From tony.calabrese@utoronto.ca Mon Nov 2 05:55:23 1998 Date: Mon, 2 Nov 1998 07:59:20 -0500 To: socgrad@csf.colorado.edu From: tony.calabrese@utoronto.ca (Tony Calabrese) Subject: Call For Papers! (fwd) >> CALL FOR PAPERS >> 2nd Annual >> University of Toronto >> Graduate Sociology Student Conference >> April 14-15, 1999. >> University of Toronto. >> Toronto, Ontario. Canada. >> >> Society at the Turn of the Century: Continuities and Change >> >> The Graduate Sociology Students' Association (GSSA) in the Department of >> Sociology (University of Toronto) invites submissions from graduate >> students for an interdisciplinary conference to be held April 14 and 15, >> 1999 at the University of Toronto in Toronto, Ontario, Canada. >> >> The conference theme, Society at the Turn of the Century: Continuities and >> Change, focuses on the ideas of "continuity" and "change" with the >> expressed aim of encouraging the presentation of high quality graduate >> student work. The papers will represent a wide range of topics, >> perspectives and disciplines of social scientific study that share the >> common objective of understanding the world around us at the end of the >> 20th century. >> >> Paper proposals (abstracts) due December 15, 1998. >> Final papers due March 1, 1999. >> >> Please send all hard copy materials to : >> Attention: GSSA Student Conference Organizers >> University of Toronto, Department of Sociology, Fifth Floor >> 203 College Street, Toronto, Ontario, Canada. >> M5T 1P9 >> >> Please note that e-mailed abstracts will be accepted at the following >> address: >> gssa@chass.utoronto.ca >> >> However, final papers must be submitted in hard-copy by the due date at >> the address indicated above. >> >> For further information >> Please contact any (all) of the following conference organizers by >> e-mail: >> Tony Calabrese calabres@chass.utoronto.ca >> Catherine Kaukinen kaukinen@chass.utoronto.ca >> Andrew McKinnon amckinno@chass.utoronto.ca >> Daniel Warchow dwarchow@chass.utoronto.ca From DAVIDSON@UCONNVM.UCONN.EDU Tue Nov 3 10:19:13 1998 Date: Tue, 03 Nov 98 12:17:54 EST From: Alan Davidson Subject: Jobs To: socgrad@CSF.COLORADO.EDU All H-Net Job Listings November 2, 1998 ----------------------------------------------------------------------- See our Web version at http://www.matrix.msu.edu/jobs ----------------------------------------------------------------------- 36. University of Michigan (MI) Social Science Ethnography Social Sciences: University of Michigan, Ann Arbor. The Multidisciplinary Center for the Ethnography of Everyday Life invites applications for 2-4 postdoctoral fellowships sponsored by the Alfred P. Sloan Foundation. Term of appointment is two years with second year continuation subject to acceptable performance in the first year. Appointments will begin upon acceptance. Research interests must be in the area of the ethnography of work and family transitions among middle class Americans, with the category -------------------------------------------------------------------------- HUMANITIES 154. California State University Los Angeles (CA) Liberal Studies Liberal Studies: The Liberal Studies Program at California State University, Los Angeles seeks an assistant professor in Cultural Studies with expertise in one or more of the following: Ethnic Studies (especially Asian-American or Chicano/a); postcolonial studies; urban analysis; visual culture. The successful candidate will be able to teach courses across humanities and social science traditions. Interdisciplinary Ph.D. in hand required. Liberal Studies is a growing interdisciplinary major with a multi-ethnic student population, the majority of whom are training to become elementary school teachers. Demonstrated excellence in teaching and doctorate required for tenure. Send letter of application, curriculum vitae, and a brief description of your research project to Elena Glasberg, Co-coordinator Liberal Studies, California State University, 5151 State University Drive, Los Angeles, California 90032-8113. Postmarked by 14 December 1998. -------------------------------------------------------------------------- SOCIOLOGY 191. Department of Criminal Justice Kent State University (OH) Assistant Professor Dept. of Criminal Justice Three tenure-track positions at the new to advanced Assistant Professor level in the Department of Criminal Justice Studies to begin Fall, 1999 at the Kent, OH campus. A Ph.D. in a relevant social science discipline (psychology, sociology, anthropology, social work, criminology, criminal justice) and research/teaching interests in one or more of the following areas: corrections, treatment, juvenile delinquency/justice, psychology/sociology of undergraduate/graduate teaching, research and grantsmanship, student advising, and departmental and university service. Kent State University is an eight-campus Carnegie Research II public university that enrolls 24,000 students on its main campus. The Criminal Justice Studies department is a growing, multidisciplinary program that offers the B.A. and M.A. degrees and an interdisciplinary minor in Paralegal Studies. We are currently developing a Justice Studies doctoral program and a Paralegal major. Faculty are actively involved in the recently developed Institute for the Study and Prevention of Violence, in funded research projects, and in several international exchange programs with overseas universities. Kent is located in Northeastern Ohio and is within 45 minutes of Cleveland and 2 hours from Pittsburgh. Additional information about Kent and the department is available at www.kent.edu/cjst . Qualified persons should send a letter of application, curriculum vita, examples of scholarly work, evidence of teaching effectiveness, and at least three letters from professional references. Screening of applications will begin January 20, 1999 and continue until all positions are filled. Send materials to: Chair, Search Committee Department of Criminal Justice Studies Kent State University 113 Bowman Hall Kent, OH 44242-0001 KSU is an equal opportunity/ affirmative action employer. 192. Eastern Connecticut State University (CT) Sociology Eastern Connecticut State University Willimantic, Connecticut Eastern Connecticut State University is characterized by an innovative undergraduate liberal arts and science program, dynamic programs of professional preparation, and a commitment to experiential learning. Eastern faculty are expected to be outstanding teachers, to possess sensitivity to a diverse population, and to demonstrate a commitment to creative activity and scholarship, professional development and professional service. The University serves 4,600 full- and part-time students in a rural environment east of Hartford and midway between New York City and Boston. All faculty positions listed below are being searched for tenure track placement at the Assistant Professor rank unless otherwise indicated, with salary dependent on qualifications. Normal faculty teaching load (or equivalent) is twelve hours each semester {day and evening classes) along with involvement in research and creative activity and service. Excellent fringe benefits package available. Ph.D. in Sociology preferred, ABD near completion considered. Must be interested in supervising field placements. Some preference for applied sociology, family, gender, demography, methods of social research, and organizations, other areas of expertise also considered. Successful candidate is expected to be an outstanding teacher, possess sensitivity to a diverse population, and demonstrate a commitment to creative activity and scholarship professional development, and professional service. Respond to Dr. Robert J. Wolf; Ph.D., Search Chair. Screening will begin immediately and continue until all positions are filled. Please send current vita, a transcript of all graduate work, a statement of teaching philosophy and research interests, documentation of teaching ability and three letters of recommendation to the appropriate individual listed above at the following address: Eastern Connecticut State University, 83 Windham Street, Willimantic, CT 06226.<[> Eastern is an AA/EEO employer. Women, members of protected classes and people with disabilities are encouraged to apply. Eastern Connecticut State University A campus of the Connecticut State University System Visit web-site at http://www.ecsu.ctstateeu.edu/jobs.html for complete position descriptions. 193. Lindsey Wilson College (KY) Sociology Lindsey Wilson College seeks applications for the following continuing, full-time positions to begin August 1999. All positions require PhD or appropriate terminal credential in the discipline. (ABD with realistic completion date considered.) Anticipate appointments at Assistant Professor rank. Small college teaching experience and commitment to liberal arts preferred. Sociology: PhD in Sociology with interests in sociology of rural areas, community development and criminal justice. Lindsey Wilson is a four-year liberal arts college affiliated with the United Methodist Church. Grants recently received provide opportunities for off-campus teaching/learning experiences and professional development focused on teaching and service in the small college setting. The College is accredited by the Southern Association of Colleges and Schools. Applications must be accompanied by a current vita, official transcripts, and the names of three professional references. Forward applications to Dr. William B. Julian, Provost and Dean, Lindsey Wilson College, 210 Lindsey Wilson Street, Columbia, Kentucky 42728. LWC is an EEO employer From charlie310@hotmail.com Tue Nov 3 12:28:03 1998 Tue, 3 Nov 1998 11:25:46 -0800 (PST) From: "Charlie Koop" To: "charlie(charliekoop.com)" Subject: PSYCHOLOGY SURVEY Date: Tue, 3 Nov 1998 11:26:12 -0800 Greetings, The reason you are receiving this e-mail is to plead for your gracious participation in a internet-based research project being conducted at California State University, Dominguez Hills. The purpose within is purely academic, void of any commercial intention whatsoever. To participate, please visit: http://www.geocities.com/~charliekoop/psy.html Please answer the six questions and click on the submit button at the bottom of the page. Thank you for your time! Charlie Koop California State University, Dominquez Hills research@charliekoop.com P.S. If this e-mail has been an unwelcome nuisance, please accept my sincere apologies :-) From maxine@waikato.ac.nz Tue Nov 3 15:40:38 1998 Date: Wed, 4 Nov 1998 11:40:58 +1300 To: socgrad@csf.colorado.edu From: Maxine Campbell Subject: parent/child relationship Hi folks I'm hoping someone out there might be interested in discussing the nature of the relationship between parents and children. I am having great difficulty in coming up with a sociological definition of the relationship - the only unarguable characteristic that I have come up with to date is "change". My problem arises from a paper I am preparing for an up-coming conference. The paper takes as its starting point an analysis of 150 years of our history, which has been periodised by the author. Each period is assigned a particular view of children. For instance, the earliest period characterises children as chattels of their parents - "tools in the business of survival". My aim in the paper is to revisit these periods and give a corresponding characterisation of parents. For this early period, parents might be viewed as owners, for instance. In order to be consistent however, it would seem necessary to develop an understanding of the parent/child relationship. So far, I've been unsuccessful in coming up with any adequate definition, and the issue is confounded by a propensity towards the psychological rather than the sociological. Because the relationship is so open to change any and all of the following characterisitcs might be relevant to varying degrees at different stages of the relationship, but none would qualify as necessary or sufficient at all stages or in all p/c relationships: dependency, support, responsibility, inequality, recipricosity, legalism, emotion, biology, interaction, reaction ... Is it possible to develop an "ideal type" for a relationship which, depending on time and place, could rightly be described as dialectical, causal, explanatory yet could also be rightly described as synthetic, accidental or arbitrary. Your thoughts would be much appreciated. Cheers, Maxine Maxine Campbell email: maxine@waikato.ac.nz Sociology Department Phone: 0064-7-8562889, ex 8274 University of Waikato Home: 0064-7-8547103 Hamilton Fax: 0064-7-8562158 New Zealand From cassell@vance.irss.unc.edu Wed Nov 4 12:43:26 1998 Date: Wed, 4 Nov 1998 14:42:07 -0500 (EST) From: James Cassell To: Sociology Graduate Student Discussion Subject: support human rights (fwd) I thought some of you might be interested in signing this petition. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 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 ---------- Subject: support human rights > To celebrate the 50th Anniversary of the Universal Declaration of Human > Rights, Amnesty International is collecting signatures for a pledge to > support this very important United Nations declaration. Amnesty already > has 3 million signatures (real and virtual) world wide, and wants 8 > million > (which would be a significant proportion of the world's population of > around 6 billion). The UN Secretary General has already agreed to be > present either in person or live by satellite to receive the pledge as a > tangible statement of the people of the world's commitment to an > international > agenda of human rights. > > The most simple way to add your name to the pledge is to send an email > to > 1) Put YOUR NAME in the SUBJECT. > 2) Put the following text in the message: > "I support the rights and freedoms in the Universal Declaration of Human > Rights for all people, everywhere." > > >Forward this message to as many people as you can, please! > >_____________________________________________________________________ __ >Sundar Daniel >Director >NEIDAC >Nongrimbah Road >Shillong - 793 003 INDIA >telefax: +91.364.22 8241 From cassell@vance.irss.unc.edu Thu Nov 5 06:00:38 1998 Date: Thu, 5 Nov 1998 07:59:15 -0500 (EST) From: James Cassell To: Teaching Sociology , Sociology Graduate Student Discussion Subject: (fwd) E-Mail Plot Afoot to Make a Monkey Out of Glenn Since one version of this "plot" was posted here, I thought you might enjoy this piece. 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 http://www.tvgen.com/newsgossip/dish/981105e.htm News & Gossip Daily Dish Thursday, November 5, 1998 NEWS & GOSSIP Daily Dish for Thursday, November 5, 1998 Liz Smith E-Mail Plot Afoot to Make a Monkey Out of Glenn Even though he's the oldest working astronaut ever, Sen. John Glenn is handling his space-shuttle journey just fine. But if people obey a gag e-mail message currently making the rounds, the septugenarian spaceman is in for a scare when he returns to Earth on Saturday. "Psst!" begins a message received by Dish, its colleagues and friends several times yesterday. "When John Glenn returns from space, everybody dress in ape suits." For the sci-fi challenged among you, the joke is a reference to the 1968 classic Planet of the Apes, in which astronaut Charlton Heston and his fellow rocket jockeys crash-land on a strange planet where monkeys call the shots and humans are enslaved. The second version of the e-mail, which bounced back and forth all day in slightly different incarnations, warns recipients, "We have four days to bury the Statue of Liberty up to her neck." Once again, for those who never heard Heston snarl the magic words, "Get your stinking paws off me, you damn dirty ape," Chuck ends the film — avert your eyes if you don't want to ruin the surprise — on his knees in front of the top portion of Lady Liberty, a sign that he's landed on Earth and is seeing our future. Of course, the whole thing will fall flat if Glenn, like several of the non-geeks Dish had to explain things to, never caught the flick. — Michael Peck From cassell@vance.irss.unc.edu Fri Nov 6 05:08:03 1998 Date: Fri, 6 Nov 1998 07:06:40 -0500 (EST) From: James Cassell To: Sociology Graduate Student Discussion Subject: Job Vacancy (fwd) FYI ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ James Cassell cassell@irss.unc.edu Institute for Research in Social Science http://www.irss.unc.edu/cassell/ University of North Carolina at Chapel Hill Phone: 919/962-0782 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ---------- Forwarded message ---------- Date: Fri, 06 Nov 1998 15:42:35 +1100 From: Diana Crow To: demographic-list@coombs.anu.edu.au Subject: Job Vacancy Dear All, A job vacancy in which you may be interested. Please respond to Dr Martorell (address below) if so. Thank you Diana Crow ____________________________________________________________________________ Vacancy #121421 Assistant Professor in Population Sciences The Department of International Health of the Rollins School of Public Health of Emory University and the Department of Sociology of Emory College announce an immediate opening for a renewable, tenure-track position in Population Sciences at the rank of Assistant Professor. Applicants should hold a doctoral degree in demography, sociology, economics or a related field. A record of excellence in scholarship, successful teaching experience at the graduate level and strong quantitative and writing skills are required. The successful candidate will be expected to teach in demography/population sciences and to establish a strong program of externally funded research in population from an international perspective. Salary is competitive and negotiable. Applications will be accepted until the position is filled. Emory University is an EEO/AA employer Send letter of application with curriculum vitae and three letters of reference to: Reynaldo Martorell, Ph.D. Robert W. Woodruff Professor of International Nutrition and Chair, Department of International Health Rollins School of Public Health of Emory University 1518 Clifton Road, N.E. - Room 754 Atlanta, Georgia 30322 0ffice: 404-727-9888 Fax: 404-727-1278 Email: rmart77@sph.emory.edu ____________________________________________________________________________ ____ From metraux@sas.upenn.edu Fri Nov 6 07:34:27 1998 for socgrad@csf.colorado.edu; Fri, 6 Nov 1998 09:34:23 -0500 (EST) From: metraux@sas.upenn.edu (Stephen Metraux) Subject: Re: (fwd) E-Mail Plot Afoot to Make a Monkey Out of Glenn To: socgrad@csf.colorado.edu Date: Fri, 6 Nov 1998 09:34:23 -0500 (EST) In-Reply-To: from "James Cassell" at Nov 5, 98 07:59:15 am I think that to don ape suits would make an excellent prank. To add to the background that Jim gives, here is a clipping from the NYTimes a few months back that suggests there is/was more to the Planet of the Apes movies than I realized when I'd watch these movies (and don't forget the TV series) despite the strenuous objections of my parents. Steve Metraux * * * In a Social Mirror, The Faces of Apes BYLINE: By PETER M. NICHOLS BODY: EARLY in "Planet of the Apes," the 1968 science-fiction film that spawned four sequels, two television series and all manner of gimcrackery through the 1970's, a tall, lithe astronaut named Taylor corrects the misimpression of two intellectual chimpanzees who are trying to determine who this supposedly primitive human is and where he fits into the cosmic puzzle. "I am not the missing link," he informs them. Having crashed-landed a spaceship on an unknown planet he believes to be 320 light years from Earth, Taylor, portrayed with abrasive strength by Charlton Heston, and a cowering band of mutant humans have been rounded up by ferocious gorilla cavalrymen and tossed in a cage as if they were-well, gorillas. Throughout all five films, the species are at each other's throats, with all sorts of ethnic overtones hanging out. Interestingly, though, this culture clashing had no negative effect on the films' popularity as family entertainment. Critics hold that the science-fiction settings gave the "Planet" movies latitude to confront dicey social situations in ways that may have turned off audiences of more conventional movies. Whatever the case, watched end to end in a new set of videos from Fox, together with a highly informative documentary, "Behind the Planet of the Apes," the films reflect an extraordinary accommodation of messages burning to be dramatized in the era of Vietnam protest and violent racial unrest, on one hand, and the restraints and sweeteners required for a family movie on the other. Adapted from the novel by Pierre Boulle and written by Rod Serling and Michael Wilson, who had been blacklisted in 1951 for supposed Communist connections, "Planet of the Apes" was relentlessly promoted from the time it was just a concept by the producer Arthur P. Jacobs. Hollywood, however, found the idea of costumed apes uncomfortably close to Saturday-morning cartoons. Only Richard D. Zanuck, the head of 20th Century Fox, was willing to make the film. "We chose it strictly for its entertainment value," he said recently. "It was something that we'd never seen before." Mr. Zanuck oversaw "Planet of the Apes," which was directed by Franklin J. Schaffner, and its first sequel, "Beneath the Planet of the Apes" (1970), before he moved on from Fox. "I didn't read any kind of message," he said. "I saw it as an interesting, unique piece. The later films got into message, but I wasn't trying to make a statement." With writers like Serling and Wilson, message was inevitable. In "Planet of the Apes," by far the best film of the series, humans are the primitive, speechless primates; the apes, neatly compartmentalized in their own social classes (gorillas do the fighting, chimpanzees are the intellectuals and orangutans are political leaders) and busily engaged in all the power games humans play, defensively rule the roost. Taylor, a smart, tough, can-do kind of fellow from an order of humans developed eons earlier, electrifies his highly prejudiced captors with his first words: "Take your stinking paws off me, you damned dirty ape." That's not much of an icebreaker, especially with paranoid creatures who, like myopic humans on any number of issues, have a hard time with