From tr@tryoung.com Sun Jul 5 04:40:25 1998 (usr-mtp-17.sensible-net.com [208.18.226.17]) by HPUX.sensible-net.com (Post.Office MTA v3.1.2 Date: Sun, 05 Jul 1998 06:37:02 -0400 To: socgrad@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: Re: Artificial Stupidity In-Reply-To: Dear Andy: First, the article on artificial stupidity and the entry in the RF Dictionary is mostly spoof...a semi-serious spoof on the silly effort of control freaks to create 'artificial' intelligence...I use symbolic interactional theory to make the case that authentic human intelligence is far to complex and far too non-linear to replicate by machines... ....however, I wrote that before the web was created...now, all sorts of non-linear, creative and even wisdom can be found, with a bit of luck, on the www. Still the web is lacking all those emotional capacities which make us truly human; compassion, righteous rage, gentle kindness and such...it is people on the www which give it its great intelligence and uneven wisdom; that mere machines will never match. Now to the point of your question: I did mean to say that human societies could be naturally stupid...if they don't have the basic capacities to reflect upon their own societies and to engage the historical process with collective and human agency, then they are in my definition, 'naturally stupid.' You will note that I hasten to add that such societies can be wise...and indeed they are...they pack a lot of wisdom in their religious teachings...apart from the question of gods and such. In brief, for most of human history, peoples did not have the basic technology: theory, research design, analytic tools nor the tools to publish and critique ideas about the nature of things. So they were limited to the great poetic genius of men and women...who invented their own explanations of where we came from, why we have problems, what we might best do with them and how we might best live together in peace and equitable social institutions...again, much of these poetic explanations are good and wise but lack good connections to nature and society which modern and postmodern knowledge processes provide. Finally, I want to say how pleased I am at your kind comment about the Red Feather Dictionary [of feminist, marxist, postmodern concepts]. The U/Indiana Press will publish it sometime this year so I will have to take it off line...if you want your own copy, feel free to down- load it on disk... The new version of the Dictionary will include a lot more postmodern stuff...my super smart colleague, Bruce Arrigo added a lot more entries about such concepts and a lot of the french guys about whom I knew little...and my good friend, Pauline Rosenau, let me use the glossary from her fine book on Postmodernism for the Social Sciences...so the new version will be expanded over the present version...you're welcome to the old version. And now, this morning, I'm going to work on a new socgrad lecture for the Socgrad Archives...on a Theory of Wages [and Super-salaries] using the salaries being paid to quarterbacks and running backs...a critique of the old Davis-Moore article on the functional nature of wages, salaries and income. best ever, TR ******* At 04:43 PM 7/4/98 -0400, you wrote: >T.R. Young, > >Hi. I like this idea of "artificial stupidity." I was on-line reading your >dictionary (very good) and I have a point of clarification. The entry on >"artificial stupidity" reads as follows: > > Artificial Stupidity: A term introduced by T.R. Young in a lecture > at the Fielding Institute in 1992 with which to refer to societies > which had the technical capacity to develop authentic self > knowledge but did not do so for political and economic reasons. > Compare to naturally stupid societies which do not have the > information technology and so could not be intelligent if they > tried. Simple societies could be, however, wise. > >By "naturally stupid societies" I assume you mean non-human societies, >since all human societies have information technology. Am I right? > >Thanks, >Andy > > TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From tr@tryoung.com Mon Jul 6 14:05:32 1998 (usr-mtp-27.sensible-net.com [208.18.226.27]) by HPUX.sensible-net.com (Post.Office MTA v3.1.2 Date: Mon, 06 Jul 1998 16:02:06 -0400 To: socgrad@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: Job announcement fyi...TR >Date: Sun, 5 Jul 1998 16:20:36 -0400 (EDT) >Reply-To: weberian@arches.uga.edu >Sender: owner-psn@csf.colorado.edu >From: "James J. Dowd" >To: PROGRESSIVE SOCIOLOGISTS NETWORK >Subject: Job announcement >X-Authentication-Warning: archa9.cc.uga.edu: weberian owned process doing -bs >X-Sender: weberian@archa9.cc.uga.edu > > >The Department of Sociology at the University of Georgia is now recruiting >to fill a position at the Assistant Professor level in the area of culture >and work. The job announcement will be posted in the next issue of the >ASA Employment Bulletin and may be accessed now at >http://www.uga.edu/~soc/recruit.htm. The deadline for applications for >this position, which begins in August, 1999, is OCTOBER 16th, 1998. >Jim Dowd. > > > > > TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From tr@tryoung.com Tue Jul 7 04:12:24 1998 (usr-mtp-44.sensible-net.com [208.18.226.44]) by HPUX.sensible-net.com (Post.Office MTA v3.1.2 Date: Tue, 07 Jul 1998 06:08:59 -0400 To: socgrad@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: Rationalizing Academic labour in the Global World Order ahs-talk@ncsu.edu Below is a report on teaching in Canadian universities. ....and I'm just back from Cuba where I heard a paper by a grad student, Viviana Abreu at Purdue [in polysci] who reported on the neo-liberal program to 'rationalize' and technicize the university in Latin America... Viviana reports much the same degradational process in South America. ....and I suppose the same process is taking place in Asia, Africa, Oz and NZ as well as Europe and North America. ....the only thing lacking is a theoretical analysis of the process. I've added one at the end. TR ******** >Hi there, > >Here are the perspective of a law grad and a PH.D instructor in Canada, two friends of mine, to the Counterpunch article on the new super-exploitation of academic labour. Their responses are interpolated in the original article below. > >Cordially, >Eric Sommer > ********* > >>>The May 1-15 1998 edition of CounterPunch (a newsletter put out by Ken >>>Silverstein & Alexander Cockburn) contains an article entitled "Back to >>>the Middle Ages: The Rise of the Lumpen Teacher". I've excerpted some of the article below, I would be interested in any comments: >>>"Across the entire landscape of higher education in America today a vast shift has been taking place in the past few years that in many ways >>>matches the onslaught on the economic security and working conditions of blue collar workers since the early 1970's. Visit any two or four-year >>>institution of higher education and one finds the same basic pattern: a >>>swelling army of low-paid, overworked junior academics, picking up >>>piece-work assignments with near zero economic security; a shrinking >>>sector of senior tenured academics; and a swelling academic bureaucracy >>>over which preside the pashas of the system, the university presidents >>>and senior administrators pullling down enormous salaries and reveling >>>in princely quarters and lavish benefits. >>> >>>"Half of the teaching load in higher education is currently carried by >>>contingent instructors...This transformation of academic labor raises >>>serious political economic questions about the power relations driving >>>the process, yet these structural issues are rarely addressed, even in >>>the narratives of the victims. Indeed, they tend to parrot >>>administrative rhetoric about budget crises and the inevitability of >>>restructuring on 'efficient' corporate lines. > >In Canada this is increasingly the case, but it does not absorb half of the teaching load yet. >>> >>>"Downsizing has been a strategy for weakening union power and generating sublime levels of corporate profit. In the academic world the >>>downgrading of instructors and the bureaucratic bloat are the forms this process have taken. > >Don't know about the bureaucratic bloat in Canada...If anything, at the >department level there seems to be less resources for administration, and >more tasks thrown upon fewer people. Clerical and laboratory staff are >often hired as a part of project (temporary) funding - "soft money". > >Some institutions have been successful at raising corporate funds, but this is generally targeted at new buildings or research facilities and staff that are of benefit to corporations. For example, the matching program instituted at UBC by the Socreds amounted to a public grant to facilities and research that benefits corporations. It is especially ironic that the public, who pays for a large portion of the research, are subject to corporate patent protection which keeps the cost of the benefits high for an extended period of years. We do not benefit from , e.g., the invention of health and medical drug innovations unless we are wealthy enough to afford them. > >At UBC, former President Strangway sat on the boards of MacMillan Bloedel, BC Gas, and Echo Bay Mining while also acting as university president. As an example of how such relationships can create conflicts, the university entered the Coalition for Biomedical and Helath Research, which in 1992 lobbied the federal government for Bill C-91, which gave multinational pharmaceutical manufacturers patent protection for up to 20 years, a move that opponents argued would deny access to generic forms of the drug and cost the public health system up to $4 billion. UBC entered a research agreement with the world's largest drug company, Merck Frost, who conditioned its $15 million investment in a UBC building for genetics >research on the passage of the Bill: [reported by Georgia Straight, October 22-29, 1993, p. 7]. >>> >>>"To be sure, higher education has suffered from economic crises, >>>especially during the state fiscal crisis of the late '70's and early >>>'80's. but after the lean years of the early '80's, budgets for higher >>>education have more than recovered through stable state appropriations, >>>rocketing tuition revenues from heavily indebted students, and academic >>>whoring for foundation and corporate grants. > >In Canada, provinces are responsible for education, but provincial funding for universities has been declining because federal monies which used to flow from a nation-wide standards approach has been withdrawn. >>> >>>"In many cases, there have been double digit increases in tuition and >>>class sizes have grown along with reduced course offerings. Once >>>instituted, tuition increases are never rolled back. So the bizarre >>>irony has developed that undergraduate students are forced to pay more >>>and more for instruction that is being relentlessly degraded. >>> > >This is wrong. Sessional instructors tend to be superior teachers because their continuing employment depends on favourable ratings from their students. All universities have standard questionnaires which are issued to every class just before the semester ends, so each student has a chance to assign numerical ratings on a variety of criteria in teaching performance. >The results of these surveys are a primary determinant in the hiring of >sessional instructors. Also, sessional instructors tend to have more time to devote to their classes because they are not burdened with the research and administrative demands of the tenure-track and tenured faculty. > >>>"Where has all the money gone? The money diverted from the funding base >>>of instruction has been almost entirely absorbed by bureaucratic bloat. >>>A Michigan State Senate report [on spending in Michigan's public >>>universities found that] between the years 1977 to 1989 there was a 33 >>>per cent increase in admnistrative/professional employees, while there >>>was a 5 per cent decrease in tenured faculty. >>> >>>"A recent study of the University of California system shows that the >>>ratio of spending on instruction to spending on administration dropped >>>from $6-$1 in 1966 to $3-$1 in 1991...[and that] over 25 years the >>>number of administrative positions has increased at nearly twice the >>>rate of teaching positions, at higher pay. > >Corresponding stats for Canada? - don't know. >>> >>>"Part of the problem is that administrators are often tenured faculty >>>themselves, and the maintenance of privileges for tenured faculty is in >>>some ways based on the exploitation of lumpen academics. > >True. > >>> >>>"As every generation of student radicals has discovered, high-minded >>>talk about disinterested learning soon melts under the klieg lights of >>>reality. In part because of the end of ideological competition with the >>>Soviet Union, plus the unabashed, pre-millennial rhetoric of corporate >>>triumph...the function of higher education in capitalist society is now >>>finding its corresponding form without a tincture of shame. What these >>>denizens of Grub Street-in-Academe need to find, like any reserve army >>>of self-employed, is the proper organizations for self-defense and >>>resistance." > > >Where unions exist for sessional instructors, their primary interest appears to be the enforcement of rigid seniority rules which may actually reduce the employment opportunities available to sessional instructors. "Seniority" >does not depend on level of education, merely on who got in first. The >level of pay is identical between union and non-union institutions in the >same locale. > >Some other points on academic exploitation: > >(1) Tenure-track faculty are, if anything, more exploited than sessional >lecturers. They are heavily-loaded with teaching, research, and >administrative responsibilities. Furthermore, they have the Sword of >Damocles hanging over their heads: will they get tenure? This produces an >appalling level of pressure, since failure to get tenure means destruction >of a career after a decade or more of hard work. >(2) Sessional lecturers are often PhD students close to graduation. They're happy for the cash and the teaching experience, but it does lengthen the time it takes them to graduate, which can have negative career repercussions. >(3) Technical staff --- the folks who care for the lab rats and run those >funny-looking machines --- are generally underpaid and overworked, with >little in the way of job security or fringe benefits. >(4) The academic system is predicated on exponential growth of the >university system. Each active faculty member must run a stable of grad >students, or fail as a researcher. At the PhD level, those grad students are really being trained to be future faculty members. But in a shrinking >university system, they are destined to join that reserve army of the >underemployed, with only a lucky few making it through to the Nirvana of >tenure. >(5) The expansion of sessional lecturers in the university system does bring it closer to a Marxist idea [of super-exploitation], since a sessional lecturer (if lucky enough to get a full slate of classes to teach) will get a salary approaching that of a janitor. Without the fringe benefits and job security, of course. ****** A Theory of Educational Degradation in the Global World Order. Most societies in human history support a labor-intensive educational format for its young people...first mothers and fathers, then aunts and uncles are employed to teach young people what they need to know of science and society. In feudal Europe, education was institutionalized in seminaries and convents where men and women were taught what they needed to know to reproduce religion, theology and a few instrumental skills essential to king, prince and pope. Technical training remained in family or later, a new educational instrument called a guild. Sometime in the 12th c., something called a college/university was invented which rationalized specialist knowledge by creating 'faculties.' In the past four hundred years, the curriculum of 'higher' education became increasingly scientized as modern knowledge processes gave industrial capitalism the knowledge tools with which to control and invent. In the USA, the Morrill Land Grant Act(1863) placed technical training on a par with philosophy and religion while philosophy expanded to take in the sciences of both nature and society...in Europe and its colonies. This innovation placed most of the cost of the knowledge process in the budget of the nation-state...which relies on taxes, fees, royalties and other income to support the In the past 40 years, the political economy of the nation-state has increasingly been linked to the great non-linear transformations of the global economy. In brief, capital has flown from core Europeans nation and from North America...jobs, taxes, and the capacity of the state to absorb all the hidden costs of capitalism have produced a 'neo-liberal' program with which to reduce costs to the state. The neo-liberal program requires social programs are reduced. The single nation state cannot afford to pay for the costs of trans-nationalized education since profits from colonies and from client states no longer flow to national capitalists and hence to workers...tax bases are eroded while demands for social programs increase. For university funding, this has meant great pressure to adopt the policies mentioned in the post above...and reported by Abreu at the Havana Meetings in Philosophy and Social Sciences. I suppose one should not waste too many tears on the children of the core nations who have benefitted so much so long from the externalization of costs of private ownership of the means of production and reproduction. Still they are our children and we must do something other than analyse; whatever we do we must be careful not to do it on the backs of children in the third world...as have we done for so many years. TR Young TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From cassell@frosty.irss.unc.edu Tue Jul 7 05:41:17 1998 Date: Tue, 7 Jul 1998 07:39:55 -0400 (EDT) From: James Cassell To: Sociology Graduate Student Discussion Subject: CounterPunch article [on restructuring universities] (fwd) I don't think this showed up on socgrad. It is the piece to which TR's last post is reacting. - 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: Sat, 4 Jul 1998 13:38:49 -0600 (MDT) From: Klocke Brian V To: PROGRESSIVE SOCIOLOGISTS NETWORK Subject: CounterPunch article (fwd) Hi Y'all, The May 1-15 1998 edition of CounterPunch (a newsletter put out by Ken Silverstein & Alexander Cockburn) contains an article entitled "Back to the Middle Ages: The Rise of the Lumpen Teacher". I've excerpted some of the article below, I would be interested in any comments: "Across the etnire landscape of higher education in America today a vast shift has been taking place in the past few years that in many ways matches the onslaught on the economic security and working conditions of blue collar workers since the early 1970's. Visit any two or four-year institution of higher education and one finds the same basic pattern: a swelling army of low-paid, overworked junior academics, picking up piece-work assignments with near zero economic security; a shrinking sector of senior tenured academics; and a swelling academic bureaucracy over which preside the pashas of the system, the university presidents and senior administrators pullling down enormous salaries and reveling in princely quarters and lavish benefits. "Half of the teaching load in higher education is currently carried by contingent instructors...This transformation of academic labor raises serious political economic questions about the power relations driving the process, yet these structural issues are rarely addressed, even in the narratives of the victims. Indeed, they tend to parrot administrative rhetoric about budget crises and the inevitability of restructuring on 'efficient' corporate lines. "Downsizing has been a strategy for weakening union power and generating sublime levels of corporate profit. In the academic world the downgrading of instructors and the bureaucratic bloat are the forms this process have taken. "To be sure, higher education has suffered from economic crises, especially during the state fiscal crisis of the late '70's and early '80's. but after the lean years of the early '80's, budgets for higher education have more than recovered through stable state appropriations, rocketing tuition revenues from heavily indebted students, and academic whoring for foundation and corporate grants. "In many cases, there have been double digit increases in tuition and class sizes have grown along with reduced course offerings. Once instituted, tuition increases are never rolled back. So the bizarre irony has developed that undergraduate students are forced to pay more and more for instruction that is being relentlessly degraded. "Where has all the money gone? The money diverted from the funding base of instruction has been almost entirely absorbed by bureaucratic bloat. A Michigan State Senate report [on spending in Michigan's public universities found that] between the years 1977 to 1989 there was a 33 per cent increase in admnistrative/professional employees, while there was a 5 per cent decrease in tenured faculty. "A recent study of the University of California system shows that the ratio of spending on instruction to spending on administration dropped from $6-$1 in 1966 to $3-$1 in 1991...[and that] over 25 years the number of administrative positions has increased at nearly twice the rate of teaching positions, at higher pay. "Part of the problem is that administrators are often tenured faculty themselves, and the maintenance of privileges for tenured faculty is in some ways based on the exploitation of lumpen academics. "As every generation of student radicals has discovered, high-minded talk about disinterested learning soon melts under the klieg lights of reality. In part because of the end of ideological competition with the Soviet Union, plus the unabashed, pre-millennial rhetoric of corporate triumph...the function of higher education in capitalist society is now finding its corresponding form without a tincture of shame. What these denizens of Grub Street-in-Academe need to find, like any reserve army of self-employed, is the proper organizations for self-defense and resistance." (for subscription info contact CounterPunch at PO Box 18675, Washington DC 20036, 202-986-3665) Those are some pretty strong words. Do people have a sense of how much of this phenomenon can be found at their insitutions? Also, what structural changes would need to be made to counter these problems? Things for us to think about... Brian Klocke University of Colorado at Boulder From sjc@mole.uvm.edu Tue Jul 7 06:56:37 1998 Date: Tue, 7 Jul 1998 09:06:46 -0400 (EDT) From: Steve Cavrak To: Sociology Graduate Students -- International Subject: Re: CounterPunch article [on restructuring universities] (fwd) In-Reply-To: On Tue, 7 Jul 1998, James Cassell wrote: > Those are some pretty strong words. Do people have a > sense of how much of this phenomenon can be found at > their insitutions? One of the problems I have with this recent flurry of criticism is that it wears such historical and class biases. The "growth", "swelling", etc., is not new, and definitely not unplanned. When I was an undergraduate in early 60's (1960 - 1964), exactly the same complaints were voiced: the "core" courses were taught by "instructors" who were on a year by year contract with the university. Perhaps the only difference between then and now is that then the instructors held Master's degrees and now they hold Ph. D.'s. The first demonstration I recall as an undergraduate was over new registration procedures - using IBM cards - the big slogan being "I'm a name, not a number." (!) In the early 60s, the president of the University of California, my alma mater, was Clark Kerr who made national fame describing the "multiversity" and it's role in provinding "a higher education for all". Kerr, however, was not describing the future as much as he was describing it's recent history and function - basically the massification of both the "higher education system" and the "middle class" itself. And as President of UC, he had a fair amount of direct guidance of the shape of the system. One of the big controversies was the "right" size of a campus - how big should a university grow before it stop accepting students (and how many students should be lower division, upper division, and graduate students). This affected not only the creation of new campus (Irving, Santa Cruz, ...) as well as the relationship to the community college, junior college, and state college (now state university) system in California. There was a movement at Cal to NOT accept lower division students - a move objected to by other institutions in that it was seen as "dumbing them down" while allowing Cal to "skim the cream." (Cal argued that, "hey, does it really make sense for us to accept 6,000 freshmen and flunk out 4,000 of them ?" ...) [** The library search also revealed an interesting title by Nicholas Von Hoffman, "The Multiversity: a personal report on what happens to today's students at American Universities." (New York, Holt, Rinehart and Winston, 1966. LA229.V6). Probably worth reading for someone who sees a good research project in the making.] > Also, what structural changes would need to be made to > counter these problems? A couple come to mind ... on the educational front ... 1. eliminate the Ph. D. degree. 2. eliminate graduate schools. 3. eliminate tenure Steve From sjc@mole.uvm.edu Tue Jul 7 07:13:13 1998 Date: Tue, 7 Jul 1998 09:23:19 -0400 (EDT) From: Steve Cavrak To: T R Young Subject: A Theory of Educational Degradation in the Global World Order In-Reply-To: <3.0.5.32.19980707060859.007cdad0@tryoung.com> On Tue, 7 Jul 1998, T R Young wrote: A Theory of Educational Degradation in the Global World Order. Most societies in human history support a labor-intensive educational format for its young people...first mothers and fathers, then aunts and uncles are employed to teach young people what they need to know of science and society. What a great place to begin the analysis ! One of the things this reminds me of is a "parallel" trend - i.e. the every increasing length of "youth". Instead of 14 year old kids like my father going off to work in the coal mines of Pennsylvania, now they look forward to 14 years of "education" before they begin working ! (Well, if not 14, at least 10 more years of schooling.) "Schooling", as folks like Ivan Illich and Paulo Freire have pointed out, isn't quite the same as education. Understanding how the "educational" crisis that folks view here is linked to the process of the "global world order" (nee imperialism) is certainly a challenge ! I'm glad TR kicked us a bit in that direction ! Thanks ! Steve From cassell@frosty.irss.unc.edu Tue Jul 7 07:30:04 1998 Date: Tue, 7 Jul 1998 09:28:44 -0400 (EDT) From: James Cassell To: socgrad@csf.colorado.edu Subject: Re: CounterPunch article [on restructuring universities] (fwd) In-Reply-To: On Tue, 7 Jul 1998, Steve Cavrak wrote: > > > On Tue, 7 Jul 1998, James Cassell wrote: > > > Those are some pretty strong words. Do people have a > > sense of how much of this phenomenon can be found at > > their insitutions? > Brian Klocke authored those words, actually. I just forwarded his note from teachsoc. 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 Jul 7 07:56:29 1998 Date: Tue, 07 Jul 98 09:49:09 EDT From: Alan Davidson Subject: Rationalization of Academic Labor To: socgrad@CSF.COLORADO.EDU The main difference between the use of Instructors 30 years ago and their use now is: (1) Security -- While folks in the past were often on a year to year basis, often times these positions were held by ABD's who had at least an implied if not real promise that once they finished, they could progress to a tenurable position; (2) Often times, such positions did carry benefits because it was assumed that this was the only position the Instructor had. From DAVIDSON@UCONNVM.UCONN.EDU Tue Jul 7 08:05:24 1998 Date: Tue, 07 Jul 98 10:03:33 EDT From: Alan Davidson Subject: Telos 111 To: socgrad@CSF.COLORADO.EDU Someone has told me that Telos 111 (March 1998) analyzes transformations in higher ed. in some depth. From flint@igc.org Tue Jul 7 08:39:07 1998 Date: Tue, 07 Jul 1998 08:34:40 +0000 From: Adam Flint Reply-To: flint@igc.org To: socgrad@csf.colorado.edu Subject: test-please disregard This is a test From DAVIDSON@UCONNVM.UCONN.EDU Tue Jul 7 08:39:12 1998 Date: Tue, 07 Jul 98 10:25:49 EDT From: Alan Davidson Subject: Structural changes To: socgrad@CSF.COLORADO.EDU Eliminating tenure, the Ph.d. degree, and graduate schools wouldn't change anything -- what is needed to be done (and might be done now that we have a true Progressive as ASA President) is for Sociologists to engage in the sort of soul-searching which the MLA has -- namely, to realize that to the extent that graduate programs continue to recruit relatively large cohorts to justify their existence and teach courses faculty don't wish to teach, they undermine their own existence by creating a situation where we oversupply Ph.D.'s whom administrators, the public, and state legislators see as equally capable Instructors who can be hired for far less money per course with few guarantees of security. What is required is for professional associations and AAUP to begin stipulating certain guarantees for non-tenurable faculty including pay rates commensurate with highest degree obtained and benefits. This may undermine some of the gatekeeping function some folks imagine themselves as having ("inferior" faculty might opt for adjunct teaching versus tenure-track positions) but the only way in which to minimize the use of adjuncts is to make them more expensive for institutions to frequently rely upon. From sjc@mole.uvm.edu Tue Jul 7 09:18:06 1998 Date: Tue, 7 Jul 1998 11:28:13 -0400 (EDT) From: Steve Cavrak To: Sociology Graduate Students -- International Subject: Re: Structural changes In-Reply-To: <980707.103822.EDT.DAVIDSON@UConnVM.UConn.Edu> On Tue, 7 Jul 1998, Alan Davidson wrote: > Eliminating tenure, the Ph.d. degree, and graduate schools wouldn't change > anything -- and then nicely demonstrates why this would provide the STRUCTURAL changes needed ... - without the ability to produce new Ph.D.'s, old Ph.D.'s cease undermining the main threat to their favored existence, - getting rid of graduate students then frees the faculty up to teach undergraduates AND frees up the funding crunch graduate students create - getting rid of tenure puts faculty on a relationship vis a vis the university closer to their true relationship, and might encourage them to reorganize themselves differently, if not progressively --- > What is required is for professional associations and > AAUP to begin stipulating certain guarantees for > non-tenurable faculty including pay rates commensurate > with highest degree obtained and benefits. This isn't really a structural change, but an organizational one, one that might, because it would lead to an increased cost of higher ed, lead to the types of structural changes proposed above. It's basically the "just throw money at it" approach that used to work but has fallen out of favor. Steve From DAVIDSON@UCONNVM.UCONN.EDU Tue Jul 7 09:28:51 1998 Date: Tue, 07 Jul 98 11:23:42 EDT From: Alan Davidson Subject: structural changes To: socgrad@CSF.COLORADO.EDU I'm not advocating a throw money at it approach. The reason why eliminating tenure et al. would not change things is we need the possibility of tenure to attract folks to teaching who would otherwise opt for private sector employment. The problem is correct -- by possessing/creating an illusory sense of their own security/privilege in society, faculty actually encourage both the overproduction of Ph.D.'s and the exploitation of adjuncts -- false consciousness at its best. From weberian@arches.uga.edu Tue Jul 7 10:41:40 1998 Date: Tue, 7 Jul 1998 12:40:38 -0400 (EDT) From: "James J. Dowd" To: Sociology Graduate Students -- International Subject: Re: Telos 111 In-Reply-To: <980707.100438.EDT.DAVIDSON@UConnVM.UConn.Edu> Yes, the Spring 1998 issue of Telos contains a group of seven papers from a conference sponsored by Telos at Cal State, Chico, in October 1996. A sampling of a few titles provides a sense of the general tone of the conference: "The end of public education?", "The crisis of the humanities and the end of the university", "The new fragmentation in higher education", and so on. Paul Piccone's paper, though, holds out some hope that the future will bring a movement away from government solutions, a reconstitution of local autonomous communities, and a willingness to try more community-friendly alternatives. Jim. On Tue, 7 Jul 1998, Alan Davidson wrote: > Someone has told me that Telos 111 (March 1998) analyzes transformations > in higher ed. in some depth. > ''' (o o) ---------------------------oOOo-(_)-oOOo--------------------------------- J. J. Dowd Department of Sociology University of Georgia Athens, GA 30602-1611 (706) 542-3231 "It is not necessary to hope in order to undertake, nor to succeed in order to persevere." -Pascal ------------------------------------------------------------------------- () () From sjc@mole.uvm.edu Tue Jul 7 15:09:25 1998 Date: Tue, 7 Jul 1998 17:18:08 -0400 (EDT) From: Steve Cavrak To: Alan Davidson Subject: over production of ph.d.'s In-Reply-To: <980707.112803.EDT.DAVIDSON@UConnVM.UConn.Edu> On Tue, 7 Jul 1998, Alan Davidson wrote: > The problem is correct -- by possessing/creating an > illusory sense of their own security/privilege in > society, faculty actually encourage both the > overproduction of Ph.D.'s and the exploitation of > adjuncts -- false consciousness at its best. Nicely put. One of the "side effects" of this is that even teachers of undergraduates tend to view students ad future graduate students and then future professors. Students who aren't on "the right track" but are bright, hardworking, and productive, are continually encouraged "you should consider graduate school." Restructuring higher education suggest that we consider ways of meeting the (same? better? different? ) needs with a different system for the (re) production of knowledge. We might not need graduate schools, we might not even need universities - at least for their "didactic" functions. I remember a conversation with a friend, no longer in the university track, who posed the question to his Dean - "Why do we have lectures?". His Dean, at the University of Kenya, replied "Because books are rare." Universities have a way of "freezing" a particular solution to a particular problem. Perhaps the environment has changed so much that the original problem doesn't even exist. Steve From DAVIDSON@UCONNVM.UCONN.EDU Tue Jul 7 18:35:21 1998 Date: Tue, 07 Jul 98 20:34:25 EDT From: Alan Davidson Subject: job listings To: socgrad@CSF.COLORADO.EDU -------------------------------------------------------------------------- SOCIOLOGY 51. Benedict College (SC) Sociology Faculty Position Available-Fall 1998 and Spring 1999 Benedict College has experienced increased enrollment in its student body in the past two years, and as a result the following faculty and staff positions are available: SOCIOLOGY: Assistant/Associate Professor. Ph.D. in sociology required. Teach basic sociology courses. Ability to teach statistics and research methods desirable. Tenure-track position. APPLICATION PROCEDURE: Please send a letter of application, vitae, official transcripts, 3 letters of reference and for Art Education position, a slide portfolio of personal and student art work to: Dr. Christopher I. Chalokwu, Dean School of Arts and Sciences Benedict College 1600 Harden Street Columbia, South Carolina 29204 REVIEW OF APPLICATIONS WILL BEGIN IMMEDIATELY AND WILL CONTINUE UNTIL THE POSITIONS ARE FILLED. Founded in 1870, Benedict College offers a high quality liberal arts education in 21 major programs to over 2200 students. As one of the nation's premier Historically Black Colleges, Benedict College is committed to excellence in teaching, research, and public service. We are an equal opportunity employer and encourage applications from individuals who reflect the diversity of our faculty, staff, and students. 