Visualizing Ourselves

2:49 and shortly after provide a good image of instantaneous communication.

The Truman Show

Spontaneous

Trailer

A 'fake' (internal to the movie) behind the scenes video--it makes apparent the darker sides of the cast

Growing suspicious:  a deleted scene

Truman on the Run:  deleted scene

Today's Schedule:  deleted scene

Test 1 Study guide

Mills (ISR 8-19)

The sociological imagination allows one to combine_____ and_____ to create summations of what is going on in the world.

A(n) ______, such as mass unemployment, is a public problem, whereas a(n)_______, such as someone being unemployed due to lack of job skills, is a private problem.

Becker (ISR 20-35)

For hierarchical organizations, ______are assumed to know more and be more credible than_______.  This idea that info flows upward in a hierarchical organization is known as the idea of the _______.

In an apolitical situation, a sociologist is most likely going to be accused of bias for researching the point of view of_______.

Charon (ISR 44-61)

That humans are_____refers to the fact that they are dependent on their associations with others.  E.g., because of their lack of connection with other humans, Romanian orphans were physically and mentally retarded compared to children that had more human-to-human connections.

The two key characteristics of human nature are that humans are_____and_____.

In communication, humans use_____ which are things that stand for something else.

Human nature is______, in the sense that humans are not fully determined by their instincts, but rather they become what they do b/c of the rules, laws, values, and ideas they develop and transmit through their connections with others.

Humans develop a(n)_____ (or an ego that allows them to be aware of themselves) by interacting with others. 

Humans interacting with others also develop______ which is the ability to think about our environment.

Berger (ISR 86-93)

_____are techniques that function to eliminate undesirable personnel and to encourage others to conform.

Understanding the research process (ES 32-55)

If a researcher studies some cops and wants to use their findings to describe all cops, then they are trying to______their findings.

A researcher studied some instead of all cops.  Therefore, they studied a(n)_____as opposed to a(n)_____.

A researcher wants to determine how often a group of people is brutalized by cops, so they ask them to count the number of times they were ‘subject to police brutality in the past year’.  The researcher notices that the numbers are lower than they expect.  They then redo the study and define exactly what they mean by ‘subject to police brutality’ b/c they realized the participants didn’t full know what they meant by this phrase, which was a little wordy.  The researcher had a(n)______ problem. 

A researcher studies the sentencing process of cops caught in black market drug transactions.  They find that cops tend to get a slap on the wrist in the West of the US and a harsher sentence in the East of the US.  In this example, _____is the independent variable and______is the dependent variable.

A sociologist publishes a report that claims that cops don’t ever commit brutality against civilians, but they explain neither how they collected and analyzed their data nor how they drew their conclusions.  This study lacks______.

Social structure (ES 86-107)

A(n) ______ is the recurring patterns of behavior found in a society or association.

Blog:  What is a sociological question

Fist fighting or sex are examples of interactions involving_____.

Talking to someone via text or Skype are examples of interactions involving______.

How to utilize a lecture

It is often the case that students do not maximize the utility of a lecture.  Here is a brief list of things you might do to help you proficiently utilize a lecture for which you are an auditor.

Q. How to make use of (or utilize) a lecture?
A.
1) take visual notes or doodle,
2) create an internal dialog on paper (perhaps in Q & A format, perhaps between you and I),
3) keep a list of your questions and interests and try to form a resonance between the items on this list and the topics being discussed, 
4) look on the WWW for examples or data related to the lecture topics,
5) discuss the lecture topics on the facebook page (during or after the lecture),
6) when taking notes, a) categorize the topics to help focus your attention or b) try to connect these topics with personal experiences or with whatever memories you can recall,
7) carry out your own (artistic, scientific, or philosophical) inquiry and try to make it connect with lecture inquiry,
8) try taking Cornell notes and focus on…

A. Key concepts
B. Major sentences and propositions
C. Major paragraphs and arguments
D. Problems or questions being addressed

Rules for Interlocution/Participating

- Rules for Interlocution/Class Participation-

                                                                                                          
A. Don't get off topic. Staying on topic is important. The more we digress, the more difficult it becomes to pursue a thought. There is a requisite amount of time for exploring something; the mind needs this time in order to mull it over, to digest it, as it were.  Sticking to a topic accelerates the brain’s ability to process a line of thought.

B. Think before speaking. Try to think of an answer to your question before you speak it aloud. This will help you avoid outsourcing thinking to others when you are perfectly capable on your own. Such outsourcing can breed stupidity.

