Sociology is the systematic and scientific study of social life. Sociologists study people as they form groups and interact with one another. The groups they study may be small, such as married couples, or large, such as a subculture of suburban teenagers. Sociology places special emphasis on studying societies, both as individual entities and as elements of a global perspective.
There is a 5 page paper taped to the room's door. On it is a blue sticky note that reads:
Here is a copy of your syllabus. Feel free to take a picture of it. They will also be distributed during class. If you have any questions, please email me at yukina.kou@ashhavenacademy.org I look forward to meeting all of you.
- Professor Yukina
The contents of the syllabus are as follows:
Course Description & Objectives
Sociology is the systematic study of the relationship between people and society; therefore, this course includes an examination of basic sociological principles, concepts, and theories as well as culture, societies, the socialization process, various types of stratification (class, global, racial/ethnic, gender), race/ethnicity, minority groups, deviance and crime, gender, and age. Students explore and compare the various historic, cultural, and social frameworks of the world, which results in an appreciation for unique cultural identities. In addition, as societies around the globe undergo almost unprecedented rapid change, this course assists students in analyzing and interpreting historic as well as contemporary issues. By using ‘the sociological imagination’ to link micro-level individual experiences to macro-level social structures and critical thinking skills as sociological “tools”, you will explore your own perceptions, attitudes, prejudices, and issues regarding sexuality, diversity, class, gender, and race/ethnicity. Specifically, you will learn:
xxx1. The framework, theoretical paradigms, and underlying assumptions central to sociology. xxx2. Society as a dynamic system responsive to historical, economic, cultural, and political influences, xxx3. How your micro-level, everyday interactions are representative of and linked to macro-level social structures. xxx4. The social and cultural aspects of social behavior due to the socialization process. xxx5. About globalization and the ensuing changes underway in societies around the globe. xxx6. A deeper appreciation for various cultures and how they interact in a larger global context. xxx7. A foundation from which to dissect minority-majority group relations in addition to how race/ethnicity, gender, and class are socially constructed concepts. xxx8. An understanding of western and non-western cultures, values, and social norms as well as the contributions and concerns of various groups (ethnic/racial, gender, etc.) xxx9. To express (written and orally) a well-informed interpretation of the social world based on sound sociological reasoning that also reflects critical thought. xxx10. Sociological research methods and theories that also prepares you for more in-depth studies in sociology.
General Education Competencies - Critical Thinking Skills - To Read Critically and Thoughtfully - Effective Written and Oral Communication
xxxRequired Textbook: John J. Macionis, SOCIOLOGY 13th Edition, Vol. I, Saddle River, NJ: Prentice Hall, 2010. ISBN# 0558547664.
xxxRequired Reading Articles: Reading #1- Giddens, “Sociology: A Brief but Critical Introduction” Reading #2- Miner, "The Body Ritual Among Nacirema" Reading #3- Iyer, "The Global Village Finally Arrives” Reading #4- Macionis, “Marx’s Concept of Alienation versus Durkheim’s Concept of Anomie”
xxxTO BE TESTED ON EXAM 1: Reading #5- Kilbourne, “Beauty and the Beast of Advertising”
xxxTO BE TESTED ON EXAM 2 : Reading #6- Waldman, “Working Harder, Getting Nowhere”
Reading #7- Gibbs, “Welfare vs. Wealthfare” Reading #8- Anderson, “Selling Crack” Reading #9- Wilson, “Public Policy Research and the Truly Disadvantaged” Reading #10- Snyder, "Self-Fulfilling Stereotypes"
Readings #7 - #10 will also be tested on exam 3.
Class Format You are expected to have the reading completed before class so that you can effectively participate. In addition, lectures and discussion are intended to supplement the reading, NOT substitute for it. Attendance and active participation expressed in class discussion is worth a 10% of your final grade.
To that end, I suggest you make a concerted effort to: xxx1. ask and answer questions, xxx2. volunteer pertinent discussion contributions, xxx3. comment based on the readings, and xxx4. in general, be an active, vocal participant of class.