the notion that a breed they consider to be beasts may be vastly more advanced than they are. From that point the slyly amusing screenplay has some fun with the role reversal. "Wonder how he'd score on a Hopkins dexterity test," the chimpanzee scientist Zira (Kim Hunter) wonders about Taylor. The films' popular appeal was certainly aided by the wonderfully mobile ape masks, called appliances, developed by John Chambers. By exaggerating their expressions, those who wore them Ms. Hunter, for example, and Roddy McDowall as her husband, Cornelius, and Maurice Evans as the orangutan Dr. Zaius-were able to project reactions and emotions through a thick layer of foam rubber. But always there are deadly matters at hand. A harsh, bitter man, Taylor is a refugee from a human society he suspects has long ago destroyed itself with hate and nuclear warfare. "He's a misanthrope," Mr. Heston said in an interview. "He's disgusted with life and the human race." At the start of the film he addresses a question to a world now 700 years behind him. "Tell me," he says, "does man still keep his neighbor's children starving?" In a famous scene at the film's end, a half-buried Statue of Liberty not only reveals what planet Taylor has crashed on but what fate it suffered hundreds of years earlier. The sequels grow darker. In "Beneath the Planet of the Apes," the gorilla army ignores antiwar protesters and marches on human mutants living in an underground Forbidden Zone (a blitzed New York City). The humans are praying to their god. "Glory be to the bomb and to the holy fallout as it was in the beginning," intones a priest. By the second sequel, "Escape From the Planet of the Apes" (1971), humans again have the upper hand. The engaging chimpanzees Cornelius and Zira are refugees on earth, having escaped nuclear destruction in the spaceship Taylor rode in on in the first film. As the apes were with Taylor, humans are startled to learn that Zira can talk ("I loathe bananas"). Later it is discovered that Zira is pregnant, and she and Cornelius are hunted down and killed by humans who fear the onset of an ape baby boom. Their child, later named Caesar (also portrayed by Mr. McDowall), survives. In the third sequel, "Conquest of the Planet of the Apes" (1972), the apes are trained as slaves. After much provocation, Caesar organizes his species and stages a revolution. In keeping with the rising tide of violence in American movies in the early 70's, pitched battles are fought in the streets of Los Angeles, with destruction reminiscent of the Watts riots. At test screenings, women gathered up their children and ran for the exits. The studio was alarmed. With family appeal threatened, the violence was toned down in "Battle for the Planet of the Apes" (1973), the final film of the series. At the end, ape and human children mingle in a hopeful sign of harmony. But from first film to last, the "Planet" series seemed to know better. In the documentary, Mr. Heston recalls lunch breaks during the filming of "Planet of the Apes." Unable to remove their masks and get them back on in time for the afternoon shoot, actors ate with their appliances on, watching intently in mirrors so they wouldn't spear themselves with forks and smoking cigarettes with long holders to prevent setting their heads on fire. Even off duty there was no break from segregation and the class struggle. "There'd be a kind of self-segregation," Mr. Heston says. "The gorillas would all eat at one table, the chimpanzees at another, the orangutans at another." August 30, 1998 -- Department of Sociology Center for Mental Health 3718 Locust Walk Policy & Services Research University of Pennsylvania 3600 Market St. #730 Philadelphia PA 19104-6299 Philadelphia PA 19104 (215) 349 8487 (phone) ** ** (215) 349 8715 (fax) metraux@sas.upenn.edu http://www.sas.upenn.edu/~metraux From cassell@vance.irss.unc.edu Fri Nov 6 08:31:41 1998 Date: Fri, 6 Nov 1998 10:30:19 -0500 (EST) From: James Cassell To: socgrad@csf.colorado.edu Subject: Re: (fwd) E-Mail Plot Afoot to Make a Monkey Out of Glenn In-Reply-To: <199811061434.JAA07993@mail2.sas.upenn.edu> On Fri, 6 Nov 1998, Stephen Metraux wrote: > I think that to don ape suits would make an excellent prank. To add to > the background that Jim gives, here is a clipping from the NYTimes a few > months back that suggests there is/was more to the Planet of the Apes > movies than I realized when I'd watch these movies (and don't forget the > TV series) despite the strenuous objections of my parents. > > Steve Metraux > > * * * > > In a Social Mirror, The Faces of Apes > > BYLINE: By PETER M. NICHOLS > > Adapted from the novel by Pierre Boulle and written by Rod Serling and > Michael Wilson, who had been blacklisted in 1951 for supposed Communist > connections, Thank you; it's nice to know that Charlton Heston, one of the biggest right-wing zealots in Hollyweird, worked in a movie written by victims of McCarthy. Ah, the power of money... 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 Patrick.Krueger@Colorado.EDU Fri Nov 6 11:34:27 1998 Date: Fri, 6 Nov 1998 11:34:20 -0700 (MST) From: Krueger To: Sociology Graduate Students -- International Subject: Re: (fwd) E-Mail Plot Afoot to Make a Monkey Out of Glenn In-Reply-To: Better yet, now the head monkey (Charlton Heston) is the main pontif for the National Rifle Association. I suppose the best way to make a social commentary (Planet of The Apes) is not to become a "Hollywierd" actor, but a political actor (did any of you hear the campaigning Heston did to become the head honcho at the NRA)? PMK The energy produced by breaking down the atom is a very poor thing. Anyone who expects a source of power from the transformation of these atoms is talking moonshine. -- Ernest Rutherford, 1933 (five years before fission was accidentally discovered by German physicists Hahn and Strassman) On Fri, 6 Nov 1998, James Cassell wrote: > On Fri, 6 Nov 1998, Stephen Metraux wrote: > > > I think that to don ape suits would make an excellent prank. To add to > > the background that Jim gives, here is a clipping from the NYTimes a few > > months back that suggests there is/was more to the Planet of the Apes > > movies than I realized when I'd watch these movies (and don't forget the > > TV series) despite the strenuous objections of my parents. > > > > Steve Metraux > > > > * * * > > > > In a Social Mirror, The Faces of Apes > > > > BYLINE: By PETER M. NICHOLS > > > > > > Adapted from the novel by Pierre Boulle and written by Rod Serling and > > Michael Wilson, who had been blacklisted in 1951 for supposed Communist > > connections, > > Thank you; it's nice to know that Charlton Heston, one of the biggest > right-wing zealots in Hollyweird, worked in a movie written by victims of > McCarthy. Ah, the power of money... > > 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@vance.irss.unc.edu Sat Nov 7 03:34:31 1998 Date: Sat, 7 Nov 1998 05:33:05 -0500 (EST) From: James Cassell To: Sociology Graduate Student Discussion Subject: CUPR post-doc (fwd) FYI ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ James Cassell cassell@irss.unc.edu Institute for Research in Social Science http://www.irss.unc.edu/cassell/ University of North Carolina at Chapel Hill Phone: 919/962-0782 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ ---------- Forwarded message ---------- Date: Fri, 06 Nov 1998 14:47:37 +0000 From: Bob Lake To: comurb_R21@email.rutgers.edu Subject: CUPR post-doc POST-DOCTORAL FELLOW IN URBAN POLICY CENTER FOR URBAN POLICY RESEARCH The Center for Urban Policy Research (CUPR) at Rutgers University is seeking a Post-Doctoral Fellow for a one-year non-tenure track appointment beginning July 1, 1999. The post-doc will participate in ongoing research at CUPR and pursue independent research. An individual with strong analytical abilities and specialization in community development, urban poverty, and/or environmental policy is strongly preferred. Salary is $40,000 for 12 months plus health benefits. A Ph.D. in urban planning, public policy, geography, economics, sociology or a closely related field must be completed prior to July 1, 1999. Rutgers is an equal opportunity/affirmative action employer. Applicants should send a letter of interest, a resume, and three letters of recommendation by December 15, 1998 to: Norman Glickman, Director Center for Urban Policy Research Rutgers University 33 Livingston Avenue, Suite 400 New Brunswick, NJ 08901 Glickman@rci.rutgers.edu From DAVIDSON@UCONNVM.UCONN.EDU Mon Nov 9 16:48:42 1998 Date: Mon, 09 Nov 98 18:42:57 EST From: Alan Davidson Subject: On The Suicide of Jason Altom To: grdisu-l@UCONNVM.UCONN.EDU This is actually the forward of a forward of a forward -- Date: Sun, 8 Nov 1998 13:42:04 -0400 From: Al Higgins Subject: On The Suicide of Jason Altom On the Suicide of Jason Altom Jason Altom was the fifth-year grad student in chemistry at Harvard who, last August, killed himself. In a suicide note, Altom blames his situation on the advisor system. His action is having effects. Here is an editorial and an article from Nature on the suicide and its consequences for graduate studies at Harvard and elsewhere. ++++++++++ \Editor, "Reflections on The Death of a Young Scientist," Nature 395 (29 October 1998), p. 823.\ There is always something slightly humbling about human tragedy. Tragedy. Such is the case with the suicide two months ago of a fifth-year graduate student, Jason Altom, at Harvard University. It is impossible to speculate on the full range of factors that led an apparently outstanding and respected student, outwardly stable and well-liked by his fellow students, to decide to take his own life. What does prompt comment, however, is the fact that Altom left a detailed note describing the pressures to which he felt subject, and suggesting how some of these might have been avoided in different circumstances ... (see below). The contents of the note, extracts of which have been published in the Harvard Crimson, allude to a situation with which all graduate students will be familiar. One is the constant pressure to succeed, with eyes fixed on a sometimes distant, often daunting and always challenging goal. A second is the intense relationship, which can be either sup- portive or destructive, with a single supervisor -- a relationship that some Harvard students joke tends to last longer than most marriages. Both pressures can be exacerbated by a lack of the financial means and social networks that might otherwise allow their more extreme impacts to be softened. Further problems are created by the system of 'indentured servitude' at some institutions, under which graduates are used to meet teaching and other commitments, and end up feeling that they are being treated as a source of cheap labour. There is no reason to believe that the situation at Harvard, despite a hot-house culture in which may ambitious graduate students willingly participate, is significantly different from that at other leading research universities. And the chemistry department, which had already been engaged in debates about mitigating such pressures, has been prompted by Altom's death to take immediate action, such as requiring every second-year student to set up a three-member pre-thesis advisory panel, and making psychological counselling services readily available. Such moves can only be welcomed. But they inevitably raise the question, prompted by genuine concern rather than reflex recrimination, of why it took the death of an outstanding student to prompt the department into action. According to one recent PhD student, proposals for improved student oversight had been submitted by a graduate student committee three years ago, but stalled when faculty members were unable to agree on its implementation. Yet, she points out, this happened at a time when the faculty was able to conceive and start construction of a new building, renovate existing laboratories and hire new faculty. It is impossible to pass judgement without knowing the full circumstances. But such situations raise a key issue that lies behind a broad swathe of current concerns, from scientific misconduct to the plight of contract research staff: is a culture of achievement, fanned by an increasingly competitive job market and tight competition for research grants, now in danger of driving out the culture of mutual support from which both science and its protagonists have gained so much in the past? ++++++++++ \Nadis, Steve. "Suicide Highlights Graduate Student Woes," Nature 395 (29 October 1998), p. 826.\ [Boston| Harvard University is reviewing its policies on graduate students following the death of Jason Altom, a fifth-year PhD candidate in the chemistry department who killed himself last August by taking cyanide. Altom, the third Harvard graduate student to commit suicide since 1997, was working on the synthesis of a complex molecule under the supervision of organic chemist Elias J. Corey, winner of the 1990 Nobel prize. "This event could have been avoided," Altom wrote in a suicide note, part of which was reprinted by the Harvard Crimson, a student newspaper. "Professors have too much power over the lives of their grad students." Altom suggested in the note that a thesis committee, made up of three professors, should be formed earlier in the research process to help students assess their work and to protect them Tom what he described as "abusive research advisers" He added: "If I had such a committee now, I know things would be different." Poor faculty advising had been highlighted last March as a serious problem in a letter to the university administration from the Graduate Student Council. Changes in the advising structure, as advocated by Altom and the student council, were incorporated in a nine-point plan adopted by the chemistry department in mid-September. "Jason's death prompted an examination of the role the department should play in graduate students' lives," says atmospheric chemist James Anderson, who became department chairman in July. Under the new guidelines, each second year graduate student will establish a prethesis committee composed of the adviser and two other faculty members. Students will also have "confidential and seamless access" to psychological counselling services paid for by the department, says Anderson. Other changes include the introduction of "frequent" buffet dinners for graduate students, postdocs and faculty members, as well as regular meetings between the chairman and graduate school classes. A survey will assess the usefulness of the new policies. "We plan to make more changes, but want to evaluate these measures first," says Anderson. The heads of Harvard's other science departments are "paying close attention to what we're doing', he adds. "They realize that the isolation and depres- sion experienced by some graduate students is not unique to chemistry." A11 3,400 of Harvard's graduate students were questioned during the registration period in September about the effectiveness of the advisory system. "Our efforts have been galvanized by this event [Altom's suicide]," says Margot Gill, administrative dean of the graduate school. "It has forced us to ask if there is more we can do to improve the graduate student experience." Anne Pruitt-Logan, scholar in residence at the Council of Graduate Schools in Washington DC, endorses the idea of creating advisory committees for students. "But most of these committees focus too narrowly on the research, when students need broader mentoring," she says. Although the advisers would not be counsellors per se, says Pruitt-Logan, "they would hopefully be obser.vent enough to see that something is amiss. Having a group of advisers increases the chances that someone will catch signs of distress." Stephen Senturia, an electrical engineering professor at the Massachusetts Institute of Technology (MIT), agrees that the adviser-student relationship is a critical issue. "It's easy to fall into the notion that the adviser owns your life," says Senturia, who runs workshops that expose students to ethical dilemmas in research and train them to handle problems with their supervisors. Thesis committees at the university should form earlier than they do at present, he suggests, as a way of "broadening the support base for students" But Senturia points out that MIT's Graduate Student Council is not pushing for changes in the advisory programme. That could mean that students are satisfied with the present system, he says. "Or maybe they're just too busy." ++++++++++ A. C. Higgins SS 359 SUNYA Albany, New York 12222 ACH13@CNSVAX.Albany.edu Phone: (518) 442 - 4678; FAX: (518) 442 - 4936 SCIFRAUD@CNSIBM.Albany.edu From DAVIDSON@UCONNVM.UCONN.EDU Tue Nov 10 18:35:39 1998 Date: Tue, 10 Nov 98 20:27:03 EST From: Alan Davidson Subject: New graduate education report To: grdisu-l@UCONNVM.UCONN.EDU, gradtalk@uvvm.uvic.ca The web site of the National Association of Graduate and Professional Students today posted on its web site the Association of American Universities report on Graduate Education. The URL is http://www.nagps.org/NAGPS/index.html. Among the worthwhile quotes: From DAVIDSON@UCONNVM.UCONN.EDU Tue Nov 10 20:32:15 1998 Date: Tue, 10 Nov 98 22:29:41 EST From: Alan Davidson Subject: Theses (fwd) (fwd) To: Julie Cyr ----------------------------Original message---------------------------- Date: Tue, 10 Nov 1998 19:11:05 -0800 Reply-To: Graduate Studies Discussion Forum Sender: Graduate Studies Discussion Forum From: Warren Linds Subject: Theses (fwd) To: AERA-GSL@ASUVM.INRE.ASU.EDU Something to think about.... WHY WRITING A DISSERTATION IS HARDER THAN HAVING A BABY 1. Three months before your due date, your doctor doesn't say, "I want you to go back and re-do the first trimester's work." 2. Unlike advisors, you can switch doctors without starting over. 3. Conceiving a baby is WAY more fun than conceiving a topic. 4. You know exactly how long pregnancy takes. 5. Friends and relatives don't question the worth of a baby. 6. You don't need to explain repeatedly to friends and family what it takes to make a baby and why you're not through yet. 7. No one will make you get an advanced degree before having a baby. 8. Everyone will say your baby is cute and you'll believe them. 9. Babies don't require proper footnoting or adherence to a style manual. 10. You can freely borrow other people's stuff if you're having a baby; if you're writing a dissertation, that's called plagiarism. 11.No one will complain that your baby is too similar to another one. 12.No matter how much trouble, some people will gladly have more than one baby. From dnaylor@scf-fs.usc.edu Tue Nov 10 22:00:49 1998 Date: Tue, 10 Nov 1998 20:55:42 -0800 To: socgrad@csf.colorado.edu, Sociology Graduate Students -- International From: Don Naylor Subject: Re: New graduate education report In-Reply-To: <981110.203302.EST.DAVIDSON@UConnVM.UConn.Edu> Humor or a goof? (see below) At 08:27 PM 11/10/98 EST, Alan Davidson wrote: > The web site of the National Association of Graduate and Professional >Students today posted on its web site the Association of American Universities >report on Graduate Education. The URL is > >http://www.nagps.org/NAGPS/index.html. > >Among the worthwhile quotes: > > From cassell@vance.irss.unc.edu Wed Nov 11 10:28:31 1998 Date: Wed, 11 Nov 1998 12:25:01 -0500 (EST) From: James Cassell To: Sociology Graduate Student Discussion Subject: Questions About Future Of Those Many Ph.D.'s Saw this in today's New York Times. 