the number of years spent in formal > education after hight school and the experience of tension in the > life of the married couple. The more educated the couple is > (basically university), the more is the likelihood is that the life > of the couple will be marked with tension. > The method I will be using to conduct this study is unstructured > interviews with married people who come from the same backround; > the questions I will be using are open ended. > I am seeking help from my teachers. But I am also wondering if one > of you guys could help me . Right now I am stuck on how to define > tension in the life of a married couple? I mean, when talking to > somebody what could be the best indirect questions to measure the > level of tension, and if there is tension at all. > My second problem is the litterature review....I have looked under > social change, education, family......I found only few general > refences.....If somebody of you would know of previous studies like > this one....articles.....especially dealing with the Middle > East(since my informants are all Lebanese)....I will appreciate your > help A LOT! Thank you in advance. Best Regards. > From czerlinski@mpipf-muenchen.mpg.de Thu Mar 20 09:36:36 1997 Received: from canetoad.mpipf-muenchen.mpg.de (canetoad.mpipf-muenchen.mpg.de [192.129.1.30]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id JAA13604 for ; Thu, 20 Mar 1997 09:36:33 -0700 (MST) Received: from mac29.mpipf-muenchen.mpg.de by canetoad.mpipf-muenchen.mpg.de; (5.65v3.2/1.1.8.2/25Oct95-1145AM) id AA19808; Thu, 20 Mar 1997 17:36:19 +0100 X-Sender: rjean@canetoad.mpipf-muenchen.mpg.de Message-Id: Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Date: Thu, 20 Mar 1997 17:36:23 +0100 To: socgrad@csf.colorado.edu From: czerlinski@mpipf-muenchen.mpg.de (Jean Czerlinski) Subject: Re: Help on Social Change > I think there is a > negative relationship between the number of years spent in formal > education after hight school and the experience of tension in the > life of the married couple. Not just "how much" tension there is matters (this might simply have to do with how much the couple agrees) but also how the tension there is is handled. High tension + good resolution strategies could easily make for a happier and more stable marriage than low tension but poor resolution strategies. Why? Because the first time the low-tension couple encounters a situation in which they disagree, they don't know what to do! A cross-cultural (U.S, U.K., British Pakistani, and Turkish) study by Carol C. Weisfeld and Glenn Weisfeld offers a way of measuring how tension is resolved, in addition to a way of measuring marital "satisfaction" and other things. They created tension by offering a "reward" for participating in the experiment, but the reward was something that either the husband liked or something the wife liked. In their case, the reward was a video. Each person indicated earlier which video they'd most like, e.g. the husband might pick a video of "Rambo" while the wife might pick "Romeo and Juliet" (just to go along with stereotypes here). At the end the couple would have to decide together which ONE video they would take as their reward, and their conversation in reaching this decision was recorded. Weisfeld & Weisfeld had a method of analyzing this decision-making process. Of course, all this may be far more complex than you can deal with as a class project, but it's something to keep in mind. I saw a presentation of the study, "Some Correlates of Marital Satisfaction" at a conference, but you can surely find published articles by looking up the authors' names. >From the conference abstract: "Marital satisfaction was related to viewing the spouse as a good parent. Where free choice is reduced, marriages are less happy: where the bride was pregnant and, in our Turkish sample, in arranged marriages. The pair bond is threatened more by female infidelity than male [comment: but I've seen studies that show wives get more upset if their husband has a close *emotional* relationship with another women, regardless of sex was involved or not]; en in the four cultures studied expected the wife to tolerate infidelity more than women expected the husband to. Also, men felt more possessive than wives (US data only). In all four cultures, husbands made more of the important decisions, and (UK and US data only) this arrangement enhanced the wife's satisfaction even more than