From M.Amoah@lse.ac.uk Sun Feb 1 08:09:48 1998 From: "Amoah,M" To: "'socgrad@csf.colorado.edu'" Subject: searching for e-mail address Date: Sun, 1 Feb 1998 15:09:38 -0000 Hi folks, I would be very pleased if someone could kindly supply me with the e-mail address of the Institute for the Study of World Politics based in Washington DC 20036. Thank you very much in advance for your kind co-operation. Yours sincerely, Michael Amoah. From DAVIDSON@UCONNVM.UCONN.EDU Sun Feb 1 16:01:16 1998 Date: Sun, 01 Feb 98 18:01:04 EST From: Alan Davidson Subject: Southland Conference, LA, CA, 3/1; 4/17 (fwd) (fwd) To: socgrad@CSF.COLORADO.EDU ----------------------------Original message---------------------------- Date: Thu, 29 Jan 1998 11:46:38 -0500 Reply-To: UCSB Religious Studies Forum Sender: UCSB Religious Studies Forum From: Joel Elliott Organization: Univ of North Carolina at Chapel Hill Subject: Southland Conference, LA, CA, 3/1; 4/17 (fwd) To: ANDERE-L@UCSBVM.UCSB.EDU [i thought some on ANDERE-L might be interested in participating in this conference at UCLA. FYI, joel] ---------- Forwarded message ---------- Date: Wed, 28 Jan 1998 21:21:14 -0800 (PST) From: SHARON BETH OSTER To: spoon-announcements@jefferson.village.Virginia.EDU Subject: SPOON-ANN: Southland Conference, LA, CA, 3/1; 4/17 (fwd) [Spoon-Announcements is a moderated list for distributing info of wide enough interest without cross-posting. To unsub, send the message "unsubscribe spoon-announcements" to majordomo@lists.village.virginia.edu] ******************************************************************* Colleagues, Graduate students in literary, cultural, ethnic studies and related fields are invited to share their work in progress at the UCLA Southland Graduate Student Conference conference, now is its ninth year. Topics of special interest: The Spirit and cultural / national consciousness. Religious movements and political formation. Transnationalism, as resistance or reiteration. Aztlan. Diaspora. Zion. Ethical issues surrounding globalism and universal morality. Formations of national ideologies in early modern literature. The internet, electronic communities and "electronic expatriates." Millennialism. Intersectional subjectivities and "passing." Pan-nationalism. Please send a one page abstract together with a separate letter which includes your name, mailing address, e-mail address, telephone number and academic affliation to the address below. Your name must not appear on the abstract itself. E-mail submissions are welcome. Submissions must be received by Monday, March 2. Abstracts will be reviewed anonymously by a committee of UCLA graduate students. Some papers will be selected for publication in the 1999 issue of SUITCASE. Send abstracts, or direct questions to: Southland Conference c/o Colette Brown UCLA Department of English 2225 Rolfe Hall Box 951530 Los Angeles, CA 90095-1530 brown@humnet.ucla.edu (310) 825-4173 (messages only) ~~~~~~~~~~~~~~~~~~~~~~~~~~~ Sharon B. Oster UCLA Department of English sharono@ucla.edu -- Joel Elliott Institute for the Arts & Humanities, CB#3322 Dept of Religious Studies, CB#3225 UNC-Chapel Hill 27599 mailto:elliott@email.unc.edu http://www.unc.edu/~elliott From DAVIDSON@UCONNVM.UCONN.EDU Sun Feb 1 17:52:41 1998 Date: Sun, 01 Feb 98 19:52:28 EST From: Alan Davidson Subject: Re: Weisberg case (fwd) To: socgrad@CSF.COLORADO.EDU ----------------------------Original message---------------------------- Date: 31 Jan 98 15:24:41 EST From: Steven.Cades@Washcoll.EDU (Steven Cades) Reply-To: TEACHSOC@poplar.lemoyne.edu Subject: Re: Weisberg case To: TEACHSOC@poplar.lemoyne.edu Looks like my first attempt to send this with the Chronicle article attached failed, so I'm trying it another way... I haven't seen the _Lingua Franca_ piece, but the attached, from _The Chronicle of Higher Education_, suggests to me that Weisberg may well have taken the autobiographical approach too far. Politics aside, I have some doubts about asking for such writing. While I understand that if students can find history in (auto)biography--as Berger suggests--they can learn much sociology, I already have enough difficulty helping students disentangle sociology from psychology. I'd love to learn what my colleagues do to ease students' understanding the distinction between the discipline. Steve steven.cades@washcoll.edu --- end of quoted material --- November 14, 1997 A Professor's Personal Teaching Style Wins Him Praise and Costs Him His Job Colby scholar loses tenure bid over claim that he created a sexually threatening environment By ROBIN WILSON Just a few years ago, Adam Weisberger was an up-and-coming sociologist at Colby College. Colleagues who evaluated him in 1993 described his teaching as "especially effective" and noted that many students rated him as the best teacher on the campus. Tenure seemed a sure thing. Four years later, the promising assistant professor has left Colby, his career derailed by charges that he created a sexually threatening environment in his classroom. In the realm of sexual harassment -- where many disputes come down to a he-said-she-said standoff -- Dr. Weisberger's case is grayer than most. None of the 16 female students who complained about him said he had touched them or made sexually explicit remarks. And only one claimed that he had expressed a romantic interest in her. What they all claimed was that he acted more like a psychotherapist than a professor, by inappropriately mining their written assignments for details about their private lives. After a lengthy battle, Dr. Weisberger was denied tenure last year. Now he is a first-year law student at Boston University, hoping to start a new career. But he hasn't left his old one behind yet. Last month, he filed a claim in Maine Superior Court, charging Colby with defamation and infliction of emotional distress. He plans to file suit in federal court soon, claiming that the college discriminated against him because he is a man, and that none of the students who complained would have done so had he been a woman. His defenders say he has been tarred for using a teaching technique that is hardly unusual -- connecting theoretical material to students' lives. "This is an issue of academic freedom," says his lawyer, Jonathan Shapiro. "This guy was not standing up there in front of the class talking about his genitalia. The entire tenure process was poisoned by these false charges." Others familiar with the case, however, say there is a side to the story that can't be found in Dr. Weisberger's legal briefs. Students say he coerced them into writing essays about their lives and then analyzed the intimate details in private conferences after class. Some say he made sexually tinged comments about their writings. Outside the classroom, the students say, Dr. Weisberger seemed to forget that he was a professor. He lived in the Goddard-Hodgkins dormitory, where, as a faculty resident, he was encouraged to interact with students. But female students say he went too far, lounging on the floor of their rooms, telephoning them to ask them to lunch, and describing his recent divorce in detail. Dr. Weisberger, who arrived at Colby in 1989 and earned his Ph.D. in sociology that year from the University of Pennsylvania, initially agreed to talk about the charges with The Chronicle, but later he canceled the interview. A former faculty member at Colby says the professor told her he was worried that the story would be unfavorable to him. But Mr. Shapiro says Dr. Weisberger is too busy with law school to talk. The lawyer did speak with The Chronicle and provided dozens of pages of documents that detail Dr. Weisberger's struggle at Colby. Sociology professors who were involved in Dr. Weisberger's tenure decision said the college's president, William R. Cotter, ordered them to refer reporters' calls to the administration. The administrators refused to comment on the case, other than to say they followed campus rules in hearing the complaints against Dr. Weisberger and denying him tenure. "We have bent over backwards in an extraordinary way to provide fairness and complete consideration to him," says Robert L. McArthur, dean of the faculty. Dr. Weisberger's troubles began in the fall of 1994 in his popular, upper-level course on sociological theories. In his first few years at Colby, he had been hailed by students for making an otherwise dry course about Marx, Weber, and Dheim come alive. He asked students to write papers about their families, telling them the exercise would help them realize how their lives had been shaped by social forces. With each paper, he encouraged students to delve deeper into their feelings. Many students have found his approach helpful and have said so in their course evaluations. But in his fall 1994 course, a handful of women said Dr. Weisberger's teaching style made them uncomfortable. They decided to tell him so in the final papers they wrote for the course. One such student was Adrienne Clay, who graduated from Colby in 1997. She says Dr. Weisberger told students that if they chose not to write about their families, he would have to approve of their decision. He never asked her to relate sociological theories to the personal subjects she wrote about, says Ms. Clay, now an editorial assistant in Stanford University's "Martin Luther King Jr. Papers Project." In her first paper, she says, she wrote about her father, who is an obstetrician/ gynecologist. "My father sees young women who have had awful things happen to them, and he is overprotective of me as a result," she says. But when she went to visit Dr. Weisberger to talk about her paper, she says, he twisted her ideas. She says he suggested that she read a book about sexualized father-daughter relationships. "Adam said, 'Do you think the fact that your father thinks of you when he sees patients is problematic?'" Some students also were offended by the papers that Dr. Weisberger read at the beginning of the course as examples of the kind of work he expected. One paper was about the sociology of a keg party, and how tapping the keg was like an orgasm, they recall. In another instance, he read aloud a paper by a woman who detailed her sexual promiscuity. Jenny Higgins, who took the course last year, says she came to regard Dr. Weisberger as "a crude voyeur." A few of the women who objected to his teaching methods in the fall of 1994 complained to Teresa Arendell, who was then chairwoman of sociology and anthropology. Dr. Arendell says she cannot comment on what happened to Dr. Weisberger, because Colby officials instructed her not to. The women who went to Dr. Arendell say she told them that they could go to the dean of faculty with their complaints, and some of them did so in the spring of 1995. None of them filed formal charges. The next semester, however, another woman came forward, this time with charges that the college considered much more serious. She and her parents met in December 1995 with Dr. McArthur, the faculty dean, and told him that they wanted Dr. Weisberger fired for sexual harassment. The student had taken Dr. Weisberger's sociology-theory course in the fall of 1994. At the end of the course, she had given it an "excellent" rating and even took the unusual step of signing her name to the evaluation. "Adam has made social theory interesting and has taught me to apply my major to what happens in everyday life," she wrote. "He is a wonderful professor." But in the year that followed, the student told the dean, she had come to regard Dr. Weisberger as a sexual harasser. Prompted by the professor, she said, she had written papers for the course about her own childhood sexual abuse. The student, who is named as a defendant in Dr. Weisberger's claim, could not be reached for comment. (The Chronicle does not identify the victims of childhood sexual abuse and other sex crimes.) The woman did describe her concerns in a meeting with the dean, a transcript of which was provided to The Chronicle by Dr. Weisberger's lawyer. "Always over my head was, If I don't indulge him in my personal affairs my grade would be affected," she said, according to the transcript. The personal conferences that she had with Dr. Weisberger about her papers "took the scene of psychologist-student," she said, according to the transcript. Then, at some point during the fall 1994 semester, she said in the transcript, Dr. Weisberger began crossing "the boundaries of the student-teacher relationship." She said he made telephone calls to her dormitory room, telling her things like: "You look lovely today. I really like that skirt." At one point, she said, he asked her to have tea at his apartment to discuss her paper, and told her there that he "had feelings for me." The student spent the next semester studying abroad, but when she returned to Colby in the fall of 1995, she said in the transcript, Dr. Weisberger resumed approaching her and asking her to eat lunch with him on the campus. Finally, she said, she visited him in his office in November 1995 to tell him that he was "harassing" her and that he had manipulated her into revealing her sexual abuse. He broke down and cried, she recounted, saying his job was in jeopardy and urging her to keep her complaints to herself. When Colby administrators confronted Dr. Weisberger, the professor disputed most of the student's charges. He was particularly concerned about her complaints because they came on the eve of a departmental vote on his tenure bid, set for 1996. He wrote a rebuttal to her charges and sent it to his tenure committee, arguing that she had voluntarily written about her sexual abuse. And it was she, he wrote, who "attempted to violate the student-teacher boundaries." She once told him that she had had a dream about him, he told the committee. He said he had been "embarrassed and alarmed by her remark." "It is possible," he wrote, that the student "was expressing emotions for me and when I did not reciprocate her feelings she turned on me with a vengeance." Although his department voted 4-1 in the fall of 1996 to grant Dr. Weisberger tenure, the college-wide Promotion and Tenure Committee overruled the decision, voting 6 to 3 against him. Its decision was based largely on letters that the 16 female students had written. Dr. Weisberger made a final appeal for tenure to a special committee at Colby, arguing that his teaching approach was not "radical or controversial." Asking students to relate social theory to events in their lives, he wrote, was an approach that is "practiced in many disciplines at Colby." He added: "To declare my previously praised teaching to be the basis for the denial of my tenure is chilling to say the least. The clear message sent by this decision is to avoid experimenting in the classroom, to avoid trying interesting and innovative methods of education, and to avoid trying to bring students closer to the subject matter of the class." But the special panel upheld his tenure denial, and he left Colby last August. The college never held a formal hearing to air the complaint of sexual harassment. According to campus policy, students may decide whether to lodge "formal" or "informal" complaints. If a student decides to go the "informal" route, an administrator can attempt to work out the dispute between the professor and the student. That is what happened in this case. For his part, Dr. Weisberger says administrators were too cowed by a climate of "political correctness" to defend him against the complaints. He believes that the college denied him a chance to clear his name, and that it tarnished his bid for tenure. "I was convicted as guilty of sexual harassment without any investigation, and a rampant campaign of defamatory rumors was generated on campus to the effect that I was a 'known harasser of women,'" he wrote in a charge of discrimination similar to one that he filed against Colby last summer with the Maine Human Rights Commission. The commission is considering his charges and his lawyer said he eventually expected to file a federal suit. During the tenure process, Dr. Weisberger also repeatedly accused the former sociology chairwoman, Dr. Arendell, of whipping up students' antipathy toward him. He said she persuaded students to interpret his teaching style as sexually threatening. (The students say Dr. Arendell never encouraged them to inflate their charges.) Dr. Weisberger's defenders say Colby got rid of him because administrators were worried about angering parents, who pay close to $30,000 annually for their children to attend the college. His lawyer says any good teacher is bound to make students uncomfortable. "If you went into every classroom in this country, you would probably find something that was troubling, unnerving, and offensive," Mr. Shapiro says. What came about at Colby, he says, was a "sheep mentality," in which female students rushed to complain about Dr. Weisberger even after some of them had given him favorable course evaluations. "These students," the lawyer says, "were out for blood." Copyright (c) 1997 by The Chronicle of Higher Education http://chronicle.com Date: 11/14/97 Section: The Faculty Page: A12 To: TEACHSOC@poplar.lemoyne.edu Subject: Weisberg case Cc: Bcc: Date: Sat, Jan 31, 1998 2:45 PM I haven't seen the _Lingua Franca_ piece, but the attached From tombrown@jhunix.hcf.jhu.edu Sun Feb 1 22:23:12 1998 by jhunix.hcf.jhu.edu (950413.SGI.8.6.12/950213.SGI.AUTOCF) Date: Mon, 02 Feb 1998 00:25:59 -0500 From: tombrown@jhunix.hcf.jhu.edu (Thomas F Brown) Subject: Re: Weisberg case (fwd) To: socgrad@csf.colorado.edu Three comments: The charge that he is being discriminated against as a male for techniques that female instructors could use without complaint is interesting. These kinds of teaching techniques are very common in women's studies courses, perhaps even the standard, but the complaints against them in that context are usually phrased in terms of effectiveness and relevance rather than sex harassment. The lawyer's observation that any good teacher is bound to disturb students a little is very telling. If you can be fired for being a disturbing teacher, it might well be a disincentive to strive for effectiveness and relevance. That someone could lose a career over such ambiguous charges of sex harassment is extremely disturbing. There seems to have been no quid pro quo offers, no inappropriate touching, no repeated extension of invitations after having been initially rebuffed. The worst you could say about him is that he became too personally involved with his students as people rather than clients, and I'm not sure that's something that