52. Bethel College (TN) Sociology Bethel College, a small liberal arts, Christian College in West Tennessee, seeks a doctorate in sociology to build existing and future sociology programs for the college on and off campus. Must be a leader and willing to work with various constituent groups, advise non-traditional students. Send application letter and resume to Vice President for Academic Affairs, Bethel College, 325 Cherry Avenue, McKenzie, Tennessee 38201 or e-mail williamsonp@bethel-college.edu. 54. Franklin Pierce College (NH) Visiting Assistant Professor of Sociology Franklin Pierce College, a vibrant and growing four-year liberal arts institution of over 1400 students, located on a beautiful campus in the picturesque Monadnock region of New Hampshire, has a full-time, one-year Sociology position available starting in September 1998. The candidate will teach at least some of the following courses: Community Organization, The Family, Quantitative Research Methods, Contemporary Social Movements, Social Ethics, Social Problems, Race and Ethnic Relations, a Theory/Practicum Seminar, Contemporary Social Theory, and Ecology and Culture (senior liberal arts seminar). Ph.D. and College/University level teaching required. Review of applications will commence immediately and continue until the position is filled. Please send letter of application, curriculum vitae, transcripts, 3 references, teaching evaluations, and sample syllabi to: Director of Human Resources, Franklin Pierce College, P.O. Box 60, Rindge, NH 03461-0060. EOE Visit our web site at www.fpc.edu Franklin Pierce College Rindge, New Hampshire 03461 55. St. Lawrence University (NY) Sociology St. Lawrence University, Visiting Assistant Professor of Sociology. St. Lawrence University invites applications and nominations for a one year non-renewable position at the Assistant Professor level in the Department of Sociology. Teaching interest in Deviance and/or Gender Studies preferred, but all areas of specialization considered. A cross-cultural teaching perspective is highly desirable. Opportunities exist to participate in the Service Learning Program and to contribute to multicultural programming on campus. Preference will be given to candidates who can demonstrate a record of teaching effectiveness. ABDs strongly considered. Review of applications begins July 1, 1998, and will continue until the position is filled. A curriculum vita, statement of teaching interests, three letters of reference, and any supportive documents syllabi, student evaluations of teaching, etc. should be sent to: Ken Gould, Chair, Department of Sociology, St. Lawrence University, Cantun, New York 13617. St. Lawrence University, chartered in 1856, is the oldest continuously coeducational institution of higher learning in New York State. An independent, private university firmly committed to undergraduate liberal arts education and cross-cultural opportunities. St. Lawrence University offers a unique learning environment. The University's 1900 students come from most U.S. states and more than two dozen other countries. Canton, the St. Lawrence River Valley, the nearby Adirondack State Park and the cities of Ottawa, and Montreal provide the University community many social, cultural, and outdoor recreation activities. St. Lawrence University's homepage is at http://www.stlawu.edu. St. Lawrence University is an Affirmative Action, Equal Employment Opportunity employer. Women, minorities, veterans, and persons with disabilities are encouraged to apply. From flint@igc.org Tue Jul 7 21:29:20 1998 Date: Tue, 07 Jul 1998 21:30:04 +0000 From: Adam Flint Reply-To: flint@igc.org To: socgrad@csf.colorado.edu Subject: Help! Roomate(s) needed Greetings from El Salvador I'll be finishing up my diss research here and returning to the states just 5 days before I have to leave for the SF meetings, and I am in desparate need for on or more roommates to keep these meetings from busting my budget. I will be staying for the entire conference. I currently have a room reserved at the Park Fifty Five, as everything cheaper was already booked when I checked two weeks ago. I yo: 1. Already have a room, especially at one fo the cheaper hotels, please let me know and I will dump my reservations and share the costs with you. 2. If you don't already have a room, I'm happy to share with as many as will fit (total of four, officially). Please let me know asap if you can help. Saludos, Adam Flint Doctoral Candidate Department of Sociology State Univeristy of New York Binghamton, NY 13902 ps I'll be presenting a paper at the Collective Behavior/Social Movements refereed tables based on the preliminary findings of my research titled 'Social Movements, NGOs and the State: the Transition to Democracy in El Salvador' From BKRUBY@prodigy.net Wed Jul 8 01:22:33 1998 Reply-To: From: "BRIAN K RUBY" To: Subject: Re: over production of ph.d.'s Date: Wed, 8 Jul 1998 02:15:02 -0400 Well said Steve! Modern Universities have become "factories of production" where it is more important to produce than to teach. Part of that production (unfortunately), is that students in specific areas of study must follow the "party line" in order to be recommended to graduate school in the first place. For instance, if you intend to pursue graduate work in sociology, you MUST become "quantitatively orientated", as if, in the final analysis, human beings are reducible to mathematical equations after all! Furthermore, part of this process of production creates, with no consideration of need. I have run into people with advanced degrees working in factories, mental health facilities, the Stop-n-Go, etc. By way of example, anthropology is so overloaded with PhDs that forensic specialists must now be certified through a professional organization in order to prove their ability to assist police in investigations. Their PhD is not enough! Fact is that Universities are BIG BUSINESS with the same considerations about production (in this case graduating students) as large corporations. Sad state of affairs, but true none the less, and the result of capitalist thinking infiltrating academic administrations. I read a study awhile back, and I can't remember the name or title, but the author basically said that most students at universities are unqualified to be there. The students who do well, do so through nothing more than rote memorization. The learning process has degenerated to nothing more than a regurgitation of repeated dogmas with no room for creativity. Furthermore, the driving force behind admissions was not qualifications, but money$$$. I'm not saying that I completely agree with this author, but I can see his point. When I was an undergraduate I had to go and argue with the PhD's to have a decent discussion about theoretical paradigms. But it doesn't end there! Hell, the first state mental hospital I worked at called the patients CONSUMERS! - Brian ---------- > From: Steve Cavrak > To: Sociology Graduate Students -- International > Subject: over production of ph.d.'s > Date: Tuesday, July 07, 1998 5:18 PM > > > > On Tue, 7 Jul 1998, Alan Davidson wrote: > > > The problem is correct -- by possessing/creating an > > illusory sense of their own security/privilege in > > society, faculty actually encourage both the > > overproduction of Ph.D.'s and the exploitation of > > adjuncts -- false consciousness at its best. > > Nicely put. > > One of the "side effects" of this is that even > teachers of undergraduates tend to view students ad > future graduate students and then future professors. > > Students who aren't on "the right track" but are bright, > hardworking, and productive, are continually encouraged > "you should consider graduate school." > > Restructuring higher education suggest that we consider > ways of meeting the (same? better? different? ) needs > with a different system for the (re) production of > knowledge. > > We might not need graduate schools, we might not even > need universities - at least for their "didactic" > functions. > > I remember a conversation with a friend, no longer in > the university track, who posed the question to his Dean > - "Why do we have lectures?". His Dean, at the > University of Kenya, replied "Because books are rare." > > Universities have a way of "freezing" a particular > solution to a particular problem. Perhaps the > environment has changed so much that the original > problem doesn't even exist. > > Steve > > From DAVIDSON@UCONNVM.UCONN.EDU Wed Jul 8 07:09:13 1998 Date: Wed, 08 Jul 98 09:05:42 EDT From: Alan Davidson Subject: Overproduction of PhD's To: socgrad@CSF.COLORADO.EDU On the bright side, there are Universities, such as this one, where the University (not the dept.'s) are increasingly tying monies for grad. students to how a dept. is doing -- in terms of pct. getting in who get out, pct. who get decent academic or applied positions, etc. On the not so good side, did anyone note the job listing I posted last night which stated that b/c there has been an enrollment increase, there will be some faculty openings at a particular institution. From m.hoover@csu-e.csuohio.edu Wed Jul 8 07:27:14 1998 Date: Wed, 8 Jul 1998 09:27:02 -0400 To: socgrad@csf.colorado.edu From: Matthew Hoover Subject: Re: over production of ph.d.'s There are several articles that deal with the business model and its impact on university education in the Electronic Journal of Sociology. For those interested, go to http://www.sociology.org/ and click on the April special issue. Saludos, Matt From cassell@frosty.irss.unc.edu Wed Jul 8 07:49:38 1998 Date: Wed, 8 Jul 1998 09:48:14 -0400 (EDT) From: James Cassell To: socgrad@csf.colorado.edu Subject: Re: Overproduction of PhD's In-Reply-To: <980708.090827.EDT.DAVIDSON@UConnVM.UConn.Edu> On Wed, 8 Jul 1998, Alan Davidson wrote: > who get decent academic or applied positions, etc. On the not so good side, > did anyone note the job listing I posted last night which stated that b/c > there has been an enrollment increase, there will be some faculty openings > at a particular institution. > I don't understand why job openings at a small liberal arts college are a bad thing. Would you explain this, please? Thanks, 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 Wed Jul 8 07:58:18 1998 Date: Wed, 08 Jul 98 09:56:10 EDT From: Alan Davidson Subject: overproduction To: socgrad@CSF.COLORADO.EDU I think a tenurable position at a small liberal arts school would be taken seriously by the powers that be -- I think what they mean is does a dept. have folks 5 years post-completion still galavanting between 1 years or adjuncting. From sjc@mole.uvm.edu Wed Jul 8 11:22:43 1998 Date: Wed, 8 Jul 1998 13:31:48 -0400 (EDT) From: Steve Cavrak To: BRIAN K RUBY Subject: Production of undergraduates, was Re: over production of ph.d.'s In-Reply-To: <199807080720.DAA08384@pimout4-int.prodigy.net> On Wed, 8 Jul 1998, BRIAN K RUBY wrote: > I read a study awhile back, and I can't remember the > name or title, but the author basically said that most > students at universities are unqualified to be there. > The students who do well, do so through nothing more > than rote memorization. The learning process has > degenerated to nothing more than a regurgitation of > repeated dogmas with no room for creativity. > Furthermore, the driving force behind admissions was > not qualifications, but money$$$. Myself, I'd like to know what the author considered the "qualificiations" to be "for." I've taught at "classical" universities - where the undergraduates were view as pre-graduate-students; the whole undergraduate program was designed as "track" for graduate school. I've also taught at alternative liberal arts colleges where the curriculum was scarcely defined. Oddly enough, this probably produced more graduate students than the university tracking system ! And it took students who were definitely NOT considered university material - admissions was primarily by interview ... This is one of the reasons I suggested doing away with graduate school - so faculty couldn't pretend that they were educating for a "higher goal" ... (i.e. graduate school itself :) But I've a feeling that the author didn't mean his comments in that way. From my own experience with recent undergraduates, I suspect the author is going senile. I can remember back to my undergraduate days, and the folks I knew then, and any perceived difference between then and now has got to be a product of malfunctioning memory - or perhaps the type of artificial stupidity that TR talks about, a product of self fulfilling test scores - those that test rote memorization, for example :) > I'm not saying that I completely agree with this > author, but I can see his point. When I was an > undergraduate I had to go and argue with the PhD's to > have a decent discussion about theoretical paradigms. Sounds like you went to school sometime after the word paradigm became recognized :) My profs would have thought you were trying to sneeze :) Steve From tr@tryoung.com Thu Jul 9 05:39:27 1998 (usr-mtp-67.sensible-net.com [208.18.226.67]) by HPUX.sensible-net.com (Post.Office MTA v3.1.2 Date: Thu, 09 Jul 1998 07:35:56 -0400 To: socgrad@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: On Being Brutal and Being Kind I have a friend who is in the US AirForce; her husband is test pilot for high-tech aircraft for Lockheed. They had read an article in the local paper about the murders by students in Jonesboro in which I mentioned in passing, that violence and murder were culturally moderated. A reporter, interested in Chaos Theory had called to interview me about the implications of Chaos theory for an article, Anger in America. Rob and Diane R. disagree; they tend to think biology has more to do with anger and violence. The husband sent the following post yesterday: > Diane and I were talking about you this morning, TR. She said that >she would like to carry on more of her conversation, with you, on the >subject of the warrior class. (I sadly missed that dialogue.) She says >virtually every culture has had one. She said you stated that the Hopi >Indian nation hasn't. > ******* Rob: when I responded to your latest post, I had thought Diane was referring to our conversation about chaos theory...then I re-read your post and found she was talking about the newspaper article. Yes...I had said that male use of force and violence is culturally variable...as is feminine gentility and sweetness. Among the Yanamomo, men can kill wives and children who anger them without great response from other men...among the Hopi, men are taught to control temper out of respect to the holiness of nature and society. In the USA, some families regularly beat their children; others don't. Killing is culturally controlled...who may be killed, when and how they may be killed, reasons justifying the killing and so on. I suppose there is a grounding for violence hard-wired into the human psyche...and maybe connected to testosterone levels but cultural values and social norms can over-ride most of it...most of the time. Then too, look at the guys with whom you work...some of them are the kindest, most gentle men you might ever meet; yet some of them killed in Vietnam, In Grenada and in Desert Storm and rejoiced in the killing. It is not biology which programs such death but culture generally, politices particularly and the politics of the rich and powerful most particularly. Armies today engineer death by remote, high-tech means...so whatever bio-chemistry was involved in tribal and feudal warfare...or in some of the early imperialist wars when men met face to face and shot each other or ran in shameful panic...that bio-chemistry is far removed from modern modes of violence and death. As for racial and domestic violence, they flare and recede...one of the more intriguing implications of chaos theory is that they flare and recede in non-linear [partially ordered] patterns. Warriors, murderers, batterers and brutes are, most of the time, gentle and kind to friends and kin...the patterns of behavior of even the most ferocious of us are fractal...causality fades and flares where bio-chemicals play in the complex pastures of human violence...that's some of the sort of work I do on the chaos/complexity homepage...and love it. best, TR ********** Those who teach and do research on war and other forms of violence might want to comment. TR TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From dcoon@ksu.edu Thu Jul 9 07:18:22 1998 Date: Thu, 9 Jul 1998 08:18:16 -0500 (CDT) From: Dave Alan Coon To: Sociology Graduate Students International Subject: Biological Explanation of Road Rage Everyone in Sociology is very quick to dismiss biological explanations of any pheneomonon as "sociobiology." I am of the belief that biology, along withh social factors can combine to create social behaviors. I once spoke to a biology professor who gave an explanation for Road Rage. He said that in traffic jams, there are higher concentrations of mood-altering chemicals present in the air which can lead to violent behavior. In normal traffic, these chemicals are dispersed into the atmosphere, but in heavy traffic, he said that these psycho-trophic chemicals are much more highly concentrated. If this is the case, I would argue that these chemicals are at least partl y responsible for ROAD RAGE. This is in part a followup to TR youngs' post about he biology of Jonesboro school shootings. My question is this: Why haven't sociologists or biologists or psychologists invesitgated this theory of ROAD RAGE? Dave _________________________________________ | Dave A. Coon | | MA Student | |Kansas State University Dept of Sociology| | OFFICE PHONE: (785) 532-4972 | / )| |( \ / / | WEB: http://www-personal.ksu.edu/~dcoon | \ \ ( ( | E-Mail: dcoon@ksu.edu | ) ) (((\ \>|_/->_________________________________<-\_| To: Subject: Re: Biological Explanation of Road Rage Date: Thu, 9 Jul 1998 10:53:08 -0700 charset="iso-8859-1" Well, looks like people are researching the topic. You mentioned a biologists' theory, and although I don't know a lot about the research, articles have appeared in the Times and Newsweek which interview experts on road rage. So my guess would be that if you looked for research you would find it. I'm skeptical about the biologist's idea on road rage. Look back at the famous experiment by schachter and singer. To simplify, they found that the person's experienced emotions were a result of chemical stimulation and social experience. The chemicals arouse us, but don't tell us what to think--we get that from our interpretations of the environment, from others. Many things can create stimulation, perhaps chemicals air, but more likely frustration in the situation--chemicals produced by the body (and there you find a tremendous link to literature on the frustration-aggression puzzle). His/her idea would also not explain road rage in non-congested areas, which is part of the problem. peace, Brent -----Original Message----- From: Dave Alan Coon To: Sociology Graduate Students -- International Date: Thursday, July 09, 1998 6:44 AM Subject: Biological Explanation of Road Rage >Everyone in Sociology is very quick to dismiss biological explanations of >any pheneomonon as "sociobiology." I am of the belief that biology, along >withh social factors can combine to create social behaviors. I once spoke >to a biology professor who gave an explanation for Road Rage. He said that >in traffic jams, there are higher concentrations of mood-altering >chemicals present in the air which can lead to violent behavior. In normal >traffic, these chemicals are dispersed into the atmosphere, but in heavy >traffic, he said that these psycho-trophic chemicals are much more highly >concentrated. If this is the case, I would argue that these chemicals are >at least partl y responsible for ROAD RAGE. This is in part a followup to >TR youngs' post about he biology of Jonesboro school shootings. > >My question is this: Why haven't sociologists or biologists or >psychologists invesitgated this theory of ROAD RAGE? > > >Dave > > _________________________________________ > | Dave A. Coon | > | MA Student | > |Kansas State University Dept of Sociology| > | OFFICE PHONE: (785) 532-4972 | > / )| |( \ > / / | WEB: http://www-personal.ksu.edu/~dcoon | \ \ > ( ( | E-Mail: dcoon@ksu.edu | ) ) > (((\ \>|_/->_________________________________<-\_| (\\\\ \_/ / \ \_/ ////) > \ / \ / > \ _/ \_ / > /___/ \___\ > > From aaustin@utkux.utcc.utk.edu Thu Jul 9 12:10:47 1998 Date: Thu, 9 Jul 1998 14:10:26 -0400 (EDT) From: Andrew Wayne Austin Reply-To: Andrew Wayne Austin To: Sociology Graduate Students -- International Subject: Re: Biological Explanation of Road Rage In-Reply-To: <000c01bdab62$6feeaf20$dc045ad1@default> List, E. O. Wilson was on the NewsHour recently, speaking with David Gergen (who regularly gives a platform to the right). Wilson spoke of this wonderful idea he had, "consiliance." Not a new idea, consiliance, and not an idea I am inherently opposed to. Consiliance is the view that all science, from physics to sociology, can be unified. Hard consiliance says they *should* be unified. The desire is sort of moot, since various perspectives and scientific methods may be applied to the study of any phenomenon or set of phenomena. But universalizing methodological and epistemological systems is not what Wilson has in mind; for him, the methods he uses are already above question. Rather, what he means by consiliance is the subordination of all science to *his* scientific program. His is a position of standpoint imposition. Again, I not inherently opposed to standpoint imposition. The question is this: Which standpoint? In the interview, he stated flatly that we have wrapped up the question of the biological basis for behavior, it is no longer deniable given the research, and that, therefore, social science must adopt his view to be consistent with the harder sciences. I will leave the matter of standpoint to one side for now, since I have already voiced my position of this, and because I think, if this thread continues, the struggle over standpoint will emerge anyway. What I want to do is make a few comments about the science linking genes (and related biological entities and processes) and social behavior. Genes that are claimed to be involved in social behavior are "culturgens." Social behavior is described as either controlled by culturgens or resting within the parameters of culturgens, i.e., culturgens set limits on and condition the expression of social behavior. Culturgens are ultimately the products of human nature and the process of adaptive upgrading (i.e., descent with modification). It is argued, on this basis, for example, that war and sexism are the products of culturgens, these being at root such basic survival processes as territorial imperative, necessary dominance of one sex over the other, etc., and therefore forms of aggression can be only ultimately be understood in these terms. Racism and feelings of hatred are similarly explained, i.e., the fear of others, the protection of own kind, territorial imperative, etc.. I want to look specifically at aggression and genetic/hormonal correlation. Betty Rosoff has argued, "[g]eneralizing from genes to complex behavior patterns...ignores the real facts of biology." The following critique closely follows her excellent work on the subject of gender, aggression, and war. See, for a nice collection of articles on the subject, Rosoff and Tobach's On Peace, War, and Gender: A Challenge to Genetic Explanations (New York: Feminist Press, 1991; this is part of the Genes and Gender series, Volume IV). Particularly blistering is Geraldine J. Casey's article "Eleanor Leacock, Marvin Harris, and the Struggle over Warfare in Anthropology." Rosoff's article that I draw upon here is "Genes, Hormones, and War." Genes are pieces of DNA containing information that instruct cells on how make different proteins. Consider the endocrine cells that produce hormones. Some hormones are proteins. Other hormones are more complex process involving proteins. The sex hormones (androgens and estrogens) are the ones most often implicated in aggression and violence. They are made from cholesterol using protein catalysts. The protein catalysts are produced by genes. Hormones attach to cells that are programmed to receive them and a specific action if produced. We are familiar with some of the actions: girls develop beasts, boys are stimulated to grow muscle, and so on. Some of the effect tend to be more systemic than other effects, so one must proceed holistically when trying to ascertain the effects of hormones and the genes that, in part, produce and, in part, guide these hormones. Let's focus on testosterone, which is the principle androgen. This is the hormone identified (most often) with aggression. It is produced in the testes and adrenal glands of both sexes. We are fairly certain that testosterone is essential in the development the male reproductive system, and that it is involved in producing secondary sexual characteristics. And reproductive behavior seems to be in some ways related to male animals, to a greater extent in non-human species, but also in the human male. But we are concerned with the claim is that testosterone is linked somehow to aggression. How have scientists attempted to study this? Our first question should be: What is aggressive behavior? This is a difficult question and it is not directly answered in the literature. The question that is asked and answered is this: How is aggressive behavior measured? There are various tests that purport to measure dominance, ambition, depression, hostility, hatred, etc., all of which are claimed together or separately to be manifestations of aggression. Aggression is therefore defined by the measure being used; it is a tapped entity. There are other observational studies that look at the degree of athleticism, and so forth. Other studies use prisoners, linking aggression with criminality. Some depend on reports from family members. Some use simulated situations and interpret subject reaction. And so on. These various measures are correlated with blood testosterone levels. Studies are based on single blood samples, before and after test. Unfortunately, primate studies, including human subjects, show that testosterone levels are extremely variable over the course of a day; sometimes the level of variability can be tenfold in a single day. This is never considered by aggression researchers. Others have suggested that the extreme variability of testosterone levels may be indicative of a rough hormonal cycle, but this has neither been nailed down nor is it considered in aggression studies. In any case, because of this variability, it is difficult to say who has a higher testosterone level when comparing aggressive and nonaggressive individuals. In addition to studies showing higher testosterone levels associated with greater levels of aggression, studies have shown that it is *lower* levels that produce aggression. This is presumably either because testosterone levels are more random or cyclical than they are linked to aggression, and thus different studies find contradictory relationships, or because aggression lowers testosterone levels. Yes, there is always this problem of the direction of causality. It just as easily be that aggression causes high testosterone levels; since the adrenal gland is involved in the production of testosterone and the levels of it in the blood, contexts in which aggression is elicited probably produce, alone with adrenaline, testosterone. Or, for those who find the opposite relationship, i.e., where low testosterone levels are associated with more aggression (several studies have shown that stress reduces testosterone levels), a theory may be posited that the production of adrenaline in stressful situations decreases the production of testosterone. Again, unfortunately for all these researchers, the production of testosterone in a man is so random and variable that it is hard to be certain in any of these instances. We also know that the endocrine system does not work in isolation. Hormones act in combination with other hormones and in conjunction with the overall state of the organism, e.g., what the organism has eaten (blood sugar levels), how much rest the organism has had, the level of maturational development, and so on. There are also different theoretically average levels of various hormones that are variable between individuals, as well as the multi-hormone levels existing in a different combination of levels in one individual as compared to another. Needless to say, the studies are all over the map and there is no consensus presently on the state of the relationship between testosterone and aggression. Another tack that has been taken is to examine the structure of the sex chromosomes. Here the researchers examine the sex genotype of the subject. Of primary interest is the andreno-genital syndrome (AGS), where genotypic females are born phenotypically male. Subjects used are those who undergo a common surgery, between the first year of their birth up to age seven, that "corrects" their phenotypic appearance. The claim has been that these girls display more aggressive behavior than do "normal" girls. These differences are supposed to reflect the impact of testosterone on the individual, and thus it is inferred that boys are more aggressive because they have more testosterone. Several problems emerge: What are the effects of having male genitalia before surgery was performed? We know that a child who looks male is expected to act more aggressively by parents and other adults. AGS children are given cortisone and steroids, which causes mood elevation and hyperactivity; big problem here. The researchers choice of what is aggressive behavior is sexist: rough play and fighting is "masculine" behavior, whereas "parenting," "grooming," and so forth is "feminine" behavior (the "mothering instinct," which doesn't exist). And, obviously, given the nature of the research design (much of this work is retrospective interviewing), and the appearance of the girls (they look more like boys, as we have culturally defined them), the researchers and the parents were biased in their interpretations. Other chromosome studies reflect a similar logic, e.g., looking at individuals who have an extra Y chromosome. The assumption is that since males are more aggressive than females, an extra male chromosome ought to prove the case. The work was done comparing a small sample of the prison population with the general population found prisoners to be more likely to have an extra chromosome. Later studies found that there was not a greater percentage of extra chromosomes among prisoners than among the general population. Tests have not shown that XYY are more aggressive than the XY population. It has not even been shown that XYY have higher levels of testosterone (if we are to conclude anything from measurement of these levels). The same logic was applied to females who were theorized to be more passive when they had three Xs. Nothing found here either. Their estrogen levels were not elevated above those with only two Xs. These studies fail to support any genetic basis for aggressive behavior. Studies that purport to show a genetic and/or hormonal basis for aggression are widely supported and believed in the mainstream literature and by the public. It is not the case that mainstream social scientists reject the conclusions of this line of research. Unfortunately, because biological study is presented as "objective" research and the public relies on the authority of the media and mainstream scientific figures and projects, the support of these theories by prominent figures make the mass of (often discribed as "leftist" and "liberal") dissenters seem, rather than as a critical mass who rejects the biological basis for behavior thesis on scientific grounds, as politicos who dismiss the research on ideological grounds. Personally, I strongly reject the sociobiological project on ethical grounds, but it is also nice that I can dismiss their theories on their own terms. This is one (among many) clear instances where I can take on a point of view either way. Peace, Andy From tombrown@jhu.edu Thu Jul 9 18:27:59 1998 by jhunix.hcf.jhu.edu (980427.SGI.8.8.8/950213.SGI.AUTOCF) Date: Thu, 09 Jul 1998 20:27:41 -0400 (EDT) From: tombrown@jhu.edu (Thomas F Brown) Subject: Re: Biological Explanations To: socgrad@csf.colorado.edu Four points: First, nature vs. nurture is not an either/or debate. The most sophisticated theorists pose a reciprocal effects process. Even your hard-core sociobiologists will rarely claim more than 50% of the variance between twin pairs as being explained by genetics alone. Second, even the twin studies can't control entirely for environmental effects--prenatal experience is an environmental influence, not genetic. Third, sociobiology is not inherently a "right vs. left" debate. The argument that homosexuality is somehow genetically determined has wide currency on the left, even though the evidence for this is as weak as any other example of genetically-influenced behavior. Leftists are also often slow to criticize some rather wacky afrocentric theories based on biological essentialism. Four, I agree that sociologists in general are shamefully ignorant and hostile to genetic approaches to behavior. This state of affairs stems from a 25-year-old debate that followed Wilson's first statement. Continuing to ignore current research in evolutionary anthropology, behavioral genetics, and the related fields in psychology will make sociology less and less relevant as a contemporary science, and perhaps even hasten its demise. From aaustin@utkux.utcc.utk.edu Thu Jul 9 19:59:44 1998 Date: Thu, 9 Jul 1998 21:59:15 -0400 (EDT) From: Andrew Wayne Austin To: Sociology Graduate Students -- International Subject: Re: Biological Explanations Thomas Brown, What recent evidence from these other sciences should sway us? I haven't seen anything. The more hard science is produced on the subject of genes and behavior the more we are certain that there is probably *no* social behavior that has a genetic basis. Human beings don't have instincts. About the best case for any innate basis for complex behavior is language acquisition, and here the theory is entirely one of logical necessity not empirical generalization. Indeed, the more research we do on primates generally the more we discover that most of what we thought was instinctual in them is actually socially learned by them from their fellows. My favorite recent case in the massive string of defeats suffered by the sociobiologists is the recent genetic research that has demolished the concept of biological race. Radicals have endured decades of attack and ridicule for denying the concept of biological race, for what reactionaries said were "political-ideological reasons"; although the left denied the existence of biological race for the lack of any positive demonstration of it, the power structure had too much at stake to listen to scientific arguments. In truth, the reality of such a concept had never been demonstrated. Now that there is no sign of it at the level of the gene, the hopes of the sociobiologist and the racialist are waning even more quickly. It is a sure sign that one's political agenda is slipping through his fingers when he says that his detractors will condemn his discipline to obscurity by rejecting his ideology. I can tell you that I have too much personal integrity, and love science too much, to knuckle under this sort of intellectual grandstanding. There is simply no scientific basis for the claim that social behavior reflects genetic constitution. This is the fact. And facts matter. On the question of the gay gene. It is not the left that is making the argument, but the liberal wing of the gay community and their supporters. The left generally rejects biological explanations. I find the theory that people are gay and lesbian because of their genes to be a self-defeating position, and I have implored my brothers and sisters to reject the argument. I can only assume that a portion of the gay community became so frustrated by the assault on the gay community by right wing forces, particularly the Christian Right, that they finally gave in to an inevitability argument. But by saying "I can't help it," they accepted the premise of the right, namely, that there is something wrong with being gay and lesbian. It was a political blunder of epic proportions. Imagine if blacks had appealed to their genes to explain white people's perception of them; rather than standing up and demanding they be accepted for who they are. Andy From dcoon@ksu.edu Thu Jul 9 21:00:59 1998 Date: Thu, 9 Jul 1998 21:35:47 -0500 (CDT) From: Dave Alan Coon To: Sociology Graduate Students -- International Subject: Re: Biological Explanations In-Reply-To: I was not attempting to involve *GENES* in my discussion of the biological "causes" of road rage. Instead, I was discussing psychoi-trophic mind altering chemicals, which nobody has discussed. Why have postings to this LISTSERV about "biological causes" ignored completely the role of mood altering chemicals, not GENES, but chemicals???? Dave _________________________________________ | Dave A. Coon | | MA Student | |Kansas State University Dept of Sociology| | OFFICE PHONE: (785) 532-4972 | / )| |( \ / / | WEB: http://www-personal.ksu.edu/~dcoon | \ \ ( ( | E-Mail: dcoon@ksu.edu | ) ) (((\ \>|_/->_________________________________<-\_| To: Sociology Graduate Students -- International Subject: Re: Biological Explanations In-Reply-To: Dave, For my part I was not reacting specifically to your post. Andy On Thu, 9 Jul 1998, Dave Alan Coon wrote: > I was not attempting to involve *GENES* in my discussion of the biological > "causes" of road rage. Instead, I was discussing psychoi-trophic mind > altering chemicals, which nobody has discussed. Why have postings to this > LISTSERV about "biological causes" ignored completely the role of mood > altering chemicals, not GENES, but chemicals???? > > Dave > > _________________________________________ > | Dave A. Coon | > | MA Student | > |Kansas State University Dept of Sociology| > | OFFICE PHONE: (785) 532-4972 | > / )| |( \ > / / | WEB: http://www-personal.ksu.edu/~dcoon | \ \ > ( ( | E-Mail: dcoon@ksu.edu | ) ) > (((\ \>|_/->_________________________________<-\_| (\\\\ \_/ / \ \_/ ////) > \ / \ / > \ _/ \_ / > /___/ \___\ > > From tombrown@jhu.edu Thu Jul 9 22:17:52 1998 by jhunix.hcf.jhu.edu (980427.SGI.8.8.8/950213.SGI.AUTOCF) Date: Fri, 10 Jul 1998 00:17:34 -0400 (EDT) From: tombrown@jhu.edu (Thomas F Brown) Subject: Re: over production of ph.d.'s To: socgrad@csf.colorado.edu >if you intend to pursue graduate >work in sociology, you MUST become "quantitatively orientated", as if, in >the final analysis, human beings are reducible to mathematical equations >after all! This varies widely from school to school. At my undergrad school, grad students were required only to pass a one quarter class in statistics. In my Phd department, grad students were required to pass five semester's worth of statistics classes. So if you don't like statistical analysis, choose your department carefully and you won't have to do much of it. From cassell@frosty.irss.unc.edu Fri Jul 10 05:37:38 1998 Date: Fri, 10 Jul 1998 07:36:17 -0400 (EDT) From: James Cassell To: socgrad@csf.colorado.edu Subject: Re: over production of ph.d.'s On Fri, 10 Jul 1998, Thomas F Brown wrote: > >if you intend to pursue graduate > >work in sociology, you MUST become "quantitatively orientated", as if, in > >the final analysis, human beings are reducible to mathematical equations > >after all! > > This varies widely from school to school. At my undergrad school, grad > students were required only to pass a one quarter class in statistics. > In my Phd department, grad students were required to pass five semester's > worth of statistics classes. So if you don't like statistical analysis, > choose your department carefully and you won't have to do much of it. > Well, here at Carolina we admitt many nonquantitative types. Hopefully they'll never find the bodies.... ....but seriously, this place has a reputation as a highly quantitative department. 