the husband's. His higher income (US only) and her greater attractiveness (US, UK) were also positive factors. Other correlates of marital success discussed include fecundity, homogamy, dominant nonverbal behavior by husband, sexual satisfaction, and wife's economic dependence on husband." Best of luck in your study, Jean From mcree@ccwf.cc.utexas.edu Thu Mar 20 17:02:32 1997 Received: from piglet.cc.utexas.edu (piglet.cc.utexas.edu [128.83.42.61]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with ESMTP id RAA11088 for ; Thu, 20 Mar 1997 17:02:30 -0700 (MST) Received: from localhost (mcree@localhost) by piglet.cc.utexas.edu (8.8.5/8.8.5/piglet.mc-1.4) with SMTP id SAA03406 for ; Thu, 20 Mar 1997 18:02:29 -0600 (CST) Date: Thu, 20 Mar 1997 18:02:27 -0600 (CST) From: nick mcree X-Sender: mcree@piglet.cc.utexas.edu Reply-To: nick mcree To: Sociology Graduate Students -- International Subject: Re: Help on Social Change In-Reply-To: Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII I agree with the post that advised caution with operationalization of "marital tension." Michael Lucas suggests that you try "Marital Satisfaction," and this is a plausible idea. I should note, however, that there is a general consensus about the fact that marital satisfaction is not the same as "marital happiness." What exactly are you interested to know? (For example, a person could be satisfied with [the status of] being married, but register varying levels of happiness about their marriage.) See the work of Norval Glenn on this point. He has used the GSS very effectively to make this point, and you might wish to model your own work to incorporate the better parts of his. Good luck. nick -------------------------------- Nick McRee Department of Sociology 336 Burdine Hall The University of Texas--Austin Austin, Texas 78712-1088 Phone: (512) 471-1122 Fax: (512) 471-1748 From tombrown@jhunix.hcf.jhu.edu Thu Mar 20 23:05:25 1997 Received: from jhuml1.hcf.jhu.edu (jhuml1.hcf.jhu.edu [128.220.2.86]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with ESMTP id XAA26652 for ; Thu, 20 Mar 1997 23:05:23 -0700 (MST) Received: from jhunix.hcf.jhu.edu by jhmail.hcf.jhu.edu (PMDF V5.0-7 #13870) id <01IGQV2MZCF48WW1EY@jhmail.hcf.jhu.edu> for socgrad@csf.colorado.edu; Fri, 21 Mar 1997 01:04:55 -0500 (EST) Received: from jhunix.hcf.jhu.edu by jhmail.hcf.jhu.edu (PMDF V5.0-7 #13870) id <01IGQV2KYUL08WVYN4@jhmail.hcf.jhu.edu> for socgrad@csf.colorado.edu; Fri, 21 Mar 1997 01:04:52 -0500 (EST) Received: from jhunix.hcf.jhu.edu by jhunix.hcf.jhu.edu id <3695-5>; Fri, 21 Mar 1997 01:04:50 -0500 Date: Fri, 21 Mar 1997 01:04:45 -0500 From: Thomas F Brown Subject: Re: Help on Social Change To: socgrad@csf.colorado.edu Message-id: <97Mar21.010450edt.3695-5@jhunix.hcf.jhu.edu> Content-transfer-encoding: 7BIT I agree with the post that advised caution with operationalization of "marital tension." Michael Lucas suggests that you try "Marital Satisfaction," and this is a plausible idea. I should note, however, that there is a general consensus about the fact that marital satisfaction is not the same as "marital happiness." ======================================= I would guess that self-reported measures of marital satisfaction could be subject to Lake Woebegone effect. This is certainly true of job satisfaction. From hoelter@pop.psu.edu Fri Mar 21 07:02:26 1997 Received: from bosnia.pop.psu.edu (bosnia.pop.psu.edu [146.186.111.25]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id HAA10066 for ; Fri, 21 Mar 1997 07:02:24 -0700 (MST) Received: from zelinsky.pop.psu.edu (hoelter@zelinsky.pop.psu.edu [146.186.111.67]) by bosnia.pop.psu.edu (8.6.12/8.6.9) with ESMTP id JAA10747 for ; Fri, 21 Mar 1997 09:02:22 -0500 Received: (hoelter@localhost) by zelinsky.pop.psu.edu (8.6.12/8.6.4) id JAA08449; Fri, 21 Mar 1997 09:02:21 -0500 Date: Fri, 21 Mar 1997 09:02:21 -0500 (EST) From: "Lynette F. Hoelter" To: socgrad@csf.colorado.edu Subject: Re: Help on Social Change In-Reply-To: Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII Alan Booth's work out of his Longitudinal Marital Stability study might also be helpful. They look at differences in marital satisfaction, marital happiness, and, I think, even tension. These factors are related to different predictors. Good luck! Lynette Hoelter hoelter@pop.psu.edu On Thu, 20 Mar 1997, nick mcree wrote: > > Satisfaction," and this is a plausible idea. I should note, however, that > there is a general consensus about the fact that marital satisfaction is > not the same as "marital happiness." What exactly are you interested to > know? (For example, a person could be satisfied with [the status of] being > married, but register varying levels of happiness about their marriage.) > See the work of Norval Glenn on this point. He has used the GSS very > effectively to make this point, and you might wish to model your own work > to incorporate the better parts of his. Good luck. nick > From mfh00@aub.edu.lb Fri Mar 21 07:20:37 1997 Received: from zeina.aub.edu.lb ([205.147.149.228]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id HAA10792 for ; Fri, 21 Mar 1997 07:20:33 -0700 (MST) From: mfh00@aub.edu.lb Received: from layla.aub.edu.lb by zeina.aub.edu.lb with smtp (Smail3.1.29.1 #7) id m0w85AK-0003AOC; Fri, 21 Mar 97 16:19 EET Received: from pc35_22.aub.edu.lb(really [192.168.35.22]) by layla.aub.edu.lb via sendmail with smtp id for ; Fri, 21 Mar 1997 16:20:42 +0200 (EET) (Smail-3.2 1996-Jul-4 #16 built 1996-Sep-7) Message-Id: To: Socgrad@csf.colorado.edu Date: Fri, 21 Mar 1997 16:23:01 +0000 MIME-Version: 1.0 Content-type: text/plain; charset=US-ASCII Content-transfer-encoding: 7BIT Subject: Thank you for help X-mailer: Pegasus Mail for Windows (v2.33) This is a message to thank all those who replied to my request for help on social change. That was quite helpful and a hell lots of information to digest over the week-end and probably more. I will try to keep you informed of the result- I mean pulling all your advices together. Once again thanks and Good Luck! Best Regards, Maysa Hajj mfh00@aub.edu.lb From lmiller@weber.ucsd.edu Fri Mar 21 12:41:56 1997 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 MAA00581 for ; Fri, 21 Mar 1997 12:41:51 -0700 (MST) Received: (from lmiller@localhost) by weber.ucsd.edu (8.8.3/8.8.3) id LAA03400 for socgrad@csf.colorado.edu; Fri, 21 Mar 1997 11:41:48 -0800 (PST) From: Laura Miller Message-Id: <199703211941.LAA03400@weber.ucsd.edu> Subject: Some graduate student humor (fwd) To: socgrad@csf.colorado.edu Date: Fri, 21 Mar 1997 11:41:48 -0800 (PST) MIME-Version: 1.0 Content-Type: text/plain; charset=US-ASCII Content-Transfer-Encoding: 7bit I've seen some of these before, but a number are new to me (and seem pretty apt). Laura Miller Forwarded message: > From jrudolph@weber.ucsd.edu Fri Mar 21 09:21:52 1997 > Date: Fri, 21 Mar 1997 09:15:56 -0800 (PST) > To: soc-ucsd@helix.ucsd.edu > From: Jo Rudolph > Subject: Some graduate student humor > > >Return-Path: postmast@ucsd.edu > >Date: Thu, 20 Mar 1997 17:07:42 -0800 (PST) > >X-Sender: rweil@popmail.ucsd.edu > >To: GRADCOORDS@ucsd.edu > >From: "Roberta L. Weil" > >Subject: Some graduate student humor > > > >TO LIGHTEN YOUR DAY--or that of your students > > > >>>>>You just might be a graduate student if... > >>>>> > >>>>> ...you can analyze the significance of appliances you cannot operate. > >>>>> ...your carrel is better decorated than your apartment. > >>>>> ...you have ever, as a folklore project, attempted to track the progress > >>>of your own joke across the Internet. > >>>>> ...you are startled to meet people who neither need nor want to read. > >>>>> ...you have ever brought a scholarly article to a bar. > >>>>> ...you rate coffee shops by the availability of outlets for your laptop. > >>>>> ...everything reminds you of something in your discipline. > >>>>> ...you have ever discussed academic matters at a sporting event. > >>>>> ...you have ever spent more than $50 on photocopying while researching a > >>>single paper. > >>>>> ...there is a microfilm reader in the library that you consider "yours." > >>>>> ...you actually have a preference between microfilm and microfiche. > >>>>> ...you can tell the time of day by looking at the traffic flow at the > >>>library. > >>>>> ...you look forward to summers because you're more productive without the > >>>distraction of classes. > >>>>> ...you regard ibuprofen as a vitamin. > >>>>> ...you consider all papers to be works in progress. > >>>>> ...professors don't really care when you turn in work anymore. > >>>>> ...you find the bibliographies of books more interesting than the actual > >>>text. > >>>>> ...you have given up trying to keep your books organized and are now just > >>>trying to keep them all in the same general area. > >>>>> ...you have accepted guilt as an inherent feature of relaxation. > >>>>> ...you reflexively