necessarily should be condemned. While I might have counseled him to develop a social life off-campus with people closer to his age and experience--precisely to avoid this kind of controversy--I don't see from this story that the man did anything that warranted formal sanction. It sounds to me like a witch hunt, assuming that the story is reliable. From sharons1@airmail.net Mon Feb 2 01:55:27 1998 (/\##/\ Smail3.1.30.16 #30.233) with smtp for Date: Mon, 02 Feb 1998 02:24:52 -0800 From: Sharon Snow Reply-To: sharons1@airmail.net To: "socgrad@csf.colorado.edu" Subject: journaling and autobiography as teaching tools I teach sociology and women's studies courses. There are some useful and valid reasons for using journals and autobiography in WS classes. Women's voices have often gone unheard and their knowledge and history have been invisible. Journaling and autobiography is meant to give them voice and to encourage them to see their experience and knowledge as valuable. In specific sociology classes, like Human Behavior, both techniques can help students gain valuable insights into the readings and their own socialization. They can also be valuable to men of color for the same reasons as for women students. However, it is important that the instructor structure the assignment in such a way that it does not become a vehicle to "spill your guts." Most instructors are not qualified to deal with emotional outpourings about abuse, etc. in such a way that they do not violate a student's privacy and boundaries. No student should ever be required to share this type of information in exchange for a grade. It's important to remember that few instructors are qualified, experienced therapist and even if they are, they should not become one to their students. (We all have students cry in our office and tell us things we would rather not know -- when it involves emotional problems or things outside our realm of expertise (teaching academics) then listen, express concern, and then refer them to the counseling center on campus.) Journals can be structured so that they are in response to readings and handed in to the instructor or exchanged with other students for feedback or discussion. They can also be strictly for the student's own eyes but may be shared during class discussion if the student chooses. Autobiographies do not have to be "tell alls." Good examples of such autobiographies are _Borderlands_ by Gloria Anzaldua and _The Warrior Woman_ by Maxine Hong Kingston. Autobiographies can be (as these two books are) powerful tools for examing social and cultural beliefs and values. What I'm saying is that journals and autobiographies should be used carefully and ethically and should be structured so that they serve an academic/scholarly purpose. Sharon Snow sharons1@airmail.net From cassell@frosty.irss.unc.edu Mon Feb 2 05:53:21 1998 Date: Mon, 2 Feb 1998 07:51:53 -0500 (EST) From: James Cassell To: Sociology Graduate Student Discussion Subject: NEW LIST: H-POLMETH, Political Methodology (fwd) FYI - Jim ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ James Cassell cassell@irss.unc.edu Institute for Research in Social Science http://www.irss.unc.edu/cassell/ University of North Carolina at Chapel Hill Phone: 919/962-0782 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ---------- Forwarded message ---------- Date: Fri, 30 Jan 1998 17:45:53 -0500 From: Josef J. Barton (by way of Richard Jensen ) To: SOCIAL-CLASS@LISTSERV.UIC.EDU Subject: NEW LIST: H-POLMETH, Political Methodology ANNOUNCING H-POLMETH H-NET/APSA LIST ON POLITICAL METHODOLOGY Sponsored by H-Net, Humanities & Social Sciences On-line; American Political Science Association; Michigan State University H-PolMeth is intended to provide a forum for discussion of political methodology and topics of interest to the members of the Political Methodology Section of the American Political Science Association. Thus it is used for announcements of conferences, to circulate abstracts, and to discuss issues relating to political methodology. The list is part of an APSA/H-Net joint project in developing communications networks among scholars in political science and other disciplines in the humanities and social sciences. The Political Methodology Section is an organized section of the American Political Science Association for members of the Association with interests in teaching and research in political methodology. The H-POLMETH list is co-edited by Jonathan Nagler, Dept of Political Science, University of California, Riverside, , Robert Franzese, University of Michigan, , and Brad Jones, University of Arizona . The editors serve two-year renewable terms, with the approval of the H-Net Executive Committee and rotate their duties. The current editor will be identified in all messages coming from the list. The editors will solicit postings (by email, phone and even by regular mail), will assist people in managing subscriptions and setting up options, will handle routine inquiries, and will consolidate some postings. Anyone with suggestions about what H-POLMETH can and might do is invited to send in ideas. The editors will solicit and post newsletter-type information (calls for conferences, for example, or listings of sessions at conventions.) They will also commission book and article reviews, and post book announcements from publishers. H-POLMETH will be moderated to filter out extraneous messages (like requests for subscription) and items that do not belong on H-POLMETH. They may belong somewhere else, or in the judgment of the editors they do not aid the scholarly dialogue. The editors will not alter the meaning of messages without the author's permission. Logs and more information can also be found at the H-Net Web Site, located at ******************************************************************** SUBSCRIBING TO H-POLMETH To subscribe, send an e-mail message (no signatures or extraneous text) to LISTSERV@h-net.msu.edu from the account where you wish to receive list mail: SUBSCRIBE H-POLMETH firstname lastname, institution Example: SUBSCRIBE H-POLMETH Jane Smith, Pioneer State U Follow the instructions you receive in reply. [ie send back an "OK" when asked] For additional information please write: For technical assistance please contact the H-NET help staff at: help@h-net.msu.edu. We look forward to hearing from you! The H-PolMeth Editors *********************** From rlgoldst@ux6.cso.uiuc.edu Mon Feb 2 13:58:24 1998 by ux6.cso.uiuc.edu (8.8.8/8.8.8) id OAA08066; Mon, 2 Feb 1998 14:58:20 -0600 (CST) Date: Mon, 2 Feb 1998 14:58:20 -0600 (CST) From: rachel laura goldstein To: "Soc Grads (nat'l)" Subject: media job email? Does anyone still have the email of the position announcement in a soc dept for someone with a specialization in media studies? If someone could forward that to me, I would really appreciate it! Thanks again, Rachel rlgoldst@uiuc.edu ~~~~~~~~~~~~~~~~~~~ Rachel L. Goldstein Department of Sociology University of Illinois at Urbana-Champaign 326 Lincoln Hall, MC-454 702 S. Wright Street Urbana, IL 61801 217 - 333 - 1950 rlgoldst@uiuc.edu "The ability to reach unity in diversity will be the beauty and the test of our civilization." -- Mahatma Gandhi From DAVIDSON@UCONNVM.UCONN.EDU Mon Feb 2 18:14:55 1998 Date: Mon, 02 Feb 98 20:11:05 EST From: Alan Davidson Subject: asa survey To: socgrad@CSF.COLORADO.EDU I read the footnotes article dealing with the survey -- apparently, a number of professional associations are involved in it. I was struck with the disengenuous claim that open positions in the employment bulletin are at a record number when the Employment bulletin only began publishing 1976 (when the constriction of the sociology job market began). Any comments? From klaus@protv.ro Tue Feb 3 05:24:42 1998 From: "Klaus" To: socgrad@csf.colorado.edu Date: Mon, 2 Feb 1998 11:35:38 +0200 Subject: search informations Hi I'm studying sociology at the University of Bucharest in Romania. I'm trying to write a paper regarding the relations between the citizens and the institutions of the state. Does any of you where can I find some interesting informations for this subject ? I'd appreciate your help. I need also a list of books treating this subject. Right now I have problems in establishing the theoretical background in the particular case of Romania, in its quest for democratic institutions. Thank you for your help. Klaus. From chadk@yourinter.net Wed Feb 4 09:54:44 1998 (Post.Office MTA v3.1.2 release (PO205-101c) Date: Wed, 04 Feb 1998 11:49:34 -0800 To: socgrad@csf.colorado.edu From: chadk@yourinter.net (Chad Kimmel) Subject: Teaching Information??? >Date: Tue, 03 Feb 1998 15:37:21 -0800 >To: socgrad >From: Chad Kimmel >Subject: Teaching Information??? > > >Student Teachers of Soc Grad, > >I am currently enrolled in a "Teaching Sociology" course and find it extremely rewarding. The purpose of this message is to ask teachers of Socgrad to share with me and my class stories, philosophies, etc.. anything you feel would be of benefit to us. Our teacher is wonderful and enjoys very much teaching this course. However, I felt perhaps getting different opinions would be of help, good/bad experiences, first class taught etc.. > >Our readings include much of what ASA has to say through its "Teaching Sociology" journal as well as the book "Teaching Tips" by Wilbert J. McKeachie. They are all great sources, but I would like to hear from other professionals as well. I am in a straight Masters program which unfortunately does not offer teaching assistantships, etc.., but many of us on going onto Ph.D programs and would greatly benefit from student stories. > >Awaiting Responses, >Thank You. >Chad... > ***************************************************** Chad M. Kimmel Graduate Assistant/Data Manager Mid-Atlantic Addiction Training Institute (MAATI) Indiana University of Pennsylvania 102 McElhaney Hall Indiana, Pennsylvania 15705-1087 ckimmel@yourinter.net http://www.yourinter.net/~ckimmel 724-463-7010 **************************************************** From lminen@unl.edu.ar Wed Feb 4 10:35:19 1998 Date: Wed, 4 Feb 1998 10:35:13 -0700 (MST) To: socgrad@csf.colorado.edu From: Laura Minen Subject: Law students Hello everyone, I'm looking for some study on Law students done in Princeton. The Sociology Professor I'm assisting said they did that survey on students from other Law Schools. One of the results was that top Law Schools were teaching notoriously more Civil Law than Public Law to their students ( because of a job market orientation, among other reasons ). Has anyone heard about this? Just drop me an internet or e-mail address. Thanks a lot! Laura Minen Universidad Nacional del Litoral @ @ ^ ~` Argentina From Howery@asanet.org Wed Feb 4 10:56:07 1998 From: Carla Howery To: "socgrad@csf.colorado.edu" Subject: RE: Teaching Information??? Date: Wed, 4 Feb 1998 12:54:01 -0500 I strongly encourage you to purchase the book VOICES FROM THE CLASSROOM, edited by Dean Dorn (call ASA at 202-833-3410 x389 to order by credit card). It contains exactly those statements, quite elegantly, from people who teach at a range of institutions. You might also consult the book PASSING ON SOCIOLOGY, our version of TEACHING TIPS. Glad to hear of your course. Carla Howery, ASA >-----Original Message----- >Sent: Wednesday, February 04, 1998 2:50 PM >To: Sociology Graduate Students -- International >Subject: Teaching Information??? > >>Date: Tue, 03 Feb 1998 15:37:21 -0800 >>To: socgrad >>From: Chad Kimmel >>Subject: Teaching Information??? >> >> >>Student Teachers of Soc Grad, >> >>I am currently enrolled in a "Teaching Sociology" course and find it >extremely rewarding. The purpose of this message is to ask teachers of >Socgrad to share with me and my class stories, philosophies, etc.. >anything >you feel would be of benefit to us. Our teacher is wonderful and >enjoys >very much teaching this course. However, I felt perhaps getting >different >opinions would be of help, good/bad experiences, first class taught >etc.. >> >>Our readings include much of what ASA has to say through its "Teaching >Sociology" journal as well as the book "Teaching Tips" by Wilbert J. >McKeachie. They are all great sources, but I would like to hear from >other >professionals as well. I am in a straight Masters program which >unfortunately does not offer teaching assistantships, etc.., but many >of us >on going onto Ph.D programs and would greatly benefit from student >stories. >> >>Awaiting Responses, >>Thank You. >>Chad... >> >***************************************************** >Chad M. Kimmel >Graduate Assistant/Data Manager >Mid-Atlantic Addiction Training Institute (MAATI) > >Indiana University of Pennsylvania >102 McElhaney Hall >Indiana, Pennsylvania 15705-1087 > >ckimmel@yourinter.net >http://www.yourinter.net/~ckimmel >724-463-7010 > >**************************************************** > From sharons1@airmail.net Wed Feb 4 13:59:59 1998 (/\##/\ Smail3.1.30.16 #30.233) with smtp for Date: Wed, 04 Feb 1998 14:29:58 -0800 From: Sharon Snow Reply-To: sharons1@airmail.net To: "socgrad@csf.colorado.edu" Subject: self-disclosure The women's studies listserve has been discussing the situation with the professor at Colby College and I thought the following post might be helpful to those who want to incorporate some type of self-reflection in their teaching. Sharon Snow Texas Woman's Univesity From DAVIDSON@UCONNVM.UCONN.EDU Wed Feb 4 18:12:42 1998 Date: Wed, 04 Feb 98 20:12:36 EST From: Alan Davidson Subject: CFP: Int'l Review of Social History "Complicating the Categories" (fwd) To: socgrad@CSF.COLORADO.EDU ----------------------------Original message---------------------------- Return-Path: Date: Wed, 4 Feb 1998 06:25:55 -0600 Reply-To: H-NET List on Ethnic History Sender: H-NET List on Ethnic History From: "Josef J. Barton" Subject: CFP: Int'l Review of Social History "Complicating the Categories" International Review of Social History Supplement 1999: "Complicating the Categories: Gender, Class, Race, and Ethnicity in Western and Non-Western Societies" Introduction The International Review of Social History long has focused on the issue of labor. For the 1999 Supplement the International Review has planned a special issue on the interrelationships between class, gender, race, and ethnicity. We invite authors to submit proposals for articles that address any of the related issues mentioned below in the description of the content, or any other aspect they believe is of relevance to the main theme. Articles should consider gender, race and /or ethnicity as integrated analytical and explanatory categories. We explicitly invite proposals on non-Western societies and countries. This special issue favors long-term perspectives and, in terms of Western Europe, the early modern period. Finally, we will give special preference to articles of a comparative nature and to those that consider together the workings of class, gender, race and/or ethnicity. The Theme The 1999 Review Supplement focuses on the interrelationships between central concepts in the analysis of economic and social history: social class, gender, race and/or ethnicity. Until recently, labor and working-class history tended to ignore the influence of gender and gender relations; certainly the field studied gender apart from race and ethnicity. However, feminist scholarship has demonstrated the analytical power of gendered categories in the study of a wide range of topics. This has served as one of the influences to undermine seriously the class paradigm in the study of labor and working-class history. Questions of explanatory primacy between class and gender no longer are the dominant theme. More recently, scholarship on 'race' and ethnicity as sometimes related and sometimes distinct categories of analysis (depending on time and place) has complicated our understanding of class and gender formation. These developments have led scholars and activists to question the precise relationship between all of these analytical concepts and the possibilities or impossibilities to unite and/or integrate them. What would this process of integration look like? What kinds of historical insights and histories would emerge from such a process of integration? This supplement aims to show how class, gender, race and/or ethnicity intersect across a wide range of economic and social historical questions and problems. In addition, this call for papers indicates a few specific issues connected to class, gender, race and/or ethnicity for which we invite elaboration. In particular we call for proposals on the following issues. For each of the issues indicated below papers may focus either on empirical research or on more theoretical expositions. 1) What are the theoretical and analytical consequences of feminist research and the new research on race and ethnicity in the past two decades for the history of labor and the working classes in general, and the class paradigm in particular? In what ways can class, gender, and race and/or ethnicity be usefully integrated in historical research of some analytical scope and depth? To what extent are class, gender, race, and ethnicity similar or different concepts? Is it at all possible to distinguish empirically and analytically between the effects of class, gender, race and/or ethnicity? Or does this depend on a redefinition of the concept of social class? Is it possible that class is a more central concept for some problems, while for other problems gender or race or ethnicity (or some combination) provide the central explanatory concept? And if that is so, what are the ramifications of this conclusion for mainstream history? 2) What are the interactions between class, gender, race and/or ethnicity as analytical categories? Is interaction the most useful way to conceive of these relations? To some extent class, gender, race and/or ethnicity are distinct and autonomous categories, but they also can and often are interdependent. One obvious aspect of the interdependency between class and gender is the way in which gender functions as an allocation mechanism of class. Typically, the unequal division of labor within the household seriously impedes the social mobility of women in their own right. Does this pattern hold for all racial and/or ethnic groups in a society? Some forms of social inequality, however, cannot exit without prior gender inequalities, such as the areas of domestic and maid service and childcare-areas in some societies that are racialized as well. In addition, gender rules concerning property owernship and rules of inheritance may determine the subsequent development of specific gendered patterns of wage labor. Does race and/or ethnicity function similar in conjunction with gender or apart in some societies? 