2.5 stat classes are required (an intro stat class which many people bypass, a course on regression, and a course on categorical data analysis which may be takne for partial credit). And gnu knows, most of our faculty crunch numbers with the best of them. Yet even here, there are _many_ students who's work is primarily qualitative. They do not consider themselves "quantitatively oriented," yet here they are doing graduate work. And I really don't think we are terribly unusual. Tom is quite right, choose your graduate school carefully. But don't think that every graduate program aims to turn everyone into a statistician. It's simply not true. 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 Jul 10 06:53:06 1998 Date: Fri, 10 Jul 1998 08:51:44 -0400 (EDT) From: James Cassell To: socgrad@csf.colorado.edu Subject: Re: Biological Explanations On Thu, 9 Jul 1998, Thomas F Brown wrote: > Four, I agree that sociologists in general are shamefully ignorant > and hostile to genetic approaches to behavior. This state of affairs > stems from a 25-year-old debate that followed Wilson's first statement. > Continuing to ignore current research in evolutionary anthropology, behavioral > genetics, and the related fields in psychology will make sociology less and > less relevant as a contemporary science, and perhaps even hasten its demise. > Well, some of us remember (or have read about) the eugenics movement and have been the object of various biologically-based slurs. (Ever heard any hillbilly jokes? I have--all my f*cking life.) This does not justify ignoring genetics, of course, merely explains the bagage some of us carry along with us in the endeavor. 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 cassell@frosty.irss.unc.edu Fri Jul 10 06:58:23 1998 Date: Fri, 10 Jul 1998 08:57:02 -0400 (EDT) From: James Cassell To: socgrad@csf.colorado.edu Subject: Re: Biological Explanations In-Reply-To: On Thu, 9 Jul 1998, Dave Alan Coon wrote: > I was not attempting to involve *GENES* in my discussion of the biological > "causes" of road rage. Instead, I was discussing psychoi-trophic mind > altering chemicals, which nobody has discussed. Why have postings to this > LISTSERV about "biological causes" ignored completely the role of mood > altering chemicals, not GENES, but chemicals???? > > Dave > Because that wasn't how we parsed your question, given the rather broad title of "biological explanations." Instead of focusing on your more narrow question, we've reacted to the broader topic which, at this current time, is pretty much about genes. If you're interested in pharmacalogical explanations for behavior, look at the criminology lit on drug-related crime and violence. 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 umonysko@cc.UManitoba.CA Fri Jul 10 12:26:09 1998 (umonysko@mira.cc.umanitoba.ca [130.179.16.8]) by From: Jay Onysko for socgrad@csf.colorado.edu; Fri, 10 Jul 1998 13:26:03 -0500 (CDT) Subject: Re: Biological Explanations To: socgrad@csf.colorado.edu Date: Fri, 10 Jul 1998 13:26:02 -0500 (CDT) In-Reply-To: from "James Cassell" at Jul 10, 98 08:57:02 am Greatings, A very interesting article was published in the 1960's by a geneticist. It is on the subject of genetics and social behaviour: Hamilton, W. D. (1964). The genetical evolution of social behaviour. Journal of Theoretical Biology, 7, 1-16. Apparently this is quite an important piece in the world of biology and genetics. As far as I understand, it is the first and (don't hold me to this) still the only instance of a mathematical proof demonstrating the probability of behavioural characteristics that improve survival value (in the Darwinian sense) in sexually reproductive animals. Why should this interest us? It seems that the behaviours demonstrated in this proof are all social behaviours (altruistic self-sacrifices, sharing, warning others of impending danger, aggression toward selected others). I far as I understand (I am not a biologist though) proofs of this quality have not been developed for non-social behaviours (only retrospective understanding). This article does much to inform the debate on the social vs. biological basis for behaviours. Essentially, one might assume that there is no natural distinction. The distinction between what is social and what is biological is a distinction that we (as creatures with the ability to abstract through time and space) are imposing on the world we observe. Some of the time, I prefer to think of our biology and our social context as a seamless similtaneious phenomenon that extends over generations. Other times, I am expected to be a sociologist, so I am forced to recognize a distinction so that I can say something meaningful about the social world. But by keeping in mind the unity between the social and the biological, I avoid getting trapped in either side of the social/biological debate. ------------------------------------------------------------------------------ Jay Onysko Department of Sociology University of Manitoba E-mail: umonysko@cc.umanitoba.ca ------------------------------------------------------------------------------ From DAVIDSON@UCONNVM.UCONN.EDU Fri Jul 10 13:46:15 1998 Date: Fri, 10 Jul 98 15:43:10 EDT From: Alan Davidson Subject: Power of Advisors article To: grdisu-l@UCONNVM.UCONN.EDU Courtesy of Scott Kerlin from Portland State University, I have received a relatively length e-article (approximately 1300 lines) dealing with the relationship between advisory power/practices and graduate student outcomes. It looks good (I haven't read it yet). If anyone would like a copy I will send it to them (but I will only forward the abstract for now). From DAVIDSON@UCONNVM.UCONN.EDU Fri Jul 10 13:48:35 1998 Date: Fri, 10 Jul 98 15:46:17 EDT From: Alan Davidson Subject: GRADTALK: JHE article, "Power bases of faculty supervisors and , educational outcomes for graduate students" (fwd) (fwd) To: grdisu-l@UCONNVM.UCONN.EDU Date: Fri, 10 Jul 1998 12:24:37 -0700 Reply-To: Graduate Student Conversations Sender: Graduate Student Conversations From: Scott Kerlin Subject: GRADTALK: JHE article, "Power bases of faculty supervisors and , educational outcomes for graduate students" (fwd) To: GRADTALK@UVVM.UVIC.CA Hi, everyone: Amidst our many conversations lately, I came across this article from the Journal of Higher Education (it's copyrighted, so this is from the PSU library database), and wondered if any of you have read it or see some common themes in your experiences. In particular, the issue of grad advisor power vis-a-vis a grad student's future career aspirations. We'd be interested to hear what issues this article brings up for you. Scott and Bobbi ---------- Forwarded message ---------- ____________________________________________________________________________ Full content for this article includes illustration, table and graph. Source: Journal of Higher Education, May-June 1996 v67 n3 p267(31). Title: Power bases of faculty supervisors and educational outcomes for graduate students. Author: Herman Aguinis, Mitchell S. Nesler, Brian M. Quigley, Lee-Suk-Jae James T. Tedeschi Abstract: Graduate students' perceptions of faculty power determine the kind of interactions that exist between them and their supervising professors. Power bases are important antecedents of several variables critical to graduate students' experiences, satisfaction and success. For instance, supervising professors that students consider as experts are also perceived as trustworthy and credible. The power relationship between students and faculty members has a profound impact on students' experiences and on their research productivity. Subjects: Graduate students - Education College teachers - Evaluation Teacher-student relationships - Analysis Electronic Collection: A18582106 RN: A18582106 Full Text COPYRIGHT 1996 Ohio State University Press From sjc@mole.uvm.edu Fri Jul 10 13:49:56 1998 Date: Fri, 10 Jul 1998 15:59:57 -0400 (EDT) From: Steve Cavrak Reply-To: Steve Cavrak To: Jay Onysko Subject: Re: Biological Explanations In-Reply-To: <199807101826.NAA03227@mira.cc.umanitoba.ca> On Fri, 10 Jul 1998, Jay Onysko wrote: Hamilton, W. D. (1964). The genetical evolution of social behaviour. Journal of Theoretical Biology, 7, 1-16. Apparently this is quite an important piece in the world of biology and genetics. As far as I understand, it is the first and (don't hold me to this) still the only instance of a mathematical proof demonstrating the probability of behavioural characteristics that improve survival value (in the Darwinian sense) in sexually reproductive animals. The phrase "Darwinian sense" is interesting one historically. When one reads Darwin, what one finds is a "naturalist" who is trying to show that Nature behaves just like human society. Just as the farmer develops "better" plants and animals by carefully selecting which ones to breed, Lo, nature too "naturally selects" the fittest ones. Nature imitates human economy. The end reaction, not surprisingly, was to spin the argument around and say, gee, human society is just carrying out the biological imperative. Unfortunately, the circularity of reasoning persists. Perhaps it's just wishful thinking that "Gee, why can't we be scientists too?" The latest rage in "computational biology" is "artificial life", especially "genetic algorithms" that "naturally evolve" from "dumb little programs" to "smart little programs" inside a computer. See, for example, http://alife6.alife.org/ Steve From sjc@mole.uvm.edu Fri Jul 10 14:34:50 1998 Date: Fri, 10 Jul 1998 16:45:00 -0400 (EDT) From: Steve Cavrak To: Sociology Graduate Students -- International Subject: FYI : The Challenge of Sociocybernetics In-Reply-To: <199807101826.NAA03227@mira.cc.umanitoba.ca> The discussion of sociobiology, alife, and stuff, send me off the web for work being done at the Sante Fe Institute, and I came across the following article .. http://construct.haifa.ac.il/~dkalekin/cyber1.htm THE CHALLENGE OF SOCIOCYBERNETICS by FELIX GEYER * Paper prepared for Symposium VI: "Challenges to Sociological Knowledge", Session 04: "Challenges from Other Disciplines", 13th World Congress of Sociology, Bielefeld, July 18-24, 1994 ABSTRACT: This paper summarizes some of the important concepts and developments in cybernetics and general systems theory, especially during the last two decades. Its purpose is to show show how they indeed can be a challenge to sociological thinking. Cybernetics is used here as an umbrella term for a great variety of related disciplines: general systems theory, information theory, system dynamics, dynamic systems theory, including catastrophe theory, chaos theory, etc. A distinction is made between first-order and second-order cybernetics. First-order cybernetics originated in the 1940's, exemplified an engineering approach, and was interested in system stability, and thus in feedback processes in automata and other machines which further equilibrium conditions and make them amenable to steering efforts. Second-order cybernetics originated in the 1970s, was based on biological discoveries, especially in neuroscience, and was interested more in the interaction between observer and observed than in the observed per se. It has led to a re-evaluation of many of the tenets of mainstream philosophy of science, which was implicitly based on a rather mechanistic and Newtonian clockwork image of the universe, stressed linear causality, and had a preference for order rather than disorder. Many of the concepts and procedures of first-order cybernetics admittedly seem useful for sociology: system boundaries; the distinction between systems, subsystems and suprasystems; the stress on circular causality; feedback and feedforward processes; auto- and cross-catalysis, etc. However, second-order cybernetics is more likely to influence sociological thinking in the future. This is due, first of all, to its insistence that the interactions between the observer and his subject matter should be included in the system to be studied, which leads to increased attention for phenomena like self-reference. Second, its basis in biology furthers its predilection for change rather than stability, for morphogenesis rather than homeostasis, and this may lead to an increasing stress on self-organization, and to a realistic awareness that sociological phenomena often cannot be forecast, but at best understood. Third, this is caused by autopoiesis (Greek for self-production), the recognition of the fact that all living organisms are self-steering within certain limits, and that their behavior therefore can be steered from the outside only to a very moderate extent. Fourth, this leads to the continuous emergence of new levels of organized complexity within society, at which new behavior can be demonstrated and new interactions with the environment become posible. Finally, attention is devoted to the emerging "science of complexity" - including neural networks, artificial intelligence, artificial life, etc. - while the methodological drawbacks of especially second-order cybernetics are discussed. From aaustin@utkux.utcc.utk.edu Fri Jul 10 15:28:07 1998 Date: Fri, 10 Jul 1998 17:27:54 -0400 (EDT) From: Andrew Wayne Austin To: Sociology Graduate Students -- International Subject: Re: Biological Explanations In-Reply-To: On Fri, 10 Jul 1998, Steve Cavrak wrote: > The phrase "Darwinian sense" is interesting one historically. When one > reads Darwin, what one finds is a "naturalist" who is trying to show > that Nature behaves just like human society. Just as the farmer develops > "better" plants and animals by carefully selecting which ones to breed, > Lo, nature too "naturally selects" the fittest ones. Nature imitates > human economy. This is a quite incorrect interpretation. Darwin says the opposite. Darwin calls nature's work "Natural Selection" to differentiate it from "man's power of selection." The latter, Darwin considers far inferior to nature; man only poorly imitates nature's work. Darwin writes: "We have seen that man by selection can certainly produce great results, and can adapt organic beings to his own uses, through the accumulation of slight but useful variations, given to him by the hand of Nature. But Natural Selection...is a power incessantly ready for action, and is as immeasurably superior to man's feeble efforts, as the works of Nature are to those of Art." Andy From tr@tryoung.com Sat Jul 11 04:02:10 1998 (usr-mtp-59.sensible-net.com [208.18.226.59]) by H50.sensible-net.com (Post.Office MTA v3.1.2 Date: Sat, 11 Jul 1998 05:58:41 -0400 To: Timothy.Mason@wanadoo.fr From: tr@tryoung.com (T R Young) Subject: Re: Criminology Sources on RF HomePage In-Reply-To: <35A61FE8.C4C262EE@wanadoo.fr> TM: There are several articles on Criminology on the Red Feather Home Page. Check out: the Archives http://www.tryoung.com/archives/archives.htm Socgrad Lectures http://www.tryoung.com/lectures/SOCGRADindex.htm and Postmodern criminology http://www.tryoung.com/journals/JOURNAL-POMOCRIM/pomocrimINDEX.html There are even some on the Chaos HomePage at: http://www.tryoung.com/chaos/chaos.htm Good Luck, TR At 04:06 PM 7/10/98 +0200, you wrote: >Warren S. Goldstein wrote : > >> I am teaching criminology for the first time in the fall. Any >> suggestions for books, articles, etc. would be greatly appreciated. >> >Rough course outline might help. > > Best wishes > > T Mason >Lesson 1 : The variation of social censure > Violence > The Yanomamo > Text from Harris, but see Ferguson's caveat in ‘Yanomamo Politics' > Sexuality > The Nyar > Article by E. Kathleen Gough - can be found in ‘Cultural and >Social Anthropology : selected readings', Peter B. Hammond (ed), >Macmillan > Property > The Nuer - Evans Pritchard - extract on cattle stealing and >relationship with the Dinka > Witchcraft > The Azande - Evans Pritchard >Lesson 2 : Incest - the fundamental rule? > Westermark > Clear exposition in Robin Fox, ‘The Red Lamp of Incest' > Levi Strauss > I use the summary by Chris Knight in ‘Blood Relations' - but take >it from the horse's mouth. > Freud > Héritier - ‘Les deux soeurs et la mère' >Lesson 3 : Incest II > Variations in definition and social reaction > Turnbull : Exclusion - passage in ‘The forest people' > Malinowski : Suicide - several references to the case of the boy who >leaps from the top of a coconut palm. I use the one in ‘Crime and >Custom in Savage society'. > Spencer & Gillen : The Atninga - in ‘The Arunta'. The passage >illustrates why it is always useful to have a few of the usual >suspects to hand >Lesson 4 : Incest III > Incest in modern societies > Doctors and Fathers - The Cleveland Affair - several sources. Jean >Renvoize gives a good summary > Incest and paedophilia - a moral panic? Lots of material on the net. >Lesson 5 : Violence > Normal violence - Evans-Pritchard on the Nuer. > Infanticide and gender - India and the unwanted daughter - material >available on internet. > Domestic Violence - Discussion in Daly & Wilson's ‘Homicide'. >Lesson 6 : Violence 2 > The medicalization of the assassin > Constructing the ‘Serial Killer' > Philip Jenkins ‘Using Murder : The Social Construction of Serial >Homicide' is very useful. To be confronted with ‘Sexual Homicide : >Patterns and Motives' by Ressler, Burgess & Douglas. Anne Rule, in >‘The Stranger Beside Me' cites a letter she wrote to Bundy while he >was awaiting execution which outlines the basic characteristics of the >serial killer. Most of these characteristics are challenged by >Jenkins. >Lesson 7 : Violence 3 > Utilitarian Violence and the American Gang > All the classic material, but also ‘Islands in the Street : Gangs >and American Urban Society' by Martin Sanchez Jankowski (U Cal Press), >in particular chap 5, ‘The Anatomy of Gang Violence' > Violence as a pleasure - the football hooligan >Lesson 8 : Property and theft > Hunter-gatherers and food-sharing - tolerated theft? > The farmer, the grain-store and the thief >Lesson 9 : Property and theft 2 > The rise of the state - vendetta and duel > The emergence of Criminal Law - hunters and poachers > Policing property in the modern state >Lesson 10 : Witchcraft, Magic and Censure > The Azande and the explanation of everything > Flying Witches - the Trobriand Islanders and the perils of >navigation > On learning to be a witch - socialization of the anthropologist >Lesson 11: Witchcraft - the European witch craze > Murray and Ginsberg - the Sabat as a historical survival > Witchcraft as delusion - Cohn & Muchembled > Science and sorcery > Folk Devils - the Witch, the Thief and the Assassin as Scapegoats >Lesson 12 : Towards an anthropology of Crime and Punishment > Recap and synthesis > > TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From tr@tryoung.com Sun Jul 12 05:58:57 1998 (usr-mtp-61.sensible-net.com [208.18.226.61]) by H50.sensible-net.com (Post.Office MTA v3.1.2 Date: Sun, 12 Jul 1998 07:55:28 -0400 To: psn-special@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: Plenary Sessions on Inequality: ASA teachsoc@maple.lemoyne.edu Opening Plenary. A Town Meeting on the Dismantling of Affirmative Action Session 106, Friday, August 21, 4:30-6:15 p.m. Organizer and Presider: Jill Quadagno, Florida State University The Role of Affirmative Action in Controlling Employment Discrimination. Barbara F. Reskin, Harvard University The End of Affirmative Action at the University of California. Jerome B. Karabel, University of California, Berkeley Racialized Politics and the Politics of Race: The California Vote on Proposition 209. Troy Duster, University of California, Berkeley Ambivalences about Affirmative Action. William A. Gamson, Boston College *********** Luncheon Plenary Session. The Welfare State in the 21st Century Session 273, Sunday, August 23, 12:30-2:15 p.m. Organizer and Presider: Jill Quadagno, Florida State University Crisis, the Welfare State, and Aging: Capitalism and the Post-Industrial State. Carroll L. Estes, University of California, San Francisco The New Welfare State Nexus: Globalization and the Family Economy. Gosta Esping-Andersen, University of Trento, Italy Working Families and the Future of American Social Policy. Theda Skocpol, Harvard University TR Young, Editor FROM THE LEFT TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From tr@tryoung.com Sun Jul 12 06:01:46 1998 (usr-mtp-61.sensible-net.com [208.18.226.61]) by H50.sensible-net.com (Post.Office MTA v3.1.2 Date: Sun, 12 Jul 1998 07:58:22 -0400 To: socgrad@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: Special Activities for Grad Students: ASA Student Activities: The ASA welcomes the attendance of undergraduate and graduate students at the Annual Meeting. Special arrangements for students include discounted registration fees, special housing blocks, workshops oriented to issues of interest to students, student paper and roundtable sessions, and space for an informal Student Center. Orient Yourself to the Meeting. Plan to attend the Orientation for First Time Attendees and the Welcoming Party (see page 27) to kick off your Annual Meeting experience. Visit the exhibit area, the ASA Publications Center, and the Information Desk to acquaint yourself with meeting service areas. Welcome! Student Center. All students attending the Annual Meeting are welcome to use this hospitality room. The Student Center will be open from 8:00 a.m. to 8:00 p.m. on Friday through Monday, August 21-24, and 8:00 a.m.-4:00 p.m. on Tuesday, August 25, to provide a place for students to meet, make dinner arrangements, caucus, etc. Coffee will be provided by ASA each morning. Student Discounts. Registration fees are substantially discounted for students; see the registration form in the middle of this publication for details. Students are encouraged to pre-register before June 25 to take advantage of the lowest fees. Special blocks of hotel rooms have also been arranged. See the Student Housing section in this booklet for details. Please note that roommate arrangements must be worked out privately; neither the ASA nor the hotels can assign roommates. Valid student IDs may be required at check-in to verify eligibility for student rates. Graduate School Poster Session. On Sunday, August 23, from 4:30-6:15, come view the displays of graduate programs in sociology and talk to program representatives. Data Resources and Funding Sessions. Be sure to attend poster sessions 194 and 245 to advance your work in sociology. Student Reception. All students registered to attend the Annual Meeting are invited to a special student reception on Sunday, August 23, at 6:30 p.m. Student Sessions. Whether you are planning to attend graduate school, or are further along and look to employment in sociological practice or the academy, please take a look at the professional and teaching workshops. In addition to those workshops, five student sessions have been organized by the ASA Honors Program and Honors Program Student Association. Don’t let the huge program overwhelm you. Start by looking at the following sessions of special interest to students: 36, 58, 81, 135, 171, 205, 230, 277, 285, 306, 309, 379, 394, 398, and 421. See the Program Schedule for details on these sessions and then check the Topic Index to identify other sessions in your particular areas of interest. **** A service from: TR Young, Editor FROM THE LEFT TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From tr@tryoung.com Sun Jul 12 06:03:58 1998 (usr-mtp-61.sensible-net.com [208.18.226.61]) by H50.sensible-net.com (Post.Office MTA v3.1.2 Date: Sun, 12 Jul 1998 08:00:33 -0400 To: socgrad@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: Poster Sessions: ASA Poster Session. Graduate Programs in Sociology Session 309, Sunday, August 23, 4:30-6:15 p.m. Organizer: Steve Hoffman, American Sociological Association Research Poster Session. Inequality, Mobility, and Social Change Session 338, Monday, August 24, 8:30-10:15 a.m. Organizer: Allan L. McCutcheon, University of Nebraska, Lincoln ***** A service FROM THE LEFT: TR Young, Editor TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From tr@tryoung.com Tue Jul 14 06:42:04 1998 (usr-mtp-63.sensible-net.com [208.18.226.64]) by H50.sensible-net.com (Post.Office MTA v3.1.2 Date: Tue, 14 Jul 1998 08:28:46 -0400 To: socgrad@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: Publishing tips at ASA, 1998: Some Workshops FYI...and more will be extracted for you and included in the Summer Issue of FROM THE LEFT...as a aid to grad students. TRY ******* Advice on Publishing in Scholarly journals Session 281, Sunday, August 23, 2:30-4:15 p.m. Organizer: Elizabeth Higginbotham, University of Delaware Presider: Ronald d Taylor, University of Connecticut and Editor, Race & Society Panel: Glenn Freebaugh, Pennsylvania State University and Editor, American Sociological Review Lawrence T. Nichols, West Virginia University and Editor, The American Sociologist. Jeffrey Chin, Lemoyne College and Editor, Teaching Sociology, Beth E. Schneider, University of California, Santa Barbara, and Editor, Gender and Society. Panelists will offer suggestions on preparing papers prior to submission to a scholarly Journal. The discussion will include strategies for writing well, how to decipher the specific contribution of one's work, and how to tailor it to the journal's audience. Panelists will also address The mechanics of working a paper through the 'journal system, especially access to the editor, handling reviewers' comments, and making the most of the revise and resubmit process. Professional Opportunities in Research Firms Outside the University Session 282, Sunday, August 23, 2:30-4:15 p,m. Organizer arid Presider: Elinore E. Lurie, University of California, San Francisco Panel: Elinore E. Lurie, University of California, San Francisco Panelists: James L. Peterson, Sociometrics Corporation Rick Zawadski, RTZ Associates Panelists will discuss the nature of work at research firms, including investigator--initiated, and contract research, consultation, and developing areas of expertise and reputation. Panelists may also discuss developing and maintaining working relationships with private and public agenc ies, sources of career satisfaction and dissatisfaction, and choice or evolution of careers,. Home and Work- Should You Draw the Line? Session 306, Sunday, August 23, 4:30-6:15 p.m. Christena Nippert-Eng, Illinois Institute of Technology This workshop takes a cultural, contextual look at the problem of deciding where and how a sociologist should draw the line between "home" and "work." The session focuses on the practical but symbolic ways in which individuals integrate or segment these realms and the messages these actions send to self and others. Sources of personal and organizational satisfaction/dissatisfaction with one's efforts are examined by competing individual practices and expectations with those of family and colleagues. Also, the workshop will address the effects of how one negotiates the home-work boundary on professional success within a variety of academic and corporate environments; and the impact of one's behavior on organizational/occupational culture and family life. Writing for the Trade Press Session 335, Monday, August 24, 8:30-10:15 a.m. Organizer: Julia Wrigley, Graduate Center, City University of New York Panel: Dean Birkenkamp, Rowman & Littlefield Fred Block, University of California, Davis Dan Clawson, University of Massachusetts, Amherst Barbara Katz Rothman, Graduate Center and Barnett College, City University of New York Pepper Schwartz, University of Washington Panelists will discuss their experiences writing for the trade press, With Special attention to their advantages and disadvantages compared to University publishers. Panelists will address issues such as shaping their books for a broad audience, their experiences with advertising and media coverage, and the fate of their books in the market place, including attempts to keep their books in print and the transfer of rights to other publishers. They will also assess trends in publishing and their implications for sociologists wanting to write for trade presses. Advice on Publishing a Monograph Session 364, Monday, August 24, 10-30 a.m.-12:15 p.m. Organizer and Presider: Paula England, University of Arizona Panel: Richard Koffler, Aldine de Gruyter Publishing Calvin Morrill, University of Arizona Naomi Schneider, University of California Press Lynn Smith-Lovin, University of Arizona and Editor, Social Psychology Quarterly Preparing for Graduate School Session 394, Monday, August 24, 12:30-2:15 p.m. Organizer: Teresa A. Sullivan, University of Texas, Austin Marilyn Ihinger-Tallman, Washington State University Jacqueline Maria Surroca Hagan, University of Houston Stephen 0. Murray, El Instituto Obregon Teresa A. Sullivan, University of Texas, Austin This session will provide advice and tips for those preparing to enroll in master's or doctoral programs and for faculty members who are mentoring them. We will consider the details of finding and applying to graduate school as well as more general concerns about undergraduate preparation and preparation of master's students for doctoral work. Among the topics we will discuss are undergraduate preparation inside and outside the Sociology Department; the GRE general test and the GRE Subject test; the graduate application process, including writing personal statements; preparing for non-academic careers; and selecting your graduate institution. Writing a Successful Grant Proposal: Advice and Opportunities for Beginners Session 421, Monday, August 24, 2:30-4:15 p.m. Patricia E. White, National Science Foundation -,and the American Sociological Association Chrisrine Bachrach, National Institute of Child Development, National institutes of Health This workshop targets graduate students, faculty, and researchers who are new at proposal writing and submission. Representatives from the National Science Foundation and the National Institutes of Health, major supporters of social science research, will discuss from the perspective of their organizations: the proposal development process; elements of a competitive proposal; proposal submission and review; and funding opportunities for graduate students and new researchers. The format will be interactive, allowing for audience questioning and participation. Communicating Research to the Media Session 446, Monday, August 24, 4:30-6:15 p.m. Organizer and Presider: Lisa Perez, Florida International University Panel: Peter Dreier, Occidental College Belva Davis, KRON-TV, San Francisco Louis Freedberg, San Francisco Chronicle Anne L. Boyle, Yale University Sharing the findings of research with an audience beyond the academic community involves effectively Communicating with the media. The panelists, two sociologists and two representatives from the media, have experience in this process and will discuss ways to enhance that communication and avoid pitfalls. TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From tr@tryoung.com Wed Jul 15 06:05:14 1998 (usr-mtp-19.sensible-net.com [208.18.226.19]) by H50.sensible-net.com (Post.Office MTA v3.1.2 Date: Wed, 15 Jul 1998 08:01:42 -0400 To: ahs-talk@ncsu.edu From: tr@tryoung.com (T R Young) Subject: Research from a Feminist Prespective social-class@listserv.uic.edu, sssitalk@sun.soci.niu.edu --=====================_900518502==_ Five Methodological Proposals to Study with a Gender Perspective were presented by Marta Nunez, Professor, Dept. of Sociology of the University of Havana at the 10th Conference of Philosophy and Social Sciences. One may see an abstract of the presentation at the new HomePage for Cuban Sociology attached. Contact Profesor Nunez at: mns@cdmuh.uh.cu for more information FROM THE INTRODUCTION: ********** The original paper contains 16 methodological suggestions induced from seven case studies with women workers in traditional a nd non traditional feminine jobs, that I carried out in Cuba form 1985 to 1997. 1 discussed these ideas with colleagues concerned with Women studies from Cuba and other countries, as well as undergraduate and postgraduate students that attended my courses on Methodology and Gender Relations. Deductively, I benefited from reading social scientists' works with gender perspectives, from reading the lives of women who lived intensely and consequently (Alexandra Kollontai, Tina Modottl and Haydee Santamana, among others). And I admit that I learned from men who have written with intelligence and sensibility, whether they are "machistas" or not: Hemingway, Silvio Rodriguez, Garcia Marquez, Saint-Exupery, Karl Marx and Gramsci. ********** TR Young, Director, The Red feather Institute for Advanced Studies in Sociology --=====================_900518502==_ unsaved:///newpage3.htm