start analyzing those Greek letters before you realize > >>>that it's a sorority sweatshirt, not an equation. > >>>>> ...you find yourself explaining to children that you are in "20th grade". > >>>>> ...you start referring to stories like "Snow White et al." > >>>>> ...you frequently wonder how long you can live on pasta without getting > >>>scurvy. > >>>>> ...you look forward to taking some time off to do laundry. > >>>>> ...you have more photocopy cards than credit cards. > >>>>> ...you wonder if APA style allows you to cite talking to yourself as > >>>"personal communication". > >> > >> > > > > > From brekhus@rci.rutgers.edu Fri Mar 21 14:40:03 1997 Received: from erebus.rutgers.edu (erebus.rutgers.edu [165.230.116.132]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id OAA03781 for ; Fri, 21 Mar 1997 14:40:01 -0700 (MST) Received: from schutz-popper.rutgers.edu (schutz.rutgers.edu [128.6.145.68]) by erebus.rutgers.edu (8.6.12+bestmx+oldruq+newsunq/8.6.12) with SMTP id QAA24872 for ; Fri, 21 Mar 1997 16:40:00 -0500 Message-Id: <1.5.4.32.19970321213916.0069d444@erebus.rutgers.edu> X-Sender: brekhus@erebus.rutgers.edu Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" Date: Fri, 21 Mar 1997 16:39:16 -0500 To: socgrad@csf.colorado.edu From: wayne brekhus Subject: grad school humor >Date: Wed, 19 Mar 1997 02:20:37 -0500 >From: Aneesh >Reply-To: aneesh@rci.rutgers.edu >Organization: Rutgers University >To: wayne brekhus >Subject: a joke for you > >> The Rabbit, The Fox, The Wolf, and the Thesis. >> >> One sunny day a rabbit came out of her hole in the ground to enjoy the >> weather. The day was so nice that the rabbit became careless and a fox >> sneaked up behind her and caught her. >> >> "I'm going to eat you for lunch!" said the fox. >> >> "Wait" replied the rabbit."You should at least wait a few days." >> >> "Oh yeah! Why should I wait?" >> >> "Well, I'm just writing my Ph.D. thesis!", said the rabbit. >> >> "Hah! That's a stupid excuse. What exactly is your thesis anyway?" >> >> The rabbit replied, " It's a thesis on 'The Superiority of Rabbits over >> Foxes and Wolves." >> >> "Are you crazy? I should eat you here and now. Everybody knows that a fox >> will always win over a rabbit!",said the Fox. >> >> The rabbit answered,"Well, not really, not according to my research. If you >> like, you can come to my burrow hole and read it for yourself." >> >> "You are really crazy!" But since the fox was curious and having nothing to >> loose, it went with the rabbit and followed it into its hole. The fox never >> came out again. A few days later the rabbit was again taking a break from >> writing and there came suddenly a rustle from the bushes and there was a >> wolf ready to eat the rabbit. >> >> "Wait!" yelled the rabbit,"You cannot eat me right now!" >> >> The wolf asked," And why might that be, you fuzzy appetizer?" >> >> The rabbit replied, "I'm almost finished writing my Ph.D. thesis on 'The >> Superiority of Rabbits over Foxes and Wolves". The wolf laughed so hard >> it almost lost its hold on the rabbit. The wolf said, " Maybe I >> shouldn't eat you, you're really sick and might have mad rabbit's diseases, >> and in eating you I might get Creuztfeld Jacob's disease! Everybody knows a >> wolf is superior to a rabbit." >> >> The rabbit replied " You can come to my burrow and read it for yourself." >> So the wolf followed the rabbit into the burrow, and the wolf never came >> out again. A few days later, the rabbit finished writing the thesis and was >> out and about enjoying herself when another rabbit came up and asked," Why >> are you so happy?" The rabbit replied, "I've just finished writing up my >> dissertation!" The other rabbit asked, " What's it about?" And the >> rabbit said, " The Superiority of Rabbits over Foxes and Wolves". The >> other replied, "That doesn't sound right, are you sure?" And the rabbit >> said, "Yes, you can come and read it for yourself!" So the other rabbit >> hopped along to the rabbits burrow. and went in. There it saw the typical >> graduate students room, all be it in a mess after writing a thesis. In >> the right corner of the burrow was a pile of fox bones, to the left was >> a pile of wolf bones, and in the middle, by the computer sat a lion. The >> moral of the story is, The title of the dissertation doesn't matter, >> it's who your thesis advisor is. > > From TR.Young@uvm.edu Fri Mar 28 04:54:59 1997 Received: from smtpgate.uvm.edu (smtpgate.uvm.edu [132.198.101.121]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id EAA01911 for ; Fri, 28 Mar 1997 04:54:58 -0700 (MST) Date: Fri, 28 Mar 1997 04:54:58 -0700 (MST) Received: from smtp.uvm.edu (132.198.142.106) by smtpgate.uvm.edu (LSMTP for Windows NT v1.1a) with SMTP id <0.AE09BD20@smtpgate.uvm.edu>; Fri, 28 Mar 1997 6:53:02 -0500 Message-Id: <1.5.4.16.19970328065010.19874da8@pop.uvm.edu> X-Sender: tryoung@pop.uvm.edu Mime-Version: 1.0 Content-Type: text/plain; charset="us-ascii" To: TEACHSOC@maple.lemoyne.edu From: TR Young Subject: teaching via the Internet Cc: socgrad@csf.colorado.edu *********** >I am a senior at the University of Vermont, majoring in Sociology, >doing research on teaching via the Internet. I have done some research >and written a term paper on the topic of scholarly publishing in the >electronic age, focusing on the impacts of computer networks on scholarly >information dissemination. Now I would like to investigate the issue of >the Internet with respect to its potential implications for students, i.e. >on-line lectures, and courses conducted entirely on the web. If you have >any thoughts on the issue, or more specifically, have come across any >recent works on this topic, I would greatly appreciate that information. >Thank you in advance. > > Evan A. Steiner '97 > Evan Steiner is a student in the Mass Comm Seminar at U/Vermont which I team-teach along with Bill Lewis. Evan needs help/ideas/working examples of ways in which the internet can be used to supplement and to enrich the teaching/ learning process. I would appreciate all the help you can give him...he is a very good student and will make the effort worth your time. You should reply directly to Evan at: esteiner@zoo.uvm.edu TR Young Visiting Prof From mcarley@kudonet.com Fri Mar 28 10:06:03 1997 Received: from kudonet.com (kudonet.com [165.227.52.1]) by csf.Colorado.EDU (8.7.6/8.7.3/CNS-4.0p) with SMTP id KAA23312 for ; Fri, 28 Mar 1997 10:06:01 -0700 (MST) Received: from kudo20.kudonet.com by kudonet.com (SMI-8.6/SMI-SVR4) id JAA22819; Fri, 28 Mar 1997 09:10:13 -0800 Received: by kudo20.kudonet.com (SMI-8.6/SMI-SVR4) id JAA19828; Fri, 28 Mar 1997 09:00:05 -0800 From: mcarley@kudonet.com (Michael Carley) Message-Id: <199703281700.JAA19828@kudo20.kudonet.com> Subject: Re: teaching via the Internet To: socgrad@csf.colorado.edu Date: Fri, 28 Mar 1997 09:00:04 -0800 (PST) Cc: te@kudonet.com, esteiner@zoo.uvm.edu In-Reply-To: <1.5.4.16.19970328065010.19874da8@pop.uvm.edu> from "TR Young" at Mar 28, 97 04:54:58 am MIME-Version: 1.0 Content-Type: text/plain; charset=US-ASCII Content-Transfer-Encoding: 7bit Evan, Concerning your message below forwarded by Prof Young: There is a mailing list called teaching sociology that you might be interested in. There have been a lot of discussions on this list about internet use in the classroom etc. You may contact them at: teachsoc@maple.lemoyne.edu. You may also be able to find the previous posts on the issue somewhere on the web. Good luck, mike > > *********** > >I am a senior at the University of Vermont, majoring in Sociology, > >doing research on teaching via the Internet. I have done some research > >and written a term paper on the topic of scholarly publishing in the > >electronic age, focusing on the impacts of computer networks on scholarly > >information dissemination. Now I would like to investigate the issue of > >the Internet with respect to its potential implications for students, i.e. > >on-line lectures, and courses conducted entirely on the web. If you have > >any thoughts on the issue, or more specifically, have come across any > >recent works on this topic, I would greatly appreciate that information. > >Thank you in advance. > > > > Evan A. Steiner '97 > > > Evan Steiner is a student in the Mass Comm Seminar at U/Vermont > which I team-teach along with Bill Lewis. > > Evan needs help/ideas/working examples of ways in which the > internet can be used to supplement and to enrich the teaching/ > learning process. > > I would appreciate all the help you can give him...he is a very > good student and will make the effort worth your time. > > You should reply directly to Evan at: esteiner@zoo.uvm.edu > > TR Young > Visiting Prof > -- ******************************************************************* Michael Carley 235 E. O'Keefe #7 East Palo Alto CA 94303 (415) 326-2098 home (415) 949-3282 x208 work mcarley@kudonet.com ******************************************************************* From glenn@sobek.Colorado.EDU Mon Mar 31 09:40:39 1997 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 JAA11742 for ; Mon, 31 Mar 1997 09:40:38 -0700 (MST) Received: (from glenn@localhost) by sobek.Colorado.EDU (8.8.5/8.8.5/Unixops/Hesiod/(SDM)) id JAA27493; Mon, 31 Mar 1997 09:40:36 -0700 (MST) Date: Mon, 31 Mar 1997 09:40:36 -0700 (MST) From: "Glenn W. Muschert" To: socgrad@csf.colorado.edu Subject: trial - ignore Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII test. please delete From glenn@sobek.Colorado.EDU Mon Mar 31 13:35:16 1997 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 NAA22912; Mon, 31 Mar 1997 13:35:14 -0700 (MST) Received: (from glenn@localhost) by sobek.Colorado.EDU (8.8.5/8.8.5/Unixops/Hesiod/(SDM)) id NAA11350; Mon, 31 Mar 1997 13:35:12 -0700 (MST) Date: Mon, 31 Mar 1997 13:35:12 -0700 (MST) From: "Glenn W. Muschert" To: psn@csf.colorado.edu, socgrad@csf.colorado.edu Subject: announcing marxism-feminism Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII This is a forward of an announcement I received for a Marxist Feminism list. =========================================================== The Spoon Collective is pleased to announce the addition of the marxism-feminism list to the marxism space. "Marxism-Feminism" [or feminist socialism] is an important topic, one continuously riddled with issues of feminism's reconcilation with, "assimilation" into, and controversial relationship with marxist and socialist politics and analysis. It challenges marxism to deal more directly with issues of gender/power differences, and presents a much-needed critique of mainstream feminism's failure to deal meaningfully with analysis of class structures and ethnic differences. It offers opportunities for unity of understandings and struggles in the midst of difference and disagreement. The purpose of this list is to provide a useful and thought-provoking forum for discussion for all those interested in the intersection of feminism and marxism. It is especially intended to create a meaningful dialogue amongst those working both inside and outside of "the academy" - as well as other communities of people too often separated by oppressive social structures. We hope to open new lines of communication between people with like-minded feminist and socialist visions, to assist in establishing a more concrete and politically viable connection between "feminist theory" and actual lives and day-to-day concerns of working-class people everywhere. All contributions should relate to issues of both class and gender, whether explicitly or implicitly. This is intended to be a long-term, on-going discussion list, which may include periods that are devoted to more intensive focus on a particular project, reading or topic. Examples of some of the topics intended for discussion include [in no particular order]: the relationship of marxist-feminist politics in and outside of the academy , esp. issues of concerning the so-called division between "theory" and "practice" the necessity of establishing a feminist methodology that does not isolate or privilege gender at the expense of class and race, instead of the usual innefectual "listing" of differences in place of serious discussion of the ways that they inform our very notion of "gender" as such on a related note, how might an analysis of the reasons for second wave feminism's bourgeois origins help us avoid similar pitfalls today? a (re)evaluation of Marx's and Engel's positions on gender and the family, esp. in relation to marxist and non-marxist feminists' treatment of these issues the relationship of the different meanings/significations of concepts such as "reproduction" and "nature" in feminist and marxist writings the present position of women in the international marketplace, esp. the role of gender in the international division of labor; what new modes of gender/class exploitation have arisen as a consequence of the intensive global expansion of capitalism in all its new and increasingly destructive forms? what new strategies can/must we devise to adequadely deal with such changes (for instance, in communications, such as the WWW?) what opportunities for effective political and social change do they offer? how do issues of access/privilege complicate and inform any such opportunites? how world-wide is the WWW? 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