3) Class, gender, race, and ethnicity are socially constructed categories, the content of which varies by time and by place. The ways in which they interrelate also varies according to time and place. Where should we locate the major discontinuities and what are the determinants behind this variation? What happens to the explanatory or organizing power of concepts such as class, gender, race and/or ethnicity when applied to historiography besides Europe, the United States, and other Western formations? To colonial and post-colonial societies? Are the concepts of class and gender overruled by ethnicity or race? What are the implications of this for 'Western' historiography? 4) Historians often view women as not having a social class status in their own right but rather one derived from their husbands or fathers. That is, women do not appear to have their own direct link to structures of social inequality or to social relations of production. To what extent does empirical research show this derivative status? For which women? What are the consequences for female class related interests and behavior? Does history offer us examples where the separate social class status of women gave rise to different behavioral or normative patterns? If marriage is the prime class allocation mechanism for women, to what extent did women succeed in exploiting this mechanism to their own benefit? In other words, what did intergenerational mobility patterns of women look like compared to those of males, and what were their major determinants? How does race and/or ethnicity complicate these patterns and processes? 5) Location in a specific social class also contributes to the formation of gender relations, gender identities, race /ethnic relations and racial/ethnic identities. Sometimes it is assumed that social class affects gendered patterns of labor within the home. Stereotypes include the egalitarian middle-class husband helping out in the kitchen as opposed to working-class inegalitarianism based on male toughness and collective drinking in bars. To what extent does social class contribute to the construction of diverging male-female relations and identities, and what implications does this have for the balance of power between the sexes? How does race and/or ethnicity shape these constructions of divergence? 6) In some societies, the family (in others, the lineage) may be one of the most important mediators of social class, gender, race, and ethnicity. In modern Western societies, for example, the family unit acts as an active agent transmitting gender inequalities by affording unequal access for boys and girls to the labor market and to the supply of welfare that arises from labor market involvement. To what extent did for instance gendered family decision making contribute to unequal access to training and education schemes resulting in different job careers and wage prospects for young men and women? Other gendered inequalities within the family, such as unequal access to consumption or health care, also may have contributed to diverging class experiences for boys and girls that come from the same family. How does the family function in transmitting race, ethnic, and class identity? Are there specific differences in these transmissions to girls and boys? Does family constructions of race and ethnicity occur more between families than within the family? 7) Racial or ethnic identity brings people of different social classes together in a common struggle, often with elites benefiting more than lower class members of the racial or ethnic group. How does racial or ethnic solidarity function compared to and along with class solidarity? What difference does gender make to these processes? 8) Sexuality is a closely related category to gender that historians also have discovered as constructed rather than natural. To what extent does class, ethnicity, race, and gender itself shape sexuality and its symbolic as well as material presence in various social formations in non-Western as well as Western societies? Submission of abstracts and articles Abstracts for proposed articles should be submitted at the latest by May 1, 1998. Abstracts should be around 800 words, stating clearly, amongst other things, the questions that will be examined, the type of empirical material that will be used, and an outline of the main argument that will be developed in the paper. Please state explicitly in what way the paper is related to any of the issues listed above. A first version of the article should be ready for the editorial committee of the Review by 1 October 1998; the final version should be completed by 1 December 1998. Please state clearly name, address, fax number, and email address when submitting your proposal. Proposals should be sent to both: Dr. Angelique Janssens, University of Nijmegen, Department of History, P.O. Box 9103, 6500 HD HIJMEGEN, The Netherlands, fax: * 31-24-361 2807, email: a.janssens@let.kun.nl and Dr. Eileen Boris, Department of History, Howard University, Washington, D.C. 20059, USA, fax * 202-806-4471, email: ecb4d@faraday.clas.virginia.edu Eileen Boris Professor of History Howard University Washington, DC 20059 eboris@fac.howard.edu 202-806-6815, 7029 FAX: 202-806-4471 (During breaks try me at: ecb4d@faraday.clas.virginia.edu) From flyvbjerg@i4.auc.dk Thu Feb 5 03:41:07 1998 Thu, 5 Feb 1998 11:41:02 MET Date: Wed, 04 Feb 1998 19:10:52 +0100 From: Bent Flyvbjerg AAU Subject: RATIONALITY AND POWER, socgrad To: socgrad@csf.colorado.edu Reply-to: Bent Flyvbjerg Dear Colleagues. I thought you might be interested to know that my book RATIONALITY AND POWER: DEMOCRACY IN PRACTICE has just been published by the University of Chicago Press. Below, please find information about the book, including its Table of Contents. If this mail is of no interest to you I am sorry and apologize for any inconvenience. Also apologies for any cross posting. Sincerely, Bent Flyvbjerg, Professor Aalborg University, Dept. of Development and Planning 9220 Aalborg, Denmark email: flyvbjerg@i4.auc.dk FROM THE BACK COVER OF RATIONALITY AND POWER: If the new fin de siècle marks a recurrence of the real, Bent Flyvbjerg's Rationality and Power epitomizes this development . . . The Danish town of Aalborg is to Flyvbjerg what Florence was to Machiavelli: a laboratory for understanding the real workings of power and what they mean for our more general concerns of social and political organization. Politics, administration, and planning are examined in ways that allow a rare, in-depth understanding. The reader witnesses, firsthand, the classic and endless drama which defines what modernity and democracy are and can be. "Deeply original . . . This book presents the single most important challenge to the perspectives of conventional social science and conventional political philosophy." ALASDAIR MACINTYRE, DUKE UNIVERSITY "Impressive in its detail and comprehensiveness--rare for an issue of this kind." ROBERT A. DAHL, YALE UNIVERSITY "I have read and reread this book. It is superb, a real breakthrough, and will be a classic in its field." C. ROLAND CHRISTENSEN, HARVARD UNIVERSITY "[Flyvbjerg] has written a text which marries incisive and illuminating conceptual analysis with detailed empirical research into a particular case . . . I am highly impressed . . . Rationality and Power will make a real contribution to the Anglo-Saxon debate." STEVEN LUKES, NEW YORK UNIVERSITY AND UNIVERSITY OF SIENA "Rationality and Power is a seminal work and will have a wide audience. The book is unusual (and, hence, much needed) because it points both to the ubiquity and necessity of power." AARON WILDAVSKY, UNIVERSITY OF CALIFORNIA, BERKELEY "I have not encountered a better case study of urban planning. The case is rich in political, institutional, and interpersonal detail. It illuminates in many ways how models of rational choice and planning fail to capture the games of interests and powers that are inevitably draped over the rationalizing structures of bureaucratic regimes. Moreover, by locating this case study in a context of recent philosophical discourse about ideals of rational deliberation, Flyvbjerg also provides an object lesson in the shortcomings of such ideals." DONALD A. SCHÖN, MIT "Showing how power corrupts not only character but public discourse, how bluffing and deception displace sound argument, how rationalization displaces rationality, Flyvbjerg provides the best Habermasian example of systematically distorted communications that I know of." JOHN FORESTER, CORNELL UNIVERSITY TABLE OF CONTENTS: 1. In Some Remote Corner of the Universe 2. The Aalborg Project 3. Bacon and Nietzsche Come to Northern Jutland 4. Power Defines Reality 5. Rationality as Frozen Politics 6. The Rationality of Resistance 7. The Weakness of the Better Argument 8. The Longue Durée of Power 9. Rationality in the Context of Power 10. Interpretation over Truth 11. Antagonistic Reactions at Play 12. Farewell to Reason 13. The Dream Plan 14. Knowledge Kills Action 15. Minutiae Matter 16. Myths Die Hard 17. Exit the Innovators 18. A Single Drama . . . with an Endless Play of Dominations 19. Reality Check 20. Power Has a Rationality That Rationality Does Not Know MORE INFORMATION: Ordering information at http://www.press.uchicago.edu and http://www.press.uchicago.edu/cgi-bin/hfs.cgi/00/13393.ctl Or: Email: custserv@press.uchicago.edu postal: The University of Chicago Press, 11030 S. Langley Ave., Chicago, IL 60628, U.S.A. phone: 1-800-621-2736 or 1-773-568-1550 fax: 1-800-621-8471/8476 or 1-773-660-2235 If you are an editor or review editor, you may obtain a review copy of Rationality and Power from: Barbara C. Fillon The University of Chicago Press 5801 Ellis Avenue Chicago, Illinois 60637-1496, USA Tel: 773 702 7700/ Fax: 001 (773) 702-9756 e-mail: bcf@press.uchicago.edu Please feel free to forward this message to any relevant person or list. From cassell@frosty.irss.unc.edu Fri Feb 6 06:21:11 1998 Date: Fri, 6 Feb 1998 08:19:42 -0500 (EST) From: James Cassell To: Sociology Graduate Student Discussion Subject: Another piece on the Weisberger case The Feb. issue of Linga Franca has a longer piece on the Weisberger vs. Colby College case ("The Man Who Knew Too Much" by Ruth Shalit). Full text is available from http://www.linguafranca.com This piece points out some interesting things about how Colby handled the situation--things which seem to be departures from their SOP. There is also some discussion of the use of personal narratives in general, including a few quotes from the authors of "When the Personal Becomes Problematic" from Teacing Sociology (sorry, there's no citation given). Interesting reading, especially for anyone who might emply this teaching method. Jim ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ James Cassell cassell@irss.unc.edu Institute for Research in Social Science http://www.irss.unc.edu/cassell/ University of North Carolina at Chapel Hill Phone: 919/962-0782 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ From cassell@frosty.irss.unc.edu Fri Feb 6 06:24:03 1998 Date: Fri, 6 Feb 1998 08:22:30 -0500 (EST) From: James Cassell To: Sociology Graduate Student Discussion Subject: Data on academic market for sociologists The feb issue of Lingua Franca also has their annual "Jobtracks" supplement. This lists tenurings and hirings by discipline over the past year. Unfortunately, sociology is combined with criminal justice, but it's still a useful piece of data. I believe the full text is also available from their web site. (http://www.linguafranca.com). James ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ James Cassell cassell@irss.unc.edu Institute for Research in Social Science http://www.irss.unc.edu/cassell/ University of North Carolina at Chapel Hill Phone: 919/962-0782 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ From DMC96005@UCONNVM.UCONN.EDU Sat Feb 7 09:31:13 1998 Date: Sat, 07 Feb 98 11:29:51 EST From: danielle Subject: Re: Teaching Information??? To: socgrad@CSF.COLORADO.EDU In-Reply-To: <1.5.4.32.19980204194934.0067d558@yourinter.net> Chad, "Passing on Sociology" is one of the books we are using in out teaching sociology course. It is also from ASA and seems to come highly recommended. Danielle at UConn From tombrown@jhunix.hcf.jhu.edu Sat Feb 7 10:17:08 1998 by jhunix.hcf.jhu.edu (950413.SGI.8.6.12/950213.SGI.AUTOCF) Date: Sat, 07 Feb 1998 12:16:44 -0500 From: tombrown@jhunix.hcf.jhu.edu (Thomas F Brown) Subject: Re: Teaching Information??? To: socgrad@csf.colorado.edu Who dreamed up the title "Passing On Sociology"? I'm not sure it means what you think it means. From eschaefe@bach.helios.nd.edu Sat Feb 7 11:05:14 1998 Date: Sat, 7 Feb 1998 13:05:09 -0500 (EST) From: Beth Schaefer Caniglia To: Sociology Graduate Students -- International Subject: Summer research methods class Hi Everyone, I'm trying to put together a set of activities I can use in my Summer research methods class. The course is six weeks long, running from the middle of June through the end of July. Because this is a required course for undergraduate majors, I feel obligated to introduce the students to a wide range of different methods; but I'm not comfortable with the idea of cramming a full semester's syllabus into a six week time period. Right now, my working design for the course is to use Mondays and Wednesdays of each week for in-class lectures/discussions on a specific method, while Fridays would be set aside as lab days. On lab days, I would like to plan activities for the students which give them first-hand experience with the method-of-the-week. For example, we might go somewhere as a group and make observation notes, taking time later to compare our notes and discuss how our individual perspectives and interests may have influenced the kinds of notes we wrote. Another idea might be to break the students into two groups prior to "observation day." Each group could be assigned readings from different theoretical perspectives, which they are asked to use as a guide for making their observation notes. Such an exercise might illustrate how one setting can yield insights pertaining to very different sets of questions. If any of you have other ideas for activities that would be fun and informative for the students, please let me know. I'm also interested in any problems you think I might confront using this course design and how others have approached teaching methods in the Summer. Thanks for your help! Beth ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Beth Schaefer Caniglia Office: (219) 631-6463 Department of Sociology Home: (219) 259-3723 University of Notre Dame Internet: eschaefe@bach.helios.nd.edu ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ From danryan@mills.edu Sat Feb 7 11:21:59 1998 Date: Sat, 07 Feb 1998 10:20:20 -0800 From: Dan Ryan Reply-To: danryan@mills.edu To: socgrad Subject: Teaching information... Bravo Tom! Every time I hear this title I think of my students who "pass" when it comes to their turn. It reminds me of the decision of those students who feel that their educations will be just fine, thank you, without our drivel added to the mix. Sort of a mystery as to what editor let it slip by. It also raises a question I think about now and again. In teaching undergraduates, do we focus on teaching about sociology or about society? The title makes it sound more like a religion or a tradition than a glimpse of how some parts of the world work. Dan Ryan > Who dreamed up the title "Passing On Sociology"? > I'm not sure it means what you think it means. From DMC96005@UCONNVM.UCONN.EDU Sat Feb 7 11:41:41 1998 Date: Sat, 07 Feb 98 13:40:15 EST From: danielle Subject: Re: Teaching information... To: socgrad@CSF.COLORADO.EDU In-Reply-To: <34DCA5E4.7085FD44@mills.edu> One of the things about the Passing on Sociology book that it *is* bothersome thus far is that it assumes that there is one right way to teach sociology, and I am fearing that they may present a canon rather than a theory of how to "pass on" information. Has anyone ever used it in a class? We are just starting it, so we're not sure what it has in store for us. Danielle From Nogod1@aol.com Sat Feb 7 13:02:10 1998 From: Nogod1@aol.com by imo14.mx.aol.com (IMOv12/Dec1997) id 7ZILa14251 Date: Sat, 7 Feb 1998 15:01:49 EST To: socgrad@csf.colorado.edu Subject: Re: Teaching information... I also found the title 'Passing on Sociology' to be of interest.......why would anyone give a book such a name? Any thoughts? Vincent Bruzzese From Nogod1@aol.com Sat Feb 7 13:06:24 1998 From: Nogod1@aol.com by imo20.mx.aol.com (IMOv12/Dec1997) id GRWJa23609 Date: Sat, 7 Feb 1998 15:06:09 EST To: socgrad@csf.colorado.edu Subject: Re: Teaching information... In a message dated 98-02-07 13:42:27 EST, you write: > One of the things about the Passing on Sociology book that it *is* > bothersome thus far is that it assumes that there is one right > way to teach sociology, and I am fearing that they may present a > canon rather than a theory of how to "pass on" information. > > Has anyone ever used it in a class? We are just starting it, so > we're not sure what it has in store for us. > > Danielle Danielle, I have used this book last semester in our teaching practicum. It was moderately useful, however it did little to effect the way I teach or think about teaching. However, it is a useful guide at times..... In thought, Vincent Bruzzese From chadk@yourinter.net Sat Feb 7 16:10:39 1998 (Post.Office MTA v3.1.2 release (PO205-101c) Date: Sat, 07 Feb 1998 18:05:13 -0800 To: socgrad@csf.colorado.edu From: chadk@yourinter.net (Chad Kimmel) Subject: Re: Summer research methods class Beth, I am not a teacher, yet, but do still have some application materials laying around from my undergraduate experience. Unobstrusive Study Mini-Experience: 1. Research Question: Which piece of playground equipment is most...to....least popular with local children. (ie. swings, sliding board, etc..?) 2. Criteria: Before going to the field (local park), identify the possible criteria to use in checking or making observations pursuant to addressing your research question. 3. Data Gathering: Go to park of choice (pick two parks locally which you the teacher have observed) and gather data. Determine the answer to your research question. 