No. 001  Methodological Proposals to Study with a Gender Perspective (Abstract)
Marta Nunez, Professor, Dept. of Sociology, University of Havana.  A paper presented at the 10th Meetings of the Philosophers and Social Scientists, June, 1998. Distributed as part of the Red Feather Institute Series on Cuban Sociology. The Red Feather Institute, 8085 Essex, Weidman, Michigan, 48893.   Contact Professor Nunez at: mns@cdmuh.uh.cu

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Five Proposals in Feminist Methodology

Marta Nunez

The University of Havana

date

INTRODUCTION: 

The original paper contains 16 methodological suggestions induced from seven case studies with women workers in traditional and non traditional feminine jobs, that I carried out in Cuba form 1985 to 1997. 1 discussed these ideas with colleagues concerned with Women studies from Cuba and other countries, as well as undergraduate and postgraduate students that attended my courses on Methodology and Gender Relations. Deductively, I benefited from reading social scientists' works with gender perspectives, from reading the lives of women who lived intensely and consequently (Alexandra Kollontai, Tina Modotti and Haydee Santamana, among others). And I admit that I learned from men who have written with intelligence and sensibility, whether they are "machistas" or not: Hemingway, Silvio Rodriguez, Garcia Marquez, Saint-Exupery, Karl Marx and Antonio Gramsci.

I will summarise five proposals.

First. Studying every day life is a key element to understand the macrosocial. The "sociological imagination" must apprehend and understand the forgotten things. That is, we must sociologically understand the small, the intimate, the affective, the personal, the banished. In several of my studies, women workers discovered elements of self esteem when performing rude works. Their neighbours, fellow workers and members of their families manifested similar recognition towards them through expressions like: "These women work as hard as men do".

Second. Reality must be understood in its utterly rich diversity. This is a scientific truth that many researchers ignore with boresome regularity. Social scientists should apprehend all impressions of what it means to understand the women they are studying as they are, and as they represent themselves and the society where they live. And they must do it considering the diverse ways in which women have lived their lives: their differences from a class, generational, race and gender perspectives; considering the different types of family where they grew up, among other aspects.

Third. We must approach women's realities as they are, avoiding imposing our ideology, including that of gender. Our voice must not prevail. This does not mean to exclude our subjectivity or that of whom we study. I propose to transform both in objects of analysis. These subjectivities contain the needs of researchers and researched: what are their concerns, what they want to transform, and the ways to solution the problems found along the investigation.

Fourth. The researcher must control her\his power relations with the researched. I very consciously use the term "control", because it is almost impossible to avoid them. These power relations appear in different ways, and the investigator must identify and critically examine them- In my case, these relations manifested in expressions of dependency from the researched women towards me, when they asked me to solve their problems, without their participation

Fifth. Any social scientist who analyses her or his reality without a gender perspective Is committing a serious scientific mistake. For example, no one is able to understand what has happened with Cuban employment in the last 40 years if they do not study working women, including facts as the following since 1978 women represent more than half of professionals and technicians; now they are 66% of this category. Women entered the labour force steadily and increasingly since 1970 up to 1997;

Cuban legislation concerning women and employment is among the most advanced in the world. The fact that 48% of lawyers are women has to be considered as evidence of this.

Presented in Havana, June 17, 1998 at the Xth Conference of Cuban and American Philosophers.