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 ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ NEW YORK TIMES November 11, 1998 Questions About Future Of Those Many Ph.D.'s By KAREN W. ARENSON [G] raduate students working on Ph.D.'s know that getting a job after graduation will be difficult. Faculty members who teach the graduate students say those with Ph.D.'s often wind up underemployed. Now the Association of American Universities, a group that represents 62 leading universities, is acknowledging the problem and calling on its members to look at their graduates' job prospects more carefully and change their programs if necessary. In a new report, a committee of the Association of American Universities defends the number of Ph.D.'s as useful to society but calls on its member institutions to improve tracking of employment of graduates and prepare students better for a range of careers. The study represents an acknowledgment by elite institutions that they should take more responsibility for all of their graduates, not just the relative few who find jobs at research universities like their own. The 62 elite research universities that belong to the association produce more than half of the approximately 40,000 Ph.D.'s awarded in the United States each year. The 15-member committee included presidents or chancellors from Yale, Duke, Washington University, Rutgers and the University of California at Santa Barbara. Peter D. Syverson, vice president for research and information services at the Council of Graduate Schools, applauded the call for universities to collect better data. "The problem comes down to a disconnect between expectations and reality," Mr. Syverson said. "Gathering more information is useful so your current graduates aren't taken by surprise." But Mark R. Kelley, president-elect of the graduate student caucus of the Modern Language Association, called the recommendations "ludicrous." He said the problem was university reliance on part-time adjuncts, which if reduced would create more full-time teaching jobs for those with Ph.D.'s. "I assume they're saying that after eight or nine years of running people's lives, we'd better look at what happens to them," Mr. Kelley said. "This is a grand gesture. I wonder why it's taken them so long to recognize this. They're always putting Band-Aids on problems." Although graduates with Ph.D.'s earn more than those with bachelor's or master's degrees, financial support for graduate students has eroded and for many students, the time it takes to earn a Ph.D. has grown to 8 to 10 years or more. Universities have never hired all of the Ph.D.'s they produced themselves, but for many years, supply and demand were more closely matched. Production of Ph.D.'s mushroomed in the late 1950's and the 1960's as the United States raced to catch up with the Soviet Union's space program and the cold war intensified. The number of Ph.D.'s awarded annually jumped to 41,610 in 1995 from only 8,773 in 1958, spurred in part by increased Federal financing, which paid for expansion in the number of universities offering doctorates and in the number of doctoral programs. As that expansion ended, there were fewer new teaching jobs. Between 1975 and 1994, the report said, the number of recent Ph.D.'s hired by academe from the universities that are association members grew by only about 1,000. But such figures do not even tell the whole story, since graduates in individual fields sometimes have particular problems, and some of the academic jobs are in part-time, nonpermanent positions. "Our view is that there is a continuing crisis of underemployment in the humanities and the humanities-oriented social sciences," said Robert Weisbuch, president of the Woodrow Wilson National Fellowship Foundation in Princeton. The new report by the Committee on Graduate Education at the American Association of Universities acknowledges that many new Ph.D.'s do not have full-time jobs by the time they graduate but argues that the Ph.D. is valuable preparation for a variety of jobs, not just college teaching positions. Furthermore, it says, people with doctorates have very low unemployment rates throughout their careers. But the report does express concern over the increasing proportion of Ph.D.'s who spend one or more years in post-graduate study after they earn their degrees. This means that students who have already postponed taking full-time jobs, are postponing such employment still longer, and often not entering the job market until their mid to late 30's. Some universities have begun to track their own graduates in the job market. One recent study by the English department at the Graduate Center of the City University of New York found that of 89 students who earned Ph.D.'s in English from 1992 to 1996, 60 were in academic jobs (39 in tenure track positions, 9 in nontenured but full-time positions and 12 in adjunct positions.) Except for 3 graduates not found by the researchers, the remaining 26 held a variety of jobs, including writing, editing and administration. "That there is a real problem in the academy in the placement of Ph.D.'s is beyond question," said William Kelly, provost at the CUNY graduate center. "But the magnitude is not as severe as it is made out to be." Although Mr. Kelly, for one, says that some of the non-academic jobs are valuable and exciting, there is a growing recognition in academic circles that those who do not find full-time tenured jobs are often left feeling that they have fallen short of some mark. Maresi Nerad, director of graduate research at the University of California at Berkeley, who is conducting a national study of Ph.D.'s 10 years after graduation, said Berkeley was trying to address this with programs like a career-management workshop for English Ph.D. students this fall. "We wanted to make our doctoral students aware that there is an array of possibilities," Ms. Nerad said, "and not be caught up in the feeling that either you're a professor or you're nothing." Copyright 1998 The New York Times Company From Kmaher221@aol.com Wed Nov 11 13:37:06 1998 From: Kmaher221@aol.com Date: Wed, 11 Nov 1998 15:33:28 EST To: socgrad@csf.colorado.edu Subject: Re: Questions About Future Of Those Many Ph.D.'s I believe it...however I am seeing more and more applied programs such as those in healthcare and gerontology among others...which gives me some hope....Kathryn In a message dated 11/11/98 2:08:34 PM Central Standard Time, cassell@vance.irss.unc.edu writes: << Saw this in today's New York Times. >> From DAVIDSON@UCONNVM.UCONN.EDU Wed Nov 11 13:49:07 1998 Date: Wed, 11 Nov 98 15:43:48 EST From: Alan Davidson Subject: It is not a goof To: socgrad@CSF.COLORADO.EDU It is not a goof -- I think I got the URL correct. The report does critique (in the worthwhile quotes section that I ommitted) the entire faculty-centered or institutional benefit-centered approach to graduate education which has been strangely endemic of the "higher education under siege" climate of the past twenty-five years. From DAVIDSON@UCONNVM.UCONN.EDU Wed Nov 11 15:51:34 1998 Date: Wed, 11 Nov 98 17:49:29 EST From: Alan Davidson Subject: Admission procedures for Ph.D. To: socgrad@CSF.COLORADO.EDU Our department is toying around with the idea of changing how students are admitted to the Ph.D. program from an Admissions Committee decision to an entire faculty discussion. How do other schools do things? From DAVIDSON@UCONNVM.UCONN.EDU Wed Nov 11 16:20:30 1998 Date: Wed, 11 Nov 98 18:19:35 EST From: Alan Davidson Subject: Jobs To: socgrad@CSF.COLORADO.EDU All H-Net Job Listings November 9, 1998 ----------------------------------------------------------------------- See our Web version at http://www.matrix.msu.edu/jobs -------------------------------------------------------------------------- RESEARCH/PROFESSIONAL 151. Ohio State University (OH) Research in Institution of Memory The Ohio State University Institute for Collaborative Research and Public Humanities invites applications from scholars interested in investigating institutions of memory during the 1999-2000 academic year. Established by the University's College of Humanities in 1997 and permanently funded by the Dean of the College and the Provost, the Institute has as its three-fold mission facilitation of innovative modes of cooperation and collaboration among scholars in the humanities, promotion of the engagement of the humanities with the public, and encouragement of intellectual exchange among research faculty, graduate students, and undergraduate honors students residing at the Insti-tute. The Institute sponsors visiting lectures, colloquia and panel discussions addressing scholarly and academic issues, and educational programs that serve the general public of the region. It is home to the in-progress Encyclopedia of Midwestern Culture. In its support of research the Institute annually subvends at least four internal faculty fellows and up to three visiting scholars working together on a yearly theme. The theme for the 1999-2000 academic year is institutions of memory. How are remembering and forgetting socially organized? How are public spaces (museums, cemeteries, schools), symbolic tech-nologies (images, texts, canons) and subject-forming techniques (rituals, bodily practices, interpretive or expressive skills) brought together to construct and perform usable pasts for present purposes? How are individual or collective histories made available for imaginative appropriation? By what means are memories authorized or contested? Research on any aspect of the cultural dimension of memory or the commemorative dimension of culture is welcome. TERMS OF APPOINTMENT Visiting scholars are not required to teach but are expected to participate in Institute programs, meet regularly with each other and with the other fellows and students, make public presentations of their research, and avail themselves of other opportunities for interchange. Visitors must be in fellows and students, make public presentations of their research, and avail themselves of other opportunities for interchange. Visitors must be in residence for the duration of their appointments. AWARD Each visiting scholar will be awarded a stipend of $12,000 per quarter, a travel allowance of up to $1500, and a $1000 research fund. As many as three one-quarter awards or one one-quarter and one two-quarter award will be made. Visitors will be provided with office space, some secretarial support, computer access, stationery, office equipment, library privileges, and advice in locating accommoda-tions during their stay. APPLICATION PROCESS AND DEADLINE Applicants should submit by January 1, 1999 a letter of intent, a cv, and a 3-5-page explanation of research interests and their relationship to the theme. Successful applicants will be selected by the In-stitute's Oversight 3-5-page explanation of research interests and their relationship to the theme. Successful applicants will be selected by the In-stitute's Oversight Committee and Advisory Council and notified by February 15, 1999. For more information about the Institute, please consult its website at www.cohums.ohio-state.edu/hi. -------------------------------------------------------------------------- SOCIOLOGY 155. Arizona State University (AZ) Assistant Professor, Sociology The Department of Sociology at Arizona State University invites applications for a full-time, tenure-track Assistant Professor with a concentration in Family Demography. Instruction will be at both the undergraduate and graduate levels. The position starts August, 1999. A Ph.D. degree in Sociology or Demography by August 16, 1999, evidence of strong quantitative skills, and a research agenda in family demography is required. Evidence of ability to publish research findings and teaching skills is desired. Review of complete applications will start January 19, 1999 or the 19th of each month thereafter until the position is filled. Please send a letter summarizing your research and teaching interests, a vita, three letters of recommendation, and samples of written work to: Deborah A. Sullivan, Search Committee Chair, Arizona State University, Department of Sociology, P.O. Box 872101, Tempe, Arizona 85287-2101. For questions: dsullivn@asu.edu; 602-965-4492; fax: 602-965-0064. ASU is an equal opportunity, affirmative action employer committed to diversity in the workplace. 156. Fort Lewis College (CO) Assistant Professor, Sociology Sociology/Human Services Assistant Professor, Ph.D. preferred and required for tenure. Applicant should be broadly prepared to teach the full range of courses in the Department and demonstrate a commitment to social practice and teaching. The department combines theory and social practice through courses in comparative native issues, race, women's issues, class conflict and practicum experience in the Southwest and Mexico within the context of economic justice. The college is a state supported, liberal arts college of 4,300 students in the Southwest Rockies, emphasizing excellence in teaching. Teaching assignment is 12 hours per term. Send statement of teaching philosophy, curriculum vitae, transcripts, and three letters of recommendation to: Dennis Lum, Chair, Search Committee, Department of Social/Human Services, FLC, 1000 Rim Drive, Durango, Colorado 81301-3999. Applications must be postmarked no later than December 7, 1998. Fort Lewis is an AA/EOE. Women and minorities encouraged to apply. Official transcripts required of semi-finalists. http://www.fortlewis.edu. 157. Jacksonville University (FL) Assistant Professor, Sociology The Department of Sociology at Jacksonville University invites applications for a tenure-track position at the assistant professor level beginning in the fall of 1999. Jacksonville University is an independent liberal arts institution, and commitment to excellent teaching is our most important consideration. Teaching requirements will include introductory and upper level sociology courses, including sociological theory and possibly criminology. A Ph.D. in Sociology is required. Please send letter of application, vita, unofficial transcripts, and three letters of reference to Eric Thomas, Chair, Division of Social Sciences, Jacksonville University, 2800 University Boulevard North, Jacksonville, Florida, 32211-3394. A review of the applications will begin immediately and continue until the position is filled. 160. University of California Berkeley (CA) Sociology The Department of Sociology anticipates the appointment of a tenured or tenure-track faculty member, rank open, to begin in the Fall of 1999. We seek to appoint a scholar with a distinguished record of research and teaching in social theory and/or the theoretical aspects of one or more substantive areas of sociology. Substantive areas of interest include, but are not restricted to: crime and deviance, health and medicine, sexuality, culture, and religion. Applicants should send letters of interest and curriculum vitae to: Search Committee, c/o Chair, Department of Sociology, University of California Berkeley, Berkeley, California 94720-1980 by February 1, 1999. (Applicants at the untenured level should also submit materials and at least three letters of reference.) The University of California is an Equal Opportunity, Affirmative Action Employer. 161. University of California, San Francisco (CA) Sociaology Predoctoral students The Department of Social and Behavioral Sciences is accepting applications for its Doctoral Program in Sociology for Fall 1999 (deadline 2/1/99). The focus is on medical sociology, with special emphases on aging, chronic illness, and disability; women, health, and healing; AIDS/HIV; sociology of science and technology; race, class, and gender. Merit-based fellowships, traineeships in aging and health services research, and research, and research assistantships are available. For information and applications contact Ray Rudolph, Department of Social and Behavioral Sciences, University of California, San Francisco, CA 94143-0612; telephone: 415-476-3964; fax: 415-476-6552; e-mail: rgr@itsa.ucsf.edu. From harbison@cats.UCSC.EDU Wed Nov 11 19:26:11 1998 Wed, 11 Nov 1998 18:26:02 -0800 (PST) Date: Wed, 11 Nov 1998 18:26:02 -0800 (PST) From: "Kimberly S. Harbison" To: socgrad@csf.colorado.edu Subject: CALL FOR PAPERS * * * * * * * * * * CALL FOR PAPERS * * * * * * * * * * The Center for Language, Interaction, and Culture (CLIC) Graduate Student Association at UCLA and The Language, Interaction, and Social Organization (LISO) Graduate Student Association at UCSB Issue its call for papers for the fifth annual conference on language, interaction, and culture to be held April 29-May 1,1999. This year's conference will be hosted by the LISO Graduate Student Association at the University of California, Santa Barbara. Plenary Speaker: Dr. Don Kulick Dr. Kulick will also lead a pre-conference workshop for graduate students. Registration information will be forthcoming. Submissions should address topics at the intersection of language, interaction, and culture and would preferably be based on recorded, spontaneous interaction. They must be hard copy and should include: (1) a detachable title page that includes (a) the title of the paper, (b) the author's name, affiliation, postal address, e-mail address, and phone number, (c) a list of equipment needed for the presentation; and (2) SIX COPIES of a 500-1,000 word extended abstract of the paper. No information identifying the author may appear in the abstract. Three copies of submitted abstracts must be received no later than Friday, February 5, 1999. LISO is an ongoing seminar group at the University of California, Santa Barbara, whose members share an interest in the analysis of recorded social interaction through various approaches, including conversation analysis, interactional sociolinguistics, and functional linguistics. LISO is composed of faculty and graduate students from linguistics, sociology, and education, among other departments. CLIC is located at the University of California, Los Angeles. The purpose of CLIC is to promote cross-disciplinary discussion about issues regarding language as a complex resource for thinking and acting in the world. CLIC is composed of faculty and graduate students from anthropology, applied linguistics, education, psychology, and sociology. Submissions not received in triplicate or not received by the deadline will not be considered. Further questions can be addressed via e-mail to clic@ucla.edu or harbison@cats.ucsc.edu. All submissions should be mailed to: LISO Graduate Student Association University of California, Santa Barbara Department of Sociology 2834 Ellison Hall Santa Barbara, CA 93106-3100 From cassell@vance.irss.unc.edu Fri Nov 13 06:55:28 1998 Date: Fri, 13 Nov 1998 08:53:51 -0500 (EST) From: James Cassell To: Sociology Graduate Student Discussion Subject: Fw: web migration survey (fwd) My apologies if you've already seen this. ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 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 ---------- -- Begin original message -- > From: John Reed > > The National Geographic Society and a number of social scientists are > conducting an online survey on migration and modern society, and we ask for > your help in encouraging as many people as possible to participate in an > unprecedented effort to gather original scientific data on the Internet. > > Along with many questions from the General Social Survey the Survey 2000 > asks questions about mobility, and music, literature and food preferences. > Survey respondents remain anonymous, though the compiled results will be > made available on the National Geographic website > (http://www.nationalgeographic.com/) in a few months. Unlike many surveys, > the Survey 2000 makes use of the internet's multimedia abilities to make > the survey fun and efficient. > > The survey period will end November 17, 1998 and we hope to have a diverse > number of people from across the United States and around the world > complete the questions. Please help us with the outreach effort by > completing the survey yourself, and by passing on news of this project to > your family, friends, colleagues or students. > > Over 16 Years Old: > http://survey2000.nationalgeographic.com/survey2000/index.html > > Between 5 and 16 Years Old: > http://survey2000.nationalgeographic.com/survey2000/kids.html > > More notes on methodology are below. > > Thank you for your assistance. > > Sincerely, > Lisa M. Amoroso > Department of Sociology and Organization Behavior > Northwestern University > amoroso@nwu.edu > > > Survey 2000 > > Sociologists and demographers have identified why people move, but > significant data has not been gathered about the effects of movement. > One popular theory holds that increased mobility causes a sense of > isolation and anomie and fragments traditional communities. On the > other hand, a sense of geographic community may be on the wane, but new > forms may be developing as people draw their sense of place and humanity > from different sources. > > > The survey will address several questions: > > * How does migration affect our sense of community? > * How much are cultural tastes influenced by migration? Is regional > variety giving way to an homogenized global culture? > * Are people replacing geographic communities with substitutes such as > profession, workplace, or the Internet? > > Hurdles > > We are looking for roughly 18,000 respondents spread across various > social groups. (Thirty respondents are required within each sub-group > for the data to be statistically valid.) Utilizing the Society=92s > resources, we hope to reach a wide variety of people and urge them to > help us. > > Your support will help us reach as many people as possible. We need > volunteer sponsors to publicize our survey and host events that offer > internet access to people who would otherwise not participate in our > survey. With your assistance we hope to reach out to homes, > universities, schools, libraries, and recreation, community, and senior > centers. With a concerted effort we can reach our goal. > > Participants > > Dr. Jim Witte of Northwestern University is spearheading the study and > preparing the survey. Other participants are as follows: > > * Dr. Bethany Bryson, Princeton University. Author of The Sociology of > Culture. Specialty: examination of shared cultural values through > music. > > * Dr. Wendy Griswold, Northwestern University. Specialty: regional > literature. > > * National Endowment for the Humanities. > > * Isabel Wilkerson, New York Times Chicago Bureau Chief and 1994 > Pulitzer Prize winner, specialist in African-American migration from the > South. > > * Brian Nielson, Northwestern University, Computer Science Department. > > * William Bainbridge, National Science Foundation, Sociology Program > Officer. > > * Bonnie Erickson, University of Toronto, Cultural Sociologist. > > * Barry Wellman, University of Toronto, Quantitative sociologist; social > networks and surveys on the Net. > > * Dr. Mick Couper, Institute for Social Research and Director of Joint > Survey Research for the Universities of Maryland and Minnesota, > Sociologist in Survey Methodology. > > * Carl Haub, Senior Demographer, Population Reference Bureau. > > * Amy Bruckman, College of Computing, Georgia Institute of Technology > > * Harm de Blij, Geographer and former Editor of the National Geographic > Research Journal. > > * Dr. Jim Peterson, Vanderbilt University, Cultural Sociologist. > > * Phil Agre, University of California, Davis. Internet communications > and quantitative sociologist. > > > ------- End of Forwarded Message > > > > > > -- End original message -- From jam97003@uconnvm.uconn.edu Fri Nov 13 10:51:48 1998 X-Warning: UCONNVM.UConn.Edu: Could not confirm that host [137.99.222.23] is default From: "Jack B. Monpas-Huber" To: socgrad@csf.colorado.edu Date: Fri, 13 Nov 1998 12:54:46 +0000 Subject: Re: Theses (fwd) (fwd) Reply-to: jam97003@uconnvm.uconn.edu In-reply-to: <981110.222949.EST.DAVIDSON@UConnVM.UConn.Edu> Hilarious! Bravo, Alan! > WHY WRITING A DISSERTATION IS HARDER THAN HAVING A BABY ____________________________________________ Jack B. Monpas-Huber Doctoral Student/Lecturer Department of Sociology, U-68 University of Connecticut Storrs, CT 06269-2068 (860) 486-4423 Dept. Office E-mail: jam97003@uconnvm.uconn.edu From cassell@vance.irss.unc.edu Fri Nov 13 11:05:52 1998 Date: Fri, 13 Nov 1998 13:04:15 -0500 (EST) From: James Cassell To: socgrad@csf.colorado.edu Subject: Re: Theses (fwd) (fwd) In-Reply-To: <199811131751.KAA08507@csf.Colorado.EDU> On Fri, 13 Nov 1998, Jack B. Monpas-Huber wrote: > Hilarious! Bravo, Alan! > > > WHY WRITING A DISSERTATION IS HARDER THAN HAVING A BABY > Any mothers out there care to comment on this comparison? ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 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 d-m-c@worldnet.att.net Fri Nov 13 11:46:43 1998 From: "K" To: Subject: Re: Theses (fwd) (fwd) Date: Fri, 13 Nov 1998 13:26:33 -0500 >Any mothers out there care to comment on this comparison? I'd agree. In fact, I was sure that it was written by a mother. But ummm, why do you have to be a mother to understand the special difficulties of not only *bearing* the child but also raising it? : - ) (no. not picking a fight, just poking you in the ribs) Kelley From cassell@vance.irss.unc.edu Fri Nov 13 11:56:25 1998 Date: Fri, 13 Nov 1998 13:54:27 -0500 (EST) From: James Cassell To: socgrad@csf.colorado.edu Subject: Re: Theses (fwd) (fwd) In-Reply-To: <01be0f33$23e7dfe0$LocalHost@default> On Fri, 13 Nov 1998, K wrote: > > >Any mothers out there care to comment on this comparison? > > > I'd agree. In fact, I was sure that it was written by a mother. But ummm, > why do you have to be a mother to understand the special difficulties > of not only *bearing* the child but also raising it? : - ) (no. not picking > a fight, just poking you in the ribs) > > Kelley > I was thinking of the bearing part and guess I've just believed all those women who've told me I can't begin to imagine what labor is like. Cheers, 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 cmisener@umich.edu Fri Nov 13 20:21:21 1998 Date: Fri, 13 Nov 1998 22:21:15 -0500 (EST) From: Catherine Patino To: James Cassell Subject: Re: Theses (fwd) (fwd) In-Reply-To: Tell you what, I'm due in a few weeks - I'll let everyone know then! On Fri, 13 Nov 1998, James Cassell wrote: > On Fri, 13 Nov 1998, K wrote: > > > > > >Any mothers out there care to comment on this comparison? > > > > > > I'd agree. In fact, I was sure that it was written by a mother. But ummm, > > why do you have to be a mother to understand the special difficulties > > of not only *bearing* the child but also raising it? : - ) (no. not picking > > a fight, just poking you in the ribs) > > > Kelley > > > > I was thinking of the bearing part and guess I've just believed all > those women who've told me I can't begin to imagine what labor is like. > > Cheers, > 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 Kmaher221@aol.com Fri Nov 13 23:16:39 1998 From: Kmaher221@aol.com Date: Sat, 14 Nov 1998 01:16:12 EST To: socgrad@csf.colorado.edu Subject: Re: Theses (fwd) (fwd) In a message dated 11/13/98 12:58:59 PM Central Standard Time, cassell@vance.irss.unc.edu writes: << I was thinking of the bearing part and guess I've just believed all those women who've told me I can't begin to imagine what labor is like. >> ....I think Roseanne said it best...it's kinda like pushing a watermelon through a garden hose...Kathryn From DAVIDSON@UCONNVM.UCONN.EDU Tue Nov 17 10:45:34 1998 Date: Tue, 17 Nov 98 12:43:57 EST From: Alan Davidson To: socgrad@CSF.COLORADO.EDU All H-Net Job Listings November 16, 1998 -------------------------------------------------------------------------- -------------------------------------------------------------------------- FELLOWSHIPS/GRANTS/INTERNS 80. Brown University (RI) PostDoctoral Fellowship in Politics,Culture,&Identity Brown University's Watson Institute for International Studies seeks recent PhD for two-year postdoctoral fellowship to participate in its Research Program in Politics,Culture,&Identity (PCI), beginning July 1, 1999. May be an anthropologist, historian, or other social scientist interested in interdisciplinary, comparative study of cultural processes influencing political identity formation. For more information, see http:// www.brown.edu/Departments/ Watson_Institute/ Letter of application, cv, two-page description of proposed research project; and three letters of recommendation due by February 1,1999 to Search Committee, Watson Institute, Brown University, Box 1831, 130 Hope Street, Providence, RI 02912-1831.Brown University is an AA/EEO employer. 84. University of North Carolina at Chapel Hill (NC) Mellon Postdoctoral Fellowship The University Center for International Studies (UCIS) at the University of North Carolina at Chapel Hill has been awarded a grant from the Andrew W. Mellon Foundation to support a Sawyer Seminar entitled Reading Regions Globally during the 1999-2000 academic year. This seminar will highlight the dynamic relationship between globalism, regionalism, and other substantial identities such as ethnicity. As a collaboration between the Center for the Study of the American South, the Institute for African-American Research, and UCIS, this seminar will bring together UNC=B9s considerable and distinctive research strengths in global and area studies, African-American culture and UCIS, this seminar will bring together UNC=B9s considerable and distinctive research strengths in global and area studies, African-American culture and history, and the Southern region. The American South will be our primary context for examining how regional engagements in the global economy at different points in time influence social and political development. The persistent and strong regional identity of the South makes it a useful case for addressing questions regarding the distantiating and unifying impact of global forces. UCIS will provide the fellow with a stipend of approximately $30,000. To apply for this Fellowship, please send writing samples, c.v., and three references to: Dr. Niklaus Steiner, University Center for International Studies, 223 East Franklin St., CB #5145, UNC-CH, Chapel Hill, NC 27599-5145. All material must be received by January 15, 1999. For more information on UCIS, visit our website http://www.unc.edu/depts/ucis GENERAL SOCIAL SCIENCES 87. University of Minnesota (MN) Teacher-scholars in Social Sciences Teacher-Scholar Social Sciences The General College of the University of Minnesota-Twin Cities seeks one or two teacher-scholars in Social Sciences. The specific field is open, with the expectation that the successful candidate will have doctoral-level preparation in one or more of the following areas: Urban Anthropology, Urban Sociology, History, Geography, Ethnic Studies (Social Sciences emphasis), Women's Studies (Social Sciences emphasis), Political Science, or Business-Economics. General College provides a developmental general studies curriculum and serves lower-division pre-transfer students who do not meet the admission profiles of the highly selective freshman-admitting colleges in the University. The successful candidate will provide leadership in Social Sciences research, teaching, and service as a member of a multi-disciplinary faculty committed to multicultural and developmental education. These full-time tenured or tenure-track positions are at the levels of Assistant Professor, Associate Professor, or Professor and begin in August 1999 at a minimum salary of $36,000 for a new Assistant Professor. Essential qualifications include (1) an earned doctorate by the date of appointment in one of the following: Education (with a Social Sciences emphasis), Anthropology, Sociology, History, Ethnic Studies (with a Social Sciences emphasis), Women's Studies (with a Social Sciences emphasis), Political Science, Geography, Business, or Economics, or related field, (2) research and publication in developmental education or in teaching in the Social Sciences, including recent publications, and (3) evidence of effective teaching of lower-division students in the Social Sciences. Duties and responsibilities include (1) maintaining an exemplary research profile in teaching postsecondary social sciences and in developmental education, (2) writing proposals for funding to support Social Sciences research and service projects appropriate to an urban research university, (3) teaching lower-division Social Sciences courses such as Social Problems, Anthropology, Economics, Business, or History, and (4) providing collegiate and university service. For a complete position description and application procedures, call (612) 625-2880, write to the Social Sciences Search, University of Minnesota-General College, 240 Appleby Hall, 128 Pleasant St. SE, Minneapolis, MN 55455, e-mail a-digr@maroon.tc.umn.edu, or view the General College Web site at www.gen.umn.edu. The application deadline is December 14, 1998. The University of Minnesota is committed to the policy that all persons shall have equal access to its programs, facilities, and employment without regard to race, color, creed, religion, national origin, sex, age, marital status, disability, public assistance status, veteran status, or sexual orientation. 88. Western Michigan University (MI) Assistant Professor of Environmental Studies ENVIRONMENTAL STUDIES WESTERN MICHIGAN UNIVERSITY ENVIRONMENTAL STUDIES: Western Michigan University seeks applications for a tenure-track Assistant Professor position full time in environmental studies for Fall 1999, pending budgetary approval. The Environmental Studies Program is a thriving, broadly interdisciplinary, undergraduate program with some 200 coordinate majors or minors. It has a systemic, integrated, and proactive curriculum. It has faculty directly attached to the Program through the Dept. of Science Studies where it is housed. It also has faculty with joint appointments and contributing faculty in the natural sciences, the social sciences and the humanities. It is the integration of these three conceptual domains and its focus on issues of sustainability that distinguish the program. The position requires a doctorate in one of these three domains and substantial experience in, and/or conversancy with at least one of the others. Such cross-domain knowledge and experience may take many forms, but is essential. Candidates will be expected to teach interdisciplinary undergraduate courses in the Program, conduct a coherent and ongoing program of research and scholarship, advise students, and work collaboratively with a broad range of faculty. It is preferred that candidates be familiar with the issues of sustainability. For more detailed information on the Program and application procedures visit our web site: http://wmich.edu/science/docs/esp/esp.html. Western Michigan University, a Carnegie Classification Doctoral I Institution and equal opportunity employer, has embarked upon a vigorous affirmative action program and encourages applications from women and members of minority groups. Send a letter of application; vita; statement of views on interdisciplinary teaching, research & scholarship, and on issues of sustainability; academic transcripts; and three letters of recommendation to: Kenneth A. Dahlberg, Director, Environmental Studies Program, Western Michigan University, Kalamazoo, MI 49008. FAX (616) 387-3999; Email: dahlberg@wmich.edu. Review of applications will begin December 15, 1998 and applications will be accepted until the position is filled. -------------------------------------------------------------------------- 112. University of Michigan (MI) Research in Political studie Director of Studies, National Election Studies The National Election Studies (NES), located at the Center for Political Studies, University of Michigan, an NSF-funded national social science resource which conducts national surveys of the American electorate in presidential and midterm election years as well as occasional R&D work, seeks to hire a Director of Studies. The Director of Studies reports to the Principal Investigator and is responsible for every aspect of data collection and scientific operations from study planning and implementation to the production of data sets, documentation, and other materials; works with the PI and Board of Overseers to ensure continuity in the NES program of research, identify innovative methods of data collection, formulate and execute R&D work,; collaborates in the management of the NES project and acts as a liaison to the NES Board and NES research community; serves as a coordinator of the Comparative Study of Electoral Systems for which NES is the Secretariat; and participates in grant writing. Suitable candidates will have an advanced degree in a relevant social science discipline (Ph.D. preferred) and substantial related experience. Submit application letter, names and contact information for at least 3 references, and any other supporting documentation such as a writing sample by 1/8/99 to Virginia Sapiro, Search Committee, National Election Studies, Center for Political Studies, 426 Thompson St, Ann Arbor, Michigan 48106-1248. The University of Michigan is an Equal Opportunity/Affirmative Action employer. For more information, feel free to contact Virginia Sapiro, sapiro@polisci.wisc.edu Virginia Sapiro, Sophonisba P. Breckinridge Professor Department of Political Science, 1050 Bascom Mall University of Wisconsin - Madison Madison, Wisconsin 53706 Tel: 608-263-2024 Fax: 608-265-2663 -------------------------------------------------------------------------- SOCIOLOGY 126. Associated Colleges of the Twin Cities (MN) Assistant Professor, Sociology The Associated Colleges of the Twin Cities (ACTC) is a comprehensive consortium of five private, liberal arts colleges in Minneapolis/St. Paul: Augsburg College, Hamline University, Macalester College, The College of St. Catherine, and the University of St. Thomas. The institutions are within eight miles of one another, and an intercampus bus service offers easy commuting. The mission of the consortium, incorporated in 1975, is to enrich the quality and range of educational opportunities available to students through cross-registration and joint academic programs and to utilize the strengths and diversities of each institution to its own best advantage and that of all the benefiting institutions. For the position listed below, the Ph.D. or appropriate terminal degree is required, except where stated otherwise. Information regarding deadlines and contact persons/departments is provided. AUGSBURG COLLEGE, Minneapolis, MN 55454-1351; (612) 330-1058; www.augsburg.edu Specialization in sociology of the family (cross-cultural); statistics and methods; macro. Commitment to and excellence in teaching a priority. Day and weekend class schedules. Assistant Professor, full-time, tenure track. 11/6/98. (Diane Pike, Chair, Sociology Search, Human Resources Department, Box 79.) ACTC and all the benefiting institutions of the consortium are equal opportunity employers committed to a program of affirmative action. 127. Eastern Michigan University (MI) Assistant Professor, Sociology Eastern Michigan University's Department of Sociology, Anthropology & Criminology invites applications for a tenure-track position at the rank of assistant professor beginning fall 1999. Applicants must have teaching and research interests in Social Psychology and have a PhD or be ABD from a program in Sociology at time of appointment. Primary consideration will be given to applicants with completed PhD, good teaching skills, active research interest, and ability to teach statistics. Send letter of application, cv, and three letters of recommendation to Position F9919. 202 Bowen, Eastern Michigan University, Ypsilanti, MI 48197. Review of applications will begin Janaury 4 and continue until position is filled. Women and members of minority groups encouraged to apply. AA/EOE. 128. Fort Lewis College (CO) Assistant Professor, Sociology/Human Services Fort Lewis College. Sociology/Human Services Assistant Professor, Ph.D. preferred and required for tenure. Applicant should be broadly prepared to teach the full range of courses in the Department and demonstrate a commitment to social practice and teaching. The department combines theory and social practice through courses in comparative native issues, race, women's issues, class conflict and practicum experience in the Southwest and Mexico within the context of economic justice. The college is a state supported, liberal arts college of 4,300 students in the Southwest Rockies, emphasizing excellence in teaching. Teaching assignment is 12 hours per term. Send statement of teaching philosophy, curriculum vitae, transcripts, and three letters of recommendation to: Dennis Lum, Chair, Search Committee, Department of Social/Human Services, FLC, 1000 Rim Drive, Durango, Colorado 81301-3999. Applications must be postmarked no later than December 7, 1998. Fort Lewis is an AA/EOE. Women and minorities encouraged to apply. Official transcripts required of semi-finalists. http://www.fortlewis.edu. 129. Gordon College (MA) Assistant/Associate Professor, Sociology The Department of Sociology at Gordon College seeks candidates for a tenure-track position at the assistant or associate level, to begin August, 1999. We are seeking an educator committed to excellence in the integration of Christian faith and the highest standards of teaching in a non-denominational Christian liberal arts college. Preference will be given to candidates with teaching/professional experience and a Ph.D. The successful candidate will be expected to teach the Introductory course in Sociology and offer electives in Social Stratification, Urban Sociology, Social Movements, and other fields of specialization. Gordon College is an affirmative action, equal opportunity employer and seeks women and minority applicants. Vita and a two page statement of philosophy of education should be directed to Dr. Mark Sargent, Provost, Gordon College, 255 Grapevine Road, Wenham, Massachusetts 01984. Review of applications will begin December 1, 1998. 130. Greenville College (IL) Assistant or Associate Professor, Sociology/Social Work Assistant or Associate Professor of Sociology/Social Work. To teach courses in Statistics, Introduction to Social Work, Social Welfare Agencies and Institutions, Child Welfare, Marriage and Family, Gerontology, and Juvenile Delinquency. DSW or MSW (preferred) or Ph.D. in Sociology. Send vita, including statement of educational philosophy to: Dr. Jonathan S. Raymond, Senior VPAA, Greenville College, P.O. Box 159, Greenville, Illinois 62246-0159. 132. University of Miami (FL) Assistant Professor, Sociology/Criminology University of Miami, Coral Gables, Florida. Sociology Department invites applications for a tenure-track assistant professor position with a substantive specialization in criminology. The successful candidate is expected to play a role in teaching in both our undergraduate and graduate programs as well as sustain an active research agenda. A Ph.D. in Sociology or Criminology is required. Salary commensurate with experience. Send letter of application, curriculum vitae, and names of four references to Dr. Dorothy Taylor, Chair of Search Committee, Department of Sociology, P.O. Box 248162, University of Miami, Coral Gables, Florida 33124-2208. Review of applications will begin January 15th (pending final budgetary approval.) UM is a smoke/drug free workplace and an Equal Opportunity, Affirmative Action Employer. 133. University of Utah (UT) Assistant Professor, Macro-comparative Sociology The University of Utah www.utah.edu invites applications for a tenure-track position at the assistant professor level in the Department of Sociology beginning August, 1999. Recruitment will focus on a scholar in the research area of macro-comparative sociology. Quantitative expertise is essential. Sub-areas of specialization are open. Candidates must have completed the doctorate by August, 1999. Review of applications will begin on 15 December and continue until the position is filled. Please send a curriculum vitae, a letter describing research and teaching interests, reprints/preprints of research publications, and three letters of reference to: Edward L. Kick, Personnel Committee Chair, University of Utah, Department of Sociology, 390 South 1530 East Room 301, Salt Lake City, Utah 84112-0250. The University of Utah is an Equal Opportunity, Affirmative Action Employer and encourages nominations and applications from women and minorities and provides reasonable accommodation to the known disabilities of applicants and employees. * Kalamazoo College Assistant Professor, Asian Studies Newly endowed, tenure track position at Assistant Professor level beginning Fall, 1999. Ph.D. (or evidence of imminent completion) required. Salary competitive and consistent with level of experience. This is an interdisciplinary and interdepartmental position for which candidates must show competence to offer courses in East Asian history and at least one of the following areas: political science, economics, sociology/anthropology. Personal experience of East Asian culture and reading knowledge of one East Asian language are required. The College is seeking to enhance diversity on campus, and therefore strongly encourages minorities to apply. The successful candidate will have demonstrated a high aptitude for and interest in undergraduate teaching, an active engagement with research, and a desire to involve undergraduates in scholarship. Participation in the activities of the East Asian Studies Program will be expected. Kalamazoo College is a highly selective, nationally known liberal arts college offering an integrated undergraduate experience that weaves a traditional liberal arts curriculum into educational experiences in both domestic and international settings. The review process will start on December 15, 1998, with later applications reviewed as needed until the position is filled. Send curriculum vitae (including a description of scholarly interests), undergraduate and graduate transcripts (unofficial acceptable), a detailed statement of teaching philosophy and goals, and three letters of recommendation to Ahmed Hussen, Chair, East Asian Search Committee, Kalamazoo College, 1200 Academy Street, Kalamazoo, Michigan 49006-3295. For more information about the College, see our home page at www.kzoo.edu. Equal Opportunity Employer. From DAVIDSON@UCONNVM.UCONN.EDU Tue Nov 17 10:49:10 1998 Date: Tue, 17 Nov 98 12:48:06 EST From: Alan Davidson Subject: you may be... (fwd) To: socgrad@CSF.COLORADO.EDU Date: Tue, 17 Nov 1998 12:35:28 -0500 Reply-To: Graduate Student Conversations Sender: Graduate Student Conversations From: Alice Sampson Subject: you may be... To: GRADTALK@UVVM.UVIC.CA You may have seen these before -or not... I was embarrassed by how close many of these descriptors came to describing my behaviors! Note the lies at the bottom of the post. YOU JUST MIGHT BE A GRADUATE STUDENT IF... ...you can analyze the significance of appliances you cannot operate. ...your carrel is better decorated than your apartment. ...you have ever, as a folklore project, attempted to track the progress of your own joke across the internet. ...you are startled to meet people who neither need nor want to read. ...you have ever brought a scholarly article to a bar. ...you rate coffee shops by the availability of outlets for your laptop. ...everything reminds you of something in your discipline. ...you have ever discussed academic matters at a sporting event. ...you have ever spent more than $50 on photocopying while researching a single paper. ...there is a microfilm reader in the library that you consider "yours." ...you actually have a preference between microfilm and microfiche. ...you can tell the time of day by looking at the traffic flow at the library. ...you look forward to summers because you're more productive without the distraction of classes. ...you regard ibuprofen as a vitamin. ...you consider all papers to be works in progress. ...professors don't really care when you turn in work anymore. ...you find the bibliographies of books more interesting than the actual text. ...you have given up trying to keep your books organized and are now just trying to keep them all in the same general area. ....you have accepted guilt as an inherent feature of relaxation. ....you reflexively start analyzing those Greek letters before you realize that it's a sorority sweatshirt, not an equation. ....you find yourself explaining to children that you are in "20th grade." ....you start referring to stories like "Snow White, et al." ....you frequently wonder how long you can live on pasta without getting scurvy. ....you look forward to taking some time off to do laundry. ....you have more photocopy cards than credit cards. ....you wonder whether APA style allows you to cite talking to yourself as "personal communication." THE TOP TEN LIES TOLD BY GRADUATE STUDENTS (Taken from the Harvard Crimson) 10. It doesn't bother me at all that my college roommate is making $80,000 a year on Wall Street. 