4. Findings: Type a one page report of your findings. Identify your criteria and what you found. Additionally, another mini-experience would be that of the "complete participant." Have the students assume the role of the complete participant and select a group to observe which they already belong (ie., family, roomates, work group, team etc..). 2. Think about the research focus or question you wish to address and draw from previous experience before entering the field. Examples of research suitable for this activity. a. Descirbe/explain the looking-glass self process re self-esteem enhancing/diminshing which is experienced within this group. b. Describe/explain the role hierarchy, modeling, sanctioning which occurs in this group. c. Your choice, but parallel the above ideas. Good luck and have fun... Chad.. At 01:05 PM 2/7/98 -0500, you wrote: >Hi Everyone, > >I'm trying to put together a set of activities I can use in my Summer >research methods class. The course is six weeks long, running from the >middle of June through the end of July. Because this is a required course >for undergraduate majors, I feel obligated to introduce the students to a >wide range of different methods; but I'm not comfortable with the idea of >cramming a full semester's syllabus into a six week time period. > >Right now, my working design for the course is to use Mondays and >Wednesdays of each week for in-class lectures/discussions on a specific >method, while Fridays would be set aside as lab days. On lab days, I >would like to plan activities for the students which give them first-hand >experience with the method-of-the-week. For example, we might go >somewhere as a group and make observation notes, taking time later to >compare our notes and discuss how our individual perspectives and >interests may have influenced the kinds of notes we wrote. Another idea >might be to break the students into two groups prior to "observation day." >Each group could be assigned readings from different theoretical >perspectives, which they are asked to use as a guide for making their >observation notes. Such an exercise might illustrate how one setting can >yield insights pertaining to very different sets of questions. > >If any of you have other ideas for activities that would be fun and >informative for the students, please let me know. I'm also interested in >any problems you think I might confront using this course design and how >others have approached teaching methods in the Summer. > >Thanks for your help! > >Beth > >~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ >Beth Schaefer Caniglia Office: (219) 631-6463 >Department of Sociology Home: (219) 259-3723 >University of Notre Dame Internet: eschaefe@bach.helios.nd.edu >~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ > > ***************************************************** Chad M. Kimmel Graduate Assistant/Data Manager Mid-Atlantic Addiction Training Institute (MAATI) Indiana University of Pennsylvania 102 McElhaney Hall Indiana, Pennsylvania 15705-1087 ckimmel@yourinter.net http://www.yourinter.net/~ckimmel 724-463-7010 **************************************************** From sharons1@airmail.net Sat Feb 7 17:11:41 1998 (/\##/\ Smail3.1.30.16 #30.233) with smtp for Date: Sat, 07 Feb 1998 17:41:31 -0800 From: Sharon Snow Reply-To: sharons1@airmail.net To: "socgrad@csf.colorado.edu" Subject: teaching tools I'm not familiar with the book _Passing on Sociology_ so can't comment, however in the methods of teaching class I took, we used _Teaching Tips_ by Wilbert McKeachie. It's a how-to guide that covers everything from preparation before the semester starts, meeting the class on the first day, lecturing, facilitating discussion, grading, using technology, problem students, using field work, to establishing a good relationship with secretaries, librarians, and custodians. I highly recommend it. Sharon Snow From dnaylor@scf-fs.usc.edu Sun Feb 8 11:57:09 1998 From: "Don Naylor" To: Subject: Re: Teaching information... Date: Sun, 8 Feb 1998 10:49:42 -0800 Vincent, my thoughts, I always thought of the phrase (from the title) "Passing on sociology" in a fairly positive way as in the idea of oral traditions where people passed something on from generation to generation. As a how-to book I supposed it was about the art of doing that i.e. passing on what one was learned to others. Since I think of teaching (somewhat) as sharing what I know with others and passing it on I like it. Its also highly problematic. Just what are we passing on to others? Do we know the answers? This could be the idea that experts know stuff which is to be poured into empty brains. This is the type of teaching (TAing) that I do but am least pleased with--its really just pontificating on my part. On the other hand passing on sociology to others isn't necessarily about passing on a body of information. It could be about (and this is what I like best when I do it in a class) passing on/sharing one's interest and excitement in learning about our social world. And it could be about sharing a way of questioning (not answers) which I think is useful. Or it could be about letting students know what has been useful in sociology for successful social activism. As to the actual contents of the book, though, I've never read it, Don Don Naylor, BA BA ABcl,th,q&D Department of Sociology University of Southern California Los Angeles, CA 90089-2539 wrk. 213-740-3544 hm. 213-748-7378 fax 213-740-3535 dnaylor@usc.edu I read my email but not every day.... ---------- > From: Nogod1@aol.com > To: Sociology Graduate Students -- International > Subject: Re: Teaching information... > Date: Saturday, February 07, 1998 12:01 PM > > I also found the title 'Passing on Sociology' to be of interest.......why > would anyone give a book such a name? Any thoughts? > > Vincent Bruzzese From dcoon@ksu.edu Sun Feb 8 12:11:27 1998 Date: Sun, 8 Feb 1998 13:11:21 -0600 (CST) From: Dave Alan Coon To: Sociology Graduate Students -- International Subject: Re: Teaching information... In-Reply-To: <199802081857.KAA04060@scf-fs.usc.edu> On Sun, 8 Feb 1998, Don Naylor wrote: [SOME CONTENT DELETED] > I always thought of the phrase (from the title) "Passing on sociology" in a > fairly positive way as in the idea of oral traditions where people passed > something on from generation to generation. I think this is probably how the title was intended, but it can undboubtedly be easily misunderstood by Intro sutdents who don't want to learn about sociology as 'passing' on sociology, ie, "Passing" on learning about it or not wanting to learn about sociology, so this is how I see the title as being somewhat probelmatic, if someone puts the emphasis on PASSING on sociolgy rather than PASSING ON sociology. Sincerely, Dave Alan Coon http://www-personal.ksu.edu/~dcoon MA Student & Graduate Teaching Asst. Office: (785)532-4972 204 Waters Hall Office: 253 Waters Hall Dept. of Sociology, Anthropology, & Social Work http://www.ksu.edu/sasw/ Kansas State University http://www.ksu.edu Manhattan, KS 66506 USA ============================================================================== "The 20th Century has 3 things to offer history: WW-I, WW-II and WWW." ============================================================================== From harlowc@cats.ucsc.edu Tue Feb 10 08:51:39 1998 Date: Tue, 10 Feb 1998 07:45:26 -0800 From: Christian Harlow To: "socgrad@csf.colorado.edu" "PHILOFHI (PHILosophy OF HIstory and theoretical history)" , Anthony Vincent Silvaggio , Ben Weinberg Subject: [Fwd: [Fwd: [Fwd: Request to call Senators toll-free @ MAI tomorrow!]]] This is a multi-part message in MIME format. --------------3CE865FE60044B665AD20B05 Scroll down to get toll free number to call Senators...urge them to reject MAI treaty. --------------3CE865FE60044B665AD20B05 X-arrival-time: 887121101 id HAA03951; Tue, 10 Feb 1998 07:26:05 -0700 (MST) Date: Tue, 10 Feb 1998 09:04:56 -0500 Reply-To: chriscd@jhu.edu Sender: owner-wsn@csf.colorado.edu From: christopher chase-dunn To: WORLD SYSTEMS NETWORK Subject: [Fwd: [Fwd: Request to call Senators toll-free @ MAI tomorrow!]] chriscd@jhunix.hcf.jhu.edu; Mon, 09 Feb 1998 17:56:51 -0400 (EDT) 09 Feb 1998 17:56:39 -0500 (EST) Date: Mon, 09 Feb 1998 17:55:00 -0500 From: Barbara Larcom Subject: [Fwd: Request to call Senators toll-free @ MAI tomorrow!] To: Bill Harvey , Campaign for Labor Rights , Chris Chase-Dunn , Chuck Johnson , Howard Ehrlich , Jon Kerr , Mark Bevis , Mike Bardoff , Nan McCurdy , Peter Grimes , Richard Ochs This is a multi-part message in MIME format. --Boundary_(ID_zCR8KV0Mr88nML69XXo/9Q) --Boundary_(ID_zCR8KV0Mr88nML69XXo/9Q) (207-172-129-72.s9.as6.col.erols.com [207.172.129.72]) 9 Feb 1998 16:35:41 -0500 (EST) Date: Mon, 09 Feb 1998 16:31:00 -0500 From: lynn yellott Subject: Request to call Senators toll-free @ MAI tomorrow! To: LIZVH@annap.infi.net, dsnyder@goucher.edu, 110274.1012@compuserve.com, dschott@igc.apc.org, schneide@umbc.edu, iholas@mail.gwumc.edu, acmills@igc.org, larcom@mail.bcpl.lib.md.us, AB91@CATMUS.CAT.CC.MD.US, Reply-to: lyellott@erols.com This is a multi-part message in MIME format. --Boundary_(ID_bFKT9qQE9HJg4vGnXkrmsg) Greetings! Please call our Senators tomorrow, 2/10. Details and toll-free number are in attached message. Thanks for your help! Lynn --Boundary_(ID_bFKT9qQE9HJg4vGnXkrmsg) 9 Feb 1998 10:45:57 -0500 (EST) Date: Mon, 9 Feb 1998 10:45:57 -0500 (EST) From: Mike Dolan Subject: FWD: Reuters MAI story Sender: tw-list@essential.org Reply-to: mdolan@citizen.org Originator: tw-list@essential.org X-Comment: To unsubscribe from this list, send the message "unsubscribe tw-list" to "listproc@essential.org". Leave the "Subject:" line blank. REMINDER!!!! TOMORROW, TUESDAY 2/10, IS *ALL-CALL DAY* TO THE SENATE!!! ASK FOR THE STAFF MEMBER WHO WORKS ON INTERNATIONAL TRADE ISSUES AND SEND A CLEAR MESSAGE: THE U.S. IS RUSHING INTO A DANGEROUS NEW INVESTMENT TREATY. WE DEMAND THAT THE CLINTON ADMINISTRATION WITHDRAW FROM THE NEGOTIATIONS! EDUCATE THE SENATE! 1-800-522-6721 ---> TOLL FREE TO THE CAPITOL SWITCHBOARD ***************** Meanwhile, in case you missed this [Posted at 7:46 p.m. PST Friday, February 6, 1998] Groups to protest international investment treaty WASHINGTON (Reuters) - Environmental and consumer groups, worried that an international investment treaty under negotiation will undermine national laws and give too much power to investors, Friday announced a week of protests. ``This is a dagger in the heart of democracy and should be resisted,'' Brent Blackwelder, president of Friends of the Earth, told reporters. His environmental group and others, together with consumer advocate Ralph Nader's Public Citizen, plan a series of protests next week to draw public attention to the agreement being negotiated by the 29 members of the Organization for Economic Cooperation and Development in Paris. They argue that the OECD's Multilateral Agreement on Investment gives investors too much power and protection for their investments at the expense of taxpayers while curbing governments' ability to regulate investments and protect the environment. Of particular concern, said Lori Wallach, director of Public Citizen's Global Trade Watch, is an expropriation and compensation provision that could allow investors to sue governments when new regulations or laws affected their ability to profit from an investment. ``It would allow any company to hold a government hostage for any action taken in the public interest,'' Wallach said. The group has posted the latest draft of the MAI and an analysis on its Internet site, www.citizen.org. As part of the protest, the groups plan to mail handcuffs to all 535 members of the House of Representatives and Senate and selected White House staff members to symbolize their concern, Friends of the Earth spokeswoman Lisa Baumgartner said. They are also planning a national call-in day Tuesday during which people will be encouraged to call their congressional representatives to protest against the treaty, which would have to be approved by the Senate. A politically activist telephone service company, Working Assets, said that with its January and February billings, it was urging its 280,000 customers to call Secretary of State Madeleine Albright to protest against the treaty. The calls are free, and the San Francisco company said it expected the State Department to get some 30,000 calls and letters by the end of February. The actions are designed to draw attention to the treaty before a Feb. 16-17 meeting of the OECD at which the grouping of wealthy nations will decide whether the treaty can be concluded by an April deadline or whether negotiations should be allowed to continue. A source close to the talks said negotiators were aware of the concerns of citizens' groups and were trying to respond to some of them in their bargaining. He said participants agreed that the expropriation and compensation provision needed some rewording to prevent lawsuits against regulatory actions by governments. ``We want to make sure the MAI will not give rise to a lot of cases of that nature,'' the source, who asked not to be identified, said. The OECD argues that a comprehensive agreement on international investment would give impetus to new investment for economic growth and employment. The organization said it was also posting progress on the negotiations on its Internet site, www.oecd.org. ===== Comments by MDOLAN@CITIZEN (Mike Dolan) at 2/09/98 10:03 am THIS IS PART AND PARCEL OF THE INTERNATIONAL WEEK OF ACTION AGAINST THE MAI -- 2/9 THROUGH 2/13. NON-GOVERNMENTAL ORGANIZATIONS AROUND THE WORLD ARE MOBILIZED TO PROTEST THE ADVANCED STATE OF NEGOTIATIONS OF THIS DANGEROUS STEALTH TREATY. PLEASE BE A PART OF THIS MOVEMENT. Thank you. The same citizens' networks in this country that defeated fast track last fall are poised to stop the MAI. Tell everybody. Mike Dolan **************************************************************************** /s/ Mike Dolan, Field Director, Global Trade Watch, Public Citizen Join the Global Trade Watch list server. We will keep you up to date on trade policy and politics. To subscribe, send this message: "SUBSCRIBE TW-LIST" [followed by your name, your organizational affiliation and the state in which you live] to LISTPROC@ESSENTIAL.ORG Our web-site is also interesting ---> www.citizen.org/pctrade/tradehome/html WE EDUCATE PEOPLE IN ORDER TO ORGANIZE THEM. WE DON'T ORGANIZE PEOPLE IN ORDER TO EDUCATE THEM. Fred Ross, Sr. --Boundary_(ID_bFKT9qQE9HJg4vGnXkrmsg)-- --Boundary_(ID_zCR8KV0Mr88nML69XXo/9Q)-- --------------3CE865FE60044B665AD20B05-- From DAVIDSON@UCONNVM.UCONN.EDU Tue Feb 10 09:15:51 1998 Date: Tue, 10 Feb 98 11:14:52 EST From: Alan Davidson Subject: NETSOURCES: Northern Lights = major breakthrough in WWW resources (fwd) To: socgrad@CSF.COLORADO.EDU ----------------------------Original message---------------------------- Date: Tue, 10 Feb 1998 06:35:46 -0600 Reply-To: H-NET List on Ethnic History Sender: H-NET List on Ethnic History From: "Josef J. Barton" Subject: NETSOURCES: Northern Lights = major breakthrough in WWW resources [Thanks to co-editor Richard Jensen for this terrific news.] Memo from Richard Jensen, independent scholar For several years I have been evaluating sites for "SCHOLARS' GUIDE TO WWW" at Yesterday I found Northern Lights--and I was stunned: try it at It's a new commercial site that incorporates a very good search engine for the WWW and for 2900 other sources (such as scholarly journals) which are not on the WWW. Their search engine returns a very good listing, groups them in quite useful folders, and even provides one-sentence abstracts of the academic pieces. Furthermore for 800 journals they will immediately deliver the entire article to your browser. They charge $1 each, or by subscription, 50 articles a month for $5 (with the first 50 articles free). That's one dime per entire article, no matter how many pages, available in less than 30 seconds. I think it's a major breakthrough in academic economics. Northern Lights has the potential to revolutionize the way scholars, teachers, graduate students and undergraduates do their research, and how libraries deliver their services. The coverage is good; it covers articles published from 1996 to the present. The quality is excellent (I had one problem article with most of the footnotes missing; they have an instant-refund key, no questions asked.) The articles are marked up in HTML. You can save them that way, print them that way, or save them as a TXT file to your hard drive. Here are some sample titles they offer [letters A, H, J, W] Agricultural History American Heritage American Historical Review American Journal of Political Science American Political Science Review American Scholar American Sociological Review Annual Review of Sociology Armed Forces & Society: Harper's Magazine Harvard Educational Review Historian [Britain] Historical Journal of Film, Radio & Television History & Theory History Today Journal for the Scientific Study of Religion Journal of American Culture Journal of American Ethnic History Journal of American History Journal of Asian & African Studies Journal of Contemporary History Journal of Ecclesiastical History Journal of Family History Journal of Higher Education Journal of Interdisciplinary History Journal of International Affairs Journal of Latin American Studies Journal of Marriage & the Family Journal of Military History Journal of Popular Culture Journal of Social History Journal of Southeast Asian Studies Journal of Women's History Journalism & Mass Communication Monographs Journalism History Washington Monthly Washington Quarterly West European Politics Wilson Quarterly World Affairs some other titles I spotted: British Journal of Political Science Business History Review Canadian Journal of History Canadian Historical Review Catholic Historical Review Chronicle of Higher Education Church History Commentary Contemporary Sociology Demography English Historical Review Foreign Affairs French Historical Studies International Migration Review National Journal New York Review of Books Past and Present Political Science Quarterly Presidential Studies Quarterly Social Forces Social Studies Victorian Studies Virginia Magazine of History & Biography Yale Law Journal ------------------------------------- From gimenez@csf.Colorado.EDU Wed Feb 11 09:54:53 1998 Date: Wed, 11 Feb 1998 09:54:50 -0700 (MST) From: Martha Gimenez To: SOCGRAD@CSF.COLORADO.EDU Subject: ON LINE SEMINAR WITH GARY MARX PSN Seminar on The Search for Meaning in Academic Life Gary Marx has written a thought provoking essay listing 37 moral imperatives for aspiring sociologists which he would like to discuss with others interested in the connections between intellectual endeavours and one's personal