--=====================_900518502==_ TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com --=====================_900518502==_-- From tr@tryoung.com Wed Jul 15 06:05:38 1998 (usr-mtp-19.sensible-net.com [208.18.226.19]) by H50.sensible-net.com (Post.Office MTA v3.1.2 Date: Wed, 15 Jul 1998 08:02:12 -0400 To: socgrad@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: Position Announcement fyi, TRY. *********** >Date: Tue, 14 Jul 1998 16:27:17 -0600 (MDT) >Reply-To: cwinkler@selway.umt.edu >Sender: owner-psn@csf.colorado.edu >From: Celia C Winkler >To: PROGRESSIVE SOCIOLOGISTS NETWORK >Subject: Position Announcement >X-To: PSN > >I hesitate to post this to the list, considering the discussion on >exploitation of temporary intellectual workers. The pay is, however, >pretty good, even if this is an extremely short time frame. > >Contact me or the phone number below if you have any questions. > >Celia Winkler >cwinkler@selway.umt.edu > > > >Temporary Teaching Faculty Position > >The Department of Sociology-The University of Montana-Missoula invites >applications for our adjunct teaching pool. Greatest needs are for teaching >undergraduate courses in Principles of Sociology (the introductory course), >Social Statistics, Social Science Methods, Social Problems, and Social >Psychology. > >Our most immediate need is for someone qualified to teach two sections of >Principles of Sociology and one section of undergraduate Social Statistics >during Fall Semester, 1998 (instruction begins August 31). This position >may possibly be extended through Spring Semester (January-May 1999). > >Successful applicants will hold at a minimum a Master's Degree. Preference >will be given to those with the Ph.D. or with substantial progress towards >completion of the Ph.D.. Preference will also be given to those with >demonstrated excellence in teaching. > >Send a letter of application (including when and what you would be available >to teach), a curriculum vitae, names and phone numbers of three referees, >and evidence of teaching skill to Dr. Daniel P. Doyle, Department of >Sociology, The University of Montana, Missoula, MT 59812-1047. Applications >for the Fall, 1998 position will be reviewed starting August 3, 1998 and >continue until the position is filled. For further information, call (406) >243-5281. > >The University of Montana is an equal opportunity/affirmative action >employer and encourages applications from persons with disabilities, Vietnam >era veterans, minorities, and women. This position announcement can be made >available in alternative formats upon request. > > TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From tr@tryoung.com Wed Jul 15 07:00:20 1998 (usr-mtp-19.sensible-net.com [208.18.226.19]) by H50.sensible-net.com (Post.Office MTA v3.1.2 Date: Wed, 15 Jul 1998 08:56:48 -0400 To: psn-special@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: Book Review: social-class@listserv.uic.edu, socgrad@csf.colorado.edu A Review of Elliot Currie's new book, 'Crime and Punishment in America ; Why the Solutions to America's Most Stubborn Social Crisis Have not Worked - and What Will" (Henry Holt, 1998). By Timothy Mason is available at the Red Feather Institute HomePage: www.tryoung.com/journals/JOURNAL-POMOCRIM/REVIEWS/ReviewCURRIE.htm *******A Quote From the Book: "Around the world, the countries with relatively low levels of violent crime tend to be not only among the most prosperous but also those where prosperity has become most general, most evenly distributed throughout the population. The countries where violent crime is an endemic problem are those in which prosperity, to the extent that it is achieved at all, is confined to some sectors of the population and denied to to others. That includes a number of less developed countries in Latin America, Africa, and the Caribbean ... and one country in the developed world - the United States" ...Elliot Currie TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From kmehrer@chat.carleton.ca Wed Jul 15 09:59:30 1998 Date: Thu, 16 Jul 1998 11:59:42 -0400 From: Keith Mehrer To: Soc Grad Web Page Subject: Introduction/new user Hello Subscribers! My name is Keith Mehrer and I am entering into the second year of the M'A program at Carleton University in Ottawa Canada. I am currently conducting research on (what will hopefully become) my thesis which is leaning towards an analysis of conceptions of power and resistence with a specific emphasis on the Foucault's 'governmentality' literature. I'm not sure who else is working on the Foucault lit. but I'd be very interested in discussing some of the merits and demerits (ie. the lack of critique coming from the governmentality literature) of it. I am also interested in the theoretical arguments posed in the field of Critical Criminology (ie. Nils Christie, Luk Hulsman etc.)and how they relate to Foucault as well as questions of power and resistence. In addition to these interests, I am certainly interested in partaking in any debates that are currently going around. Glad to meet ya! Keith Mehrer kmehrer@chat.carleton.ca From DAVIDSON@UCONNVM.UCONN.EDU Wed Jul 15 17:44:39 1998 Date: Wed, 15 Jul 98 19:43:23 EDT From: Alan Davidson Subject: Gradtalk: Humour: Graduate School - The Game To: socgrad@CSF.COLORADO.EDU Date: Wed, 15 Jul 1998 12:05:16 +0800 Reply-To: Graduate Student Conversations Sender: Graduate Student Conversations From: Clare Strawn Organization: Portland State University Subject: Gradtalk: Humour: Graduate School - The Game (fwd) To: GRADTALK@UVVM.UVIC.CA This one seems to be making the rounds: >>Graduate School(tm): The Game >> >>Hey kids, check out the cool new game that's sweeping the nation! Be the >>first on your block to own a copy of "Graduate School(tm): The Game" from >>TenureCo, the makers of such classics as "Rush Hour Madness," "My First >>Blue Book Exam," "Little Lawyer," and "Johnny Tax Auditor." >> >>With "Graduate School(tm): The Game" you can experience all the fun and >>realism of grad school in the comfort of your own home. Every nuance of >>the real graduate experience is reproduced in this game. The game takes >>you through the whole process: >> >>- Application >>- acceptance >>- classwork >>- research >>- data analysis >>- psychoanalysis >>- authorship battles >>- boring talks >>- confusing talks >>- long talks >>- incomprehensible talks >>- Depression >>- Social Isolation >>- Job Hunting >>And so much more! >> >>Call all your friends over for years of wholesome fun. Check out these >>great features of "Graduate School(tm): The Game:" >> >>* Choose Your Own Character >> >>You have your choice of a wide variety of characters: >>- Jill: the emotionally unstable ABD >>- Fred: the naive first-year >>- Harold: the overwhelmed and under-funded RA >>- Laura: the disgruntled TA >>- Jaques: the exploited international student >>- Backstabbing Caroline: the political opportunist >>And many, many more... >> >>* Confront a Wide Array of Interesting Opponents >> >>Throughout your quests in strange and exotic lands you will encounter >>people who apparently receive great joy at your misfortune, in fact they >>are a major cause of this misfortune: >>- Administress: the evil secretary with her dreaded red tape >>- Prof. Rewrite: if he gets on your committee you're doomed >>- Metoo: A fellow grad student who becomes a dead weight on all your >> projects >>- Ronny: The smelly undergrad RA who scares all your subjects away >>- Partytime Pamela: Invites you to time wasting parties every other night >>- Prof. Touchy-Feely: A sexual harrassment case waiting to happen >>- Rod Starr: Super Grad Student, makes you look bad by graduating in 12 days >>- Susan Stickyfingers: Your kleptomaniac officemate >>Along with dozens of others! >> >>* Real Life Challenges >> >>Pick a Setback Card and see what fun adventures await you: >>- Join a Committee: Research slows down 1/2 >>- Videogame attack: Lose 12 turns playing Snood >>- One More Analysis: Repeat all previous analyses >>- Dissertation Scooped: Go back to "new candidate" status >>- Get Drunk at a Conference: Spin the Faculty Insult Wheel for your penalty >>- Advisor Retires/Moves/Changes Interests: Start over >>- Car Towed: Sell your stereo to get it out of hock, lose motivation >>To name a few... >> >>* Different Ways to Finish! >> >>Most games are boring. They have a "winner" and a bunch of "losers." The >>goal of "Graduate School(tm): The Game" is different. There are no winners >>in grad school, only survivors and failures. Your goal is to be a >>survivor, that means different things to different people. There are a >>wide range of ways to survive: >> >>- Go to law school: Successfully escape >>- Marry rich: Don't worry anymore >>- Find God: Science is for fools >>- Family: Change your priorities >>- Capitalize on one of your ideas and make millions: Ah, engineering... >>- Graduate: ??? >> >>"Graduate School(tm): The Game" -- Look for it in stores near you! Clare Strawn (503) 725-8720 strawnc@psu4.pdx.edu <..1~',*^"meaning under construction"=+,.}> From JWL8200@dcccd.edu Wed Jul 15 17:48:53 1998 Date: Wed, 15 Jul 1998 18:48:35 -0500 From: "Julia Lam" Sender: Postmaster@dcccd.edu Reply-To: JWL8200@dcccd.edu To: socgrad@csf.colorado.edu Subject: Gradtalk: Humour: Graduate School - The Game -Reply I will be out of my office from 7/16 to 7/27. For emergency, pleace contact our research assistant, Babs King at 972-238-6953. Thank you. From DAVIDSON@UCONNVM.UCONN.EDU Wed Jul 15 19:45:52 1998 Date: Wed, 15 Jul 98 21:44:34 EDT From: Alan Davidson Subject: FW: Five-Year Study (fwd) (fwd) To: socgrad@CSF.COLORADO.EDU More grad. school humor Date: Tue, 14 Jul 98 21:22:41 EDT From: jmc94001@UConnVM.UConn.Edu Subject: FW: Five-Year Study (fwd) To: Patricia.A.Halpin@Dartmouth.edu Those of you lifers in any university system will appreciate this Julie > Intensive Five-year Study Finds Five Years a Long-Ass Time > > > PRINCETON, NJ--Princeton University researchers who undertook a > five-year > study to determine the effects of prolonged dichlorobenzene exposure > on > children concluded Monday that five years is "one seriously long-ass > time." > > "In June 1993, we began this study in an effort to find a link between > artificially high levels of environmental dichlorobenzene and an > assortment of birth defects and childhood ailments," team leader Dr. > Darren Bellisle said. "What we wound up discovering is that five years > is too damn long to spend on some stupid study." > > Among the other notable findings in the 350-page report: that none of > the researchers would ever have those years back again; that many of > the > researchers' friends had established lucrative private-sector careers, > gotten married and started families; and that extreme irritability, > nausea, vomiting and loss of appetite would result if any of the > researchers ever heard the word "dichlorobenzene" again. > > "After five years of exhaustive research, I have concluded that some > things in this world are more important than learning about the > effects > of prolonged exposure to dichlorobenzene," team member Dr. Alex > Williamson said. "My kids are almost grown now, and I wasn't even > there > to see it happen." > > Added Williamson: "Who's president now? Do people still go to the > movies > and listen to music and fall in love? I wouldn't know, as I have had > my > head in a petri dish for the last five years." > > According to Williamson's wife Judith, who plans to file for divorce > this week, a direct link exists between dichlorobenzene and her > husband's > inability to spend quality time with his family and maybe even take > his > wife someplace nice every once in a while. She characterized her > findings as "conclusive." > > Despite the Princeton researchers' misgivings, they have earned high > praise from their colleagues in the scientific community. > > "This study is a real breakthrough," said Jennifer Hoyer, chief of > pediatric research at Johns Hopkins University. "I myself have been > involved in a one-year electromagnetic-radiation study and a > three-year > fetal-tissue-development study, projects which were damn long and > goddamn long, respectively. But this landmark work will inspire a > whole new > generation of scientific researchers to say, 'Fuck it--it's just not > worth it.'" > > > -- > "The idea that Bill Gates has appeared like a knight in shining armour > to lead all customers out of a mire of technological chaos neatly > ignores > the fact that it was he who, by peddling second-rate technology, led > them > into it in the first place." - Douglas Adams, on Windows '95. > From tr@tryoung.com Thu Jul 16 07:07:28 1998 (usr-mtp-38.sensible-net.com [208.18.226.38]) by H50.sensible-net.com (Post.Office MTA v3.1.2 Date: Thu, 16 Jul 1998 09:03:52 -0400 To: psn-special@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: Invitation There is a new HomePage for Progressive Women in Sociology Today. I would like to invite colleagues to write a two or three page biography or autobiography of their career in sociology. There are no political tests for inclusion other than some commitment to use sociology as a tool to help transform both new and old structures of domination (racism, class privilege, gender inequality, 'ethnic purity' and such) as well as help build a good and decent society out of the many new and old positivities which make up America. The bio posted for Lynda Ann Ewen and/or Barbara Scott would be a good model for those of you who might like to take the time and trouble to provide role models for other young women and young men to emulate. For a bit of guidence on how one might do it: double click on: http://www.tryoung.com/WOMEN/WOMEN-Index.htm TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From cassell@frosty.irss.unc.edu Thu Jul 16 13:04:11 1998 Date: Thu, 16 Jul 1998 15:02:51 -0400 (EDT) From: James Cassell To: Sociology Graduate Student Discussion Subject: Want African Census Research Programmer (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: Thu, 16 Jul 1998 14:54:27 -0400 (EDT) From: H. Mark Keintz To: Social Science Data and other Lists Subject: Want African Census Research Programmer The African Census Analysis Project, located at the Population Studies Center of the University of Pennsylvania (Philadelphia, PA), is looking for a "programmer analyst" who will: - Develop and support software systems associated with demographic and statistical analysis (i.e. SAS programming as well as supporting new ultra-high speed tabulation servers). - Prepare & validate census and survey datasets. - Provide consulting & troubleshooting for diverse group of demographers & social scientists using African data files. - Provide support for the project WWW page. - Demonstrate project-specific software & provide instruction for new users. - Handle primary responsibility for all computing-related activities for designated research project. - In coordination with PSC computer core, prepare plans for computing resources needed by project. As you can see, this job goes well beyond its formal title of Programmer Analyst (please see position number 07682MC at http://www.upenn.edu/hr/jobs/index.html for requirements and salary range). Note that occasional (once or twice a year) travel to Africa is likely. If interested, please contact: Namrata_narain@pop.upenn.edu From tr@tryoung.com Fri Jul 17 04:23:10 1998 (usr-mtp-14.sensible-net.com [208.18.226.14]) by HPUX.sensible-net.com (Post.Office MTA v3.1.2 Date: Fri, 17 Jul 1998 06:19:44 -0400 To: From: tr@tryoung.com (T R Young) Subject: Re: Question about conflict theory In-Reply-To: DOKLJ: Thanks for your kind comment and good questions...made my day. Conflict theory trumps functional theory in this case.... I grew up in Flint and know a bit about the history of labor relations at GM. In 1937, there was a great strike which ended in a great improvement in both wages and working conditions at the GM factories. Then after WWII, GM, Ford and Chrysler pretty much had the world market for autos to themselves; a Great Compromise was worked out between labor and management and lasted, in Flint, until this recent series of strikes. >From about 1937 to about 1997, the golden years of US auto companies, an uneasy peace obtained; structural functional theory appeared to cover the data...appeared to be the better theory. The deadly flaw in all structural-functional theory lies in the question, Functional for Whom?? The Great Compromise was functional for workers, managers and stock-holders...not for consumers or competitors...not for society as a whole. When Japan, Korea, Taiwan and European manufacturers got back into the global market, the Great Compromise of 1945 was no longer functional to GM stock-holders. Class war broke out anew...this time with help from Mr. Reagan, Mr. Bush and now, Mr. Clinton. So workers in auto industry as in academia are faced with evermore conflict in labor relations...give backs, temp jobs, lower wages, lay-offs and loss of the safety net provided by the state. The intrinsic conflict in a class system had been masked by the false peace of a solution which shifted costs and dangers to other people...customers, foreign workers, tax-payers and future generations who pay the price for a solution not in the general interest. I trust this helps you sort things out...you can share this analysis of the limitations of functional theory with other grads on the socgrad network if you like. and all good luck in your work... ...stay in touch, TR At 01:50 AM 7/17/98 EDT, you wrote: >Hello, > >Wow, your pages have tons of useful information! > >I viewed the film, Roger and Me, which showed the social effects of the >closing of GM's automobile plants in Flint, Michigan. > >One thing that I am interested in is figuring out which theory (functionalist >or conflict) better applies to what happened here. > >Since I only just began learning the difference between conflict and >functionalist, it is difficult to decide which theory fits better. Both seem >to explain certain aspects. > >Functionalism: > >Because harmony + cooperation existed for a long time to create situation. >Both sides have complementary interests. >Change in one part of system yields change in another. > > >Conflict: > >Inequal power between worker and owner. >There is domination and subordination. >Lack of agreement >Revolutionary (relatively quick) change > >I think conflict theory fits better. > >Can you let me know what you think? > >Thanks for making sight available. > >DokLJ@aol.com > TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From tr@tryoung.com Fri Jul 17 05:01:08 1998 (usr-mtp-14.sensible-net.com [208.18.226.14]) by HPUX.sensible-net.com (Post.Office MTA v3.1.2 Date: Fri, 17 Jul 1998 06:57:40 -0400 To: socgrad@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: SESSIONS ON FIRST TIME TEACHING at the ASA Below are most of the sessions at the ASA designed to help grad students approach their first experience at teaching. TRY ******* Whether you teach sociology to seniors in high school, to freshmen of all ages at a community college, or in a range of course in the lower division curriculum at a four-year or graduate institution, faculty face the challenge of presenting the discipline to newcomers. At every session slot on Saturday, August 22, there is a workshop, panel, or other event to help attendees think about Introducing Sociology. The day begins with the popular teaching workshop (Session 117) on "Teaching Introductory Sociology for the First Time," which features strategies for making the first teaching experience something other than a trial by fire. But those teaching sociology to newcomers need to think about issues beyond the introductory course. Three more sessions on Saturday (Sessions 144, 174, and 202) focus on challenges and strategies of open admissions and remediation, teaching critical thinking skills, and effective collaboration with K-12 teachers. The ASA Exhibits also feature book and software displays relevant to introducing sociology. Be sure to pencil in a time to visit each booth and see what is offered to enhance the foundational courses in the lower division curriculum. Teaching Workshops Teaching Workshops are a popular part of each Annual Meeting program. These sessions provide opportunities for attendees to enhance their teaching skills and discover ways to integrate new materials into their courses, Teaching workshops emphasize interaction between leaders and audience, and attendees are encouraged to bring questions or problems for discussion and new ideas to enliven classroom activities. Teaching Workshops are open to all meeting registrants. Humanist Teaching Activities Session 35, Friday, August 21, 10:30 a.m .-12:15 p.m. Organizer: Kathleen A. Tiemann, University of North Dakota Presider: Steven McGuire, Muskingum College Panel: Lloyd Klein, Medgar Evers College Lynne Woehrle, Syracuse University Wick Griswold, University of Hanford Toby Ewing,Syracuse University Bruce Dayton, Syracuse University The goal of this workshop is to share teaching activities that promote humanist teaching and learning inside and outside of the classroom. Questions to be covered include; How can we teach more humanistically? How can small groups be used to empower students? How does experiential learning promote student learning? How can we develop a learning community in our classrooms? How can video promote inquiry and active learning? Handouts will be provided by presenters. Integrating Race, Class, and Gender in the Curriculum Session 60, Friday, August 21, 12:30-2:15 p.m. Catherine White Berbeide Skidmore College Kichi Iwamoto, Santa Clara University The goal of this workshop is to discuss how to use race, class, gender, and ethnicity as the central categories of analysis in sociology courses. The workshop is designed to afford participants the opportunity to reflect on their current curriculum and present strategies for building a more diverse and inclusive curriculum. The workshop involves sharing resources fur teaching inclusive courses, examining guidelines for reviewing existing courses, and developing strategies for overcoming resistance to new materials on race, class, gender, and ethnicity, Handouts will be provided; participants are asked to bring syllabi and course materials that they believe have been transformed successfully and a syllabus for a course into which they wish to incorporate more material on race, class, and gender. Teaching Sociology of Disabilities Session 88, Friday, August 21, 2:30-4:15 p.m. Diane E. Taub, Southern Illinois University, Carbondale Lynn Schlesigner, State University of New York, Plattsburgh This workshop is designed for individuals who would like To include disability studies or disability-related topics in their sociology courses, as well as for those interested in teaching a course on the sociology of disability. The content and relevance of disability Studies for sociology will be discussed. Suggestions for lectures, syllabi, class exercises, and assignments will be presented. I Handouts also will be provided. Teaching Introductory Sociology for the First Time Session 117, Saturday, August 22, 8:30-10-15 a.m. Frances V Moulder, Three Rivers Community Technical College Kent Sandstrom, University of Northern Iowa Dipanitta Basu, Pitzer College This workshop will address the issues of the first-time sociology Teacher. It will be an interactive workshop intended for first-time sociology instructors who have many questions. The diversity of teaching contexts will be addressed, including community colleges, large universities, and liberal arts colleges. Specific issues to be addressed will include teaching philosophies, course objectives, syllabus construction, Course content, selecting texts and alternative materials. The workshop will also discuss strategies for teaching, including lectures, collaborative learning, service learning, audio and video, and simulations. Attention will also be focused on different modes of evaluating student work, and on classroom research techniques to improve teaching and learning. Handouts will be provided (bibliography of teaching references, sample course materials). Sharing Computer-Based Instructional Materials Session 145, Saturday, August 22,10:30 a.m.-12:15 p.m. Nan Chico, California State University, Hayward Edward Nelson, Cal ifornia State University, Fresno Elizabeth Nelson, California State University, Fresno Jim Ross, California State University, Bakersfield The purpose of this session is to demonstrate computer-based instructional materials developed by faculty in the California State Universiry (CSU) system. The CSU is currently developing a Social Sciences Teaching Resources Depository which will house these materials and others developed in the CSU. Faculty will be able to download these materials for use in their classes, The Inter- university Consortium for Political and Social Research has recently approved a similar depository at their archives The development of these depositories and their use in teaching will be discussed. TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From tr@tryoung.com Sat Jul 18 03:33:30 1998 (usr-mtp-55.sensible-net.com [208.18.226.55]) by HPUX.sensible-net.com (Post.Office MTA v3.1.2 Date: Sat, 18 Jul 1998 05:29:53 -0400 To: psn-special@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: Mentor Luncheon Time fyi...TRY ********** >From: Virginia Olesen >The SSSI Feminist Mentor Luncheon honoring Barrie Thorne and Lyn Lofland >will be at l2:45, repeat l2:45 (not ll:45 as in early e mail notice) on >Saturday August 22 in Da Vinci II and III, Parc 55 Hotel. This is firm. >Thanks to Sherryl Kleinman for catching the error. Sign up quickly--this is >an event not to be missed. $24 for box lunch with chicken or vegetarian >sandwich, salad, dessert and beverage. Deadline for luncheon registration: >August 19. No tickets at door. > >And, while I'm at it, get out your checkbooks and sign on for the SSSI >Awards Banquet Sunday evening August 23 at 7 at The Fly Trap (600 Folsom >between 2nd and 3rd). $42 for salmon or vegetarian pasta with appetizer, >salad, dessert and coffee. Deadline for banquet registration August7. No >tickets at door. >Virginia Olesen >Box 06l2 >Department of Social & Behavioral Sciences >School of Nursing >University of California, San Francisco 94l43 >Phone:4l5-476-2453 FAX: 4l5-386-7996 > > TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From tr@tryoung.com Sat Jul 18 05:07:14 1998 (usr-mtp-55.sensible-net.com [208.18.226.55]) by HPUX.sensible-net.com (Post.Office MTA v3.1.2 Date: Sat, 18 Jul 1998 07:03:42 -0400 To: socgrad@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: Special Sessions for Grad Students 5. Marxist Sociology Section Graduate Symposium I Table Presider: John Consigli, University of Rochester The Prison of Indeterminate Space An Investigation of Gramsci's Reflections on Hegemony and Democracy. John Consigli, University of Rochester Fatalism, Critical Temporal Consciousness and an Interview with Paolo Friere. Cesar Augusto Rossatto, University of California, Los Angeles Transforming Capitalism: A Reconsideration of the Evolution-Revolution:     Debate: William Winders and Kirsten Marsh, Emory University 6. Marxist Sociology Section Graduate Symposium II Table Presider: Yi Li, University of Illinois, Chicago The Misunderstandings of Marx's Social Thought. Yi Li, University of Illinois, Chicago. "In These New Times": Theories of Mass Culture and "The Revolution from the Right" as Imagined in the Movies (1980-1993).  