9. I'd be delighted to proofread your book/chapter/article. 8. My work has a lot of practical importance. 7. I would never date an undergraduate. 6. Your latest article was so inspiring. 5. I turned down a lot of great job offers to come here. 4. I just have one more book to read and then I'll start writing. 3. The department is giving me so much support. 2. My job prospects look really good. 1. No really, I'll be out of here in only two more years. TOP FIVE LIES TOLD BY PROFESSORS: 5. I'm not going to grant any extensions. 4. Call me any time. I'm always available. 3. It doesn't matter what I think; write what you believe. 2. Think of the midterm as a diagnostic tool. 1. My other section is much better prepared than this one. Alice Sampson Middle Grades Program Dept. of Elementary Education 427 Aderhold Hall University of Georgia Athens, GA 30602 w(706)542-4244 fax: (706)542-4277 asampson@coe.uga.edu From d-m-c@worldnet.att.net Thu Nov 19 05:23:23 1998 From: "K" To: "Teaching Sociology" , , Subject: elites and social change Date: Thu, 19 Nov 1998 07:24:06 -0500 I have a non sociologist friend who was looking to do a little reading on the topic of elites and social change. He asked me for advice because he knew that I've done research on managerial elites. But his interests are more historical than mine were so I thought I forward this on to a sociological audience to see what others might suggest. In a nutshell he's interested in exploring the question of if and why elites (who he maintains are naturally conservative) sometimes support movements for social change. I'm inclined to give him a gramscian, habermasian, labor-capital accord view of this phenomenon, so I'm a little biased. Thanks for your suggestions. Kelley Crouse From tombrown@jhu.edu Thu Nov 19 09:14:18 1998 by jhunix.hcf.jhu.edu (980427.SGI.8.8.8/950213.SGI.AUTOCF) Date: Thu, 19 Nov 1998 11:13:52 -0500 (EST) From: tombrown@jhu.edu (Thomas F Brown) Subject: Re: elites and social change To: socgrad@csf.colorado.edu Look for books by William Domhoff. For a historical work, look especially at Power Elites and the State (or something like that), which is mostly early 20th century. It's much easier reading than Gramsci or Habermas. Discusses why the New Deal was allowed by TPTB. Machiavelli might be up his alley too. From aaustin@utkux.utcc.utk.edu Thu Nov 19 09:42:29 1998 Date: Thu, 19 Nov 1998 11:42:19 -0500 (EST) From: Andrew Wayne Austin To: Sociology Graduate Students -- International Subject: Re: elites and social change In-Reply-To: <19981119122315.CZJV9138@default> On Thu, 19 Nov 1998, K wrote: >I have a non sociologist friend who was looking to do a little reading on >the topic of elites and social change. He asked me for advice because he >knew that I've done research on managerial elites. But his interests are >more historical than mine were so I thought I forward this on to a >sociological audience to see what others might suggest. In a nutshell >he's interested in exploring the question of if and why elites (who he >maintains are naturally conservative) sometimes support movements for >social change. I'm inclined to give him a gramscian, habermasian, >labor-capital accord view of this phenomenon, so I'm a little biased. Hi K. Crouse, I do not think that it is bias to be inclined to give a Gramscian analysis to this question. Gramsci's model accords with both Marxian models and power elite models (Domhoff, Mills, Dye, and others). Gramsci's model is, to my mind, the most forceful model to use in these matters. Below I provide a brief account of how one may understand civil rights change during the 1960s in terms of Gramsci's theory of hegemony and his notions of the historical bloc and passive revolution. The goal of elites was to find some way to keep the black struggle within limits beneficial to capital accumulation. Following account is in no way exhaustive. The rise of organized state capitalism in the 20th century fundamentally altered the character of bourgeois domination. State capitalism represents a structural adaptation to larger sociohistorical changes in the capitalist world system. Capitalist republicanism gave way to more authoritarian state forms and to the incorporation of opposition groups into the structure of power. Global capitalist crisis flung capital out even further beyond their national border than had the previous waves of colonialism. This transformation, in part occurring beyond the gaze of intersubjectivity, created a new set of steering problems for capitalist elites and forced changes in bourgeois tactics of domination. In the 1930s, as liberal capitalism became increasingly unstable and entered world capitalist and geopolitical crisis, manifest in a series of economic depressions and a rapid disintegration the Westphalian interstate political system, the state intervened to shore up the teetering structure. The objective was to secure and stabilize high levels of capital accumulation and restore political and cultural legitimacy for the world capitalist system. Different solutions emerged in varying national contexts (e.g., fascism in Italy, Nazism in Germany, social democracy in Scandinavia). In the US, class struggle became institutionalized and moderate corporativist patterns of political activity became dominant. Contradictions in the global system and interstate conflict - materialized by belligerent capitalist states - eventually led to a world war. This was followed by the reconstitution of the world order into a bi-polar system, with the merging and integration of advanced national economies at both poles (state capitalist - state socialism). The “new” world economy required changes in the international trading and banking systems. Capitalism also had to be strengthened in the context of intensified global class struggle, seen in Third World independence/nationalist movements and expanding Soviet influence. Geopolitically, elites constructed and implemented the policy of containment, formalizing and deepening the international hierarchy between North and South and deepening the West-East confrontation, solidifying capitalist encirclement of the emerging state socialist world system. Overall, this process constituted a reconfiguration and consolidation of the capitalist world economy following WWII. By the 1950s, world planners had achieved a substantial degree of world economic stability and a period of unprecedented global economic growth followed. Against this backdrop of world-historical transformation, internal and external pressures forced white elites to break down apartheid (i.e., legal segregation). Internal pressures to do so came from political, economic, and foreign policy directions. The urbanization of blacks raised political consciousness about second-class citizenship. The War experience had a profound impact on blacks and whites alike. It was difficult to justify racism in the US after having confronted racial states like Nazi Germany and fascist Italy. A coalition of black and white progressives elites emerged and challenged apartheid. These are the causes most often noted by historians. But there are other important factors. On the economic front, for example, Leiman’s theory that the shift from competitive to monopoly capitalism created a different set of needs for ascending fractions of the capitalist class is compelling. Studies have established a strong link between the extent of industrial concentration and the capital intensiveness of the production process. "High capital to labor ratios in the monopolistic sector suggests high labor productivity and relative high wages, which in theory suggests a high proportion of skilled to unskilled labor. By reducing the size of the skilled labor pool, racism raised the wage costs for monopoly capital" (Leiman 1991:171). Coupled with the tremendous expansion of the economy during the Vietnam War, the shift in the balance between competitive and monopoly capitalism, and the shift in the labor input mix (skilled-unskilled), created a situation where "For the first time, a significant divergence of economic interests developed between the monopoly and competitive sectors on the issue of racial discrimination. The economic and short-run political dysfunction of discrimination for the monopoly sector temporarily overrode their long-run political need for using racism to politically divide the working class. Profit maximization demanded a change in racial policy" (Leiman 1991:171-172). External forces created a political context where hegemonic elites found benefit in permitting a degree of racial justice. In her provocative article, “Desegregation as a Cold War Imperative,” Dudziak (1995) documents in detail the concern among US elites that Soviet propaganda was having far reaching effects not only on the international class struggle with world communism but on imperial interests in the Third World. These concerns translated into a concerted state strategy. The Truman Administration argued before the Supreme Court that recognizing the civil rights movement was vital to world peace and national security. After the 1954 decision by the Supreme Court to dismantle apartheid (Brown v. Board of Education), the Republican National Committee (RNC) issued a statement claiming that the Court decision “falls appropriately within the Eisenhower Administration’s many-fronted attack on global Communism. Human equality at home is a weapon of freedom” (1995:118). Dudziak writes: "Following the decision, newspapers in the United States and throughout the world celebrated Brown as a “blow to communism” and as a vindication of American democratic principle. As was true in so many other contexts during the Cold War era, anticommunist ideology was so pervasive that it set the terms of the debate on all sides of the civil rights issue" (1995:111). The dismantling of apartheid was, however, carefully cultivated. After Eisenhower, the Kennedy Administration took an active role in institutionalizing, and thereby in effect neutralizing, open racial struggle (Zinn 1995). Hegemonic activity of the sort Gramsci describes is clearly seen in this process. The Administration was successful in persuading the leaders of the 1963 march on Washington to eliminate from the speaker pool radicals who were critical of the United State political economic system, and several of the speakers cleaned up their speeches and softened their rhetoric. Zinn (1995) concludes that the government pursued compromise so they could subvert the movement from within, containing civil rights within parameters beneficial to capital. Thus, elites in the 1950s and 1960s found it beneficial, in meeting the needs in the monopoly economic sector, Cold War imperatives, and hegemonic goals, to incorporate black demands for political liberty. This represents the manufacturing of consensus side of hegemonic domination. The reward for blacks was limited political and civil liberty. The 1964 Civil Rights Act was a substantial victory for black Americans. This was followed up in the 1965 with the Voting Rights Act. The reward for the white establishment was reproduction of the hegemonic order. Through these measures the black struggle was driven underground. The mid-1960s saw a shift in the black critique from attacking the legacy of segregation to attacking the fundamental structure of political and economic power - state capitalism. This deeply disturbed white elites. Particularly disturbing was the connection blacks in the US were making to imperialism’s victims in the Third World. Popular forces were gaining knowledge of the capitalist world system, using alternative epistemological frameworks (e.g., Marxism and anarchism) to open up the world for radical critique - the alternative perspectives of the enemy - and this threatened white imperialist fortunes everywhere in the world (Jalata 1995; Zinn 1995). Thus the same Cold War motives that led to the white establishment to entertaining and institutionalizing civil rights, brought the Cold War home to the US and down on black nationalists. Popular forces were in open conflict in the 1960s. Race riots erupted in several cities during the Summer of 1967. The radical black nationalist movement was gaining strength. It had become clear to black leaders that the political liberties granted by the Supreme Court and legislative measures were insufficient to address the deep social and economic inequalities that had grown up under conditions of slavery and apartheid. Black leaders like Martin Luther King, formerly regarded by the white establishment as moderate and controllable, began laying hold of social gospel and attacking the political and economic structure of social inequality. More radical figures, like Malcolm X stepped up the war of position (Jalata 1995). To fight this new “cold war,” President Johnson and the Congress raised the police state to qualitatively new levels in the 1960s. The “war on crime” was inaugurated with the passage of the Safe Streets and Crime Control Act of 1967. The 1968 Crime Control Act created the Law Enforcement Assistance Administration (LEAA), which coordinated federal criminal justice policy with academic production in social science departments (e.g., criminology, criminal justice, sociology). The 1968 Civil Rights Act, passed in response to black rioting of 1967, was a stealth crime control measure. Under cover of what appeared to be an expansion of the 1964 Civil Rights Act, the 1968 Act criminalized movement activities, such as protesting. A provision increased the penalties for anybody committing violence against blacks. However, there were key exemptions. “The provisions of this section shall not apply to acts of omissions on the part of law enforcement officers, members of the National Guard...or members of the Armed Forces of the United States, who are engaged in suppressing a riot or civil disturbance” (quoted in Zinn 1995:453). The law provided for up to five years imprisonment for any person traveling interstate or using interstate facilities (including telephone and mail) “to organize, promote, encourage, participate in, or carry on a riot” (quoted in Zinn 1995:453). The statute defined a riot as any action by three or more people involving threats of violence. Elites immediately put the law to work suppressing the black nationalist movement. The state liquidated key figures of the black nationalist leadership and successfully marginalized the movement. Thus the 1960s were, in many ways, a watershed decade for black liberation. But these years were also, in many other ways, the end of any real radicalism in the black struggle. It was a policy imperative for the white establishment to figure out a way to manage and direct the character of the shift from apartheid to racial hegemony (Winant 1994). Elites carried out this strategy with remarkable success. The 1960s experience was also a watershed for the Democratic Party and the New Deal historical bloc. Arguably the key point at which hegemony began to shift from New Deal liberalism to New Right politics was the emergence and institutionalization of civil rights during the 1950s-60s. The civil rights struggle resulted in a dramatic regional shift in party politics, with the South breaking away from the Northern liberal establishment. This folded the New Deal Democratic Party coalition. The South realigned with the Republican Party. Republicans, emphasizing the racial character of their politics, began constructing their own historical bloc, with extensive coalition building with various traditionalists, such as Christian fundamentalists, intellectuals, such as the neoconservative, and reactionary pro-military ideologues. The New Right has been equally successful in carrying out their agenda. Civil rights, for example, is rapidly becoming theory, principally through the dismantling of its implementing structure. The rule of capital and the goal of capital accumulation was preserved throughout these shifts. Gramsci (1971) called such shifts “passive revolutions,” to denote dramatic but relatively peaceful political transformations that reproduce the existing economic order. The evidence shows that civil rights reform and the inception of the post-1950s police state represents the full technical complement of hegemonic weaponry. As noted earlier, Gramsci stresses that although the unique feature of hegemony was the manufacture of consensus, the ruling coalition retains its more traditional features of coercion, such as the right to the legitimate use of violence by the state. Hegemony thus presents its two-pronged mode of domination in subverting black struggle. We must understand the state reaction that birthed the prison industrial complex and the anti-civil rights movement dialectically, that is, by incorporating the character of the opposition forces to which the ruling class were reacting. Until the mid-1960s, the white establishment had been supportive of moderate elements of the black movement for civil rights. Emerging from world war, internal and external pressures forced white elites to break down legal forms of segregation. The urbanization of blacks raised political consciousness about second-class citizenship. The war experience had a profound impact on blacks and whites alike. A coalition of black and white progressives emerged and challenged apartheid. The shift from competitive to monopoly capitalism created a different set of needs for ascending fractions of the capitalist class. And external forces, such as foreign policy concerns (the Cold War) created a political context where hegemonic elites found benefit in permitting a degree of social justice. However, when mechanisms of consensual domination broke down, the state bludgeon came out, and the black nationalist movement, representing the next level of struggle for blacks in America, was suppressed. True to Gramsci’s theory of hegemonic domination, hegemony in this case presented with both consent and force. Here are the sources cited and a few other sources that might be helpful in answering questions similar to the one I brielfy presented here. Domhoff, G. William 1986. Who Rules America Now? Second Edition. Engelwood Cliffs: Prentice Hall. Dudziak, Mary L. 1995. “Desegregation as a Cold War Imperative.” Critical Race Theory: The Cutting Edge (Richard Delgado, ed.) Philadelphia: Temple University Press, pp. 110-121. Dye, Thomas 1986. Who’s Running America? Fourth Edition. Engelwood Cliffs: Prentice Hall. Gramsci, Antonio 1971. Selections from the Prison Notebooks. New York: International Publishers. Jalata, Asafa 1995, “African American Nationalism, Development, Afrocentricity: Implications for the 21st Century,” Molefi Kete Asante and Afrocentricity (Dhyna Ziegler, ed.). Winston Publishing. Leiman, Melvin 1993. The Political Economy of Race. East Haven: Pluto Press. Sallach, David L. 1974. "Class Domination and Ideological Hegemony," Sociological Quarterly 15(1), pp. 38-50. Winant, Howard 1994 Racial Conditions: Politics, Theory, Comparisons. Minneapolis: University of Minnesota Press. Zinn, Howard 1995. A People’s History of the United States. New York: Harper & Row co. From d-m-c@worldnet.att.net Thu Nov 19 13:49:00 1998 From: "K" To: Subject: Re: elites and social change Date: Thu, 19 Nov 1998 15:47:50 -0500 Andy, dude, thanks. You aren't by any chance encountering writer's block or something? Procrastinating about the diss? Sorry, couldn't resist. Not making fun of you in the least. Just a bit of light hearted poking fun at grad student life and propensities. I forwarded it on to my friend. I'm sure he'll appreciate it. Kelley Crouse From re5@axe.humboldt.edu Thu Nov 19 15:10:55 1998 Subject: Flex. accumulation & market segmentation Date: Thu, 19 Nov 98 14:08:15 -0800 From: Randy To: "Soc Grad" Anybody have any suggestions where to find any info. on making a correlation between the regime of flexible accumulation and market segmentation in marketing? Thanks, Randy Evans 1118 Walker Point Bayside, CA 95524 Humboldt State University From maxine@waikato.ac.nz Thu Nov 19 16:12:12 1998 Date: Fri, 20 Nov 1998 12:12:36 +1300 To: socgrad@csf.colorado.edu From: Maxine Campbell Subject: Re: elites and social change Hi Kelly I understand the "conservative" tag your friend attaches to elites, but it is a bit of a problem. It is perhaps less so if we understand "conservative" to mean actions which serve the maintenance of the status