life. For that purpose, we have organized this e-seminar, the first of what we hope will be a number of creative and successful discussions around work written by members of PSN, the Progressive Sociologist Network. Date: February 18 - 24, 1998 Format: To participate in the seminar, send mail to LISTPROC@csf.colorado.edu in the message proper write sub psn-seminars firstname lastname Gary Marx will be on line and the discussion will be informal at the beginning. If the number of subscribers is large and the number of daily messages increase accordingly, the seminar will become moderated, so that only the best messages are posted. The proceedings will archived in the PSN archives. Location: you can find the seminar papers at the following url http://csf.colorado.edu/psn/seminars or you can send mail to listproc@csf.colorado.edu with this message: get psn-seminars aspiring-sociologists INTRODUCTORY STATEMENT The careers and lives that shape the work we do as academics are rarely discussed in the classroom or in our writing. There are of course good reasons for this. But in our training of graduate students and mentoring those starting out we need to give greater attention to making explicit the insights and wisdom that we pass on informally. In general, I find the image of the profession presented to our students to be unduly timid, antiseptic, laundered, formal and scholastic. It is important for teachers and mentors to discuss the more personal and professional sides of the discipline, even as we encourage students to find their own answers. We need to see the bigger picture, to locate ourselves within it, to reflect on why and how we do our work and on what gives meaning to our lives. A little anticipatory socialization might prevent many a mid-life crisis. This on-line seminar will discuss the search for meaning in academic lives taking off from a series of papers by Gary T. Marx. It primarily addresses those who have the good fortune to find permanent academic jobs. A core document for the discussion is "Of Methods and Manners for Aspiring Sociologists: 37 Moral Imperatives", The American Sociologist, Spring 1977. Parts of three other relevant papers may also be found on the web page created for the seminar: "Second Thoughts and Enduring Tensions" from "Recent Developments in Undercover Policing" on unresolved issues and choices in finishing a large research project in T. Blomberg and S. Cohen, Punishment and Social Control: Essays in Honor of Sheldon Messinger, 1995 Aldyne de Gruyter); "Seven Characteristics of Success" from "Reflections on Academic Success and Failure Making It, Forsaking It, Reshaping It" in B. Berger, Authors of Their Own Lives, 1990, Univ. of California Press; "Introduction" in Muckraking Sociology Research as Social Criticism, 1972 Transaction Books on social relevance and social research. A full version of the papers can be found at http://socsci.colorado.edu/~marxg/garyhome.html Gary Marx is interested in learning what kinds of mentoring advice others offer and welcomes criticism of this material and suggestions for further reading. ------------------------------ Cut here ------------------------------ ------------------------------ Cut here ------------------------------ From lmiller@weber.ucsd.edu Wed Feb 11 22:03:18 1998 by weber.ucsd.edu (8.8.6/8.8.6) id VAA08249 for socgrad@csf.colorado.edu; Wed, 11 Feb 1998 21:03:13 -0800 (PST) Date: Wed, 11 Feb 1998 21:03:13 -0800 (PST) From: Laura Miller To: socgrad@csf.colorado.edu Subject: Workplace PLEASE FORWARD WIDELY TO ACADEMIC LISTS ONLY ---------- Forwarded message ---------- Dear Colleagues, WANTED: Classified ads, for the inaugural issue of *Workplace*, the semiannual peer-reviewed journal on the political, historical, and aesthetic conditions of academic labor in North America. We invite ads for the following sections: * THE WATER COOLER [personals] -- when the most exciting aspect of your romantic life is your paper on the erotics of the semi-colon, it's time to make a change. * HUMAN RESOURCES [help wanted] -- need an article translated from the original German? looking for a reader for the paper you want to publish? Post your inquiry here and pray that someone bails you out. * INTERDEPARTMENTAL MEMO [notes & queries] -- whether you're trying to track down an elusive Whitman quote, or just curious about the number of times "the" appears in *War and Peace*, this is the place to go. * THE SUPPLY CLOSET [buy/sell] -- find a new home for your old couch or buy books at bargain prices. Come to the Supply Closet for a free-flowing exchange of material goods. * THE CUBICLES [housing] -- Looking for a sublet? Need a place to stay while attending a conference? Before you check into a hotel, check out the Cubicles listings. Format: Please send a message containing the following information to mgold@email.gc.cuny.edu : 1. Name 2. E-mail address 3. Section in which you'd like your ad to appear 4. Codename (required for confidentiality; please invent a name to appear on your ad) 5. Ad content All submissions will be kept strictly confidential Here's how it works: If you submit your ad soon, it will appear in the first issue of *Workplace*. Your true name and e-mail address will _not_ appear in your ad. When someone replies to your ad, the message will be forwarded to you. After that, it's all up to you. Don't forget to look for the first issue of *Workplace*, coming February 15th to a computer near you. Sincerely, Matthew Gold Workplace Services Editor + Match-Maker Extraordinaire -- Matthew Gold Department of English CUNY-Graduate Center mgold@email.gc.cuny.edu http://www.panix.com/~mgold/meter.htm "The way to write is to throw your body at the mark when your arrows are spent." Emerson ---------- Forwarded message ---------- Subject: Workplace 1:1 (Feb 1998) a WEBsite+ an electronic JOURNAL+ a place to get DATES W~O~R~K~P~L~A~C~E a _peer-reviewed_ journal addressing the political historical and aesthetic conditions of a/c/a/d/e/m/i/c l/a/b/o/r in north america *brought to you by the graduate.student.caucus an allied organization of the modern.language.assocation the editorial collective: matt kirschenbaum and eric lott, u.virginia; laura sullivan and christian gregory, u.florida; karen thompson, rutgers.u, cary nelson, u.illinois-champaign; victoria smallman, mcmaster.u.ca; cheryl torsney, west.virginia.u; marc bousquet, alan kalish, curtis anderson and steve watt, indiana.u, kent puckett, columbia.u, paul lauter, trinity.college; mark kelley, barbara bowen, andrew long, and vincent tirelli, cuny; granville ganter, mercy.college.shelley reid, austin.college; alan rea, western.michigan; marnie thompson, tulane.u; joe aimone, u.c.davis with thanks to stanley aronowitz, who said we should ` founding editors: kent puckett (publisher, designer, managing editor), columbia u. and marc bousquet, indiana.u for the first issue (1.1, Feb. 1998): _ _ _ _ _ _ _ _features (3000 to 5000 words) refereed, after first issue "This Old House: Renovating CUNY's House of Labor" by Barbara Bowen, Professor, Queens College/CUNY Graduate School "On the Left in the Academy" by Cary Nelson, Professor, U. Illinois-Champaign "The University in Runes" by Christian Gregory, Graduate Student, Florida "Unionizing Against Cutbacks" by Paul Lauter, Professor, Trinity College "Ideology and the Practical" by Steve Watt, Professor, Indiana U "Resistance is Fruitful: Coalition-building in Ontario" by Victoria Smallman, Graduate Student, McMaster U., Canada Interview with Stanley Aronowitz, by Andrew Long (website will feature audio clips in addition to text) forum (1000-2500 words; response up to 3500) solicited Organizing Our Asses Off: A Forum "A Decade of Organizing in California: Cannibals, Egg-timers, and Star Trek" by Anthony Navarrette and Kate Burns, UCSD "Lobbying the Texas Legislature" by Kirsten Christensen and Ray Watkins, UT-Austin "4,000 Down, 200,000 to Go: Organizing the City University of New York" by Eric Marshall, CUNY "Organizing Beyond the Grade Strike" by Jennifer Greeson, and Scott Saul, Yale U. (confirmed no title) by Ed Fox and Curtis Anderson, Indiana U. "What's Next? Organizing After the COGS Union Affiliation Vote" by Julie Schmid, U. Iowa (confirmed no title) by Barbara White, U. Pittsburgh Response by Alan Kalish, Indiana U. Response by Vinny Tirelli, City U. New York Response by Karen Thompson, Rutgers U. "From the Parking Lot of the Promised Land: A Conversation with Junior Faculty," by Shelley Reid convention reports NAGPS, New Orleans, October 1997 by Marnie Thompson, Tulane U. MLA Annual Convention, Toronto, Canada, December 1997 by Mark Kelley, CUNY Graduate School 6th National GTA Conference, Minneapolis, November 1997, by Alan Kalish, Indiana University personal criticism section, unrefereed. after first issue, edited by Cheryl Torsney, WVU The Political is the Personal "Performing Shakespeare: Writing and Literacy on the Job" by Leo Parascondola services available at the website discounted book purchases hot links to academic labor and student orgs. personals connections to real-time meeting places classified listings (eventually jobs?) From sjc@mole.uvm.edu Thu Feb 12 16:39:21 1998 Date: Thu, 12 Feb 1998 18:46:05 -0500 (EST) From: Steve Cavrak To: socgrad@csf.colorado.edu Subject: FYI: Virtual Teaching in Higher Education (and the winner is ...) (fwd) Virtual Teaching in Higher Education: The New Intellectual Superhighway or Just Another Traffic Jam? http://www.csun.edu/sociology/virexp.htm Jerald G. Schutte California State University, Northridge email - jschutte@csun.edu Abstract An experimental design was carried out during the Fall, 1996 in which 33 students in a Social Statistics course at California State University, Northridge were randomly divided into two groups, one taught in a traditional classroom and the other taught virtually on the World Wide Web. Text, lectures and exams were standardized between the conditions. Contrary to the proposed hypotheses, quantitative results demonstrated the virtual class scored an average of 20% higher than the traditional class on both examinations. Further, post-test results indicate the virtual class had significantly higher perceived peer contact, and time spent on class work, but a perception of more flexibility, understanding of the material and greater affect toward math, at semester end, than did the traditional class. ------------------------------------------------------------------------- _______ || | Stephen J. Cavrak, Jr. URL: http://www.uvm.edu/~sjc/ |* | Assistant Director for E-Mail: Steve.Cavrak@Uvm.Edu | / Academic Computing Services Phone: 802-656-1483 | | University of Vermont Fax: 802-656-0872 | | Burlington, Vermont 05405 North: 44o 28' 33" ---- West: 73o 12' 45" From brekhus@rci.rutgers.edu Thu Feb 12 16:47:35 1998 Date: Thu, 12 Feb 1998 18:47:22 -0500 To: socgrad@csf.colorado.edu From: wayne brekhus Subject: how to subscribe Sorry to bother the whole list, but can someone send me the information on how to subscribe. I want to pass it on to a couple students here who are interested in subscribing. Thanks, Wayne brekhus@rci.rutgers.edu From DAVIDSON@UCONNVM.UCONN.EDU Sun Feb 15 12:38:53 1998 Date: Sun, 15 Feb 98 14:37:42 EST From: Alan Davidson Subject: CFP: Research/Nonprofit Org. and Vol. Action [ARNOVA] Seattle 11/98 (due 3/31/98) (fwd) To: socgrad@CSF.COLORADO.EDU ----------------------------Original message---------------------------- Date: Sat, 14 Feb 1998 06:46:47 -0600 Reply-To: H-NET List on Ethnic History Sender: H-NET List on Ethnic History From: "Josef J. Barton" Subject: CFP: Research/Nonprofit Org. and Vol. Action [ARNOVA] Seattle 11/98 (due 3/31/98) CALL FOR PARTICIPATION The 27th Annual Conference November 5 - 7, 1998 in Seattle, Washington The Association for Research on Nonprofit Organizations and Voluntary Action (ARNOVA) invites participation in its 27th annual conference, to include such topics as voluntarism, the nature of the third sector and its place in society, the management of nonprofit organizations, international and comparative studies, the teaching of nonprofit studies, and issues in such sub-sectors as health, social services, religion, culture, civic benefit, recreation, education, environmental protection and advocacy. In addition to the topics listed above, we invite participation in two special focus areas. The first is Community Development: possible topics include grassroots associations, social action, self-help and mutual aid organizations, neighborhood groups, NGOs in developing nations, pluralism and ethnicity, and community and citizen political action groups. The second is Boom, Bust, Echo: possible topics include the implications of an aging population for the third sector, older citizens as volunteers, and generational issues of giving and volunteering. Participation is welcome from scholars in all academic disciplines, and from practitioners such as nonprofit organization executives, foundation staff, consultants, and policymakers. Graduate students are encouraged to submit proposals based on their dissertation research. 5 WAYS TO PARTICIPATE IN ARNOVA 98! 1. Submit a proposal for a paper; 2. Submit a proposal for a panel session; 3. Submit a proposal for a roundtable discussion; 4. Volunteer to act as a Session Chair; 5. Just come, network, and share in more than 300 great presentations! To be a presenter, send FOUR copies of the complete proposal including the required PARTICIPATION COVER FORM to the ARNOVA Executive Office, c/o Indiana University Center on Philanthropy, 550 W. North Street, Suite 301, Indianapolis, IN 46202 (phone 317/684-2120; fax 317/684-2128). Proposals will be accepted by mail or fax. We regret that we cannot accept proposals via e-mail. To volunteer as a Session Chair, just return the PARTICIPATION COVER FORM. PROPOSALS FOR PARTICIPATION MUST BE RECEIVED BY MARCH 31, 1998. Authors will be notified by May 15. ARNOVA 98 PARTICIPATION COVER FORM This is a proposal for (circle one)a paper; a panel; a roundtable discussion. Proposed title: Note: Please attach a one-page description of the proposed paper, panel, or roundtable discussion topic. This page should mention: the problem or issue to be addressed, the approach to be taken, and the relationship of the topic to relevant literature, if applicable. If this is a panel, please specify what each panelist will present. I would be willing to serve as the Chair/Discussant of one of the conference sessions. (On a trial basis for 1998, the roles of session chair and discussant will be combined.) Yes No Session topics that would most interest me include: Primary contact person (Please type or print clearly: NAME, FULL ADDRESS, PHONE AND FAX NUMBERS, E-MAIL ADDRESS) Others to be involved (List any co-authors and panelists. Type or print name, full address, phone and fax numbers, e-mail addresses. for each person.) Helpful Information (To help conference organizers adjudicate your proposal and fit it as meaningfully as possible into the program, please assist us by completing the section below.) My primary interests include (circle): issues facing the sector and its role in society; volunteering and voluntarism; nonprofit management; philanthropy; international and comparative perspectives; teaching; other (specify): I am interested in the follow sub-sector(s) (circle): advocacy organizations, civic benefit organizations, community development, arts and culture, education, environmental protection, grassroots associations, health, international NGOs, membership benefit organizations, organized religion, social movements, social service, sports and recreation, other (specify): My work is in the discipline(s) of (circle) business, economics, history, law, management, organizational behavior, policy studies, political science, psychology, public administration, sociology, social work, other (specify): FOUR COPIES OF THE COMPLETE PROPOSAL MUST BE RECEIVED IN THE ARNOVA OFFICE BY MARCH 31, 1998. Questions? Phone 317/684-2120; fax 317/684-2128. From DAVIDSON@UCONNVM.UCONN.EDU Sun Feb 15 12:39:57 1998 Date: Sun, 15 Feb 98 14:38:56 EST From: Alan Davidson Subject: CFP: NCIS conference, "The Future of Scholarship...Independent?" St. Paul 10/98 (due 4/1/98) (fwd) To: socgrad@CSF.COLORADO.EDU ----------------------------Original message---------------------------- Date: Sat, 14 Feb 1998 06:08:27 -0600 Reply-To: H-NET List on Ethnic History Sender: H-NET List on Ethnic History From: "Josef J. Barton" Subject: CFP: NCIS conference, "The Future of Scholarship...Independent?" St. Paul 10/98 (due 4/1/98) CALL FOR PAPERS AND SESSION PROPOSALS "THE FUTURE OF SCHOLARSHIP...INDEPENDENT?" October 2-4, 1998 Minnesota History Center St. Paul, Minnesota The 1998 Conference of the National Coalition of Independent Scholars (NCIS) will explore the future of scholarship. Where will scholars be producing their work in the future? Will the majority of scholars be affiliated with a university? Or, will more scholars be independent, piecing together the library, laboratory, and collection resources they require? Themes and topics that might find a place in the program: \Historical and political perspectives (e.g., Past history, present conditions, future possibilities) \Intellectual issues (e.g., Is independent scholarship in the 1990s the vanguard for the twenty-first century? Is independence from academe synonymous with intellectual freedom?) \Practical issues (e.g., Hazards and advantages of scholarship abroad; access to twenty-first century technology) \Scholarly identity (e.g., Living in two worlds as a semi-affiliated scholar; relations between independent scholars and academics) Conference participation is open to NCIS members and others interested in the future of scholarship. NCIS members may be also propose presentations to share the progress and results of their own research projects. The Program Committee requests proposals for 20-minute papers and 90-minute sessions. Submit a 200 to 500 word summary, including a short biographical statement for each presenter. DEADLINE for proposals is 1 April 1998. Notification of acceptance will be made by 1 June 1998. Send proposals and suggestions to: Diane M. Calabrese, Program Chair 1000 Robin Road Silver Spring MD 20901-1873 Phone/fax: 301-671-3671 e-mail: augustdmc@aol.com (program committee members: Laura Garce's, Elizabeth Trahan) ABOUT THE CONFERENCE All conference sessions will be held at the new Minnesota History Center in downtown St. Paul. There is a wide range of hotel/motel and dining options nearby, and the Minneapolis airport is conveniently located. More