Henry Rich, American University Advertising in Marxist Political Economy. A. Scan Noonan, Kansas State University TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From tr@tryoung.com Sun Jul 19 09:48:12 1998 (usr-mtp-19.sensible-net.com [208.18.226.19]) by H50.sensible-net.com (Post.Office MTA v3.1.2 Date: Sun, 19 Jul 1998 11:44:34 -0400 To: psn-special@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: Asian Section RoundTables sssitalk@sun.soci.niu.edu Below are the Round-Tables on Asia and Asian-Americans; They are of Interest to a wide variety of sociologists not members of the Section. Feminists will find several RTs on Asian Women; those in Symbolic Interaction will learn how social identities are constructed and destroyed...all those interested in class, racism, and gender find them of interest. TRYoung, Editor, FromTheLeft ********** 25. Section on Asia and Asian America. Refereed Roundtables on Asia and Asian America Organizer: Esther  Chow, American University 1. Politics, Law, and Democratization     Table Presider: Chulhee Chung, Chonbuk National University, South Korea Women's Experiences in Amending Laws for Women's Human Rights in Taiwan. Jolan Hsieh, Arizona State University Patterns of Elite Recruitment in Contemporary China. Xiaowei Zang, City University of Hong Kong The False Alarm in Hong Kong in 1997: Toward a Political Pact Explanation. Alvin Y So, University of Hawaii, Manoa Value Change and Social Democratization in South Korea: Postmaterialism and the Consolidation of Democracy. Chulhee Chung, Chonbuk National University, South Korea 2. Globalization, National Development, and Urban Growth Table Presider: In-Jin Yoon Korea University, South Korea Globalization and Developing Countries: The Case of the Philippines. Kim Scipes, University of Illinois, Chicago A Socialist City in Transition: Shanghai's Road to Global City, 1979-1996. Jaeyoun Won, University of California, Berkeley National Development Strategies in a Global Economy: The Crisis of Japanese Competitiveness in Advanced Information Technologies. John M. Ratliff, University of California, San Diego 3. Economic Development, Culture, and Social Control Table Presider: C, Montgomery Broaded, University of Pittsburgh A Comparative Study of Economic Development: What Roles Do Cultural Values Play in the Economic Development Process in Taiwan and Malaysia? Liya Wang, Baldwin-Wallace College Network, Market, Hierarchy as Three Coordination Mechanisms in China's Reform: A Contingency Model. Shanhe Jiang, Grambling State University Economic Development, Social Control, and Disputing in China: The Changing Face of Chinese Corporatism. Ethan Michelson, University of Chicago; and Hongjun Gao, Chinese Academy of Social Sciences, Beijing, China 4. Gendered Migration, Work, and Labor Market Table Presider: Ray-May Hsung Tunghai University, China Female L abor Participation in Myanmar. Ismael Maung, Western Illinois University At the Pearl River Delta; The Relations of Women Migrants to Foreign Invested Enterprises and Local Governments. Tan Shen, Chinese Academy of Social Sciences, Beijing, China Gendered Migration, job Search, and Employment: The Case of Manufacturing Workers in Southern China. Esther Ngan-ling Chow, American University, and Guo Xuan Cal, Guangzhou Academy of Social Sciences, China Institutional Variations in Gender Wage Cap after the Economic Reforms: Findings from Urban Shanghai. Gina Lai, Hong Kong Baptist University 5. Feminism, Grassroots Activism, and Resistance Table Presider: Ping Chun Hsiung, University of Toronto Chinese Feminism in Relation to Confucianism. Mary Phillips Coker, American University In between Market and Socialism: Challenges and Dilemma for Chinese Women in the 1990s. Naihua Zhang, Florida Atlantic University "Nested" Structures in SMOs as Facilitating Participation: The Case of SEWA, Ahmedabad (India). Mangala Suhramaniam, University of Connecticut Unbearable Rebellion: Prostitution in Four Taiwanese Atayal Aboriginal Settlements. Shu-Ling Hwang, National Defense Medical Center, Taiwan 6. Population, Family Planning, and Development in South Asia Table Presider K. Vaninadha Rao, Bowling Green State University Population Redistribution and Public: Policy in Nepal. Mohan N. Shrestha, Bowling Green State University Correlates of Unmet Need for Family Planning in Bangladesh. Ashraf U. Ahmed, Morgan State University Impact of Mobility on Socio-Economic and Cultural Development of Households in Rural Areas of India. Surendar Yadava, University of Northern Iowa Fertility Differentials among Religious Groups: A Case Study of Uttar Pradesh, 1991. K Vaninadha Rao, Bowling Green State University 7. Culture, Socialization, and Parenting Practices The Intergenerational Transmission of Parenting Practices in Modern Taiwan. Chyi-in Wu, Academia Sinica, Taiwan Is AMAE the Key to Understanding Japanese Culture? Herman W Smith and Takako Nomi, University of Missouri, St. Louis The Educational Sociology of the Sri Lanka Civil War: A Socio-Historical Analysis. Thomas D. Jayawardene, Westmont College 8. Capital, Labor Market, and Mobility Table Presider: Ruey-Ming Tsay, Tunghai University, Taiwan Embeddedness: The Changing Chinese Labor Market. Michael Johnston, University of California, Los Angeles >From Visible to Invisible Trade Barriers: A Case Study of the Japanese Imported Automobile Market. Sangmin Lee, University of Texas, Austin The Construction of Inequality: Structural Constraints on Career Mobility in Taiwan's Civil Service System. Ruey-Ming 7say, Tunghai University, Taiwan 9. Gender, Work, and Family Table Presider: Janet Salaff, University of Toronto Contemporary Chinese Women's Status Attainment through Marriage and Family. Xiaowei Rose Luo Stanford University Sociological Determinants of Life Satisfaction in Japan: Roles of Gender, Family, and Work. Yoshinori Kamo, Louisiana State University The Analysis of Single Parent Family Growth in Taiwan, 1980-94. ChienChung Huang, Columbia University 10. Poverty, Mortality, and Health Mental Health Table Presider; Wu Xu, University of Utah Gender, Health, and Poverty in Rural China. Wu Xu, University of Utah; Xiaoxian (340, Shaanxi Provincial Women's Federation Research Center, China Eastern Asian Pattern in Mortality Decline?: A Comparative Study in China, Korea, and Japan. Qian Car, Brown University Explaining Delinquency and Psychological Distress: An Empirical Study in Taiwan. Yu-Shu Chun, Central Police University, Taiwan Mental Health among Chinese Americans: The Impact of Socioeconomic Status. Shobha Srinivasan, University of California, Davis 11. Asia and the West Table Presider: Proshanta Nandi, University of Illinois, Springfield Civilizational Clash: The Emerging Global Consensus and Dialectics, Shahid M Shahidullah, Virginia State University Globalization, Development, and Status Allocation in India. Ram Dev sharda, University of Utah India's Worlds and U.S. Scholars, 1947-1997. Joseph W. Elder, University of Wisconsin, Madison Contrasting Views of the T ransition of Sovereignty of Hong Kong between East and West. William T Liu, University of Illinois, Chicago; and Y. C. Wong, Hung Kong Lingnan College Friday, August 21, 8:30 a.m. 12. Social Construction of Gender and Community Empowerment Table Presider: Judith Liu, University of San Diego "...Seeking Filipina for Friendship, Possible Marriage...": Examining the Construction of "Fillpina" in the Fight against the Commodification of Filipino Women. Emily Noelle Ignacio, University of Illinois, Urbana-Champaign Asian American Women: Recentering Roles. Yvonne M. Lau, Loyola University Chicago "They Don't Know the Asian Family System": The Fallacy of Specialized Cultural Knowledge at a Community Organization. Neeraja Aravamudan, Northwestern University 13. Value, Ethnic Identity, and Pan-Ethnic Boundaries Table Presider; Kwang Chung Kim, Western Illinois University The Impact of Cross-Cultural Contact on Value and Identity: A Comparative Study of Chinese Students in China arid in the U.S. Jian Guan, Millersville University of Pennsylvania; and Richard A Dodder, Oklahoma State University Young Korean Americans: An Analysis of Their Ethnic Identity. Kwang Chung Kim, Western Illinois University; Ailee Moon, University of California, Los Angeles; Young In Song, California State University, Hayward Neither Real Americans nor Real Asians?: Multigeneration Asian Ethnics Navigating the Terrain of Authenticity, Mia Tuan, University of Oregon The Persistence of Asian American Identity?: Explaining the Formation of Pan Ethnic Boundaries. Dina G. Okamoto, University of Arizona 14. Engendering Ethnic Entrepreneurship and Industries Table Presider: Morrison G. Wong, Texas Christian University Khmer and Lao Entrepreneurship. Richard Chahot, Humphreys College Engendering an Immigrant Niche: The Case of Korean Nall Salon Industry in New York. Eunju Lee, State University of New York, Albany The Sake Brewing Industry in the United States; A Socio-Historical Sketch. Jeffrey J. Kamakahi, College of St. Benedict Saint John's University 15. Migration, Language, and the Elderly Table Presider: Sean-Sbong Hwang, University of Alabama, Birmingham The Age of Migration in China, 1982-1995. Zai Liang, Queens College, City University of New York Factors Affecting Secondary Migration: A Case Study of Laotian Americans in a Midwestern City. Zakir Hossain, Lock Haven University, Pennsylvania Asian Elderly in the U.S.: Immigration, Redistribution, and Dependency. Sean-Shong Hwang, University of Alabama, Birmingham 16, Marriage and Ethnic Families Table Presider: Sharon M. Lee, Portland State i University Marital Assimilation among Japanese Americans, Quest for Acceptance and Longing for Cultural Maintenance. Hisako Marsuo, Southern Illinois University Chinese-White Intermarriage: Impact of Ethnic-Enclaves on Social Integration. Man-shan Kwok, Princeton University Growing Up in an Immigrant Entrepreneurial Family: >From a Despised Minority to Model Minority, and Back Again. Lisa Sun-Hee Park, Northwestern University "The Normal American Family" as an Interpretive Structure of Family Life among Adult Children of Korean and Vietnamese Immigrants. Karen D. Pyke University of Florida 17. Gender, Occupational Segregation, and Assimilation Table Presider: Joyce N. Chinen, University of Hawaii West Oahu TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From DAVIDSON@UCONNVM.UCONN.EDU Sun Jul 19 19:46:09 1998 Date: Sun, 19 Jul 98 21:44:46 EDT From: Alan Davidson Subject: Adjunct essay (fwd) (fwd) To: grdisu-l@UCONNVM.UCONN.EDU Date: Sat, 18 Jul 1998 03:13:00 -0500 Reply-To: Brodie Dollinger Sender: Graduate Student Conversations From: Brodie Dollinger Subject: Adjunct essay (fwd) To: GRADTALK@UVVM.UVIC.CA FYI: some of you may find the following article on adjunct faculty of interest. Sorry for any to whom this is a repeat. Brodie Dollinger ---------- Forwarded message ---------- Date: Fri, 17 Jul 98 03:01:34 CDT From: Ali Shehzad Zaidi Reply-To: can-fac@pencil.math.missouri.edu Subject: Adjunct essay ADJUNCTS ARISE By Ali Zaidi Earning as little as $1,000 per course, adjuncts now teach about half of the university courses in the U. S. Because so few have health and retirement benefits, job security, intellectual freedom, or involvement in the decision-making process of their institutions, adjuncts are organizing to improve their lives. Part-timers recently won representation at New Jersey State College and Columbia College in Illinois. Combined with nascent graduate student employee unions at public research universities, and with student-labor coalitions at colleges such as Bard and Oberlin, organized adjuncts hope to reverse the slide in academic working conditions. In April '98, a new and as yet unnamed advocacy group for non-tenured and adjunct faculty emerged from a labor conference at the Graduate Center of the City University of New York (CUNY). CUNY is surely an appropriate venue to jump-start an academic labor movement. CUNY's full-time faculty declined from 11,300 in 1974 to 5,300 in 1998; the university system's 7,200 adjuncts now comprise 60% of the faculty but make up only 10% of the faculty union, the Professional Staff Congress (PSC). Tenured in 1985, English professor Barbara Bowen, who represents the PSC chapter at Queens College, belongs to the last generation of CUNY professors to enjoy the full privileges of their profession. In her conference speech, Bowen called for a rethinking of the prevailing model of business trade unionism which tends to focus on pacting with management rather than on broad mobilization. The practice of securing across-the board percentage increases, Bowen noted, only widens the gap between faculty salary tiers. Another speaker, Stanley Aronowitz, suggested that adjuncts take their cue from the recent U.P.S. strike in which the demand was not so much for money as for full-time jobs. "When you have been working as a part-timer for more than seven years," quipped Brodie Dollinger, who represents the National Association of Graduate and Professional Students, "then you are no longer part-time." University administrators claim that tight budgets necessitate increased flexibility -- in other words, the hiring of more adjuncts. However, flush state budgets and soaring endowments belie their claims. "I will believe them about the budget," said Dollinger, "when they hire the first part-time dean." The key to successful organizing drives is the building of coalitions with labor, student, and progressive groups. Vicky Smallman, who represents the MLA Graduate Student Caucus, described coalition-building efforts in Ontario, where rotating strikes shut down nine cities for a day. "Take the fight out of the classrooms and into the boardrooms," she urged conference participants, echoing the slogan of a successful 55 day faculty strike at York University in Toronto. Cary Nelson, English professor at the University of Illinois, identified part-time labor as central to such issues as tenure, affirmative action, and distance learning. He warned of a future in which tenure will be limited to those who accept their supervisory and punitive responsibilities as managers of personnel. Nelson urged conference participants to fight for an adjunct minimum wage through their professional associations, while cautioning those who might still harbor illusions about winning concessions through moral persuasion. "Administrators will grant nothing on their own initiative," he said. "Asking them to look into the depths of their souls is to plumb the shallows." Nelson believes that persistent pressure alone will improve the working conditions of adjuncts. "You will win what you take." From tr@tryoung.com Mon Jul 20 07:17:01 1998 (usr-mtp-47.sensible-net.com [208.18.226.47]) by H50.sensible-net.com (Post.Office MTA v3.1.2 Date: Mon, 20 Jul 1998 09:13:16 -0400 To: psn-special@csf.Colorado.EDU From: tr@tryoung.com (T R Young) Subject: the 150th Anniversary of Seneca Falls: A Tribute sssitalk@sun.soci.niu.edu, durkovic@asanet.org The SUMMER, 1998 Issue of From The Left is now On-Line It is a Special Issue dedicated to The Women's Movement and the 150th Anniversary of Seneca Falls, NY. Double click on: www.tryoung.com/fromleft/SUMMER98/SUMMERIndex.htm CONTENTS: ANNOUCEMENTS:  double click on: www.tryoung.com/fromleft/SUMMER98/Announcements.htm   The 1998 Meetings of ASA in San Francisco. Sessions for FEMINIST SOCIOLOGISTs. Double click on: www.tryoung.com/fromleft/SUMMER98/FEMINIST-ASA.htm Members of The MARXIST Section:  REGULAR SESSIONs Double click on: www.tryoung.com/fromleft/SUMMER98/marxist Section Meetings.htm ROUNDTABLES for the Marxist Section. Double click on: www.tryoung.com/fromleft/SUMMER98/MARXIST-Roundtables.htm ROUNDTABLES for Asian and Asian-American Sociologists. Double click on: www.tryoung.com/fromleft/SUMMER98/ASIAN-RoundTables.htm SPECIAL SESSIONS for GRADUATE STUDENTS  who will Teach for the First Time. Double click on: www.tryoung.com/fromleft/SUMMER98/TEACHING.htm SPECIAL SESSIONS for all GRADUATE STUDENTS attending the 1998 Meetings. Double click on: www.tryoung.com/fromleft/SUMMER98/GRADSESSIONS-ASA.htm AND FOR ALL PROGRESSIVE SOCIOLOGISTS:  SOME SESSIONS Double click on: www.tryoung.com/fromleft/SUMMER98/PROGRESSIVE-ASA.htm TRYoung, Editor, FTLeft TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From tr@tryoung.com Mon Jul 20 07:50:54 1998 (usr-mtp-47.sensible-net.com [208.18.226.47]) by H50.sensible-net.com (Post.Office MTA v3.1.2 Date: Mon, 20 Jul 1998 09:47:19 -0400 To: ahs-talk@ncsu.edu From: tr@tryoung.com (T R Young) Subject: the 150th Anniversary of Seneca Falls: A Tribute social-class@listserv.uic.edu, sssitalk@sun.soci.niu.edu NOTE: Sorry for the duplication...the first posting failed to provide the hot links...sorry, TR ********* The SUMMER, 1998 Issue of From The Left is now On-Line It is a Special Issue dedicated to The Women's Movement and the 150th Anniversary of Seneca Falls, NY. Double click on: http://www.tryoung.com/fromleft/SUMMER98/SUMMERIndex.htm CONTENTS: ANNOUCEMENTS:  double click on: www.tryoung.com/fromleft/SUMMER98/Announcements.htm   The 1998 Meetings of ASA in San Francisco. Sessions for FEMINIST SOCIOLOGISTs. Double click on: http://www.tryoung.com/fromleft/SUMMER98/FEMINIST-ASA.htm Members of The MARXIST Section:  REGULAR SESSIONs Double click on: http://www.tryoung.com/fromleft/SUMMER98/marxist Section Meetings.htm ROUNDTABLES for the Marxist Section. Double click on: http://www.tryoung.com/fromleft/SUMMER98/MARXIST-Roundtables.htm ROUNDTABLES for Asian and Asian-American Sociologists. Double click on: http://www.tryoung.com/fromleft/SUMMER98/ASIAN-RoundTables.htm SPECIAL SESSIONS for GRADUATE STUDENTS  who will Teach for the First Time. Double click on: http://www.tryoung.com/fromleft/SUMMER98/TEACHING.htm SPECIAL SESSIONS for all GRADUATE STUDENTS attending the 1998 Meetings. Double click on: http://www.tryoung.com/fromleft/SUMMER98/GRADSESSIONS-ASA.htm AND FOR ALL PROGRESSIVE SOCIOLOGISTS:  SOME SESSIONS Double click on: http://www.tryoung.com/fromleft/SUMMER98/PROGRESSIVE-ASA.htm TRYoung, Editor, FTLeft TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From flh8929@TAMVM1.TAMU.EDU Tue Jul 21 07:23:55 1998 Date: Tue, 21 Jul 98 08:16:10 CDT From: "Frances L. Haynes" Subject: Fw: Points to ponder (fwd) To: socgrad Just for Fun! The lovely angel who forwarded this to me was a philosophy/ biology double major. Her husband was a Captain in the Air Force when we met. One of our first discussions was about Sociologists who have "physics envy" Sometimes, I do wonder! Enjoy - Frances Question - Which of the following are psychological questions, which social psych, and which sociology? Or do some run the gamut (okay, gauntlet) of individual to archetypical? ---------- > > 1. How come you press harder on a remote-control when you know the battery > is dead? > 2. Why are they called apartments, when they are stuck together? > 3. The light went out, but where to? > 4. Why do banks charge you a "non-sufficient funds fee" on money they > already know you don't have? > 5. Why is it you have a "pair" of pants and only one bra? > 6. Does the reverse side also have a reverse side? > 7. Why is the alphabet in that order? > 8. If a tree falls in the forest and no one is around to see it, do the > other trees make fun of it? > 9. When two airplanes almost collide why do they call it a near miss? > Sounds like a near hit to me!! > 10. How come abbreviated is such a long word? > 11. Why are there 5 syllables in the word "monosyllabic"? > 12. If it's zero degrees outside today and it's supposed to be twice as cold > tomorrow, how cold is it going to be? > 13. Why do they call it the Department of Interior when they are in charge > of everything outdoors? > 14. Why do scientists call it research when looking for something new? > 15. If vegetarians eat vegetables, what do humanitarians eat? > 16. Tell a man that there are 400 billion stars and he'll believe you. Tell > him a bench has wet paint and he has to touchit. > 17. How come Superman could stop bullets with his chest, but always ducked > when someone threw a gun at him? > 18. If "con" is the opposite of "pro," then what is opposite of progress? > 19. Why is lemon juice mostly artificial ingredients but dishwashing liquid > contains real lemons? > 20. Why buy a product that takes 2000 flushes to get rid of? > 21. Why do we wait until a pig is dead to "cure" it? > 22. Why do we wash bath towels? Aren't we clean when we use them? > 23. Why do we put suits in a garment bag and put garments in a suitcase? > 24. Why doesn't glue stick to the inside of the bottle? > 25. Do Roman paramedics refer to IV's as "4's"? > 26. Whose cruel idea was it for the word "lisp" to have an "s" in it? > 27. Why doesn't Tarzan have a beard? > 28. If man evolved from monkeys and apes, why do we still have monkeys and > apes? > 29. I went to a bookstore and asked a saleswoman, "Where's the self-help > section?" She said if she told me, it would defeat the purpose. > 30. Isn't Disneyland a people-trap operated by a mouse? > From cassell@frosty.irss.unc.edu Tue Jul 21 12:18:40 1998 Date: Tue, 21 Jul 1998 14:18:34 -0400 (EDT) From: James Cassell To: Sociology Graduate Student Discussion Subject: job announcement (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: Tue, 21 Jul 1998 12:01:04 -0500 From: Polly Fassinger To: TEACHSOC@poplar.lemoyne.edu Subject: job announcement The following announcement will be published in the August and September issues of the ASA's Employment Bulletin. Please feel free to contact me by e-mail for further information. Concordia College. One full-time position (three year term contract with possibility of renewal). Desired starting date is January 1999. Ph. D. in Sociology. Rank and salary based on qualifications and experience. Applicants should be prepared to teach some combination of the following: introductory sociology, crime and deviance, social problems and possibly inequality/minorities. Other areas open. Applicants expected to be in sympathy with the mission of a college of the Lutheran church (ELCA) which includes strong commitment to undergraduate education and scholarship. Concordia is located in an MSA with a population of 155,000 and has an enrollment of 2950 undergraduate students. Please send letter of interest, vita, evidence of teaching effectiveness and experience, and names of three references to: Polly Fassinger, Search Chair, Department of Sociology and Social Work, Concordia College, Moorhead, MN 56562. Starting Oct. 1, applications will be reviewed until position is filled. Concordia College is an equal opportunity employer. Minorities and women are encouraged to apply. ___________________________________________________________ Polly Fassinger Associate Professor Department of Sociology Concordia College Moorhead, MN 56562 218-299-3549 From tr@tryoung.com Wed Jul 22 07:24:38 1998 (usr-mtp-44.sensible-net.com [208.18.226.44]) by H50.sensible-net.com (Post.Office MTA v3.1.2 Date: Wed, 22 Jul 1998 09:21:00 -0400 To: psn-special@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: Critical Criminology: A Review sssitalk@sun.soci.niu.edu Below is a review prepared for Contemporary Sociology. It is a fine, fine piece of work and I am glad to recommend it. TRYoung, Editor FROM THE LEFT Critical Criminology: Visions from Europe. Rene' van Swaaningen. Sage Publications. 