quo. Laissez faire policies are today considered conservative, and they serve the interests of today's elites. Last century they were radical policies - because they were not always in the interests of the existing elites (nobility and landed gentry are not necessarily good capitalists) and allowed increasing power to the new commercial class. So conservatism would seem to be about the conservation of power. Those elites who support change are hard to fit into a social analysis - the "aberration" of these elites in baulking at the prevailing hegemony seems to be of a more psychological nature to me. But then, like you, I have trouble conceptualising it outside a "class" framework. Just seems logical that if you have elites you must also have the rest, and the elites will control the rest - irrespective of whether it is by Divine Right, or by gatekeeping knowledge, or by simply having more material worth. Cheers, Maxine At 07:24 AM 19/11/98 -0500, you wrote: >I have a non sociologist friend who was looking to do >a little reading on the topic of elites and social >change. He asked me for advice because he knew that >I've done research on managerial elites. But his >interests are more historical than mine were so I >thought I forward this on to a sociological audience >to see what others might suggest. In a nutshell he's >interested in exploring the question of if and why >elites (who he maintains are naturally conservative) >sometimes support movements for social change. I'm >inclined to give him a gramscian, habermasian, >labor-capital accord view of this phenomenon, so I'm a >little biased. > >Thanks for your suggestions. > >Kelley Crouse > > > > From aiaware@erols.com Thu Nov 19 19:50:59 1998 Date: Thu, 19 Nov 1998 21:44:34 -0500 From: "Angela J. Ware, Ph.D." Reply-To: aiaware@erols.com To: socgrad@csf.colorado.edu Subject: statistical reference book/handbook Hi All, Does anyone know of an existing book that summarizes the basics of quantitative methods, specifically statistical terms. An undergraduate student asked me if such a reference book or handbook exists and I have never heard of one, but thought it a good idea. I guess any sort of book which lists various statistical applications (even in a dictionary fashion), and briefly describes when they are applicable (to what data) and how to interpret the coefficients (high means this, low means that). I would assume examples would be: chi square, ANOVA, gamma, t-test, etc. Thanks in advance, Angela J. Ware, Ph.D. aiaware@erols.com From DAVIDSON@UCONNVM.UCONN.EDU Fri Nov 20 08:58:40 1998 Date: Fri, 20 Nov 98 10:57:42 EST From: Alan Davidson Subject: [GR-L] AAUP resolution on part-time faculty and grad.employees unions (fwd) (fwd) (fwd) (fwd) To: teachsoc@vance.irss.unc.edu Date: Fri, 20 Nov 1998 10:20:45 EST Reply-To: UConn Graduate Student Issues Sender: UConn Graduate Student Issues From: Caroline Miner Subject: [GR-L] AAUP resolution on part-time faculty and grad.employees unions (fwd) (fwd) (fwd) To: GRDISU-L@UCONNVM.UCONN.EDU >AAUP Supports Right of Graduate Students and Part-Time Employees to >Choose Unionization > >Washington, D.C. The American Association of University Professors >(AAUP) voted unanimously at its Council meeting, held in Washington >on November 14-15, to support the right of graduate students and >part-time employees to choose to join unions and engage in collective >bargaining. > >The major organization that defines the principles of academic life >is now solidly behind the right to self-determination for all >professionals in the academic workplace, said Cary Nelson, professor >of English at the University of Illinois at Urbana-Champaign, and >author of the motion. The resolution reads as follows: > > The National Council of the American Association of > University Professors hereby affirms the right of > all groups of employees at public and private colleges > and universities to decide for themselves whether to > negotiate their salaries, benefits, and working > conditions. We believe all groups of employees have > the right to bargain collectively by way of union > representation if they so choose. > >As the Association comments in its 1984 Statement on Collective >Bargaining, 'faculties at both public and private institutions >are entitled, as professionals, to choose by an election or >comparable informal means to engage in collective bargaining.' >This resolution extends this principle to include graduate students, >part-time employees, postdoctoral fellows, adjunct faculty, and >academic professionals who perform instructional, administrative, >or research services for compensation. > >The AAUP's affirmation of support comes at a time when graduate >students throughout the country are attempting to gain recognition >for their right to bargain. Thousands of graduate teaching >assistants at the University of California system are threatening >to strike, if such a strike occurs, it would be the biggest ever >held by graduate students. Several years ago, graduate students >at Yale University captured national attention with a strike they >staged to force the Yale Corporation to recognize graduate students' >right to bargain. > >Colleges and universities have become increasingly reliant upon >graduate-student employees to fill the part-time positions that >now make up close to half of all academic faculty appointments. >The distinction between graduate student and faculty member >becomes blurred when many graduate-student teaching assistants are >employed as part-time faculty members. Graduate student leaders >believe their colleagues are exploited by administrations that >demand increased responsibilities while they refuse to adjust >compensation. Further, graduate teaching assistants, like most >part-time faculty, are rarely provided with basic benefits. >Graduate student teaching and research assistants have traditionally >taught sections of courses as part of their professional training, >but today they are being called upon to perform primary teaching >and research work in the university. > >The AAUP has supported, since 1972, the right of local chapters to >engage in faculty collective bargaining. The AAUP views faculty >collective bargaining as an additional means of advancing professional >standards. AAUP's collective bargaining contracts between faculty >and administrators are designed to protect academic freedom and >tenure, promote economic and professional interests, and support >collegial governance. > >The American Association of University Professors is a nonprofit >charitable and educational organization that supports and defends >the principles of academic freedom and tenure and promotes policies >to ensure academic due process. The AAUP has more than 44,000 >members at colleges and universities throughout the country. > >Richard Moser >Associate Secretary >American Association of University Professors >1012 14th St N.W. >Washington, DC 20005 >202-737-5900 x 3043 >800-424-2973 >FAX: 202-737-5526 From aaustin@utkux.utcc.utk.edu Fri Nov 20 22:20:47 1998 Date: Sat, 21 Nov 1998 00:20:36 -0500 (EST) From: Andrew Wayne Austin To: Sociology Graduate Students -- International Subject: Re: elites and social change In-Reply-To: <19981119204825.JYUG4687@default> Kelley, :) Actually, this is all part of my dissertation. I just pulled a chunk from my notes and sent it on to the list. I hope it helps. Peace, Andy On Thu, 19 Nov 1998, K wrote: >Andy, dude, thanks. You aren't by any chance >encountering writer's block or something? >Procrastinating about the diss? > >Sorry, couldn't resist. Not making fun of you in the >least. Just a bit of light hearted poking fun at grad >student life and propensities. > >I forwarded it on to my friend. I'm sure he'll >appreciate it. > >Kelley Crouse > > > > From d-m-c@worldnet.att.net Sat Nov 21 02:55:10 1998 From: "K" To: Subject: Re: Flex. accumulation & market segmentation Date: Sat, 21 Nov 1998 04:18:43 -0500 Randy, May not be exactly what you're looking for but Joseph Turow's _Breaking Up America_ draws on this literature in order to talk about how advertisers shifted their marketing strategies in response to changing market conditions. He's especially concerned w/ how new media and advertisers specifically target and break up the market, dividing it along lines of class, race, sexuality, gender. He doesn't talk about flexible accumulation per se, though he might have some good refs. Also, you might want to mail David Crotreau at Virginia Commonwealth Univ. or Wm Hoynes at Vassar College. You can easily look up their email addresses through the uni's web site. However, I do have their addresses somewhere and will send them on if you have trouble. Kelley Crouse From dcoon@ksu.edu Sat Nov 21 10:11:59 1998 Date: Sat, 21 Nov 1998 11:11:52 -0600 (CST) From: Dave Alan Coon To: Sociology Graduate Students -- International Subject: Re: statistical reference book/handbook In-Reply-To: <3654D792.334E@erols.com> On Thu, 19 Nov 1998, Angela J. Ware, Ph.D. wrote: > Hi All, > > Does anyone know of an existing book that summarizes the basics of > quantitative methods, specifically statistical terms. An undergraduate > student asked me if such a reference book or handbook exists and I have > never heard of one, but thought it a good idea. > Dictionary of Statistics and Methodology: A NonTechnical Guide for the Social Sciences, J.Paul Voght, Sage Pub. From tombrown@jhu.edu Sat Nov 21 12:14:05 1998 by jhunix.hcf.jhu.edu (980427.SGI.8.8.8/950213.SGI.AUTOCF) Date: Sat, 21 Nov 1998 14:13:44 -0500 (EST) From: tombrown@jhu.edu (Thomas F Brown) Subject: Re: statistical reference book/handbook To: socgrad@csf.colorado.edu Here's a good one. This is required reading for my stats students: Vogt, W. Paul. Dictionary of statistics and methodology : a nontechnical guide for the social sciences. Newbury Park, Calif. : Sage Publications, 1993. From chadk@yourinter.net Sun Nov 22 11:26:34 1998 (Post.Office MTA v3.5.3 release 223 ID# 0-52491U2500L250S0V35) Date: Sun, 22 Nov 1998 13:18:38 -0800 To: socgrad@csf.colorado.edu From: Chad Kimmel Subject: Re: statistical reference book/handbook When I was an undergradate student, my prof Henry W. Fishcer wrote a book entitled, "The Sociologist's Statistical Tools: PC Based Data Analysis Using SPSS for Windows." It was later published by University Press. Sorry, I don't know the date. This might be something your looking for - very user friendly with many examples. best, chad kimmel At 09:44 PM 11/19/98 -0500, you wrote: >Hi All, > >Does anyone know of an existing book that summarizes the basics of >quantitative methods, specifically statistical terms. An undergraduate >student asked me if such a reference book or handbook exists and I have >never heard of one, but thought it a good idea. > >I guess any sort of book which lists various statistical applications >(even in a dictionary fashion), and briefly describes when they are >applicable (to what data) and how to interpret the coefficients (high >means this, low means that). I would assume examples would be: chi >square, ANOVA, gamma, t-test, etc. > >Thanks in advance, > >Angela J. Ware, Ph.D. >aiaware@erols.com > ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ Chad M. Kimmel Graduate Assistant & Data Manager Mid-Atlantic Addiction Training Institute Department of Sociology Indiana University of Pennsylvania Indiana, Pennsylvania 15705-1087 WEB: http://www.yourinter.net/~ckimmel E-MAIL: ckimmel@yourinter.net From Kmaher221@aol.com Sun Nov 22 17:13:11 1998 From: Kmaher221@aol.com Date: Sun, 22 Nov 1998 19:12:49 EST To: socgrad@csf.colorado.edu Subject: Re: statistical reference book/handbook In a message dated 11/22/98 1:08:47 PM Central Standard Time, chadk@yourinter.net writes: << When I was an undergradate student, my prof Henry W. Fishcer wrote a book entitled, "The Sociologist's Statistical Tools: PC Based Data Analysis Using SPSS for Windows." It was later published by University Press. Sorry, I don't know the date. >> ......This book is available through Amazon books...special order...$54.00...I just checked on this at www.amazon.com...Author is Henry Fischer (Fisher?)...Kathryn From DAVIDSON@UCONNVM.UCONN.EDU Sun Nov 22 19:14:28 1998 Date: Sun, 22 Nov 98 21:13:10 EST From: Alan Davidson Subject: AAUP Resolution on Grad Student/Part-time Faculty Collective Bargaining Rights (fwd) (fwd) To: grdisu-l@UCONNVM.UCONN.EDU ----------------------------Original message---------------------------- Date: Sun, 22 Nov 1998 09:59:58 -0800 Reply-To: Graduate Studies Discussion Forum Sender: Graduate Studies Discussion Forum From: Scott Kerlin Subject: AAUP Resolution on Grad Student/Part-time Faculty Collective Bargaining Rights (fwd) To: AERA-GSL@ASUVM.INRE.ASU.EDU Hi, everyone: As someone who has managed a graduate assistants' union and also am currently functioning as a part-time faculty member, I strongly applaud the decision of the AAUP to support collective bargaining for members of both groups. The following message from the AAUP explains further about the recently passed resolution. We would also draw to your attention the activities in the University of California, where graduate student employees are currently mobilizing to strike system-wide. For more details on this, you may be interested in visiting the Website of the Association of Graduate Student Employees of UC: http://www.laborcenter.org/agseuaw/ In addition, there is an interesting colloquy discussion on the Chronicle of Higher Education website about this issue: "Should Teaching Assistants have the Right to Unionize?" http://www.chronicle.com/colloquy/98/ta/ta.htm We would invite your comments about this issue on our forum as well. Scott Kerlin AERA-GSL Co-Host with Bobbi Kerlin Lecturer in Sociology and Technology, Washington State University, Vancouver E-Mail: skerlin@teleport.com WWW Home Page: http://www.teleport.com/~skerlin/ Graduate Studies Page: http://www.teleport.com/~skerlin/gradstudies.html *************************************************************************** Forwarding: >AAUP Supports Right of Graduate Students and Part-Time Employees to >Choose Unionization > >Washington, D.C. The American Association of University Professors >(AAUP) voted unanimously at its Council meeting, held in Washington >on November 14-15, to support the right of graduate students and >part-time employees to choose to join unions and engage in collective >bargaining. > >The major organization that defines the principles of academic life >is now solidly behind the right to self-determination for all >professionals in the academic workplace, said Cary Nelson, professor >of English at the University of Illinois at Urbana-Champaign, and >author of the motion. The resolution reads as follows: > > The National Council of the American Association of > University Professors hereby affirms the right of > all groups of employees at public and private colleges > and universities to decide for themselves whether to > negotiate their salaries, benefits, and working > conditions. We believe all groups of employees have > the right to bargain collectively by way of union > representation if they so choose. > >As the Association comments in its 1984 Statement on Collective >Bargaining, 'faculties at both public and private institutions >are entitled, as professionals, to choose by an election or >comparable informal means to engage in collective bargaining.' >This resolution extends this principle to include graduate students, >part-time employees, postdoctoral fellows, adjunct faculty, and >academic professionals who perform instructional, administrative, >or research services for compensation. > >The AAUP's affirmation of support comes at a time when graduate >students throughout the country are attempting to gain recognition >for their right to bargain. Thousands of graduate teaching >assistants at the University of California system are threatening >to strike, if such a strike occurs, it would be the biggest ever >held by graduate students. Several years ago, graduate students >at Yale University captured national attention with a strike they >staged to force the Yale Corporation to recognize graduate students' >right to bargain. > >Colleges and universities have become increasingly reliant upon >graduate-student employees to fill the part-time positions that >now make up close to half of all academic faculty appointments. >The distinction between graduate student and faculty member >becomes blurred when many graduate-student teaching assistants are >employed as part-time faculty members. Graduate student leaders >believe their colleagues are exploited by administrations that >demand increased responsibilities while they refuse to adjust >compensation. Further, graduate teaching assistants, like most >part-time faculty, are rarely provided with basic benefits. >Graduate student teaching and research assistants have traditionally >taught sections of courses as part of their professional training, >but today they are being called upon to perform primary teaching >and research work in the university. > >The AAUP has supported, since 1972, the right of local chapters to >engage in faculty collective bargaining. The AAUP views faculty >collective bargaining as an additional means of advancing professional >standards. AAUP's collective bargaining contracts between faculty >and administrators are designed to protect academic freedom and >tenure, promote economic and professional interests, and support >collegial governance. > >The American Association of University Professors is a nonprofit >charitable and educational organization that supports and defends >the principles of academic freedom and tenure and promotes policies >to ensure academic due process. The AAUP has more than 44,000 >members at colleges and universities throughout the country. > >Richard Moser >Associate Secretary >American Association of University Professors >1012 14th St N.W. >Washington, DC 20005 >202-737-5900 x 3043 >800-424-2973 >FAX: 202-737-5526 From d-m-c@worldnet.att.net Mon Nov 23 06:36:00 1998 Reply-To: From: "d-m-c@worldnett.att.net" To: "Teaching Sociology" , , Subject: Academic Freedom Date: Mon, 23 Nov 1998 08:21:12 -0500 I received this and thought I'd send it on, either with the hope that folks will act on the request or to raise discussion. Is anyone familiar with Clark College and the Craven case? Jim Craven is a Blackfoot Indian who teaches economics at Clark College in Washington State. Lately fights in these two worlds have become meshed in such a way as to threaten his employment. These are the facts. Jim has been embroiled in various battles with the College administration for a number of years, mainly revolving around issues like corruption, due process, hiring and academic standards. Jim is not only an outspoken radical, but has a blunt and uncompromising style. His tenure has protected him, but he has become such a thorn in the side of the administration that they are trying to fire him nonetheless. Part of the ammunition they are trying to use against him involves his role in exposing a former cleric named Kevin Annett. As an expert witness in an inquiry on residential schools in Canada (based on dubious credentials, as it turned out), Annett used his access to testimony in order to promote his career. The material on videotapes of horribly abused Canadian Indians found their way into an article Annett wrote for some journal. The material was used without the permission of the Indian victims and activists, who are organized in a group called Circle of Justice. Annett was once a member of the group but has been expelled for his high-handed behavior. Jim has been a forceful spokesman for the Circle of Justice people and has written both private and public email making their case for returning the tapes. Annett has now contacted Clark College and demand that they do something about Jim, whose criticisms of Annett have made their mark. This is a communication that Jim just received from a Clark College administrator: FROM: Chuck Ramsey, Interim Vice President of Instruction TO: Professor Jim Craven "We have received a complaint/expression of concern about your use of College e-mail. So that I may gather relevant information about the complaint, you are hereby directed to provide paper copies of all e-mails you have sent or received, using College e-mail or other electronic resources, that name or refer, directly or indirectly, to Kevin Annett. You are directed to provide paper copies of all these e-mails to the Office of Instruction no later than 5:00 p.m., Tuesday, November 24, 1998." Jim has asked me to contact people wide and far to send email to Clark College to protest this violation of his political expression and right to privacy. The school has no right to demand that he turn over his private email. Jim is even conscientious enough to include the words "My Employer has no association with my private/protected OPINION" at the end of all his communications. Email supporting Jim's right to privacy should be sent to President Tana Hasart (thasart@clark.edu). Louis Proyect (http://www.panix.com/~lnp3/marxism.html) From R.L.Goldstein@greenwich.ac.uk Mon Nov 23 07:26:31 1998 23 Nov 98 14:27:22 +0 From: GOLDSTEIN RACHEL L To: socgrad@csf.colorado.edu Date: Mon, 23 Nov 1998 14:26:47 GMT Subject: (Fwd) THE ALL-BUT-DISSERTATION SURVIVAL GUIDE - The Dissertati Some of you might find this interesting... there is info on subscribing to the list at the end. Rachel L. Goldstein Research Student Gender and Ethnic Studies, School of Social Sciences University of Greenwich, Southwood Site London SE9 2HB England >------- Forwarded Message Follows ------- >Date sent: Wed, 18 Nov 1998 15:28:45 -0500 >To: abdsurvivalguide-list@mentorcoach.com >From: Ben Dean >Subject: THE ALL-BUT-DISSERTATION SURVIVAL GUIDE - The Dissertation as > Spiritual Growth - 1998 (8) >Send reply to: Ben@mentorcoach.com > >------------------------------------------------------- >THE ALL-BUT-DISSERTATION SURVIVAL GUIDE(tm) 1998 (8) >Devoted to practical steps for completing your doctoral >dissertation. >------------------------------------------------------- > >THE DISSERTATION AS SPIRITUAL GROWTH >-------------------------------------- > >"The secret of life is this: When you hear the sound of the >cannons, walk toward them" --Marcel