C. Reference statements: Qualify what you know through references and clarify what you don't know whenever you are putting forth claims of truth or fact. This will prevent you from speaking out of turn or with excesses of "certainty" (when you actually don't know). This will also prevent you from spreading lies or misinformation. So, if you make a claim, then say where you got it from, even if you can't recall the source. If you heard something, then who did you hear it from? How do you know if they're right? If you read it in the book, give the page number. If it refers to a personal experience, then say so.

D. Be cautious. A) That which makes sense isn't necessarily true. One can make sense of a situation with a fact, a lie, an illegitimate belief, etc. Caution is the name of the game. When trying to make sense of a situation with an idea, look for things that are capable of both affirming and denying this idea. B) Stick to the basic rules of symbolic and informal logic (i.e., avoid logical fallacies).

E. Avoid interrupting people, and get on the Stack instead. Simply indicate to the stack keeper that you would like to talk, and they will let you know when it's your time to go.

F. Don't be rude and don't ridicule. If an idea is crummy or false, then simply say the reasons why it is so when your turn comes. Or do one better: ask a question that would require that the speaker of a false or crummy idea would have to give you reasons, would have to prove to you the truth or non-crumminess of their idea. If they cannot, then they might just be able to determine for themselves the false or crummy state of their idea.
--POI: Sometimes someone is right, but they lack the evidence to defend their claims. In this case, they don't lose at the level of truth, but rather they lose at having a well-constructed argument.

G. Don't be a know-it-all. Its better to be a know-it-some and a skeptic. The purpose of the class is not to provide someone with an audience before which they can display their arrogance. 

H. Share time space: If you have already talked and someone else has not, then let them talk.

I. Talk time limit: Don't talk more than 2 min at a time.

J. Actual student (one who studies): If you did a reading or gathered some data, then make sure to say so – i.e., tell me at the beginning of class. This raises the value of your speech, and may give you speaking priority.

K. Web streams: If you have something pressing to say, or if you just prefer to post on the web, then post it to the facebook group page.

Ways to Participate in Class

Ways to Participate in Class

1. OFFERING PERTINENT/RELEVANT INSIGHTS or INFORMATION on related topics.
- a) SHARING FINDINGS (e.g., from google searches)
- b) IDENTIFY (& mention) CONNECTIONS between your projects and interests and those of the lecture

2. FORMULATING a METAPHOR, METONYMY, SYNECHDOCHE, LITOTE, HYPERBOLE, or PERSONIFICATION

3. ASKING & ANSWERING QUESTIONS.

4. REFORMULATING/PARAPHRASING:  putting propositions & concept terms or definitions in your own words. ("So, what you're saying is that...")

5. SKETCH, DIAGRAM, GRAPH, ILLUSTRATE or describe the social with a VISUAL or MODEL (I.e., make a data visualization and present it to the class).

6. EXEMPLIFYING:  presenting an example of something  ("Would an example of that be...?", "So, for example..." "So, that's like when...")

7. THOUGHT EXPERIMENTING: imagining a scenario that is possible (and perhaps probable) in which things can be made incarnate in thought. IOW, fabricating a fictional possible world or situation. ("What if...?")

8. PROVIDING (statements of) EVIDENCE or COUNTER-EVIDENCE for a claim  ("That makes sense because X [is the case or happened].", "If that were true, then X would be the case, but Y is the case.") - e.g., offering data found through a google search

9. PRODUCING INDUCTIVE CONCLUSIONS (i.e., a pattern-expressing statement, a law-expressing statement, a statement of generalization) ("If this happens, then that will happen.", "X is typically followed by Y, which is usually followed by Z.") - e.g., "For every action there is an equal and opposite reaction."
- Generalizing Words: usually, typically, probably, always, every, seldom, likely, nowhere, anywhere, anytime, anybody, few, all
- Logic Words: when, if...then..., until, for

10. HYPOTHESIZING: Generate a statement that expresses an expectation of what will happen or what has already happened. ("This mitigates the effects of that.", "This is the case.") - e.g., “Higher levels of education increase the likelihood of earning a higher income.”, "We have moved from a disciplinary society to a control society."

11. PRODUCING DEDUCTIVE CONCLUSIONS (inferring special/specific events)
E.g., X = cops are equipped with video cameras, Y = possibilities for repression will increase
1. If X, then Y.
2. X
Therefore,
3. Y

12. IDENTIFY breaches of uncertainty made in your own claims and in those of others. ("We don't know that yet (or given our point of view).", "That doesn't necessarily mean that.", "That conclusion doesn't follow from the facts.")

Empty comics to take notes or simulate a dialog with