252pp+Foreword and Index Critical Criminology is a welcome addition to American Criminology. It offers to transcend the narrow, analytic and individualistic orientation of textbooks and research papers in criminology found in the USA. Instead, Critical Criminology presents a much wider, much more varied and much more sociological treatment of the sources and dynamics of behaviors defined as harmful to those who control and/or benefit from control and punishment ideologies. The Introductory Chapter gives a valuable treatment of critical criminology; its roots in the 1960's; its location of property crime in capitalist economy more than in the character of particular violators; its rejection of absolutistic norms of deviancy and its penchant for order above all else. It then moves to an examination of the varieties of critical criminology which help one sort out a very complex topic. Chapter 2 lays out some of the value of Critical Criminology; it is a distinctly postmodern effort to make visible the human interests, goals, values and assumptions which ground all criminologies not excluding the varieties of critical criminology. The Seven Points he gives us in defense of jurispudential approaches to criminology may teach more orthodox Marxists a valuable lesson. The author states he will allow different criminologies in different countries to 'tell their own stories.' This is prelude to Chs. 7-9 in which he speaks of the future of Critical Criminology...a most valuable endeavor. Chapter 3 gives us two complementary views on the history of European Criminology. The first series is a nice treatment of the emergence of different eras in criminology: the classical, the modernist cum positivist school. Critical criminology itself has two intersecting dimensions; Marxist/Socialist criminology which locates crime in the poltical economy in which it is found and critical postmodern critique which locates criminology itself in the political, cultural, economic and ethnic context in which it emerges. Then there are the differing national criminologies not the least of which are the various Italian schools. Belgium, Germany and the Dutch criminologies round out the European effort to understand and to develop social policy on crime and upon criminology. Chapter 4 explains the origins of Critical Criminology beginning with Bonger and centering the work of Clara Wichmann in rejecting both penalty and authoritarian elements of criminology. It was World War II and the Holocaust which gave criminologists pause...those too much concerned with biology; too much oriented to deviant personality; too eager to embrace social control and 'social defense' were confronted by a social regime that murdered, plundered and destroyed more in one week than all the street criminals could accomplish in a century. Critical Criminology expanded its views and visions of the nature of crime and the sources of crime to include warfare and political crime. Foucault is, of course, pivotal in both critical and postmodern criminology. Chapters 5 is the beating heart of the book laying out as it does the varieties of critical criminology in Europe and its most important ties to critical and/or Marxist criminologists in the USA. Every major theorist from Jock Young to Richard Quinney to Howard Becker is mentioned along with some who are not at all familiar to most American criminologists: Carol Smart, Maureen Crane, Lorraine Gelsthorpe and Dietlinde Gipser among other women have much to contribute to critical criminology not easily understood by males in the field. Again Schwaaningen organizes his explication of critical criminology around national schools and groups. Chapter 6 presents the transformation of criminology from a solution to crime to itself a social problem to be solved...a beast of the state to be domesticated and put to better use than service to the rich and to dominant elites; to better use than ever better ways to inflict pain and punishment. Out of Dutch Critical Criminology emerges the Abolitionist Perspective...the point of which was not to eliminate social control institutions but rather to turn toward informal, reflexive and participatory forms of social control. Inspired by Richard Quinney and Hal Pepinsky who see social control as 'peace-making' and 'peace-keeping, critical criminology begins to have a more democratic face. The work of Luk Hulsman and Herman Bianchi are foundational in Europe. Chapters 7 and 8 offers a bleak look at the 'actuarial justice' of the neo-liberal state. As capitalism becomes globalized, the tax base in given nations shrink and crime control degenerates into a great gamble in which the state becomes both bookie and odds maker. At the same time, modernist concerns with absolute knowledge transforms into absolute control in criminology and the state turns to new, cheap, high-tech efforts to catch and to punish each and every crime....plea bargaining and appeal both subvert the modern project. In Europe, penal reform and penal abolition become part of the critical criminology agenda. Foucault, again, is central...both as theorist and as activist. Chapter 9 rejects the nihilistic postmodern camp which spurns all efforts to understand and to act collectively...rather Schwaangen reviews two 'new criminologies.'. The short version is that Schwaangen urges the unification of the 'left realism' of Young and Taylor with 'neo-abolitionism,' a project which I endose. Chapter 10 suggests a new unification of law and social justice inspired by feminist criminology and its concern with victims together with the work of Zymunt Baumann and his turn toward an affirmative postmodern criminology oriented to more to 'chance-creating' and to sensitizing' than to political legitimacy and actuarial justice now found in both Europe and North America. Dragan Milovanovic, Bruce Arrigo, Stuart Henry and I have followed that suggestion with our new electronic journal, Postmodern Criminology' on-line. In Chapter 11, Schwaangen provides a tri-partite agenda for affirmative postmodern critical criminologists. First instrumental criminology must be confined by some sort of transnational Bill of Human Rights. Secondly, Critical Criminologists must not give up on the knowledge process; while certainty may not be possible, still good research yeilds valuable data with which to know and to critique both the state and the discipline. Finally, we who value social justice and value social peace must open up to 'alternative discourses' which may go beyond what we consider to be the limits of good theory and good practice. Conclusion. It is my judgment that Schwaangen has done progressive sociology and affirmative critical criminology a foundational service. His book is wide in both scope and history; is wise in both social control and social justice and inspiring in a time of neo-liberal meanness and postmodern nihilism. I am pleased to recommend it. Well done, Rene' van Swaaningen. TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From DAVIDSON@UCONNVM.UCONN.EDU Wed Jul 22 11:16:19 1998 Date: Wed, 22 Jul 98 13:15:00 EDT From: Alan Davidson Subject: Re: Experience with NSF grants? (fwd) (fwd) To: socgrad@CSF.COLORADO.EDU A few folks might find this of interest Date: Wed, 22 Jul 1998 12:27:19 -0400 To: TEACHSOC@poplar.lemoyne.edu From: Barry Markovsky Reply-To: TEACHSOC@listserv.lemoyne.edu Subject: Re: Experience with NSF grants? (fwd) Thanks to Anne Eisenberg for forwarding these messages from the TEACHSOC group. I'm not a subscriber, so if you want to respond with questions or comments, please e-mail bmarkovs@nsf.gov FYI, my name is Barry Markovsky and my title at NSF is Sociology Program Director. I'm a "visiting scientist" here and expect to be on the job at least one more year before returning to the University of Iowa, my home institution. There are two other people here with the same title (Bill Bainbridge & Pat White), both of whom are part-time in the Sociology program and part-time doing other work here. First, a general comment: NSF is not the typical federal bureaucracy. It's much, much flatter. Program Directors have tremendous discretion regarding many key aspects of the proposal review process such as choice of reviewers, choice of advisory panelists, and funding decisions (i.e., we don't have to listen to our reviewers and panelists). Because Program directors, reviewers and panelists all change with time, there can be different emphases, biases, predilections, etc. at any given time. My own particular "bias" is that I want to fund research on *any* topic of any sociological relevance so long as (a) the research informs an explicit theory via tests of derived hypotheses, and (b) the planned empirical procedures and analyses are appropriate to the task. This makes no preference by substantive area, qualitative/quantitative methods, prestige of the principle investigator, etc. It *is* biased toward "doing science" ("science" is our middle name, after all!). That means an emphasis on developing and testing theories--theories whose terms are defined as clearly as possible for other scholars not necessarily familiar with them, and whose statements form logical arguments that may be examined and tested by others. I realize that many qualitative researchers don't operate this way, but neither do many quantitative researchers. In either case, the theory-driven approach doesn't necessarily entail one or the other methdological approach. It also doesn't deny that inductive components play a critical role in the scientific process. With limited resources, however, I would prefer to see emphasized empirical work directed at theory-testing rather than theory-generating. There's also nothing to prevent one from including both within the same proposal. In case you're already disgusted with me, don't worry: (1) I won't be here forever; (2) I'm not the only one making decisions on grants; and (3) the above points describe ideal proposals. I've funded lots of proposals thus far, few of which meet the ideals. Now, some comments. A contributor to TEACHSOC wrote: >My experience with NSF mirrors Doug's, and I've tried twice. My project >involved primarily interviewing and using grounded theory, which I've had >considerable experience with, but the NSF reviewers' comments were all >about the lack of specific hypotheses, clearcut variables, and included >questions such as what made me think people would even agree to be interviewed. Not having specific hypotheses and variables will kill a proposal every time. Otherwise, we're dealing with what's called a "trust-me" proposal, i.e., "I may not be telling you exactly what I'm going to do with your money, but *trust* *me*, it will be spent well." An alternative approach may be to do a small-scale pilot study on your own, use the grounded theory approach to achieve a provisional, generalizable theory, and then submit a proposal for a larger study to do confirmatory testing. Reviewers like to see that preliminary work has been done. Depending on the nature of the project (e.g., whether it's time-critical) it also may be possible to obtain funds for a "Small Grant for Exploratory Research" (SGER). Doug wrote: >Bias toward natural science at NSF, to the extent that it exists, will be >mainly reflected in allocations among programs rather than in the review >process. Yes, allocations among programs reflect biases, but so do the awards made within programs. BTW, I don't believe "bias" is necessarily a bad thing--though it's usually implied to be. For instance, I don't think a "bias" favoring scientific theory and research, as opposed to a bias against science, is the least bit inappropriate for reviewers of NSF proposals. >I have had (a little) luck getting funded at NSF by writing >sociologically oriented proposals for some of their multi-disciplinary, >special announcment type programs. Reviewers for them come from a lot of >backgrounds and seem to like it if they see sociology presenting what seems >to them to be a fresh take on an issue. I understand that NSF sociology is >fairly positivistic in its outlook. I'd love to know what *you* mean by "positivistic." I've seen that expression used in so many different ways that I no longer know what's meant by it. The multidisciplinary programs are highly variable insofar as how favorably disposed they are toward sociological approaches. It depends on the program, on the approach, and on the cast of characters serving as reviewers, panelists and directors. >The one time I sent them a proposal, >several years ago now, I was told that it "wasn't really sociology." Was it? : ) BTW, I don't think I've ever agreed with anyone who I've seen use that criticism. Of course some things (e.g., tree ring analysis, cold fusion research, close-up magic) really aren't sociology, but it's almost never so clear-cut as that. >This >same proposal was then funded by one of the multidisciplinary offices. Don't >know the general lay of the land, but this has been my experience anyway. Jarl wrote: > >> Greetings: >> >> Last year our psychology and sociology faculty collaborated on an NSF >> grant to fund a social sciences computer lab for student use. The grant >> request was turned down, but we were encouraged enough by the reviews to >> resubmit it again this year. Instrumentation grants go through a different process, so I don't know what goes on there. Years ago I tried a couple of times, too, without success. I recall having a strange mix of reviews. >> >> While Raymondo's 1996 T.S. article was helpful, I was wondering if >> anyone on the list has had experience writing this type of grant and more >> generally, what your experiences dealing with NSF have been like? >> Some of my colleagues suspect that NSF is biased toward the "hard" >> sciences & interestingly enough, our college recieved NSF funding >> for a science computer lab two years ago. Do you mean the instrumentation grant program is "biased toward the 'hard' sciences"? That may well be, but you'd also need to know what proportion of the proposals they receive are from "hard" vs. "soft" sciences to know whether there's a bias. I hope this is useful. Barry Markovsky Barry Markovsky Program Director for Sociology National Science Foundation bmarkovs@nsf.gov 703-306-1756 From apap@asanet.org Wed Jul 22 12:10:03 1998 From: ASA Academic Professional Affairs To: TEACHSOC@poplar.lemoyne.edu, "'socgrad@csf.colorado.edu'" Subject: Special Book Giveaway for Students at ASA Annual Meeting Date: Wed, 22 Jul 1998 14:05:39 -0400 SPECIAL BOOK GIVEAWAY FOR STUDENTS!! The ASA is planning a special student reception and book giveaway at the end of the exhibits, on Monday, August 24, at 6:30 p.m. Students may browse through the donated books by the publishers who had displays at the Annual Meeting. Depending on the number of books donated, each student will be allowed to select one or more books at no charge. This is an ideal opportunity for students to acquire new, ground-breaking books. All students who are registered for the meeting are eligible to select one or more books. In addition to this food for thought, ASA will provide beverages. Please join us for this occasion to meet other students and obtain some reading for the trip home. Just come to the poster session area at the San Francisco Hilton on Monday at 6:30! Steve Hoffman Academic and Professional Affairs Program American Sociological Association apap@asanet.org (202) 833-3410, ext. 318 http://www.asanet.org From ssteele@clark.net Fri Jul 24 06:11:18 1998 Date: Fri, 24 Jul 1998 08:15:59 -0700 From: "Stephen F. Steele" To: socgrad@csf.colorado.edu Subject: Still time for Student Papers Grads and Undergrads, There's still time to submit papers for the Society for Applied Sociology Annual Meeting, October 22-25, 1998, Denver, Colorado. See our web site on http://www.appliedsoc.org/ Click on Student Paper Competition for more information. Steve Steele -- Stephen F. Steele, Ph.D. Executive Officer Society for Applied Sociology http://www.appliedsoc.org Join SAS: http://www.appliedsoc.org/forms/memapp.html Submit a Proposal Denver '98 Meeting http://www.appliedsoc.org/forms/saspar.html From tr@tryoung.com Sat Jul 25 08:23:41 1998 (usr-mtp-69.sensible-net.com [208.18.226.69]) by H50.sensible-net.com (Post.Office MTA v3.1.2 Date: Sat, 25 Jul 1998 10:20:12 -0400 To: socgrad@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: Vol. 2: Summer Issue: the Socgrad Journal social-class@listserv.uic.edu, sssitalk@sun.soci.niu.edu, teachsoc@maple.lemoyne.edu, COMPLEX-M@HOME.EASE.LSOFT.COM Vol. 2: SUMMER Issue of the Red Feather Journal of Graduate Sociology is now available at: http://www.tryoung.com/journals/journal-socgrad/2Kimmel/SUMMER-INDEX.htm The Editor is CHAD KIMMEL and Contents of Vol.2 include: 006 FEMINIST RESEARCH: and the Qualitative Approach: History and Applications By   Daviid R. Champion, Indiana University of Pennsylvania 007 TELECOMUTING: On the Re-Integration of Work and Family by Kurt Reymers, Department of Sociology, SUNY at Buffalo. 008 TEN REASONS WHY  LIFESTYLE CHANGES AFFECT SOCIETY By  Caroline Pyevich, University of Tulsa 009SOCIAL LEARNING THEORY AND THE CHAOTIC PERSPECTIVE: A COMPARATIVE AND INTEGRATIVE ANALYSIS by Theodore Shields, Indiana University of Pennsylvania 010 Marijuana in America: The Making of a Social Menace By Craig A. Boylstein TRYoung, Managing Editor TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From charnes@concentric.net Sat Jul 25 18:19:44 1998 by uhura.concentric.net (8.8.8/(98/05/18 5.10)) [1-800-745-2747 The Concentric Network] by marconi.concentric.net (8.8.8) Date: Sat, 25 Jul 1998 20:20:55 -0400 From: Rick Charnes To: socgrad@csf.colorado.edu Subject: Re: Vol. 2: Summer Issue: the Socgrad Journal Hello -- just joined the list today and I enjoyed the articles in the journal. Strange, though -- I figured one of the primary functions of having an electronic journal like this would be to facilitate feedback and easy communication of reader with author: NO E-MAIL ADDRESSES LISTED FOR AUTHORS??? Huh? T R Young wrote: > Vol. 2: SUMMER Issue of the Red Feather Journal of Graduate > Sociology is now available at: > > http://www.tryoung.com/journals/journal-socgrad/2Kimmel/SUMMER-INDEX.htm > > The Editor is CHAD KIMMEL > and Contents of Vol.2 include: > > 006 FEMINIST RESEARCH: and the Qualitative Approach: History and Applications > By Daviid R. Champion, Indiana University of Pennsylvania > > 007 TELECOMUTING: On the Re-Integration of Work and Family > by Kurt Reymers, Department of Sociology, SUNY at Buffalo. > > 008 TEN REASONS WHY LIFESTYLE CHANGES AFFECT SOCIETY > By Caroline Pyevich, University of Tulsa > > 009SOCIAL LEARNING THEORY AND THE CHAOTIC PERSPECTIVE: > A COMPARATIVE AND INTEGRATIVE ANALYSIS by > Theodore Shields, Indiana University of Pennsylvania > > 010 Marijuana in America: The Making of a Social Menace > By Craig A. Boylstein > > TRYoung, Managing Editor > TR Young, 8085 Essex > Weidman, Mi., 48893 > Email: tr@tryoung.com From tr@tryoung.com Sun Jul 26 04:13:47 1998 (usr-mtp-18.sensible-net.com [208.18.226.18]) by H50.sensible-net.com (Post.Office MTA v3.1.2 Date: Sun, 26 Jul 1998 06:10:19 -0400 To: socgrad@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: Re: Vol. 2: Summer Issue: the Socgrad Journal In-Reply-To: <35BA7667.35A8643C@concentric.net> dumb, dumb, dumb!! We'll do it from now on, TR At 08:20 PM 7/25/98 -0400, you wrote: >Hello -- just joined the list today and I enjoyed the articles in the journal. >Strange, though -- I figured one of the primary functions of having an electronic >journal like this would be to facilitate feedback and easy communication of reader >with author: NO E-MAIL ADDRESSES LISTED FOR AUTHORS??? Huh? > >T R Young wrote: > >> Vol. 2: SUMMER Issue of the Red Feather Journal of Graduate >> Sociology is now available at: >> >> http://www.tryoung.com/journals/journal-socgrad/2Kimmel/SUMMER-INDEX.htm >> >> The Editor is CHAD KIMMEL >> and Contents of Vol.2 include: >> >> 006 FEMINIST RESEARCH: and the Qualitative Approach: History and Applications >> By Daviid R. Champion, Indiana University of Pennsylvania >> >> 007 TELECOMUTING: On the Re-Integration of Work and Family >> by Kurt Reymers, Department of Sociology, SUNY at Buffalo. >> >> 008 TEN REASONS WHY LIFESTYLE CHANGES AFFECT SOCIETY >> By Caroline Pyevich, University of Tulsa >> >> 009SOCIAL LEARNING THEORY AND THE CHAOTIC PERSPECTIVE: >> A COMPARATIVE AND INTEGRATIVE ANALYSIS by >> Theodore Shields, Indiana University of Pennsylvania >> >> 010 Marijuana in America: The Making of a Social Menace >> By Craig A. Boylstein >> >> TRYoung, Managing Editor >> TR Young, 8085 Essex >> Weidman, Mi., 48893 >> Email: tr@tryoung.com > > > > TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From cassell@frosty.irss.unc.edu Sun Jul 26 07:33:32 1998 Date: Sun, 26 Jul 1998 09:33:26 -0400 (EDT) From: James Cassell To: Economic Sociology List , Sociology Graduate Student Discussion Subject: New ASA section the sociology of consumers and consumption The July/August issue of Footnotes (p. 10) has a brief note on a new section-in-formation on consumers and consumption. Dan Cook is heading an organizational meeting at the San Francisco Meetings. The meeting is set for Friday, August 21 at 6:45 PM in Continental Parlor I. Please contact Dan Cook for details. Also, please pass this on to anyone else who may be interested. Best, 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 tr@tryoung.com Sun Jul 26 11:39:06 1998 (usr-mtp-32.sensible-net.com [208.18.226.32]) by H50.sensible-net.com (Post.Office MTA v3.1.2 Date: Sun, 26 Jul 1998 13:35:32 -0400 To: ahs-talk@ncsu.edu From: tr@tryoung.com (T R Young) Subject: Freudian Revisionism and Armegeddon socgrad@csf.colorado.edu Armageddon is one of the finest movie of its genre to come out of hollywood to date...the technology is wonderous...and the emotional tides are deep...many who watch leave in tears. There are several themes buried in the subtext of the movie which those interested in culture studies, the media, depth psychology and freudian revisionism might want to consider. The over-arching theme is an ancient one of conflict between fathers and sons...a minor one between father and daughter. The producer, director and writers thus cover both the Oedipal and the Electra complexes...wrapped up in the larger theme of human fate. 1. First the Oedipal theme. There are several such themes in 'great' literature: a. Moses and his sons...Freud has the sons killing and devouring parts of the body of Moses in the desert.,,,the sons win. b. The Christian God and the Christ figure...in this story, the father destroys the son in a most painful crucificion...father wins. c. Oedipus destroys his father and takes sexual control of the primitive mother...son wins the archaic struggle. Sohrab and Rustum: in this epic poem by Mathew Arnold, the father and son belately learns of each other...it is this version of the Oedipal complex buried deep in the story of Armageddon: That story in brief is that Rustum had a son of which he knew not...the mother had lied about the gender to prevent Rustum from taking him as a soldier. But Sohrad learned the truth and told Rustum who dis-believed him until "O Sohrab, thou indeed art such a son Whom Rustum, wert thou his, might well have loved! Sohrab is in fact the son and is reconciled to the father as the father dies...in this version, both win in a fashion. ....as in patriarchy, institutional violence is 'men's work.' another theme in the movie...there is but one female in the movie and she is pushed aside at a crucial moment. 2. The Electra Complex is muted; Pearl mother has long ago left...the daughter has the father to herself; the father has the daughter to himself until a young male comes along; when the Bruce Willis character finds the daughter, Pearl, in bed with A.J...he tries to murder the boy...the boy himself, the son of a close friend and sort of adoptive son to the father...a bit of incest on the side. Deep fears and fearsome desires are resolved in the movie. The son performs heroic tasks [Hercules, Achilles, Ulysses, Christ]; the son is saved by the father figure; the daughter is allowed to transfer libidinous desire to the young man; the pair are re-united after over-coming both human and natural obstacles. All this in a tortured plot about a meteor as large as Texas [and as slow as molasses]....but the graphics are great! Another sub-theme is the struggle between father and mother over 'ownership' of male children...in a side-bar, one of the team finds and finally holds his four/five year old son who has been with the mother since infancy...another Sohrad theme. The whole movie is a long epic of male solidarity...first the drilling team isolated on an oil platform; then the astronaut theme isolated in space...women are few and far between and have miniscule parts...other than the Pearl character... So...it you want to generate a mass audience out of a massified population anxious about gender, masculinity, parental authority and how it all turns out in a time of travail and turmoil, one does well to explore basic Freudian themes...along with a lot of violence and a soupcon of explicit sex...there is a scene dear to the souls of 'real men' where money can buy all the sexual pleasure one might want while on furlough from one's male solidarity business. TRYoung TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From cassell@frosty.irss.unc.edu Sun Jul 26 12:56:58 1998 Date: Sun, 26 Jul 1998 14:56:46 -0400 (EDT) From: James Cassell To: Sociology Graduate Student Discussion Subject: Re: MISC> Race and Class on the Internet (fwd) Thought some of you might be interested in these. 