information about the details will be available in early spring. Consult the NCIS website at http://www.ncis.org for updates. PUBLICITY/MEDIA Publicity for the conference and media relations are being handled by the president of NCIS, Pat Farrant. Please contact her (FARRANT@ACT.ORG) if you would like to recommend a person or organization that should receive a hard copy of this announcement. From denis@cnam.fr Sun Feb 15 17:36:50 1998 From: "francois Denis" To: Subject: Re: search informations Date: Mon, 16 Feb 1998 01:32:47 +0100 charset="iso-8859-1" -----Message d'origine----- De : Klaus À : Sociology Graduate Students -- International Date : mardi 3 février 1998 13:30 Objet : search informations Hi I'm studying sociology at the University of Bucharest in Romania. I'm trying to write a paper regarding the relations between the citizens and the institutions of the state. Does any of you where can I find some interesting informations for this subject ? I'd appreciate your help. I need also a list of books treating this subject. Right now I have problems in establishing the theoretical background in the particular case of Romania, in its quest for democratic institutions. Thank you for your help. Klaus. just get a look to the montesquieu "esprit des lois" and to jean jacques rousseau ' "le contrat social" after these fundamental readings about the origin of democracy it is a good idea to check alexis de tocqueville "democratie en amerique" (real sociological work) and then get a look to more modern writing like paul lefort's book or hannah harendt' s writing on totalitarism good reading FD From lmiller@weber.ucsd.edu Thu Feb 19 18:33:42 1998 by weber.ucsd.edu (8.8.6/8.8.6) id RAA08945 for socgrad@csf.colorado.edu; Thu, 19 Feb 1998 17:33:39 -0800 (PST) From: Laura Miller Subject: Sociology Instructor (fwd) To: socgrad@csf.colorado.edu Date: Thu, 19 Feb 1998 17:33:39 -0800 (PST) ----- Forwarded message from Kim Chief Elk ----- > EMPLOYMENT OPPORTUNITY > > Foothill College > 12345 El Monte Road > Los Altos Hills, CA 94022 > > Sociology Instructor > > JOB NUMBER: 98069 > > Open Date: 1/16/98 > First Review Date: 3/27/98 > > The Foothill-De Anza Community College District is currently accepting > applications for the faculty position of Sociology Instructor. > > DUTIES AND RESPONSIBILITIES OF THE POSITION INCLUDE: > The principal responsibility of the Sociology Instructor is to teach a > variety of college-level sociology courses. An additional responsibility is > to develop a new degree program in Social Services. This responsibility > will require additional expertise in either Women's Studies or Business, > with emphasis on Human Resource Management. Day, evening, > distance-learning, on-campus and off-campus assignments may all be a part > of this position. Other duties include development and evaluation of > curricula, maintaining scheduled office hours, serving on division, college > and district committees, taking part in on-going campus extra-curricular > activities, pursuing professional growth activities, and performing other > duties consistent with faculty responsibilities. > > MINIMUM QUALIFICATIONS: > 1. Understanding of, sensitivity to, and respect for the diverse academic, > socio-economic, ethnic, cultural, disability, religious background and > sexual orientation of community college students. > 2. Master's in Sociology OR Bachelor's in Sociology AND Master's in > Anthropology, any Ethnic Studies, Social Work, or Psychology OR the > equivalent. > 3. Demonstrated expertise in either Business, emphasizing Human Resource > Management, or Women's Studies. > > PREFERRED QUALIFICATIONS: > 1. Experience developing and offering new curricula and /or new educational > programs related to Sociology and Social Services. > 2. Experience teaching students of ethnically and culturally diverse > backgrounds at the community college, college, or university level. > 3. Knowledge of current workplace computer software (e.g., word processing, > spreadsheets, presentation software, web-page use). > > In addition, successful candidates will demonstrate the following: > > 1. Ability to use teaching methods that engage students in their own > learning, motivate students to develop higher-order thinking skills, and > ensure consistent and appropriate monitoring of student progress. > 2. Demonstrated understanding of the full range of commitment and skills > needed to ensure student access and success. > 3. Sufficient knowledge and skill to teach Introduction to Sociology, > Social Problems, Social Psychology, Aspects of Marriage and Family, > Sociological Methods as well as courses in Social Services without > additional, substantive training or study. > 4. Demonstrated ability to prepare curricula and coordinate new offerings > for an AA program in Social Services. > 5. Demonstrated ability to recruit and work with area Social Services > experts to create an Advisory Board for the Social Services degree program. > 6. Demonstrated ability to develop and use multiple teaching methods (e.g., > computer-assisted instruction, multi-media demonstrations, lecture/lab and > self-paced formats, individualized instruction, distance-learning courses) > that address the needs of a diverse, multi-cultural student population and > that accommodate a wide a variety of learning styles. > 7. Interest and readiness to remain current and to be able to project and > develop future program offerings in Sociology and Social Services as well > as in computing as technology evolves. > 8. Knowledge of "welfare to work" initiatives and how they apply to the > future of community colleges. > 9. Demonstrated ability to work cooperatively with colleagues in developing > curricula, evaluating part-time faculty members, and teaching (i.e. team > teaching). > > APPLICATION PACKET: > In addition to a completed District application form, the following > documents must be submitted: (applications and supplemental materials > become the property of the District and will not be returned) > 1. A cover letter, no longer than two pages, that specifically addresses > those required qualifications/skills/abilities that support your candidacy > for the position as described in this announcement. > 2. A current resume of all work experience, formal education and training. > 3. Photocopies of all college transcripts. > > Submit application materials to > > Foothill-De Anza Community College District > Employment Services > 12345 El Monte Road > Los Altos Hills, CA 94022 > (415) 949-6217 > TTY (415) 949-5813 > CMS6438@mercury.fhda.edu > HTTP://wwwfh.fhda.edu/district/HR/employment.html > > > SALARY RANGE: $37,571-$59,548 annually plus benefits; actual placement is > non-negotiable and is based on applicant's verified education and > experience. Summer teaching opportunities and extra classes beyond the > contract salary amount may be available. > > TERMS OF EMPLOYMENT: Full-Time, Permanent, > 10 months per year > > STARTING DATE: September 1998 > > Persons with disabilities who require reasonable accommodation to complete > the employment process must notify Employment Services no later than the > closing date of the announcement. > > All interviewing costs incurred will be the responsibility of the applicant. > > Kim Chief Elk > Foothill-De Anza > Community College District > Los Altos Hills, CA 94022 (415) 949-6216 > > ----- End of forwarded message from Kim Chief Elk ----- From tr@tryoung.com Sun Feb 22 05:34:26 1998 id FAA09252; Sun, 22 Feb 1998 05:34:21 -0700 (MST) by ntserver3.sensible-net.com (Post.Office MTA v3.1.2 To: psn-special@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: Oral Sex Date: Sun, 22 Feb 1998 07:37:36 -0500 The ways of sex, love and marriage are, in history, manifold. Yet there still remain those who hold that sex, love and marriage should follow only that form which fits into a patriarchal, sexually repressive, hierarchical and politically exploitative social order. My good friend, Maxine Baca Zinn and our esteemed colleague, Judy Root Aulette have suggested, in the Jan98 issue of Footnotes, that the views of Norval Glenn and those broad segments of society for which he speaks, do not have a armlock on the truths about forms of intimacy about which they know nought. Folk theories of evil, error, deviancy and devilish sin have everywhere been used to legitimate a narrow range of normative behaviors upon children and adults alike. In these written and oral wars, social theory seems, at least to we poor social scientists, to be a powerful tool in normative wars about sin and sex. Barry Dank, in the same issue, points out it is not. For his part, Glenn say his only purpose was to encourage discussion. Constructive discussion. Glenn makes the point that he, himself, is centrist by noting that he is advisor to Democratic Leadership Conference, itself founded by Bill Clinton. mmmmm. David Knox, on Glenn's behalf, points out that Glenn's basic thesis was that many textbook authors nowadays, has an anti-family bias. Critics say that talking about other forms of intimacy is not thereby, an indictment of family per se. Nor is a critique of nuclear patriarchal family axiomatically an indictment of family generally. I learned that the hard way in 1970...but see below. Demie Kurz, at UPenn, gives the title of the Glenn book: 'Closed Minds and Closed Hearts' Mmmmmm. Quite a title for a book calling for free and open discussion. Constructive discussion. Kurz, to her credit, notes that it is not marriage which is the problem but rather divorce... she notes that a lot of women divorce abusive, alcoholic, drug-addicted and dallying husbands. Seems most men expect women to make the best of of such marriages...including those concerned with the 'collapse' of the family. Risman and Tomaskovic-Dewey points out that, rather than promoting constructive criticism, the Glenn book condemned books which other reviewers had praised. Judy Stacy, USC, refers to the Glenn text as 'virtual social science.' Ah, sad sad day for those of us who live and work only in the virtual reality of the Web...but Stacy's larger point was that Glenn's book was an instance of fraudulent dramaturgy rather than, as one might hope, enlivening and enabling dramaturgy...as I do hope. Of the books mentioned, seems to me that books such as that by Stacy and Kurz are much much the better way to understand the great complexities of sex, marriage and sin than are those books which try to fit young people into a social form that evolved some 4000 years ago along with settled agrarian societies...and a form which cannot possibly work in industrialized societies; in advanced capitalist societies which rip the family asunder by its labor policies, by its inequalities, by its commercial practices. Alas for Glenn, he choses the wrong villain in the plot...'tis not postmodern critics of patriarchy nor yet the sociologists which honor that critique; rather the villian in the play are those great sweeping social changes which forever destroyed the agrarian social order for which patriarchy was made. **** Public obloquy and scorn may deter popes, princes and presidents from forms of intimate behavior proscribed by protestants and puritans...but as Dank points out in his piece, young people in the first rush to explore their sexuality pay little heed to what sociologists say. If the norms of sex, love and marriage are leptokurtotic in one society and platykurtotic in another, there is no writ for sociologists to say which is the better mode of being and doing; of loving, living and dying. As Oscar Wilde might well have said: "As for the virtuous, one can pity them, of course, but one cannot possibly admire them." But then Wilde was known more for his beauty than for his virtue. ******* A personal note: One of the nicer things about getting on in years is that one has many memories from which to draw lessons. I recall that, in 1970, I was refused a contract to teach another year at SWMissouri since, with my mere comment that the American nuclear family form was a recent and rare way of doing intimacy, kinship and socialization. The Chair, a nice person, taught family in the department...she was infuriated that I had suggested, unwittingly, that her syllabus was more a political tool than a scientific text. Alas, the postmodern critique of the family was not, then, available. Had it been, I would still be teaching at SWMS...I would not have been forced to take a Ph.D at Colorado; would not have been involved in the great struggles in American sociology of the 60's and 70's; would not have been forced to rethink the politics of sociology and the philosophies of knowledge which now pre-occupy my time. Rather I could have retired in peace at Branston instead of working night and day to transform American sociology and the knowledge process itself. Ah...by such small things we men and women die. ********** Afterthought: I suppose I had led people to believe that I had something to say about oral sex in the oval orifice...I do. Driving around the country the last three weeks, I had a chance to listen to a lot of talk shows on radio...['twas either that or Rush Limbaugh]...so I listened. Several callers were at a lost about what to tell their kids when they came home from school asking about oral sex. Seems there is a lot of talk about oral sex in the news nowadays. Of the talk show hosts, only Dr. Laura knew what to tell them...'don't do it.' I think, had I been asked, I would have said something like: "Well MaryDickJanePaulTommyandChristie, oral sex can be anything ranging from a gentle kiss on the shoulder before you fall asleep in the arms of a woman you love to a teasing nibble on the ear of a woman distracted from her reading, writing or cooking in the kitchen by a man who has better things in mind. [and ceteris parabus, a man you love...not my cup of tea but Oscar Wilde might give it a shot]. ....Or BettyBillySusieAlbertJeanandPatti. oral sex could include intense liplock tongueteasing explorations. The kissing of hands, arms, necks and nipples also counts as oral sex" For the purposes at hand, I think I would have stopped there. In actual practice, one might go further and were one to do that, I would hope it is to give one's partner(s) in intimacy the exquisite pleasure of one's best oral examinations. Whatever Orval Glenn and Dr. Laura might think about oral sex beyond that first gentle kiss, I cannot know. I would hope that other my colleagues would not count them as evil, sinful, deviant or disgusting... all good love to you all in whatever way you do it, TR TR Young The Red Feather Institute 8085 Essex, Weidman, Mi., 48893--ph: [517] 644 3089 Email: tr@tryoung.com From tombrown@jhunix.hcf.jhu.edu Sun Feb 22 13:45:21 1998 by jhunix.hcf.jhu.edu (950413.SGI.8.6.12/950213.SGI.AUTOCF) Date: Sun, 22 Feb 1998 15:45:20 -0500 From: tombrown@jhunix.hcf.jhu.edu (Thomas F Brown) Subject: Re: Oral Sex To: socgrad@csf.colorado.edu >notes that it is not marriage which is the problem but rather divorce... >she notes that a lot of women divorce abusive, alcoholic, drug-addicted >and dallying husbands. Seems most men expect women to make the best of >of such marriages...including those concerned with the 'collapse' of >the family. An article in the new issue of Journal of marriage and the family says that the best predictor of a marriage that works is whether or not the husband is willing to give in to the wife's wishes. >Several callers were at a lost about what to tell their kids when they >came home from school asking about oral sex. Seems there is a lot of >talk about oral sex in the news nowadays. Of the talk show hosts, only >Dr. Laura knew what to tell them...'don't do it.' Don't do it in the office, or not at all? What if the wife wishes it? From tr@tryoung.com Mon Feb 23 05:41:32 1998 by ntserver3.sensible-net.com (Post.Office MTA v3.1.2 To: socgrad@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: New Articles in the Red Feather Archives Date: Mon, 23 Feb 1998 07:44:46 -0500 Dear Colleagues: There are several new articles in the RF Archives which may be of interest to you. They are: #183 Postmodern Theories of Crime by Bruce Arrigo and T. R. Young #184 A Constitutive Theory of Justice: Architecture and Content by T. R. Young #185 Work and Wisdom in the World by T. R. Young and Nancy Maxson •#190 Manifesto for Praxis Societies by Chas A Ostenle You can download these from: http://www.tryoung.com/archives/archives.htm And for a PREVIEW of the New Electronic Journal for Graduate Students go to: http://www.tryoung.com/journals/journalindex/journalindex.html TRYoung, Editor TR Young The Red Feather Institute 8085 Essex, Weidman, Mi., 48893--ph: [517] 644 3089 Email: tr@tryoung.com From lmiller@weber.ucsd.edu Mon Feb 23 12:04:10 1998 for socgrad@csf.colorado.edu; Mon, 23 Feb 1998 11:04:06 -0800 (PST) Date: Mon, 23 Feb 1998 11:04:06 -0800 (PST) From: Laura Miller 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 or bobwold@mail.utexas.edu 2/23/98 From cassell@frosty.irss.unc.edu Mon Feb 23 12:07:29 1998 Date: Mon, 23 Feb 1998 14:06:01 -0500 (EST) From: James Cassell To: Sociology Graduate Student Discussion Subject: This year's USNews Grad School rankings Just in case anyone's interested, you can see the top 50 or so Ph.D. programs at http://www.usnews.com/usnews/edu/beyond/gradrank/gbsocio.htm If you feeling cheerful take a look at http://www.usnews.com/usnews/edu/beyond/grad/gbphd.htm, a lovely little article entitled "Plight of the Ph.D." Sigh.... Jim ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ James Cassell cassell@irss.unc.edu Institute for Research in Social Science http://www.irss.unc.edu/cassell/ University of North Carolina at Chapel Hill Phone: 919/962-0782 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ From DAVIDSON@UCONNVM.UCONN.EDU Mon Feb 23 12:13:29 1998 Date: Mon, 23 Feb 98 14:07:00 EST From: Alan Davidson Subject: CFP: Research in Soc Sci and Disability (fwd) To: socgrad@CSF.COLORADO.EDU ----------------------------Original message---------------------------- Date: Mon, 23 Feb 1998 07:45:51 -0600 Reply-To: H-NET List on Ethnic History Sender: H-NET List on Ethnic History From: "Josef J. Barton" Subject: CFP: Research in Soc Sci and Disability Call for Papers Research in Social Science and Disability is a new annual volume to be published by JAI Press. It will focus on linkages between disability and the social and cultural environment. It is based upon the premise that disability is not purely a medical phenomena, but rather is based on the interaction between the social and physical environment and a person's