France > > >Suppose you're doing a dissertation you hate. You feel it may >meet the technical requirements but will produce nothing useful. >It seems like a joke to you. You absolutely don't want to do it, >but you're committed to it at this point. You've done a >cost-benefit analysis that indicates you should finish (given >that you've come this far), but in a very real way the whole >thing just feels like a total waste of time. > >Even in a situation like this, there is much you can learn from >the process if you make up your mind to go ahead. There is a >great deal of sense in viewing this as an opportunity -- believe >it or not -- for spiritual growth. > >1. Walk toward your cannons. >-------------------------------------- >Can you see how the quotation above by Marcel France is relevant >to the dissertation process? What does this metaphor mean to >you? Well, to me it means there is enormous value in life of >walking toward that which you fear, of walking toward that which >is difficult. There is enormous value in facing your problems >and solving them, rather than avoiding them. > >For a nice review of this insight, you need only take a look at >the first six pages of Scott Peck's "The Road Less Traveled." > >Here's the basic message... > >Life is difficult. > >This is a fundamental truth, a great secret that nobody really >tells you about. > >But there is a critical and redeeming paradox here -- as soon as >you understand that secret, life becomes easier because you no >longer expect it to be easy. > >Life can be construed as a series of problems. You can avoid >these problems, or you can face them. But the route that leads >in the long-term to less pain and more joy is to aggressively >seek out and solve them. > >People avoid solving problems because they are painful. >Sometimes they cause physical pain, such as a medical procedure >or a diet. But much more often the pain is psychological -- with >a dose of anxiety, depression, self-criticism, fear, confusion, >frustration and/or impatience. Yet by wading into the pain and >solving the problem, you grow. You excise the problem. And, if >you continue to do this through life, you advance to a higher >level. > >Another way I've often found it useful to think of this is to >follow the precept: "Be an anxiety seeker, not an anxiety >avoider". That is to say, (within reason) walk toward those >things that make you anxious. > >If you will try this for six months; it will be the most >productive six months you'll ever have had. And a dissertation, >especially one that makes you anxious and that you find >difficult, gives you many problems to solve and many >opportunities to "walk toward your cannons." Learning to do this >not only gives you your dissertation, but teaches you a >wonderfully empowering approach to the rest of your life. > >But note -- this is not a lesson you can master "once and for >all" in a single stroke. It's not like a light switch that can >be turned on, then forgotten. Rather, the choice to "walk toward >your cannons" is a choice you must make again and again -- a >resolve you must constantly renew -- a muscle you must constantly >exercise. To continue your progress, you must regularly *choose* >to go toward your problems. > >If you want a wonderful interim step toward mastery, do what I do >-- write down a list of your cannons and keep it in your daily >calendar. List all the problems you can think of in your life, >especially those you're avoiding or putting off. Then, >periodically come back to this list. Simply by keeping this >list and devoting mental energy to it, you'll be taking a first >step. You'll be moving out of denial. > >Admittedly, this is an interim step. Progress comes as you focus >on your cannons, one at a time, and take care of them. > >2. Look for the larger lessons. >-------------------------------------- >Another way to plumb the spiritual essence of your dissertation >is to ask: "What are the larger lessons for me as I go through >this process? What am I learning that goes above and beyond the >specific content of this research project?" > >Examples of things you might come up with are: > >a. I am learning to solve a problem. > >b. I am learning to do research. > >c. I am learning on a deep level how to do a lit review and/or >how to do an analysis and/or how to write a discussion section. > >d. I am learning how to be persistent at something that is >important to me. > >e. Assuming I've picked a topic that is interesting or useful to >me and that I want to stay with, I am developing an expertise >that I will be able to use long after I've passed my final orals. > >f. And assuming I want an academic career, I'm learning how to >maintain a consistent, daily writing schedule despite the >relentless, never-ending siren call of other urgent priorities. >For inspiration about the road to mastery in writing or any other >complex skill, see George Leonard's beautiful book, "Mastery: The >Keys to Success and Long-Term Fulfillment." > >3. Practice detaching from the result. >-------------------------------------- >Use your dissertation to learn a secret of achieving difficult >goals -- simultaneously (a) hold a crisp vision of your goal, (b) >take daily action to achieve it, and (c) truly detach from >whether or not you'll ultimately ever reach the goal. This >lesson is beautifully described in the July 4th entry of Sara Ban >Breathnach's day book, "Simple Abundance." > >And it's the very point we talked about in Issue #1 -- detaching >from the result, yet taking action toward it. > >You'll probably never have anything more difficult to detach from >than whether you complete your dissertation. Because of that, >it's an unusual opportunity to practice and learn detachment. >When you work from that place where you can truly "lose it all," >you are also at the point where focusing on effort and "detaching >from the result" can pay remarkable dividends. > >4. Learn to be courageous. >-------------------------------------- >If the dissertation makes you anxious, if there are pieces of it >that fill you with fear, then you have the opportunity to >discover your courage. It is by pushing through, taking >effective action in the face of fear and by coming to completion, >that you will demonstrate to yourself and to the world your >bravery and resolve. > > >BEN J. DEAN >--------------- >Ben holds a Ph.D. in psychology from the University of Texas at >Austin and is a psychologist in private practice in Bethesda, >Maryland. > >In addition to his clinical practice, Ben regularly helps >doctoral candidates and academic writers "virtually" (by phone >with fax and email backup) complete their dissertations and >books. He lives in suburban Maryland with his wife and >two children. > >THE ALL-BUT-DISSERTATION SURVIVAL GUIDE(tm) >-------------------------------------------- >"The All-But-Dissertation Survival Guide"(tm) focuses on ways to >help its readers more readily overcome the roadblocks that often >seem to stand in the way of completing the dissertation. It is >read throughout the world. > >EDITING >-------------------------------------------- >MentorCoach.com provides solid, individualized help for your >writing. To schedule a free phone consultation about your editing >needs, e-mail . > >SUBSCRIPTION INFORMATION >-------------------------------------------- >If you've received this copy from a friend or colleague and would >like your own subscription, you can sign up for it directly at > > or > >send an e-mail to > >majordomo@mentorcoach.com > >with the SUBJECT line blank. In the BODY write: > >subscribe abdsurvivalguide-list > >PAST ISSUES >------------------------------------------------ >Past issues of The All-But-Dissertation Survival are archived at: > > >CONTACT INFORMATION: >-------------------------- >Ben J. Dean, Ph.D >MentorCoach.com(tm) >Voice: 301-986-5688 >Fax: 301-913-9447 >E-mail: ben@mentorcoach.com >Web: >Web: > >(c) Copyright 1998 Ben J. Dean. All rights reserved. > >Distribution Rights: The above material is copyrighted, but you >may retransmit or distribute it to whomever you wish as long as >not a single word is changed, added or deleted, including the >contact information. However, you may not copy it to a web site. > >Reprint permission will be freely granted, upon request, to >student newspapers, universities, and other non-profit >educational organizations. In addition, advance written >permission must be obtained for any reprinting of this material >in modified or altered form. > >UN-SUBSCRIBING >------------------------------------------------------- >If you would like to have your name removed from the subscription >list, please unsubscribe at > > > > > ______________________________________________________ Get Your Private, Free Email at http://www.hotmail.com From harlowc@cats.ucsc.edu Mon Nov 23 12:30:36 1998 Date: Mon, 23 Nov 1998 11:28:03 -0800 From: Christian Harlow To: "socgrad@csf.colorado.edu" Subject: [Fwd: STUDENTS CONDEMN UC UNION BUSTING TACTICS] This is a multi-part message in MIME format. --------------7C36DA88791516123625C199 in solidarity, Christian --------------7C36DA88791516123625C199 X-arrival-time: 911849331 by dfw-ix9.ix.netcom.com (8.8.4/8.8.4) Date: Mon, 23 Nov 1998 13:25:54 -0600 (CST) id rma000101; Mon Nov 23 13:25:23 1998 To: (Recipient list suppressed) From: kchis@ix.netcom.com (netcom) Subject: STUDENTS CONDEMN UC UNION BUSTING TACTICS Media Release * Media Release * Media Release * Media Release * Media Release * STUDENTS CONDEMN UC UNION BUSTING TACTICS UCSA Calls On Administration To Recognize Student Employee Unions Elected student leaders from eight University of California campuses unanimously condemned the UC administration for failing to recognize the collective bargaining rights of 9,000 readers, tutors, and teaching assistants (TAs) who are affiliated with the UAW. The UAW announced earlier this week that their members are preparing to strike if they don't receive immediate recognition of their unions. The student representatives of the University of California Student Association (UCSA), the systemwide student government which represents all 170,000 UC students, pledged their support for the strike and called upon UC President Richard Atkinson and all eight UC Chancellors to immediately recognize the unions in order to avert a massive walkout. Acknowledging that TA working conditions are undergraduate learning conditions, the students expressed grave concerns about the UC's apparent decision to undermine undergraduate education with a protracted labor dispute. At issue for undergraduates is the manner in which UC has chosen to handle the imminent strike. UC administrators have encouraged faculty to hire strikebreakers to perform the teaching and grading labor of striking workers and to alter course syllabi. Students argue that this amounts to grade manufacturing, not education. "We've heard complaints from students who have professors replacing a 15 page term paper with a scantron final," commented Haady Lashkari, Vice Chair of UCSA and an undergraduate Sociology major at UC Santa Barbara. "Other students are terrified of having their work graded by a scab who isn't familiar with the students or the course material. And the worst part is that everyone knows the administration is not doing anything to avert the strike." More than 4,700 UAW members authorized the strike by an 87 percent margin in a vote taken earlier this year. Votes were held at the Davis, Berkeley, Santa Cruz, Santa Barbara, Los Angeles, Riverside, Irvine and San Diego campuses of the UC. If the strike occurs, it is expected to be the largest ever held by graduate students. ### The University of California Student Association (UCSA) is a coalition of undergraduate, graduate, and professional student organizations from the 10 UC campuses. UCSA is the representative to the UC Office of the President, the UC Board of Regents, and systemwide committees. UCSA advocates, educates, and organizes to build student power in the University of California and throughout the state. --------------7C36DA88791516123625C199-- From dag@st-andrews.ac.uk Tue Nov 24 05:36:53 1998 Date: Tue, 24 Nov 1998 12:36:46 +0000 (GMT) From: Dave Gordon To: Sociology Graduate Students -- International Subject: Re: Academic Freedom In-Reply-To: <19981123133550.CTDR10820@default> > > Jim has asked me to contact people wide and far to > send email to Clark > College to protest this violation of his political > expression and right to > privacy. The school has no right to demand that he > turn over his private > email. Jim is even conscientious enough to include the > words "My Employer > has no association with my private/protected OPINION" > at the end of all his > communications. > As an employee everything that Jim produces using his employers resources remain the property of his employer. Any Mail, electronic or otherwise addressed to his employers address (even with Jim as the direct recipient named) is regarded as public mail and open to the administration of the college to read the mail before Jim gets hold of it. (Well at least that's the law here in the UK). If Jim wants his privacy respected maybe he should respect the privacy of others. He has been employed as an academic not as a rebel. Dave University of St. Andrews Department of Social Anthropology "I've got a chip on my shoulder that's bigger than my feet I can't talk to people that I meet well if I could see you now I'd try and make you sad somehow but I can't so I'll cry instead" Lennon and McCartney From aaustin@utkux.utcc.utk.edu Tue Nov 24 09:06:34 1998 Date: Tue, 24 Nov 1998 11:06:27 -0500 (EST) From: Andrew Wayne Austin To: Sociology Graduate Students -- International Subject: Re: Academic Freedom In-Reply-To: On Tue, 24 Nov 1998, Dave Gordon wrote: >He has been employed as an academic not as a rebel. What does this mean? Andy From dag@st-andrews.ac.uk Tue Nov 24 09:18:11 1998 Date: Tue, 24 Nov 1998 16:17:51 +0000 (GMT) From: Dave Gordon To: Sociology Graduate Students -- International Subject: Re: Academic Freedom In-Reply-To: > > >He has been employed as an academic not as a rebel. > > What does this mean? > > Andy > He has a contract which he is to keep to - one of the areas that the contract will cover is that Jim is to be a good reflection of the University/college - annoying the Uni Admin is likely to be a breach of these terms. He may be doing a humanitarian good but he is (as far as I can tell) walking on thin ice legaly. Dave University of St. Andrews Department of Social Anthropology "I've got a chip on my shoulder that's bigger than my feet I can't talk to people that I meet well if I could see you now I'd try and make you sad somehow but I can't so I'll cry instead" Lennon and McCartney From aaustin@utkux.utcc.utk.edu Tue Nov 24 09:28:31 1998 Date: Tue, 24 Nov 1998 11:28:25 -0500 (EST) From: Andrew Wayne Austin To: Sociology Graduate Students -- International Subject: Re: Academic Freedom In-Reply-To: On Tue, 24 Nov 1998, Dave Gordon wrote: >He has a contract which he is to keep to - one of the areas that the >contract will cover is that Jim is to be a good reflection of the >University/college - annoying the Uni Admin is likely to be a breach of >these terms. He may be doing a humanitarian good but he is (as far as I >can tell) walking on thin ice legaly. Sure. Workers have historically been compelled to adopt a stance that is favorable to their exploiters. I don't disagree that this is the rational act of the administration in reigning in a dissident. What troubles me was that you appear to take the side of the administration in admonishing the dissident for an invasion of privacy. Your tone was not an objective explanation for why the administration acts to oppress a subordinate, but rather a "he got what he deserved" judgment. Andy From cassell@vance.irss.unc.edu Tue Nov 24 10:42:07 1998 Date: Tue, 24 Nov 1998 12:40:10 -0500 (EST) From: James Cassell To: Sociology Graduate Student Discussion Subject: The Politics of Labor --Call for Papers (fwd) FYI ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ 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, 24 Nov 1998 11:24:08 -0500 From: Steve Vallas To: sssnet@irss.unc.edu Subject: The Politics of Labor --Call for Papers The following call for papers comes from historians seeking to foster inter-disciplinary dialogue and debate. Sociologists of work, labor, and workers' movements are encouraged to take note. CALL FOR PAPERS SOUTHERN LABOR STUDIES BIANNUAL MEETING GEORGIA STATE UNIVERSITY, ATLANTA, GA SEPTEMBER 30-OCTOBER 2, 1999 "THE POLITICS OF LABOR" The Southern Labor Studies Conference program committee invites proposals for papers and presentations for the 1999 biannual meeting to be held September 30 to October 2 at Georgia State University in Atlanta. The theme of the meeting is "The Politics of Labor: Labor, Culture, Society, and the State." The committee invites both proposals on traditional electoral politics and proposals which define politics broadly to include such topics as political culture, political economy, organizaing, public policy, labor's relationship to the state and society, internal union politics, the politics of gender, racial politics, and other labor topics with political themes. Although conference presentations focus on the history of the southern United States, the committee also welcomes papers on other topics such as international and comparative labor studies or proposals for presentations on labor education and pedagogy. The Southern Labor Studies Conference has traditionally combined the efforts of scholars, archivists, activists, and community members interested in labor studies. The committee welcomes proposals from scholars and activists from all disciplines and settings, including colleges and universities, museums, historical socieities, archives, libraries, and the labor movement. We encourage graduate studentsl, independent researchers, and activist and community members to submit proposals, and welcome both traditional academic panels and papers, as well as proposals for roundtables, audio and visual presentations, and other informal sessions. Applicants must submit three (3) copies of the following: for full session proposals, a one-page cover sheet, including the title of the panel, the names of panel participants, suggested commentator(s), and a brief description of the issues and questions the session will address; a one-page abstract of each presentation; and a short c.v. for each participant. Individual proposals should include a title, one-page abstract of the presentation, and a short c.v. PROPOSALS MUST BE SUBMITTED BY MARCH 15, 1999!!! For further information or to subbmit proposals, contact: Michelle Brattain and Cliff Kuhn Leslie S. Hough, Executive Director Department of History W.J. Usery Center for the Workplace P.O. Box 4117 120 Courtland St., Suite 400 Georgia State University Atlanta, GA 30303-3083 Atlanta, GA 30302-4117 (404) 651-1272 (404) 651-2250 FAX: (404)651-0841 FAX: (404)651-1745 lhough@gsu.edu (queries only) mbrattain@gsu.edu (queries only) This call and further information about the conference will be available at http://gsaix2.cc.GaSoU.edu:80/facstaff/ghickey From dag@st-andrews.ac.uk Wed Nov 25 07:26:53 1998 Date: Wed, 25 Nov 1998 14:25:55 +0000 (GMT) From: Dave Gordon To: Sociology Graduate Students -- International Subject: Re: Academic Freedom In-Reply-To: > > Sure. Workers have historically been compelled to adopt a stance that is > favorable to their exploiters. I don't disagree that this is the rational > act of the administration in reigning in a dissident. What troubles me was > that you appear to take the side of the administration in admonishing > the dissident for an invasion of privacy. Your tone was not an objective > explanation for why the administration acts to oppress a subordinate, but > rather a "he got what he deserved" judgment. > My tone was intended to be factual, neither pro- or anti- anyone. I don't have the necessary information to decide if he got what he deserved or not, simply, he has got what he should have expected to get. If you turn on your employers (bringing them in disrepute) one can not expect for them to roll over and play dead. As for Jim being exploited well that seems to me to be very moot, and certainly *not* an objective view. There was nothing in the original post that stated Jim thought he was being exploited. Surely his is under contracual obligation and breaking these obligations without redress by the administration would seem strange to say the least. Indeed we could say that *all* employees are exploited by the administration, but equally, *all* administrations are exploited by market forces comprised of the employees! This is life we are all exploited and all exploit in some fashion or other. As for the invasion of privacy issue - well, what can I say privacy should not be invaded, the administration is *not* invading Jim's privacy. They are not asking for anything that is not already theirs and likely as not under their copyright control anyway. If it is part of his work then it belongs to his employers. International law is rightly or wrongly explicit in this. I think freedom of speech is important but there are laws to prevent slander and liable - basicaly the abuse of such freedoms, and if the freedom of speech is abused then it should not go unnoticed. Finally, I am not in the position (I haven't the relevant information on this topic) to make judgements beyond the obvious and legal - the moral issues are not under scrutiny nor have they been discussed by me. I have not made any judgements simply stated the legal position under which Jim has found himself, if this is making judgements then they are not mine just the laws. Hopefully that has cleared up any misunderstanding of my position on the matter. Kindly, Dave University of St. Andrews Department of Social Anthropology "I've got a chip on my shoulder that's bigger than my feet I can't talk to people that I meet well if I could see you now I'd try and make you sad somehow but I can't so I'll cry instead" Lennon and McCartney From DAVIDSON@UCONNVM.UCONN.EDU Wed Nov 25 08:26:51 1998 Date: Wed, 25 Nov 98 10:25:56 EST From: Alan Davidson Subject: Jobs To: socgrad@CSF.COLORADO.EDU All H-Net Job Listings