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 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ---------- Forwarded message ---------- Date: Sat, 25 Jul 1998 14:31:19 GMT From: James Cassell To: cassell@irss.unc.edu Subject: Re: MISC> Race and Class on the Internet On 24 Jul 1998 17:56:13 GMT, in comp.internet.net-happenings you wrote: >From: Art McGee, IGC Technical Support [mailto:support4@igc.apc.org] >Sent: Friday, July 24, 1998 12:22 PM >[I don't completely agree with the conclusions, but they're interesting] > >Bridging the Digital Divide: >The Impact of Race on Computer Access and Internet Use >http://www2000.ogsm.vanderbilt.edu/papers/race/science.html > >High Technology and Low-Income Communities: >Prospects for the Positive Use of Advanced Information Technology >http://web.mit.edu/sap/www/high-low/ > >What Color is the Net? >http://www.hotwired.com/netizen/97/11/index2a.html > >Losing Ground Bit by Bit: >Low-Income Communities in the Information Age >http://www.benton.org/Library/Low-Income/ > >------------------------------------------------------------------ >| Arthur McGee (Technical Support) | >| Institute for Global Communications http://www.igc.org/ | >| PeaceNet * EcoNet * ConflictNet * WomensNet * LaborNet | >------------------------------------------------------------------ >| "Connecting the People Who Are Changing the World." | >------------------------------------------------------------------ > -- James Cassell From tr@tryoung.com Mon Jul 27 05:09:14 1998 (usr-mtp-43.sensible-net.com [208.18.226.43]) by H50.sensible-net.com (Post.Office MTA v3.1.2 Date: Mon, 27 Jul 1998 07:05:47 -0400 To: socgrad@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: Tables; Addresses, errors and apologies. The Tables for the article by Kurt Reymers were omitted when the article was up-loaded to the socgrad Journal...they are now there for those who want to look at or download them. email Addresses for authors were not included when the articles were up-loaded...it never occured to me to do that...but 'tis a good idea so I did it. The articles in the Spring Issue of the Journal, edited by David Redman were off-line for a few days...I re-organized the files and forgot to change the index...dumb, dumb, dumb. ....but I like to blame my html mentor...Steve Cavrak...for all the stupid things I do. so, try, try, try again, TRYoung http://www.tryoung.com/journals/journal-socgrad/2Kimmel/SUMMER-INDEX.htm TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From sjc@mole.uvm.edu Mon Jul 27 06:50:58 1998 Date: Mon, 27 Jul 1998 09:01:09 -0400 (EDT) From: Steve Cavrak To: Sociology Graduate Students -- International Subject: Re: Tables; Addresses, errors and apologies. In-Reply-To: <3.0.5.32.19980727070547.007dc100@tryoung.com> On Mon, 27 Jul 1998, T R Young wrote: > so, try, try, try again, TRYoung "If we knew what we were doing it wouldn't be called research" :) Steve From tr@tryoung.com Mon Jul 27 14:11:33 1998 (usr-mtp-39.sensible-net.com [208.18.226.39]) by H50.sensible-net.com (Post.Office MTA v3.1.2 Date: Mon, 27 Jul 1998 16:08:02 -0400 To: socgrad@csf.colorado.edu From: tr@tryoung.com (T R Young) Subject: Red Feather Room at ASA sssitalk@sun.soci.niu.edu, teachsoc@maple.lemoyne.edu, social-class@listserv.uic.edu Adam Flint is co-ordinator of a hotel room for grad students at ASA/San Francisco...for three nights. Grad students having membership in the Marxist Section have priority...contact Adam at: flint@igc.org if you are interested. I'm not sure how many grad students can fit into one room...I've had 4-5 crash with me in other years ....blankets, sleeping bags, etc... Please, no charges other than the rooom itself... TRYoung, Director The Red Feather Institute TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From tr@tryoung.com Tue Jul 28 05:10:06 1998 (usr-mtp-29.sensible-net.com [208.18.226.29]) by H50.sensible-net.com (Post.Office MTA v3.1.2 Date: Tue, 28 Jul 1998 07:06:21 -0400 To: psn-special@csf.Colorado.EDU From: tr@tryoung.com (T R Young) Subject: hard copy of FROM THE LEFT social-class@listserv.uic.edu FROM THE LEFT: Hard Copy Version THE MARXIST SECTION NEWSLETTER of ASA Summer, 1998: V 22 No 4 SPECIAL ISSUE for the 150th ANNIVERSARY of the SENECA FALLs: 1848. ******** International Women's Day Born at a time of great social turbulence and crisis, IWD inherited a tradition of protest and political activism. In the years before 1910, from the turn of the 20th century, women in industrially developing countries were entering paid work in some numbers. Their jobs were sex segregated, mainly in textiles, manufacturing and domestic services where conditions were wretched and wages worse than depressed. Trade unions were developing and industrial disputes broke out, including among sections of non-unionised women workers. In Europe, the flames of revolution were being kindled. Many of the changes taking place in women's lives pushed against the political restrictions surrounding them. Throughout Europe, Britain, America and, to a lesser extent, Australia, women from all social strata began to campaign for the right to vote. There were many different perspective's on why this issue was important and how to achieve it. I mention here only a few of these differences. Some socialists saw the demand for the women's vote as being unnecessarily divisive in the working class movement, while others such as German Clara Zetkin and Russian Alexandra Kollontai successfully fought for it to be accepted as a necessary part of a socialist program. Other socialists argued that it was more important to do away with property rights in respect to the vote than it was to campaign for the women's vote which, if successful in England, would by implication mean votes for women of property. There were other divisions within the English suffragette movement about the way the movement was autocratically run from the top and about the sort of radical tactics adopted. Sylvia Pankhurst split with her more famous mother and sister over such issues, arguing that the main emphasis should be on connecting with and involving the mass of women, which meant also taking up the concerns of the sorely exploited working class women. She also argued that the suffragette movement should link itself with all other oppressed groups. In the United States in 1903, women trade unionists and liberal professional women who were also campaigning for women's voting rights set up the Women's Trade Union League to help organise women in paid work around their political and economic welfare. These were dismal and bitter years for many women with terrible working conditions and home lives riven by poverty and often violence. In 1908, on the last Sunday in February, socialist women in the United States initiated the first Women's Day when large demonstrations took place calling for the vote and the political and economic rights of women. The following year, 2,000 people attended a Women's Day rally in Manhattan In that year, 1909, women garment workers staged a general strike. 20-30,000 shirtwaist makers struck for 13 cold, winter weeks for better pay and working conditions. The Women's Trade Union League provided bail money for arrested strikers and large sums for strike funds. In 1910 Women's Day was taken up by socialists and feminists throughout the country. Later that year delegates went to the second International Conference of Socialist Women in Copenhagen with the intention of proposing that Women's Day become an international event. The notion of international solidarity between the exploited workers of the world had long been established as a socialist principle, though largely an unrealised one. The idea of women organising politically as women was much more controversial within the socialist movement. At that time, however, the German Socialist Party had a strong influence on the international socialist movement and that party had many advocates for the rights of women, including leaders such as Clara Zetkin. Inspired by the actions of US women workers and their socialist sisters, Clara Zetkin had already framed a proposal to put to the conference of socialist women that women throughout the world should focus on a particular day each year to press for their demands. The conference of over 100 women from 17 countries, representing unions, socialist parties, working women's clubs, and including the first three women elected to the Finnish parliament, greeted Zetkin's suggestion with unanimous approval and International Women's Day was the result. *** HISTORY of the Suffragette Struggle. The struggle to achieve equal rights for women is often thought to have begun, in the English speaking world, with the publication of Mary Wollstonecraft's Vindication of the Rights of Women (1792). During the 19th century, as male suffrage was gradually extended in many countries, women became increasingly active in the quest for their own. Not until 1893, however, in New Zealand, did women achieve suffrage on the national level. Australia followed in 1902, but American, British, and Canadian women did not win the same rights until the end of World War I. The United States: The demand for the enfranchisement of American women was first seriously formulated at the Seneca Falls Convention (1848). After the Civil War, agitation by women for the ballot became increasingly vociferous. In 1869, however, a rift developed among feminists over the proposed which gave the vote to black men. Susan B. Anthony, Elizabeth Cady Stanton, and others refused to endorse the amendment because it did not give women the ballot. Other suffragists, however, including Lucy Stone and Julia Ward Howe, argued that once Afro-Americans were enfranchised, women would achieve their goal. As a result of the conflict two organizations emerged. Stanton and Anthony formed the National Woman Suffrage Association to work for suffrage on the federal level and to press for more extensive institutional changes, such as the granting of property rights to married women. Stone created the American Woman Suffrage Association, which aimed to secure the ballot through state legislation. In 1890 the two groups united under the name National American Woman Suffrage Association (NAWSA). In the same year Wyoming entered the Union, becoming the first state with general women's suffrage (which it had adopted as a territory in 1869). As the pioneer suffragists began to withdraw from the movement because of age, younger women assumed leadership roles. One of the most politically astute was Carrie Chapman Catt, who was named president of NAWSA in 1915. Another prominent suffragist was Alice Paul. Forced to resign from NAWSA because of her insistence on the use of militant direct-action tactics, Paul organized the National Woman's party, which used such strategies as mass marches and hunger strikes. Perseverance on the part of both organizations eventually led to victory. On Aug. 26, 1920, the 19TH AMENDMENT granted the ballot to American women. Great Britain: In Great Britain the cause began to attract attention when the philosopher John Stuart Mill presented a petition in Parliament calling for inclusion of women's suffrage in the Reform Bill of 1867. In the same year Lydia Becker (1827-90) founded the first women's suffrage committee, in Manchester. Other committees were quickly formed, and in 1897 they united as the National Union of Women's Suffrage Societies, with Millicent Garret Fawcett (1847-1929) as president. Like their American counterparts, the British suffragists struggled to overcome traditional values and prejudices. Frustrated by the prevailing social and political stalemate, some women became more militant. Emmeline Pankhurst, assisted by her daughters Christabel and Sylvia Pankhurst, founded (1903) the Women's Social and Political Union. Her followers, called "suffragettes," heckled politicians, practiced civil disobedience, and were frequently arrested for inciting riots. When World War I started, the proponents of women's suffrage ceased their activities and supported the war effort. In February 1918 women over the age of 30 received the right to vote. Suffrage rights for men and women were equalized in 1928. Other Countries: Such European countries as Finland (1906), Norway (1913), and Denmark and Iceland (1915) granted women the vote early in the 20th century. Other continental powers were quick to accord women the right to vote at the end of World War I. The USSR and the Netherlands granted suffrage in 1917; Austria, Czechoslovakia, Poland, and Sweden in 1918; Germany and Luxembourg in 1919. Spain extended the ballot to women in 1931, but France waited until 1944 and Belgium, Italy, Romania, and Yugoslavia until 1946. Switzerland finally gave women the vote in 1971, and women remained disenfranchised in Liechtenstein until 1984. In Canada women won the vote in Alberta, Manitoba, and Saskatchewan in 1916; after federal suffrage was achieved in 1918, the other provinces followed suit, the last being Quebec in 1940. Among the Latin American countries national women's suffrage was granted in 1929 in Ecuador, 1932 in Brazil, 1939 in El Salvador, 1942 in the Dominican Republic, 1945 in Guatemala, and 1946 in Argentina. In India women were enfranchised on the same terms as men in 1935; in the Philippines they received the vote in 1937, in Japan in 1945, in China in 1947, and in Indonesia in 1955. In African countries men and women have generally received the vote at the same time, as in Liberia (1947), Uganda (1958), and Nigeria (1960). In many Middle Eastern countries universal suffrage was acquired after World War II, although women remain totally disenfranchised in many countries. AA Encyclopedia ********************** Feminist Sessions at ASA: 12. Regular Session. Feminist Theory: Historical Explorations Organizer: Evelyn Nakano Glenn, University of California, Berkeley Presider: Ava Baron, Rider College. 14. Regular Session. New Family Forms: Organizer and Presider: Scott Coltrane, University of California, Riverside 16. Regular Session. Race, Class, and Gender: Identity, Nationality, and justice. 21. Regular Session. Women and Development: The Gcndered Nature of the (Re)structuring of Work Organizer and Presider: Cathy A. Rakowski, Ohio State University. 64. Regular Session. Challenges of Development: Women and Minorities Organizer and Presider: Olga Celle de Bowman, Loyola Marymount U. L.A. 181. Regular Session. Gender and Work: Life Course issues Organizer: Ann R. Tickamyer, OhioU. Presider; Debra Henderson, OhioU ********** Friday, August, 1:30-2:15 p.m. Marxist Section Business Meeting ********* MARXIST SECTIONS at the ASA: Friday, August 21, 8:30 a.m 24. Section on Marxist Sociology. In What Ways Is the Concept of White Skin Privilege helpful or Harmful to Exposing and Eliminating Racism? Organizer and Presider: Steven J.. Rosenthal. Panel: Alan Spector Purdue University Calumet; Stephanie Shanks Meile, Indiana U-NW; Woody Duane, Hillyer College-UHartford 101. Section on Marxist Sociology. Author Meets Critics: Erik Olin Wright's Class Counts. Cambridge University Press, 1997) Organizer And Presider: Rhonda J. Levine, Colgate University Critics: Michael Burawoy, UC-Berkeley; Carole C. Marks; UDelaware; Peter Meiksins, Cleveland St Univ.; Paula England, UArizona ****** 78. MARXIST ROUNDTABLES. Organizer: Stephanie Shanks-Meile, Indiana University Northwest 1. Class and Class Consciousness. Table Presider: Berch Berberoglu, University of Nevada, Reno. **Class, State, and Revolution. Berch Berberoglu, UNevada, Reno . **The Capital-Labor Conflict Revisited: Forging a New Perspective from the Encounter between Marxism and Citizenship Theory. David Spencer, Trinity University. **Reconceptualizing Labor. Darlene R. Miller, Johns Hopkins University **Ideology, Culture, and Memory. Larry M. Miller, UMass-Dartmouth. 2. Marxism and Feminism: Table Presider: Martha E. Gimenez, UColorado, Boulder. **Marx and Feminist Readings of Marx. Martha E. Gimenez, UColorado. 3. Global Capitalism, First World Imperialism, and Third World Politics. Presider:James W Russell, ECSU **NAFTA and New Patterns of Mexican Migration to the U.S. James W Russell, ECSU. **High-Tech Trade Wars in Brazil: Lessons for Development Theory. Sara Schoonmaker, URedlands. 4. World Systems and the History of Capitalism. Presider: Steven McGuire, Muskingum College **Shadow Energy and the Colonial Expansion. Steven McGuire. **The Ideology of Development. Heidi R. Ballard, Muskingum College. 5. Marxist Sociology Section Graduate Symposium I. Presider: John Consigli, University of Rochester. **The Prison of Indeterminate Space An Investigation of Gramsci's Reflections on Hegemony and Democracy. John Consigli. **Fatalism, Critical Temporal Consciousness and an Interview with Paolo Friere. Cesar Augusto Rossatto, UCal, L.A. **Transforming Capitalism: A Reconsideration of the Evolution-Revolution: Debate: William Winders and Kirsten Marsh, Emory University. 6. Graduate Symposium II. Presider: Yi Li, UIChicago. **The Misunderstandings of Marx's Social Thought. Yi Li, UIChicago. **In These New Times;: Theories of Mass Culture and The Revolution from the Right as Imagined in the Movies (1980-1993). Henry Rich, AmerU. **Advertising in Marxist Political Economy. A. Scan Noonan, K.St.U. **Race, Class, and Gender from a Marxist Perspective. Presider: Jean Ail Belkbir, University of New Orleans. **Segregation and Segmentation: Race and Gender as Determinants of Class Location. Ed Collom, UC, Riverside. **Frantz Fanon, Marx, and the Narratives of Race and Class. Valerie Scatamburlo, York University. 8. Marxism and Mass Culture. Table Presider: Robert C Schehr, UIll-Sp. **Marxist Interpretations of Crime Films, Robert C Schehr, UI,Sp. **Take Me Out To the Post-Modern Ballgame: Class and Politics and the Stadiums, Barry Truchil, RiderU. **Give Us Our Daily Violence: Daytime Television Talk Programs and the Discourse of Class onsciousness. Lloyd Klein, Medgar Evers, SUNY; Steven Lang, Queens College, CUNY 9. Medicine under Capitalism.. Presider: Carles Muntaner, WV School of Medicine. **Mental and Physical Health in Advanced Capitalism. Jacqueline Carrigan, UWisconsin, Eau Claire. 10. Contemporary Policies in Southern Africa. Presider: Martin Murray, SUNY, Binghamton. **Transitions to Democracy in Post-Apartheid Southern Africa: Comparative Perspectives. Martin. Murray. **Hegemony and the South African Transition, 1976-1996. Ron Krabill, New School for Social Research. 11. Issues in Teaching: Marxism and the Classroom Experience. Presider: Moustapha Diouf, UVermont. **Developing a Pedagogy for Teaching the Conflicts in Race and Ethnic Studies. Moustapha Diouf. **White Privilege/Outing Whiteness in the Classroom. Mary T Baird and Marcia Marx, Cal ST U, SanBern. **Bridging Difference. Joanna Hadjicostandi, UTexas, Permian Basin. 12. Media, Wages, and Hours: What Gets Downplayed/Omitted in Presentations on the Double Exploitation Process. John C. Leggett, Rutgers. Organizer/Presider Sohan Scharma, Sacramento StU; Hardy Frye, UC Berkeley; Mary Erdman, UNC Greensboro; Lisa Romanienko, LSU. 13. Reading, Writing and Revolution: Popular Education for Our Times: Walda Katz Fishman, Howard U.; Jerome Scott, Project South; Judy Aulette, UNC-Charlotte; Ralph C. Gomes, Howard U; Wanda Alderman-Swain, Seaton Hall; Debbie Goodwin-Perkins, UTenn 14. Hate, Oppression, and Supremacy: Developing a Left Analysis beyond Extremism: Chip Berlet. *****VISIT THE ELECTRONIC VERSION for a lot more on the 150th Anniversary of the history of women's movement in the USA and around the world. http://www.tryoung.com/fromleft/SUMMER98/SUMMERIndex.htm TRYoung, Editory TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From DAVIDSON@UCONNVM.UCONN.EDU Tue Jul 28 09:41:22 1998 Date: Tue, 28 Jul 98 11:39:48 EDT From: Alan Davidson Subject: Comparative Urbanization Listserv To: socgrad@CSF.COLORADO.EDU Date: Tue, 28 Jul 1998 11:01:59 -0400 Reply-To: Richard Jensen Sender: H-NET List on Ethnic History From: Richard Jensen Subject: H-ETHNIC: Introducing Mark Whitaker To: H-ETHNIC@H-NET.MSU.EDU Hello, My name is Mark Whitaker, a graduate student at the Univeristy of Wisconsin-Madison, in the Department of Sociology. I am interested in the process of urbanization as a 'substrate' for stratification and identity formation. This is in a world historical perspective. I have a listserv devoted to comparative urbanization from a theoretical perspective housed at majordomo@ssc.wisc.edu Send a message there with the words info compurb-l (that's an L), if you are curious. It is/has been written up in the Comparative-Historical section newsletter of the American Sociological Association, as well as the Chinese History Journal _Wall and Market_. We are always looking for others to join. There are webpages at www.sit.wisc.edu/~mrkdwhit/compurb-l/. Regards, Mark Whitaker Univeristy of Wisconsin-Madison From cassell@frosty.irss.unc.edu Wed Jul 29 07:52:57 1998 Date: Wed, 29 Jul 1998 09:52:53 -0400 (EDT) From: James Cassell To: Sociology Graduate Student Discussion Subject: Political history position at Caltech (fwd) FYI: note, this poisition is _not_ restrited to those whose PhD is in history. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 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: Wed, 29 Jul 1998 06:42:28 -0700 From: Bradford S. Jones To: H-POLMETH@H-NET.MSU.EDU Subject: Political history position at Caltech (fwd) This message was posted by R Michael Alvarez **************************************************** Attached is the official announcement for a position at Caltech in American history. While technically a position in history, special focus is being placed on political history, including quantitative historical work. Interested political history applicants should apply to the address below; please direct any questions to me. Michael Alvarez rma@crunch.caltech.edu American Social History. The California Institute of Technology invites applications for one tenure-track position as Assistant Professor, beginning fall 1999. The term of the initial appointment is normally four years and appointment is contingent upon completion of Ph.D. Appropriate specialties include social science history, race relations, women, labor, or politics, in any period of American history. Applicants whose degrees are in history, as well as other fields, such as Anthropology, Economics, Ethnic Studies, Political Science, or Sociology, but whose work is historical in nature, are invited to apply. The Division of Humanities and Social Sciences at Caltech is strongly interdisciplinary, and much work and teaching crosses traditional disciplinary lines. We are seeking highly qualified candidates who are committed to a career in research and teaching. Please send a letter of application, c.v., and three letters of reference by December 4th, to Chair, American History Search Committee, Humanities and Social Sciences, 228-77, California Institute of Technology, Pasadena, CA 91125. AA/EOE. Women, minorities, veterans, and disabled persons are encouraged to apply. From tr@tryoung.com Wed Jul 29 07:56:26 1998 (usr-mtp-18.sensible-net.com [208.18.226.18]) by H50.sensible-net.com (Post.Office MTA v3.1.2 Date: Wed, 29 Jul 1998 09:52:56 -0400 To: ahs-talk@ncsu.edu From: tr@tryoung.com (T R Young) Subject: Affirmative Postmodern Criminology: Review teachsoc@maple.lemoyne.edu, social-class@listserv.uic.edu Review: SOCIAL JUSTICE/CRIMINAL JUSTICE: The Maturation of Critical Theory in Law, Crime and Deviance. by Bruce Arrigo. Wadsworth. pb. No price given. Contact: http://www.wadsworth.com/cj.html BRUCE ARRIGO has assembled the finest collection of articles on Postmodern Criminology yet available...they are of general interest since they lay out some of the most challenging perspectives in American Sociology...and they well embody the major missions of the Red Feather Institute for Advanced Studies in Sociology: they help transform American sociology to a more praxical, less depersonalized discipline and, at the same time, help with the major task of bringing Marxist theory into the 21st Century. Many of the authors retain class as a point of departure. The 13 Chapters include: Ch. 1. Social Justice and Critical Criminology by Bruce A. Arrigo which provides some historical background on social justice as well as on Critical Criminology Ch. 2. SOCIALIST FEMINIST CRIMINOLOGY AND SOCIAL JUSTICE by Nancy C. jurik lays out some of the History of Socialist Feminism and goes on to discuss Socialist Feminist Criminology PEACEMAKING CRIMINOLOGY AND SOCIAL JUSTICE Ch 3. is a Peacemaking Primer by Hal Pepinsky giving some of the Peacemaking Assumptions. Ch. 4. provides a remarkable unification of 'prophetic justice' and together with a critique of capitalist justice practices...by Richard Quinney, of course. Ch. 5. has Jeff Ferrell laying out the basic Assumptions and historical background of Anarchist Criminology...by which one understands a criminology in which human agency is central and which opposes all efforts to monopolize the institutions of social control by elites...whether they are wealthy white and male or have some religious vision to impose. Ch. 6. by Nancy Wonders, complements that by Jurik with a discoure on Postmodern Feminist Criminology and Social Justice SEMIOTICS AND SOCIAL JUSTICE Ch. 7. provides explication of Semiotics and its meanings for the Contradictions and the Ideology of Criminal Justice by Peter K. Manning. Ch. 8. is a very important piece by Gregg Barak and Stuart Henry in which they lay out the fundamentals of a Constitutive Criminology...if ever there is a center point to affirmative postmodern criminology it is in this Chapter...but Arrigo, Milovanovic and others also work the field. Ch. 9. gives us discourse on CRITICAL RACE THEORY AND SOCIAL JUSTICE by Katheryn K. Russell; there is a valuable Historical Overview, as well as Operating Principles, and Goals for seeing the institutions of social control through the eyes of Afro-Americans and progressive criminologists generally. In Ch. 10, I lay out the basic assumptions of CHAOS THEORY and begin to draw out the many implications of Chaos theory for a Non-Linear system of law-making and law-enforcement...all this in the context of affirmative postmodern critique heavily informed by class analysis and congenial to the Quinney quest for some spiritual dimensions to critical criminology. Ch. 11 offers the most challenging piece in the book; Dragan Milovanovic continues his work on CATASTROPHE/TOPOLOGY THEORY and its meaning for SOCIAL JUSTICE Ch. 12, by Brett Stockdill reflects upon Queer Criminology in his sections on AIDS, Queers, and Criminal (1n)justice, and Queer Politics. Bruce Arrigo, in Ch. 13, concludes this most provocative work with his Quest for Social Justice oriented to Critical Criminology. His section on Critical Criminology is worth the price of the book. TRYoung, Editor FROM THE LEFT TR Young, 8085 Essex Weidman, Mi., 48893 Email: tr@tryoung.com From slayman@2nature.org Thu Jul 30 10:17:56 1998 From: "Stephen Layman" To: SLayman@2nature.org Date: Thu, 30 Jul 1998 12:34:44 -0400 Subject: Educational Resources job announcement Second Nature is a nonprofit organization that works with college and university faculty, administrators and students to help them make environmental and sustainability principles the foundation of learning in the classroom, the campus, and in community outreach. Second Nature's Educational Resources Program acquires, creates and disseminates tools and resources to help educational professionals teach about sustainability. These resources are then made available as hard-copy publications and/or website content < http://www.2nature.org >. The primary responsibility of the Educational Resources Program Associate will be to acquire educational materials from higher education faculty and related sources. Specific tasks will include developing and implementing content acquisition strategies; reviewing and summarizing content submissions; data entry, formatting and management; recommending database improvements; and developing collaborative relationships with external stakeholders. The ideal candidate will be a goal-focused, self starter who can work with minimal supervision. He/she must have strong organizational and communication skills and an interest in environmental issues and education. Candidates should also have a working knowledge of Macintosh computers and the World Wide Web. This position is a full-time position through the end of April 1999, with an excellent benefit package. Salary low 20s. Minority applicants are strongly encouraged to apply. Our office is easily reached by public transportation. To apply, please mail or fax your resume, cover letter, and salary requirements prior to August 7, 1998 to: Steve Bolton Second Nature 44 Bromfield Street, Fifth Floor Boston, MA 02108-4909 USA Fax: (617) 292-0150 No phone calls, please.