Wednesday, May 15, 2013
Vilfredo Pareto and Karl Marx
Choose three (3) of the following sets of concepts. Define each concept, in the set and, if appropriate, provide an example. Discuss how the concepts, in the set, are connected and the possible implications, of the connection. Limit each answer to 153 words.
Here’s the break down of marks for this part, that is, questions (a) through (i). You may earn up to two (2) marks for each definition and example, if relevant, in each set of three concepts. You may earn up to four (4) marks for your identification and discussion of the most important connection or link among the concepts and the implications of this link among the concepts. (Concepts, in each set, are connected. “No connection” is not a viable answer.) Each pair is thus worth ten (10) marks. This part of the examination is worth thirty (30) marks. Double Space! WRITE CLEARLY. Think! Think!! Think!!!
(a) proletariat, bourgeoisie, exploitation (b) gender, sex, social construction
(c) value emphasis, norms, sanctions (d) social class, class, life chances
(d) societal homogeneity, heterogeneity, progress (f) dynamics, statics, social change
(g) mode of, means of production; power (h) dysfunction, function, social fact
(i) social life, social relations; sociology
PART 2. Choose one (1) of the following, (j) through (l). Limit your discussion to 642 words. Double Space your answers. To save time and as appropriate, you may make explicit reference to definitions, concepts or ideas from Part 1. WRITE CLEARLY.
(j) Briefly explain the forms of social conflict discussed by Vilfredo Pareto and Karl Marx. (10 marks) Whose ideas about social conflict do you prefer: Marx or Pareto? Why do you prefer Pareto or Marx? What similarities and differences do you see in their ideas? How might the ideas, expressed by Pareto and Marx, exist, today, and influence 21st century social life and social relations? Define all terms used. Give examples. (20 marks)
(l) Role Matrix and Role Conflict are core concepts for Robert Merton. Briefly, explain each of these concepts. (10 marks) Discuss the process and practical effects of Role Conflict, using an exemplar, such a specific instance of work, family or friendships. (10 marks) Indicate and explain one function and one dysfunction of Role Conflict and discuss the implications of each. Define all concepts used.(10 marks)
PART 3. Choose one (1) of the following, (m) through (q). Limit your discussion to 1294 words. The question is worth forty (40) marks. Note the mark distribution for each question. Focus your response. Be sure to define and explain all con¬cepts you use,; explicitly state any assumptions you make regarding your response. To save time, you may make explicit reference to definitions, concepts or ideas from Part 1 or Part 2. WRITE CLEARLY. DOUBLE SPACE. Think! Think!! Think!!! Be thorough.
(m) Explain, in as much detail as you believe necessary, collective conscience, as offered by David Emile Durkheim. (10 marks) Discuss the similarities and differences of class consciousness and collective conscience and indicate to what, if any, extent, the two concepts are interchangeable. (10 marks) Do you believe collective conscience is a useful tool for understanding sub-cultures that involve fashion, music or technology fads? Thoroughly explain why or why not. Use an example, such as “hip hop,” “grunge” or “dance music,” iPads, iPhones or other technology, to illustrate your answer. (20 marks)
(n) Comte, Spencer, Marx and Durkheim each discussed social progress. For someone who is intelligent and interested, briefly explain how Comte, Spencer, Marx and Durkheim thought about social progress. (20 marks) Using examples, explain which of these ways of thinking about social progress do you believe is most effective and why? (20 marks) Be thorough and think!
(o) Explain, in as much detail as you believe necessary, class conscious¬ness, as offered by Karl Marx. (10 marks) Discuss the similarities and differences of class consciousness and collective conscience and indicate to what, if any, extent, the two concepts are interchangeable. (10 marks) Do you believe class consciousness is a useful tool for understanding social relations among social classes, today? Use examples to illustrate your answer and thoroughly explain why or why not. (20 marks)
For your journal entry, you will explore aspects of your personal experience and/or beliefs regarding significant public policies and what you have learned in your readings. As you reflect, please address the following questions:
What are the major current federal welfare issues?
How do you feel about related policies?
What, if anything, has changed or is changing, and how does it affect you personally?
What were your thoughts prior to reading this week’s reading assignment?
How has your perspective been either reinforced or changed now that you are more informed?
What are the major current federal welfare issues?
How do you feel about related policies?
What, if anything, has changed or is changing, and how does it affect you personally?
What were your thoughts prior to reading this week’s reading assignment?
How has your perspective been either reinforced or changed now that you are more informed?
Quality Improvement Team Leadership
The following characteristics have been identified as important for high performing teams: size and structure, shared vision, focused objectives, leadership, cohesion, action and follow-up. You are the manager of a respiratory care department. In an essay of 500-750 words, describe how you would develop these characteristics within your team.
Missouri compromise and the territorial expansion of slavery in the 18th and 19th century.
These dreams awakened me and filled me with terror" Thomas Jefferson wrote during the debates about the Missouri compromise. When historians of 18th Century and 19th Century united states discuss the territorial expansion of slavery as an ideological expansion of a debate about freedom, what do they mean? Discuss using evidence from Roger Wilkins, Jefferson's Pillow and Michael Holt, The fate of their country.
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