November 23, 1998 ----------------------------------------------------------------------- See our Web version at http://www.matrix.msu.edu/jobs ----------------------------------------------------------------------- -------------------------------------------------------------------------- 88. The University of North Carolina at Chapel Hill (NC) Carolina Minority Postdoctoral Scholars Program The Carolina Minority Postdoctoral Scholars Program The University of North Carolina at Chapel Hill As part of a continuing commitment to advance underrepresented scholars in higher education, The University of North Carolina at Chapel Hill, Carolina Minority Postdoctoral Scholars Program is pleased to announce the availability of five-six postdoctoral research appointments for a period of two years. The purpose of the Program is to develop minority scholars for possible tenure track appointments at the University. Postdoctoral scholars will participate essentially full-time in research and may teach only one course per year. Fields: Applications for study in any discipline represented on the campus are welcome. Please specify your discipline of interest. Stipend: $34,000 per calendar year. Health benefits are available. Some funds are available for research expenses, including travel. Eligibility: Minority students who will have completed the doctoral degree not later than July 1, 1999, and no earlier than July 1, 1995, are eligible to apply. Preference will be given to U.S. citizens and permanent residents. This program is funded by the State of North Carolina and places emphasis on Afro-Americans and Native Americans. The primary criterion for selection is evidence of scholarship potentially competitive for tenure track appointments in research universities. Application materials: A complete application will include a curriculum vitae, sample publications and/or dissertation chapters, a statement of research plans, and three letters of recommendation. Recommendation letters should accompany application materials. All materials should be sent to the address below and must be postmarked by February 1, 1999. Submitted material will not be returned to the applicant. Incomplete or late applications will not be accepted. Carolina Minority Postdoctoral Scholars Program Office of the Vice Provost for Graduate Studies and Research CB# 4000, South Building The University of North Carolina at Chapel Hill Chapel Hill, NC 27599-4000 Telephone (919) 962-1319 The University of North Carolina at Chapel Hill is an Equal Opportunity, Affirmative Action Employer -------------------------------------------------------------------------- 112. Emory University Graduate Institute of the Liberal Arts (GA) Assistant Professor, Social Thought & Social Movements The Graduate Institute of the Liberal Arts (ILA) seeks to hire, at the rank of Assistant Professor (tenure track), a scholar of social thought and social movements capable of applying social theory to the interface between his/her research specialty and the broader interdisciplinary focus of the Institute. A research emphasis on Europe is preferred, but others may be considered as well. The successful candidate, who will teach undergraduate and graduate courses, must have demonstrated excellence in teaching and research. Doctorate must be in hand by the beginning date of the appointment, Fall Semester 1999. Review of letters of application together with a CV and the names of three recommenders will begin January 1, 1999. Send to: Robert A. Paul, Director and Chair, Search Committee, ILA, Emory University, 537 Kilgo Circle, Atlanta, GA, 30322. Emory University is an Equal Opportunity/Affirmative Action employer. -------------------------------------------------------------------------- RESEARCH/PROFESSIONAL 128. Erasmus Institute (IN) Research Fellowships Sociology Fellowships: Erasmus Institute, Research Fellowships. The Erasmus Institute introduces its 1999-2000 residential fellowships at its center on the campus of the University of Notre Dame. These include senior/junior faculty, postdoctoral, and dissertation fellowships, both stipendiary and non-stipendiary, for one or two semesters. Applications are due February 1, 1999. The institute fosters first-order research (not policy-oriented or applied) grounded in Catholic intellectual traditions and focused on current problems in the humanities and social sciences. Examples include scholarship on just-war theory in political science, conceptions of authority in sociology, theories of human behavior underlying psychological research, or historical studies of religious sources of apparently secular modes of thinking. The institute also supports research deriving from other Christian intellectual traditions as well as from Jewish and Islamic ones. It invites the participation of scholars without regard to religious belief. For application materials contact: Erasmus Institute, 1124 Flanner Hall, Notre Dame, Indiana 46556-5611; Phone: 219/631-9346; Fax 219/631-3585; E-mail: erasmus@nd.edu; http://www.nd.edu/~erasmus/. -------------------------------------------------------------------------- SOCIOLOGY 132. Bates College (ME) Assistant Professor, Black Feminist Approaches to Social Sciences The African American Studies Program invites applications for a tenure-track position available Fall 1999. We are interested in candidates whose work explore BLACK FEMINIST APPROACHES TO THE SOCIAL SCIENCES in the United States, or the U.S. and the black diaspora. Areas of particular interest might include but are not limited to: political economy; environmental sociology; demography; critical race theory; public health and policy. The successful applicant should have a background in at least one social science discipline, which may include history, but should be interdisciplinary in outlook and approach. The ability to teach about activist traditions in communities of African descent would be advantageous. The Program in African American Studies at Bates is closely allied with, and its courses form a central component of, American Cultural Studies. Bates also has strong interdisciplinary programs in Women's Studies and Environmental Studies among others. The candidate would be expected to teach at least one required course in Women's Studies. Bates College is a small liberal arts undergraduate institution where excellence in teaching and scholarly research are equally valued and where all appointments include some administrative duties such as committee work and student advising. Review of applications will begin on February 1, 1999 and continue until the position is filled. Mail cover letter, curriculum vitae, writing sample, and three letters of recommendation to: Chair, African American Studies Search c/o Secretarial Services 2 Andrews Road, 7 Lane Hall Lewiston, ME 04240 Bates College values a diverse college community and seeks to assure equal opportunity through a continuing and effective affirmative action program. 133. Fort Lewis College (CO) Assistant Professor Tenure-track Sociology/Human Services Sociology: Fort Lewis College. Sociology/Human Services Assistant Professor, Ph.D. preferred and required for tenure. Applicant should be broadly prepared to teach the full range of courses in the Department and demonstrate a commitment to social practice and teaching. The department combines theory and social practice through courses in comparative native issues, race, women's issues, class conflict and practicum experience in the Southwest and Mexico within the context of economic justice. The college is a state supported, liberal arts college of 4,300 students in the Southwest Rockies, emphasizing excellence in teaching. Teaching assignment is 12 hours per term. Send statement of teaching philosophy, curriculum vitae, transcripts, and three letters of recommendation to: Dennis Lum, Chair, Search Committee, Department of Social/Human Services, FLC, 1000 Rim Drive, Durango, Colorado 81301-3999. Applications must be postmarked no later than December 7, 1998. Fort Lewis is an AA/EOE. Women and minorities encouraged to apply. Official transcripts required of semi-finalists. http://www.fortlewis.edu. 134. Gordon College (MA) Assistant Professor Tenure-track Position Sociology Sociology: The Department of Sociology at Gordon College seeks candidates for a tenure-track position at the assistant or associate level, to begin August, 1999. We are seeking an educator committed to excellence in the integration of Christian faith and the highest standards of teaching in a non-denominational Christian liberal arts college. Preference will be given to candidates with teaching/professional experience and a Ph.D. The successful candidate will be expected to teach the Introductory course in Sociology and offer electives in Social Stratification, Urban Sociology, Social Movements, and other fields of specialization. Gordon College is an affirmative action, equal opportunity employer and seeks women and minority applicants. Vita and a two page statement of philosophy of education should be directed to Dr. Mark Sargent, Provost, Gordon College, 255 Grapevine Road, Wenham, Massachusetts 01984. Review of applications will begin December 1, 1998. 135. Jacksonville University (FL) Associate Professor of Sociology Sociology: The Department of Sociology at Jacksonville University invites applications for a tenure-track position at the assistant professor level beginning in the fall of 1999. Jacksonville University is an independent liberal arts institution, and commitment to excellent teaching is our most important consideration. Teaching requirements will include introductory and upper level sociology courses, including sociological theory and possibly criminology. A Ph.D. in Sociology is required. Please send letter of application, vita, unofficial transcripts, and three letters of reference to Eric Thomas, Chair, Division of Social Sciences, Jacksonville University, 2800 University Boulevard North, Jacksonville, Florida, 32211-3394. A review of the applications will begin immediately and continue until the position is filled. 136. Portland State University (OR) Tenure-Track Position Sociology Sociology: Portland State University. Position Description. The Department of Sociology at Portland State University invites applications for a tenure-track beginning September 1999. This position is at the assistant professor level with a specialization in medical sociology. Ph.D. in sociology or closely related disciplines is required. Applicants must have a strong commitment to research, grantwriting, and excellence in teaching sociology. We seek a person who can work with our new medical sociology Ph.D., cooperate with other faculty in research and grantwriting, and collaborate with multidisciplinary investigators at the Northwest Kaiser-Permanente Center for Health Research. Candidates with academic experience in Chicano/Latino studies are encouraged to apply. Responsibilities include teaching graduate and undergraduate courses and conducting an active research agenda. The Department offers a Bachelor's and a Master's in Sociology, and a Ph.D. in the Systems Science/Sociology. Send application materials, indicating research and teaching interests, descriptions of any grant-writing activities, a curriculum vitae, and three letters of reference, to Dr. Michael Toth, Search Committee Chair, Department of Sociology, Portland State University, P.O. Box 751, Portland, Oregon 97207-9751; tothm@pdx.edu. Review of applications will begin on January 11, 1999. Applications will be accepted until the position is filled. Portland State University (http://www.pdx.edu) is an Affirmative Action, Equal Opportunity institution. The Department continues to seek a diverse faculty. Minority applicants are encouraged to apply. 137. Shippensburg University (PA) Assistant Professor Tenure-track Criminal Justice/Criminology Criminal Justice/Criminology: Shippensburg University. The Department of Criminal Justice is inviting applications for two tenure-track positions at the assistant professor level beginning Fall 1999. Both positions require a Ph.D. in criminal justice/criminology; however, applicants in the final stages of the dissertation will be considered. A Ph.D. is required for tenure. Candidates are expected to have a strong commitment to undergraduate and graduate teaching, advising students, and scholarship. Field experience is considered an asset. Responsibilities include teaching four courses per semester, advising, research/publications, service, and teaching in a graduate level Weekend Program for Juvenile Probation Officers. A demonstration of teaching effectiveness will be required as part of the interview. Applicants for position one must have a specialization in law enforcement and be able to teach courses in police organization and management, criminal investigation, evidence, seminar in law enforcement, and policing and democracy. Applicants for the second position must be able to teach at least two of the following: juvenile justice, research methodology and statistics, criminological theory, court organization and operations, and legal procedures. For the second position, a Ph.D. and JD is preferred. The salary and benefits for both positions are competitive. For full consideration, submit an application letter, complete vita, an official transcript from institution awarding highest degree, and names, addresses and phone numbers of three professional references to Robert M. Freeman, Chair, Search Committee, Department of Criminal Justice, Shippensburg University, 1871 Old Main Drive, Shippensburg, Pennsylvania 17257-2299. Review of applications will begin on January 20, 1999, and will continue until the position is filled. Shippensburg University is committed to equal employment opportunity. Women, persons of color, veterans, and the disabled are encouraged to apply. 138. Susquehanna University (PA) Assistant Professor Tenure-Track Sociology Sociology: Susquehanna University. Assistant Professor in Sociology, tenure-track position to begin in August, 1999. Demonstrated success or evidence of potential to excel in undergraduate teaching is essential. Primary responsibilities include the teaching of introductory sociology, social problems, social control, the family, race and ethnicity, supervision of student practica, and occasional upper-level topics related to applicant's specialization. Preference given to applicants with an interest in comparative sociology or social policy. Commitment to fostering independent student research is required. Ph.D. with teaching experience strongly preferred; ABD considered. Located in the scenic Susquehanna valley, about one hour north of Harrisburg, one hour east of State College and three hours from New York, Philadelphia or Washington, DC (see www.susqu.edu). Send vita, statement of teaching philosophy, brief description of research plans, copies of graduate transcripts, sample syllabi, and three letters of reference to: N.J. Vasantkumar, Chair, Department of Sociology and Anthropology, Susquehanna University, Selinsgrove, Pennsylvania 17870. Review of applications begins January 1, 1999. AA/EOE. Applications from women and persons of color encouraged. 139. University of California San Fransico (CA) Predoctorial Student Sociology/Medical Sociology PREDOCTORAL STUDENTS The Department of Social and Behavioral Sciences is accepting applications for its Doctoral Program in Sociology for Fall 1999 (deadline 2/1/99). The focus is on medical sociology, with special emphases on aging, chronic illness, and disability; women, health, and healing; AIDS/HIV; sociology of science and technology; race, class, and gender. Merit-based fellowships, traineeships in aging and health services research, and research, and research assistantships are available. For information and applications contact Ray Rudolph, Department of Social and Behavioral Sciences, University of California, San Francisco, CA 94143-0612; telephone: 415-476-3964; fax: 415-476-6552; e-mail: rgr@itsa.ucsf.edu. 141. University of Utah (UT) Assistant professor Sociology - Macro-comparative Sociology: The University of Utah (www.utah.edu) invites applications for a tenure-track position at the assistant professor level in the Department of Sociology beginning August, 1999. Recruitment will focus on a scholar in the research area of macro-comparative sociology. Quantitative expertise is essential. Sub-areas of specialization are open. Candidates must have completed the doctorate by August, 1999. Review of applications will begin on 15 December and continue until the position is filled. Please send a curriculum vitae, a letter describing research and teaching interests, reprints/preprints of research publications, and three letters of reference to: Edward L. Kick, Personnel Committee Chair, University of Utah, Department of Sociology, 390 South 1530 East Room 301, Salt Lake City, Utah 84112-0250. The University of Utah is an Equal Opportunity, Affirmative Action Employer and encourages nominations and applications from women and minorities and provides reasonable accommodation to the known disabilities of applicants and employees. 142. University of Wisconsin-River Falls (WI) Assistant Professor Tenure-track Sociology Sociology: Assistant Professor, tenure-track. Ph.D. required, sociology preferred, criminology with sociology background considered. Applicant must have graduate course work in criminology, criminal justice, sociology, research methods, and statistics. Candidate will be expected to teach Criminology, Criminal Justice, Research Methods, Statistics, and other courses as needed by the department. Teaching and research experience desired. For application materials contact Dr. Clifford Mottaz, Sociology Department, University of Wisconsin-River Falls, 410 South Third Street, River Falls, Wisconsin 54022. Application deadline: February 1, 1999. From harlowc@cats.ucsc.edu Wed Nov 25 14:32:12 1998 Date: Wed, 25 Nov 1998 13:29:37 -0800 From: Christian Harlow To: "socgrad@csf.colorado.edu" Subject: [Fwd: UAW ad in the LA Times, TODAY!! Nov. 23, 1998 (fwd)] This is a multi-part message in MIME format. --------------A03E35CB50D6B7AC5113E355 fyi --------------A03E35CB50D6B7AC5113E355 X-arrival-time: 911971404 Tue, 24 Nov 1998 21:23:21 -0800 (PST) Date: Tue, 24 Nov 1998 21:23:21 -0800 (PST) From: Sudarat Musikawong To: socgrad@cats.UCSC.EDU Subject: UAW ad in the LA Times, TODAY!! Nov. 23, 1998 (fwd) Date: Mon, 23 Nov 1998 14:36:43 -0800 (PST) From: 6500cori@ucsbuxa.ucsb.edu To: Ted Coe John Baranski , Laura Scott Holliday , "sully1@mindspring.com" , 6500keb2@ucsbuxa.ucsb.edu, fox@sscf.ucsb.edu, 6500rf1@ucsbuxa.ucsb.edu, ublakn01@mcl.ucsb.edu, sheller@twiki.physics.ucsb.edu, seth@physics.ucsb.edu, "Keith A. Rozendal" , Rani Bush , ralphmeg@aol.com, Samara Paysse , Erik Noonburg , najita@humanitas.ucsb.edu, phil mccarty , Glyn Hughes , gilbert@humanitas.ucsb.edu, gerend@humanitas.ucsb.edu, Brad Duchaine , cuk@humanitas.ucsb.edu, case@humanitas.ucsb.edu, carlande@humanitas.ucsb.edu, bivens@psych.ucsb.edu, Ralph Armbruster , Tony Samara <6500trs0@ucsbuxa.ucsb.edu>, 6500tjh1@ucsbuxa.ucsb.edu, Sarah Rodriguez <6500sr2@ucsbuxa.ucsb.edu>, 6500snuz@ucsbuxa.ucsb.edu, Sara Mason <6500sfm0@ucsbuxa.ucsb.edu>, Robert Caputi <6500robc@ucsbuxa.ucsb.edu>, Rebecca L Overmyervelazquez <6500rlo0@ucsbuxa.ucsb.edu>, 6500rds1@ucsbuxa.ucsb.edu, 6500lme1@ucsbuxa.ucsb.edu, 6500kep@ucsbuxa.ucsb.edu, 6500gdp0@ucsbuxa.ucsb.edu, 6500ejw1@ucsbuxa.ucsb.edu, erica <6500eh1@ucsbuxa.ucsb.edu>, 6500eak0@ucsbuxa.ucsb.edu, Dana Collins <6500dmc@ucsbuxa.ucsb.edu>, chris cook <6500crc0@ucsbuxa.ucsb.edu>, Britta Wheeler <6500bbw@ucsbuxa.ucsb.edu>, glyn hughes <6500glyn@ucsbuxa.ucsb.edu>, Brett A Coker <6500bac2@ucsbuxa.ucsb.edu>, Kara A Zugman <6500kaz1@ucsbuxa.ucsb.edu>, Christopher J Kollmeyer <6500cjk0@ucsbuxa.ucsb.edu>, 6500csb1@ucsbuxa.ucsb.edu, HardingCastillo <6500sjh1@ucsbuxa.ucsb.edu> Subject: UAW ad in the LA Times, TODAY!! Nov. 23, 1998 ed note - this was practically a FULL page ad. ======================================================================= Final Exams At UC Are Being "Dumbed Down" So Teaching Assistants Can Be Replaced By Electronic Scanners. (picture of a true false box) Since 1983, officials at the University of California have been wasting millions of tuition and taxpayer dollars to pay for lawyers and litigation in a disruptive campaign to deny UC's 10,000 teaching assistants, tutors, and readers their right to form a union and bargain collectively. Has the University's strategy of delay and evasion worked? No. Fifteen years ago, there was one TA union on one campus. As of today, two-thirds of UC's teaching assistants, tutors, and readers on ALL eight campuses have signed up. And the state Public Employmnent and Relations Board (PERB) has notified the university that it may voluntarily recognize the UAW academic unions at any time. But that hasn't happened. Instead, UC officials have resorted to yet more litigation and more delays, leaving the union virtually no choice but to plan a system-wide strike. The membership vote was 87% in favor. UC could still avoid a strike simply by recognizing the unions. But that's apparently not the path they have chosen. Rather, the UC administrators have advised faculty to dumb down final exam questions so that answers can be graded by an electronic grading device, instead of teaching assistants. As if that weren't enough, they're also pushing to hire replacement workers - scabs who would cross the picket line to undermine a strike. Does that square with a commitment to quality education? Of course not. "Sixty percent of our instruction comes from TAs." says student leader Liz Geyer, a UCLA undergraduate student government leader and board member of the statewide UC Students Association. "they know our work the best. that's why they should grade our work, not scabs or scanning machines." We couldn't agree more. We've said repeatedly that once we're recognized, we're willing to negotiate contracts that fairly address the needs of the entire UC educational community. Isn't that a more sensible approach for a great institution of higher learning than betraying democratic values and lowering academic standards with scabs and scanners? --------------A03E35CB50D6B7AC5113E355--