physical or mental state. It will consider aspects of disabilities as viewed through the lens of social science disciplines including history, economics, geography, political science, psychology, anthropology, sociology, demography, or closely related fields. It will consider all forms of disability, including mental and physical. Submissions could include theoretical and critical papers, analyses based on qualitative as well as quantitative research methodologies, methodological or conceptual papers, and comprehensive reviews of the literature. Examples of submissions could include topics such as cultural aspects of blindness, the history of institutionalization for mental illness, the demography of mental retardation, the social structure of deaf communities, measuring disability for research purposes, or changing attitudes towards persons with disabilities. Research in Social Science and Disability will not consider medical, or clinical aspects of disability, case studies, practice descriptions, or program evaluations. All articles will be peer-reviewed by reviewers from the same disciplinary background. The editors, Barbara M. Altman and Sharon N. Barnartt, are soliciting original, unpublished manuscripts for Volume 1, which will be published in 1999. Papers should not exceed 40 pages double spaced. Four copies should be submitted by August 1, 1998, to Sharon Barnartt, Department of Sociology, Gallaudet University, Washington, DC 20002. Instructions for authors available on request. Need further information or have questions? Email baltman@ahcpr.gov or barnartt@juno.com From Nogod1@aol.com Tue Feb 24 02:36:17 1998 From: Nogod1@aol.com by imo30.mx.aol.com (IMOv12/Dec1997) id GEXEa28057 Date: Tue, 24 Feb 1998 04:36:07 EST To: socgrad@csf.colorado.edu Subject: Re: This year's USNews Grad School rankings Jim, Being at StonyBrook I share your sigh....we've been stuck at 24 for the past three years....and the dept. is still living in the golden years of the 70's.....but I believe if we listen carefully we can still hear the collective sigh of all graduates......... In thought, Vincent Bruzzese From jfreely@nimbus.ocis.temple.edu Tue Feb 24 06:09:14 1998 Date: Tue, 24 Feb 1998 08:09:11 -0500 (EST) From: Joshua Freely To: Sociology Graduate Students -- International Subject: Re: This year's USNews Grad School rankings In-Reply-To: <6f6a3c92.34f29489@aol.com> ** From astepnic@garnet.acns.fsu.edu Tue Feb 24 06:48:15 1998 From: Andrea Stepnick Subject: memorable essays... To: socgrad@csf.colorado.edu Date: Tue, 24 Feb 1998 08:48:12 -0500 (EST) In-Reply-To: from "James Cassell" at Feb 23, 98 02:06:01 pm Here's a favorite from one of my Intro classes: "The value of sociology as a discipline should not be taken for granite." -- Andi Stepnick Doctoral Candidate Department of Sociology Florida State University Tallahassee, FL 32306-2270 office phone: (850) 644-6416 email: astepnic@garnet.acns.fsu.edu From maguiler@ic.sunysb.edu Tue Feb 24 12:13:21 1998 Date: Tue, 24 Feb 1998 14:13:11 -0500 (EST) From: Michael Aguilera To: Nogod1@aol.com Subject: Re: This year's USNews Grad School rankings In-Reply-To: <6f6a3c92.34f29489@aol.com> No Vinnie, Stony Brook actually publishes lots of stuff. You feel left out because the faculty neglect graduate studenst to persue their own research agenda. On Tue, 24 Feb 1998 Nogod1@aol.com wrote: > Jim, > > Being at StonyBrook I share your sigh....we've been stuck at 24 for the past > three years....and the dept. is still living in the golden years of the > 70's.....but I believe if we listen carefully we can still hear the collective > sigh of all graduates......... > > In thought, > Vincent Bruzzese > From cassell@frosty.irss.unc.edu Tue Feb 24 12:41:32 1998 Date: Tue, 24 Feb 1998 14:40:01 -0500 (EST) From: James Cassell To: socgrad@csf.colorado.edu Subject: Re: This year's USNews Grad School rankings In-Reply-To: On Tue, 24 Feb 1998, Michael Aguilera wrote: > No Vinnie, Stony Brook actually publishes lots of stuff. You feel left > out because the faculty neglect graduate studenst to persue their own > research agenda. Would this be a good time to remind folk that graduate students aren't the ONLY people who read this list? Not to be paranoid or anything... James ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ James Cassell cassell@irss.unc.edu Institute for Research in Social Science http://www.irss.unc.edu/cassell/ University of North Carolina at Chapel Hill Phone: 919/962-0782 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ From DAVIDSON@UCONNVM.UCONN.EDU Tue Feb 24 18:03:21 1998 Date: Tue, 24 Feb 98 19:55:34 EST From: Alan Davidson Subject: departments To: socgrad@CSF.COLORADO.EDU I am sure Stony Brook is not the only graduate program where some faculty are more interested in their own research and own careers than they are in mentoring students -- it is one of those death of idealism in graduate school issues that all grad. students have to confront. From Nogod1@aol.com Wed Feb 25 00:08:22 1998 From: Nogod1@aol.com by imo29.mx.aol.com (IMOv12/Dec1997) id GIDOa12481 Date: Wed, 25 Feb 1998 01:12:11 EST To: socgrad@csf.colorado.edu Subject: Re: This year's USNews Grad School rankings In a message dated 98-02-24 14:42:32 EST, you write: > Would this be a good time to remind folk that graduate students aren't > the ONLY people who read this list? Not to be paranoid or anything... > > James James, Not only am I hoping that faculty are reading these messages, I am counting on it. And if they are reading this....here is something for them to ponder..... An Epitaph for Humanist Sociology: Imagine a field that not only accumulated but also practically applied their knowledge. No area of academia had a better opportunity to embrace this ideal than Sociology. However, through the years we have retreated deeper and deeper into the labyrinth of our Ivory Tower. Our systematic removal from the society we supposedly study, has made the notion of practically applying one's knowledge seem both misdirected and threatening. Reduced to writing esoteric articles that nobody reads and stroking our own ego's has turned was once bright light of hope into become a beacon of despair. In the process of losing my mind and mourning the loss of reason, Vincent Bruzzese Generally oppressed and completely delusional From tombrown@jhunix.hcf.jhu.edu Wed Feb 25 00:38:20 1998 by jhunix.hcf.jhu.edu (950413.SGI.8.6.12/950213.SGI.AUTOCF) Date: Wed, 25 Feb 1998 02:38:14 -0500 From: tombrown@jhunix.hcf.jhu.edu (Thomas F Brown) Subject: Re: This year's USNews Grad School rankings To: socgrad@csf.colorado.edu >Not only am I hoping that faculty are reading these messages, I am counting on >it. And if they are reading this....here is something for them to ponder..... > >An Epitaph for Humanist Sociology: > >Imagine a field that not only accumulated but also practically applied their >knowledge. No area of academia had a better opportunity to embrace this ideal >than Sociology. However, through the years we have retreated deeper and >deeper into the labyrinth of our Ivory Tower. Our systematic removal from the >society we supposedly study, has made the notion of practically applying one's >knowledge seem both misdirected and threatening. Reduced to writing esoteric >articles that nobody reads and stroking our own ego's has turned was once >bright light of hope into become a beacon of despair. Nice rant. Here, we do have a few people involved in practical basic research. But one of our top people just left, and we're replacing him with a world-systems guru, which is going in exactly the wrong direction IMO. Not that the world-systems folks didn't have something useful to say in their day, but their day was 25 years ago and they haven't done much since. On the other hand, sociology hasn't exactly been invited into the policy debate lately. Reagan did everything he could to kill our funding altogether. Look at the Republicans now trying to dismantle a sampling approach to the Census, which flies straight in the face of mathematical logic. They actually have the nerve to call it "unscientific"! So although sociologists can be taken to task for their retreat, they were and are up against some formidable opposition. But I even agree with the opposition to some extent-- Sociology has embraced far too much atheoretical navel-gazing nonsense, and it makes the serious researchers who actually work with data look bad. There *is* a lot of unscientific garbage produced by sociologists on a regular basis, and it takes a lot of effort to weed out the few pearls of knowledge that sociology does produce. It's hard enough for someone like me who spends days every week in the H stacks trying to find worthwhile sociological production--no wonder the rest of the world thinks we're out to lunch. On the other hand, what have I produced lately? Well, graduate students who want to graduate don't have the option of collecting much new data. So it's either 1) generalize from a limited data collection effort, 2) analyze data someone else collected, or 3) do some more navel-gazing. I'm doing all three, including the discursive writing, because it appears that publishing something is better than publishing nothing if you want to work, and it's frankly quite easy to crank out the discursive stuff after you've read enough examples of how other people write speculative bullshit. From Nogod1@aol.com Wed Feb 25 00:53:04 1998 From: Nogod1@aol.com by imo13.mx.aol.com (IMOv12/Dec1997) id GIKTa29902 Date: Wed, 25 Feb 1998 01:56:51 EST To: socgrad@csf.colorado.edu Subject: Ranting Tom your rant far surpassed mine. And why shouldn't we rant? Soon, we shall lose all of our idealism (if it has not already been unmericfully sucked out of us), kiss the ass of an entire dept. for seven years in hope of tenure, only to finally reach the dark end of our career's where we will realize that we accomplished absolutely NOTHING! In cheerful thoughts...considering the priesthood, Vincent Bruzzese From rlgoldst@ux6.cso.uiuc.edu Thu Feb 26 06:43:51 1998 by ux6.cso.uiuc.edu (8.8.8/8.8.8) id HAA07041; Thu, 26 Feb 1998 07:43:45 -0600 (CST) Date: Thu, 26 Feb 1998 07:43:44 -0600 (CST) From: rachel laura goldstein To: Soc Grads , GEO Coordinating , "Soc Grads (nat'l)" Subject: Job announcement (nonacademic) (fwd) ---------- Forwarded message ---------- Date: Wed, 25 Feb 1998 21:39:01 EST From: Strieb@aol.com Subject: Job announcement - Please circulate Please circulate the job announcement that follows to anyone you think might be interested. We apologize in advance for duplicates, etc.. Thank you. HOTEL WORKERS UNION SEEKS RESEARCHERS FOR EXCITING ORGANIZING CAMPAIGNS NATIONWIDE The Hotel Employees and Restaurant Employees International Union (HERE) is currently recruiting campaign research staff for positions in Connecticut, Boston, Los Angeles, Las Vegas, Washington DC, and the San Francisco Bay Area, and has openings elsewhere on occasion. These staff will be responsible for conducting in-depth research and helping to develop and implement strategic campaigns for organizing in the hotel, food service, and casino industries. HERE's growing Research Department has made important contributions to many of the union's recent organizing and bargaining victories. Current openings are for both Research Analysts and Senior Research Analysts. Applicants from other professions are encouraged to apply for these positions. HERE researchers include people who worked previously as organizers, journalists, urban planners, filmmakers, and political staff. Ideal researcher candidates will have activist experience; demonstrated research skills; excellent writing and speaking ability; familiarity with basic financial concepts; and ability to work well with others in a team environment. Salary is negotiable on the basis of experience; excellent benefits. To apply, send cover letter and resume to: Recruitment, HERE Research Department, 1219 28th St., NW, Washington, DC 20007-3389, Fax: 202-333-6049. No phone calls, please. Please circulate this notice to others. Thank you. Posted 2/10/98. From poon@skyway.usask.ca Thu Feb 26 08:20:18 1998 Date: Thu, 26 Feb 1998 09:20:11 -0600 (CST) From: nancy Subject: Re: Ranting In-reply-to: <64a86517.34f3cdd7@aol.com> To: Sociology Graduate Students -- International On Wed, 25 Feb 1998 Nogod1@aol.com wrote: > > Tom your rant far surpassed mine. And why shouldn't we rant? Soon, we shall > lose all of our idealism (if it has not already been unmericfully sucked out > of us), kiss the ass of an entire dept. for seven years in hope of tenure, > only to finally reach the dark end of our career's where we will realize that > we accomplished absolutely NOTHING! << um ... doesn't that realisation count for something though? Nancy Poon > > In cheerful thoughts...considering the priesthood, > Vincent Bruzzese > From cassell@frosty.irss.unc.edu Thu Feb 26 09:06:58 1998 From: cassell@frosty.irss.unc.edu (James Cassell) To: socgrad@csf.colorado.edu Subject: Re: TA's Guide to the Classroom Date: Thu, 26 Feb 1998 16:06:00 GMT In-Reply-To: <6d41cf$1bk$1@debris.uits.indiana.edu> For your reading plesure - Jim On 26 Feb 1998 15:22:55 GMT, in alt.grad-student.tenured you wrote: >For your amusement: >-------------------- > > The Unofficial Manual for Graduate Teaching Assistants > > >LATE HOMEWORK > >1.When a student turns in his/her project two weeks late and asks for >full credit, accept the late work and tell them that it will be >awarded full credit. However, do inform them that you will not have >time to grade it until after you complete your Ph.D. > > >DISRUPTIVE STUDENTS > >1.If students will not stop talking when the class period begins, >announce that there will be a quiz the following day on today's >lecture. Then leave. > >2.If your students are prone to reading the school paper in class, >try taking out a full page ad in the paper informing them that they >are going to flunk your class. > > >LECTURES > >1.In the event that you are unprepared for a lecture, be sure to use >the class time to stress to the class the importance of keeping up >with the readings. In fact, spend most of the class time stressing >this. > >2.When the time comes to lecture on a subject you know nothing about, >the art of controlled digression is invaluable. Here, you try to >incite unrelated questions from the class which you answer at length. >Then at the end of class you scold them for digressing and tell them >they'll just have to get the material from the book. > > >GRADING > >1.Always use a fire engine red felt-tip marker with a 1/2 inch tip to >grade papers. Position your comments strategically so that they spell >"DUMB" when seen from a distance. > >2.You may grade assignments however you like. Here is a guide to >quick and easy grading: > > 20 % Name > 20 % Penmanship > 50 % Homework is stapled together > 10 % The work itself > Warning: Be prepared for a 60% class average. > > >GRADING ERRORS > >1.If student A approaches you complaining that an answer on their >exam was marked incorrect but was marked correct on student B's exam, >promptly mark student B's answer incorrect as well. This will redirect >the heat from you onto student A. > > >EXTRA CREDIT > >1.If students request extra credit to make up for the homework they didn't >turn in, you may wish to tell the student that they can do extra >credit work while you decide whether to accept it. When the student turns >in the work, decide against it. > > >CHEATING > >1.When it is obvious to you that several people have copied each >others homework, grade one person's work on a separate sheet of >paper, then photocopy your comments onto everyone else's homework. > > > > -- James Cassell From teegy@hotmail.com Thu Feb 26 20:44:32 1998 X-Originating-IP: [203.120.90.48] From: "Y W Teegy" To: socgrad@csf.colorado.edu Subject: Re: Rantings Date: Thu, 26 Feb 1998 19:44:26 PST Hi. I'm new here. Some basic info: I'm an Soci masters student at National University of Singapore (NUS). I've always hoped to find a space where (to-be) sociologists could gather together...hope I've found it here. Anyhow, this current thread just sparked off something in me....some thots: I went to work for 2 years after my honours and return to the Soci Dept at NUS only to find most of the good lecturers gone (or planning to leave) One of these is a much revered (at least among the students) Prof who has been with the dept since its infancy (he helped to set it up in fact). In fact, he gave his entire life to the dept. A Prof like him is close to extinction. He areas of interests span from music (can play at least 4 instruments), philosophy, computers, science (his first deg being BSc), photography, linguistics, history, anthropology (soci naturally).....and goodness knows what. He speaks at least 6 languages and is a feminist. For all his knowledge and wisdom, he is also a dedicated teacher, a very sensitive, gentle-mannered, unassuming person. I often felt that (and I think the other grad students agree too) he is the only one man I can truly call "educated". His contracted would be terminated this coming July by the university....for reasons the uni (of course) did not disclose. We can only guess that he "costs" the school too much money...and his specialities (religion, language, nation-states, kinship) are not areas which the dept wants to emphasise. He was not the only one...other lecturers have left for similar reasons. This man, in his late 50s, is hence being forced to look for a place at other foreign uni (NUS being the only uni here offering humanities)....while his family adjusts to these disruptions. I'm sorry if I'm rambling, but my point being that the uni, like every other forms of bureacracies, have got to a point where minimising costs for the sch is more important than the real aims of education. Then, there's also the question of which direction the uni is taking. I have no illusions about the (lack of) importance of humanities here in S'pore. But while there was still some glimmer of hope 2 years ago that a handful of intellectuals still hold ideals and dreams....now there are none. I'm no longer sure what the bottomline of the dept is anymore....I know it should be about a soci that values humanistic concerns over cold politics and individual ambitions but the slap across my face is much too hard to bear. Do intellectuals from Soci make an impact on government's policies over here? Yes, they do....that is, the government only chooses those academics who will not contradict them radically to do a joint research with them, afterwhich the results would totally belong to the property of the government. What all these amounts to is that the academic concern will generate endless statistical data (numbers being the most open to interpretation and hence, manipulation) without meaning. BTW, the powers-that-be would only make use of quantitative data and all qualitative reasearch is deemed as frivolous and inconsequential. OK, I *am* rambling....hope I shan't be banned from this list because of this. Y W Neo ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com From eschaefe@bach.helios.nd.edu Fri Feb 27 09:05:31 1998 Date: Fri, 27 Feb 1998 11:05:25 -0500 (EST) From: Beth Schaefer Caniglia To: Sociology Graduate Students -- International Subject: Mission Statement Hi Everyone, The sociology department at the University of Notre Dame has recently decided to compose a mission statement for the graduate program. The graduate committee has asked for feedback from the graduate students in this effort. Personally, I think this is a great chance for our faculty and graduate students to develop a mutual understanding of our goals and the processes that will enable us to attain them. If you think your department has a good mission statement, or if you have any ideas for what we might include, please respond. This might make for interesting socgrad discussion. In case you don't already know, ND's sociology graduate program is ranked around 45th. It is a mid-sized department, with approximately 20 full-time faculty and around 30 full-time graduate students (20 others in part-time capacity). We are best known for placing our Ph.D.s in teaching positions, but there is a movement among students to increase placements within research institutions. Almost all incoming graduate students are awarded four years of tuition remission and a stipend (approximately $9,500 per year), provided they make adequate progress toward their degree. Fifth year funding is not guaranteed, but it is usually available. We have few Summer fellowships. I look forward to your feedback. Peace, Beth ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Beth Schaefer Caniglia Office: (219) 631-6463 Department of Sociology Home: (219) 259-3723 University of Notre Dame Internet: eschaefe@bach.helios.nd.edu ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ From epullen@drew.edu Fri Feb 27 09:40:12 1998 Date: Fri, 27 Feb 1998 11:39:55 -0500 (EST) From: Elizabeth Pullen Subject: Query on Religion & Disability To: socgrad Hello, I received a query from a student who is seeking an email list that focuses upon issues of disability in general and religion & disability in particular. He is very well-read in the area so he is not seeking references just a forum to discuss the issues. If anyone knows of any lists that might be relevant, could you pass them along? Thanks much! Elizabeth Pullen Drew University epullen@drew.edu From tr@tryoung.com Fri Feb 27 12:48:32 1998 by ntserver3.sensible-net.com (Post.Office MTA v3.1.2 To: socialist.conf@usa.net From: tr@tryoung.com (T R Young) Subject: Manifesto for Praxis Societies Date: Fri, 27 Feb 1998 14:51:46 -0500 My good colleague and close friend, C.A. Ostenle, has been asked to write a MANIFESTO for Praxis Societies for the Red Feather Institute for Advanced Studies in Sociology. The Red Feather Manifesto can be down-loaded from: www.tryoung.com/archives/manifesto.htm Ostenle was asked to orient the RF Manifesto to: 1. New developments in Capitalism including its globalization with particular care to think about the transfer of costs to developing economies. 2. New developments in sociology and economics 3. New developments in technology and science 4. The dialectical nature of capitalism in terms of both its positive and negative potentialites. Do take a look at let us know how it might best be improved in later drafts. TR Young, Director, The Red Feather Institute TR Young The Red Feather Institute 8085 Essex, Weidman, Mi., 48893--ph: [517] 644 3089 Email: tr@tryoung.com From mronda@email.gc.cuny.edu Fri Feb 27 19:16:12 1998 Date: Fri, 27 Feb 1998 21:17:24 -0500 To: socgrad@csf.colorado.edu From: Michelle Ronda Subject: 1998 Socialist Scholars Conference 1998 Socialist Scholars Conference "A World to Win: From the 'Manifesto' to New Organizing for Socialist Change" March 20 to 22, 1998 Borough of Manhattan Community College 199 Chambers Street New York City, NY ***** Join Michael Moore, Katha Pollit, Stephen Jay Gould, Frances Fox Piven, Manning Marable, Ellen Willis, Reverend Al Sharpton, Samir Amin, Doug Henwood, Stanley Aronowitz, Ellen Meiksins Wood, David Abdulah, Leith Mullings, Harry Magdoff, Daniel Singer, Paul Sweezy, Sal Albanese, Elaine Bernard, Aijaz Ahmad, Paco Ignacio Taibo II, Bill Fletcher, David Harvey, Jakob Moneta, John Bellamy Foster, Bogdan Denitch, Tom Frank, Kim Moody, Angela Ards, Roxanne Dunbar-Ortiz, Hector Figueroa, Edward Herman and dozens more... for a weekend of debate & dialogue. For an updated schedule, registration form, and other information regarding the 1998 Socialist Scholars Conference, check out our web page at or email us at or call (212) 642-2826. Early registrations postmarked by March 6: $30.00 regular income $20.00 low income $ 8.00 high school/undergraduates $15.00 one day make checks payable to: Socialist Scholars Conference c/o Sociology, CUNY Grad Center 33 West 42nd Street New York, NY 10036-8099 ____________________ Michelle Ronda Sociology Department The Graduate School and University Center of the City University of New York mronda@email.gc.cuny.edu home: 718-545-0088 work: 212-802-5991 (Baruch College, School of Public Affairs) From sbanerje@students.uiuc.edu Sat Feb 28 08:40:55 1998 Received: from ux7.cso.uiuc.edu (ux7.cso.uiuc.edu [128.174.5.35]) by csf.Colorado.EDU (8.8.4/8.8.4/CNS-4.1p-nh) with ESMTP id IAA12658 for ; Sat, 28 Feb 1998 08:40:53 -0700 (MST) Received: from localhost (sbanerje@localhost) by ux7.cso.uiuc.edu (8.8.8/8.8.8) with SMTP id JAA20337 for ; Sat, 28 Feb 1998 09:40:52 -0600 (CST) X-Authentication-Warning: ux7.cso.uiuc.edu: sbanerje owned process doing -bs Date: Sat, 28 Feb 1998 09:40:52 -0600 (CST) From: sarmistha banerjee X-Sender: sbanerje@ux7.cso.uiuc.edu To: SOCGRAD Subject: seeking research help Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII Hello, I'm writing to ask for some help with my research. I work on HIV/AIDS in India and at the moment, I'm trying to develop a framework to discuss how the Indian nation gets discursively constructed through the HIV/AIDS discourse, through the rhetoric that AIDS was a "foreign" disease, and through the construction of the "middle-class" at the national center which is at most risk from the virus (as opposed to high-risk populations at the margins, such as prostitutes, truck-drivers and addicts). I'm writing to ask if anyone knows of helpful sources -- either on the relationship between nationalist discourse/imagining the nation and exclusion/marginalization of groups within the nation; or between the nation and disease; or with regard to HIV/AIDS itself. I'm currently reading Benedict Anderson, Partha Chatterjee and Homi Bhabha, and would appreciate any help. Thanks very much. Buri From tgoettler@oise.utoronto.ca Sat Feb 28 09:32:50 1998 Received: from tortoise.oise.utoronto.ca (tortoise.oise.utoronto.ca [142.150.96.236]) by csf.Colorado.EDU (8.8.4/8.8.4/CNS-4.1p-nh) with ESMTP id JAA14546 for ; Sat, 28 Feb 1998 09:32:47 -0700 (MST) Received: (from tgoettler@localhost) by tortoise.oise.utoronto.ca (8.8.8/8.8.8) id LAA24375; Sat, 28 Feb 1998 11:29:29 -0500 (EST) Date: Sat, 28 Feb 1998 11:29:29 -0500 (EST) From: ncel X-Sender: tgoettler@tortoise To: socgrad@csf.colorado.edu Subject: Re: seeking research help In-Reply-To: Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII On Sat, 28 Feb 1998, sarmistha banerjee wrote: > Hello, I'm writing to ask for some help with my research. I work on > HIV/AIDS in India and at the moment, I'm trying to develop a framework to > discuss how the Indian nation gets discursively constructed through the > HIV/AIDS discourse, through the rhetoric that AIDS was a "foreign" > disease, and through the construction of the "middle-class" at the > national center which is at most risk from the virus (as opposed to > high-risk populations at the margins, such as prostitutes, truck-drivers > and addicts). > > I'm writing to ask if anyone knows of helpful sources -- either on the > relationship between nationalist discourse/imagining the nation and > exclusion/marginalization of groups within the nation; or between the > nation and disease; or with regard to HIV/AIDS itself. I'm currently > reading Benedict Anderson, Partha Chatterjee and Homi Bhabha, and > would appreciate any help. > > Thanks very much. > > Buri > > > > This is a reply to your AIDs/HIV research in India. Try Roy Cain`s work with this topic. He was publishing in late 1980's/early 1990's. The reason that I would recommend Cain is his reputation as both a social worker as well as a sociologist. He has given some interesting talks at the Qualitatives conference. As for my self, I went to OISE/UT after my MSW. I have only my thesis left. I hope you can use Cain's work on secrecy. Respectfully, Tom Goettler MSW Ph.D. Candidate in The Department of Sociology and Equity Studies in Education, Ontario Institute for Studies in Education, at The University of Toronto, Toronto, Ontario, Canada From tgoettler@oise.utoronto.ca Sat Feb 28 09:58:54 1998 Received: from tortoise.oise.utoronto.ca (tortoise.oise.utoronto.ca [142.150.96.236]) by csf.Colorado.EDU (8.8.4/8.8.4/CNS-4.1p-nh) with ESMTP id JAA16333 for ; Sat, 28 Feb 1998 09:58:52 -0700 (MST) Received: (from tgoettler@localhost) by tortoise.oise.utoronto.ca (8.8.8/8.8.8) id LAA28347; Sat, 28 Feb 1998 11:55:34 -0500 (EST) Date: Sat, 28 Feb 1998 11:55:34 -0500 (EST) From: ncel X-Sender: tgoettler@tortoise To: socgrad@csf.colorado.edu cc: Sociology Graduate Students -- International Subject: Re: Query on Religion & Disability In-Reply-To: Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII On Fri, 27 Feb 1998, Elizabeth Pullen wrote: > > Hello, > I received a query from a student who is seeking an email list > that focuses upon issues of disability in general and religion & > disability in particular. He is very well-read in the area so he is not > seeking references just a forum to discuss the issues. > > If anyone knows of any lists that might be relevant, could you > pass them along? Thanks much! > > > Elizabeth Pullen > Drew University > epullen@drew.edu > > Dear Elizabeth Pullen, My Ph.D comprehensive exam was entitled "Towards a Sociology of Disability Studies." I presented this topic at a Day of Student Research Projects at the Ontario Institute for Studies in Education at The University of Toronto. Ms. Pullen, I know of a Roman Catholic Jesuit priest, who is part of a well respected retreat Centre called Ignatius College and Loyola Retreat House (1-519-824-1250). Father John Veltri manages MD. In his 60's, he still says Mass from a wheel-chair. He is hooked into the E-Mail system. I do not have the understanding of E-Mail to be able to give you an address. Father Veltri is very interested in the area of disability. As for myself, I manage epilepsy and I go to Mass at Ignatius. I hope this can help your search for your party. You are free to contact me if I could be of help. Respectfully, Tom Goettler From Nogod1@aol.com Sat Feb 28 10:33:39 1998 Received: from imo11.mx.aol.com (imo11.mx.aol.com [198.81.17.33]) by csf.Colorado.EDU (8.8.4/8.8.4/CNS-4.1p-nh) with ESMTP id KAA17646 for ; Sat, 28 Feb 1998 10:33:36 -0700 (MST) Received: from Nogod1@aol.com by imo11.mx.aol.com (IMOv13.ems) id GHLVa15729 for ; Sat, 28 Feb 1998 12:33:20 -0500 (EST) From: Nogod1 Message-ID: Date: Sat, 28 Feb 1998 12:33:20 EST To: socgrad@csf.colorado.edu Mime-Version: 1.0 Subject: Re: Query on Religion & Disability Content-type: text/plain; charset=US-ASCII Content-transfer-encoding: 7bit Are not 'religion' and 'disability' synonymous? Does not religion effectively 'disable' a person, restrict free-thought, strip away agency, oppress the masses, etc.? Just curious,,,, Piously yours, Vincent Bruzzese State University of New York at StonyBrook. From G_GRACE@VENUS.TWU.EDU Sat Feb 28 10:42:21 1998 Received: from venus.twu.edu (venus.twu.edu [205.165.49.231]) by csf.Colorado.EDU (8.8.4/8.8.4/CNS-4.1p-nh) with ESMTP id KAA17818 for ; Sat, 28 Feb 1998 10:42:19 -0700 (MST) From: G_GRACE@VENUS.TWU.EDU Received: from VENUS.TWU.EDU by VENUS.TWU.EDU (PMDF V5.1-10 #19255) id <01IU41FC712O000DLS@VENUS.TWU.EDU> for socgrad@csf.colorado.edu; Sat, 28 Feb 1998 11:40:26 CST Date: Sat, 28 Feb 1998 11:39:40 -0600 (CST) Subject: Re: Query on Religion & Disability In-reply-to: "Your message dated Sat, 28 Feb 1998 12:33:20 -0500 (EST)" To: socgrad@csf.colorado.edu Message-id: <01IU41IDTNJA000DLS@VENUS.TWU.EDU> MIME-version: 1.0 Content-type: text/plain; charset=US-ASCII Ironically, both practicing and not being allowed to practice religion can cause the same. Marg... > Are not 'religion' and 'disability' synonymous? Does not religion effectively > 'disable' a person, restrict free-thought, strip away agency, oppress the > masses, etc.? > Just curious,,,, > Piously yours, > Vincent Bruzzese > State University of New York at StonyBrook. From G_4RODRIGUEZ@VENUS.TWU.EDU Sat Feb 28 10:49:15 1998 Received: from venus.twu.edu (venus.twu.edu [205.165.49.231]) by csf.Colorado.EDU (8.8.4/8.8.4/CNS-4.1p-nh) with ESMTP id KAA18048 for ; Sat, 28 Feb 1998 10:49:07 -0700 (MST) From: G_4RODRIGUEZ@VENUS.TWU.EDU Received: from VENUS.TWU.EDU by VENUS.TWU.EDU (PMDF V5.1-10 #19255) id <01IU41M2G7ZK000AWY@VENUS.TWU.EDU> for socgrad@csf.colorado.edu; Sat, 28 Feb 1998 11:47:15 CST Date: Sat, 28 Feb 1998 11:45:30 -0600 (CST) Subject: Re: Query on Religion & Disability In-reply-to: "Your message dated Sat, 28 Feb 1998 12:33:20 -0500 (EST)" To: socgrad@csf.colorado.edu Message-id: <01IU41QU6U52000AWY@VENUS.TWU.EDU> MIME-version: 1.0 Content-type: text/plain; charset=US-ASCII Only for the faithful? For the purveyors of religion and those secular systems which it supports (life supports?) does it not provide all manner of agency? Stephanie Rodriguez GTA, Texas Woman's University > Are not 'religion' and 'disability' synonymous? Does not religion effectively > 'disable' a person, restrict free-thought, strip away agency, oppress the > masses, etc.? > Just curious,,,, > Piously yours, > Vincent Bruzzese > State University of New York at StonyBrook. From Nogod1@aol.com Sat Feb 28 10:54:51 1998 Received: from imo11.mx.aol.com (imo11.mx.aol.com [198.81.17.33]) by csf.Colorado.EDU (8.8.4/8.8.4/CNS-4.1p-nh) with ESMTP id KAA18323 for ; Sat, 28 Feb 1998 10:54:49 -0700 (MST) Received: from Nogod1@aol.com by imo11.mx.aol.com (IMOv13.ems) id GNQa015727 for ; Sat, 28 Feb 1998 12:54:38 -0500 (EST) From: Nogod1 Message-ID: <1eeef6bc.34f84f60@aol.com> Date: Sat, 28 Feb 1998 12:54:38 EST To: socgrad@csf.colorado.edu Mime-Version: 1.0 Subject: Re: Query on Religion & Disability Content-type: text/plain; charset=US-ASCII Content-transfer-encoding: 7bit In a message dated 98-02-28 12:43:10 EST, you write: > > Ironically, both practicing and not being allowed to practice religion can > cause the same. > > Marg... Marg, True, the restriction of choice can 'disable' a person. However, I must remind you that the manner in which we are using the word 'disabled' is currently ambiguous. I would suggest that it is not a 'black' or 'white' issue, but rather a set on various levels. Exactly how 'disabled' are a populace whom are restricted to practice religion compared to one that is not? This question should be framed irrespective of the social conditions that are usually present in a state that would restrict religious practice.... Well, I must be going....my M.A. now allows me to apply for the position of assistant manger at the local convienent store.....I have high hopes for this one, Vincent Bruzzese State University of New York at StonyBrook From Nogod1@aol.com Sat Feb 28 10:56:20 1998 Received: from imo21.mail.aol.com (imo21.mx.aol.com [198.81.19.148]) by csf.Colorado.EDU (8.8.4/8.8.4/CNS-4.1p-nh) with ESMTP id KAA18432 for ; Sat, 28 Feb 1998 10:56:16 -0700 (MST) Received: from Nogod1@aol.com by imo21.mx.aol.com (IMOv13.ems) id GJRQa01471 for ; Sat, 28 Feb 1998 12:56:11 -0500 (EST) From: Nogod1 Message-ID: Date: Sat, 28 Feb 1998 12:56:11 EST To: socgrad@csf.colorado.edu Mime-Version: 1.0 Subject: Re: Query on Religion & Disability Content-type: text/plain; charset=US-ASCII Content-transfer-encoding: 7bit In a message dated 98-02-28 12:49:41 EST, you write: > Only for the faithful? For the purveyors of religion and those secular > systems > which it supports (life supports?) does it not provide all manner of agency? > > Stephanie Rodriguez > GTA, Texas Woman's University Stephanie, No. Unless of course you care to give examples as to how this occurs? Vincent Bruzzese From jvnix@dixie-net.com Sat Feb 28 22:38:22 1998 Received: from Dixie.dixie-net.com (dixie.dixie-net.com [209.136.164.2]) by csf.Colorado.EDU (8.8.4/8.8.4/CNS-4.1p-nh) with ESMTP id WAA04987 for ; Sat, 28 Feb 1998 22:38:19 -0700 (MST) Received: from dixie-net.com (p006.dixie-oxford.dixie-net.com [209.136.165.9]) by Dixie.dixie-net.com (8.8.8/8.8.8) with ESMTP id XAA00955 for ; Sat, 28 Feb 1998 23:38:17 -0600 Message-ID: <34F8F411.B0AA7E5B@dixie-net.com> Date: Sat, 28 Feb 1998 23:37:21 -0600 From: BlackMage Dragon MIME-Version: 1.0 To: socgrad@csf.colorado.edu Subject: Re: Query on Religion & Disability References: Content-Type: text/plain; charset=us-ascii Content-Transfer-Encoding: 7bit Nogod1 wrote: > > Are not 'religion' and 'disability' synonymous? Does not religion effectively > 'disable' a person, restrict free-thought, strip away agency, oppress the > masses, etc.? > > Just curious,,,, > > Piously yours, > Vincent Bruzzese > State University of New York at StonyBrook. Valid arguments, but I think it is much easier to overcome a physical disability than a religion. I speak from experience on both counts. *ducking flames* Vincent Nix -- BlackMage Dragon -==(UDIC)==- Greet Team ---FOSTI--- http://ww2.dixie-net.com/jvnix if you have time, go to http://ww2.dixie-net.com/jvnix/surveyfrm.htm and fill out my survey :-) temper is the quality that in times of stress brings out the best in metals and the worst in man... -author unknown but admired Know the masculine. Keep to the feminine. Be like a stream in the world. -Tao Te Ching: Lao Tzu -------------- d+++ e++ N+ T+ Om- U123!4!5!6!7'8AW!M u++ uC++++ uF uG++++ uLB+ uA++ nC+ nR- nH+ nP nI++ nPT nS nT+++ wM- wC+ wS-- wI++ o---- z+ a35 --------------