I cannot make anyone learn anything, I can only offer knowledge and facilitate learning. Students will participate in several learning-centered activities that reflect involvement in the class and result in a deeper understanding of the course; participation will be reflected in your grade. Be prepared that some discussion topics or comments may make you feel uncomfortable and challenge what you believe to be true or right. However, it is my belief that such confrontation is an integral part of learning and the classroom is the ideal forum for such an exploration. Also, listening to and learning from diverse views can enrich us all; therefore, one must feel safe to express oneself. The environment of this class must be one that facilitates open, non-judgmental discussion. No disparaging remarks will be tolerated in regards to ethnic background, gender, sexual preference, age, socioeconomic status, etc. This includes not repeatedly interrupting or talking during lecture (or when another student is talking), and having tolerance for differences of opinion. If you are what I consider discourteous to another student or myself (i.e., NO texting), you may be asked to leave the class and it will be reflected in your participation grade.
In return, I will do my best to uphold this tenet and treat everyone’s educated opinions with due respect.
If you experience a particularly difficult time or feel uncomfortable with some issue, fellow student (myself included), or topic, PLEASE talk to me personally so we can work it out. Students are expected to practice academic honesty and any form of cheating or plagiarism will result in a zero.
Attendance Policy Obviously, you are unable to contribute to class if you are absent; therefore, attendance is MANDATORY. Be forewarned that the nature of this course requires consistent attendance and involvement. You are entitled to TWO absences for whatever reason (sick, appointments, etc.) with no penalties reflected in your grade. If you have more than two absences, points will be subtracted from your participation grade. (Poor attendance is the easiest way to lose points). If you experience an unforeseeable problem (extended illness, death, injury, etc.), please inform me so that I am aware of your predicament and perhaps, with proper verification, I can grant an additional excused absence. You are responsible for the material covered in class.
Exams The exams will reflect the reading lecture notes, and class discussions. All exams will consist of 40 multiple-choice questions and a ten point brief essay (approximately two-three paragraphs) worth a total for fifty points (13%). You will not be graded on the length per se, but on how well you illustrate your knowledge of the subject matter because advanced academic work demands writing skills necessary for effectively expressing oneself. Specifically, your essay grade will be indicative of your critical and effective application of sociological concepts, examples, or theories. Prior to each exam, I will distribute a review outline and offer an extra credit review session. The cumulative final exam consists of 85 multiple-choice questions (no essay), and is worth 23% of your final grade.
Exam Make-up Policy You must make arrangements with me prior to the exam in order to be eligible for a makeup exam. If a dire emergency befalls you before the exam, I expect a message or an e-mail immediately, and you may be required to submit verification of your emergency. Makeup exams will be taken in the Testing Center as soon as possible.
Participation Journals This class will also entail writing assignments because advanced academic work demands writing skills necessary for effectively expressing oneself. Your 4 journal assignments should be typed well-written in complete sentences, labeled, 1.5 or 2.0 spaced, and 2-3 paragraphs in length. (Each entry can NOT exceed one page). Proper spelling and grammar are taken into consideration in all written assignments. You are required to submit a total 50 points of journal assignments by the entry’s due date. See the hand-out.
Critical Thinking Reaction Papers By questioning accepted tenets of truth, morality, and the status quo in general, these papers are designed to assist you in examining your social world from a critical perspective. Generally, you will be asked to look at yourself, the social construction of reality, agents of socialization, and the relationship between them. Your reaction papers should follow this format: an introductory paragraph with a thesis statement, the body of the paper that includes applicable sociological concepts central to the topic, and a concluding sentence. In most instances, it will be difficult to effectively answer all aspects of the question in less than one page, but it cannot be longer than two well-written pages.
Type using font size 12 and double-space (1.5 space is acceptable) your papers. You will be graded on how well you illustrate your knowledge of the subject with effective application of relevant sociological concepts, examples, and theories. Proper grammar and spelling will also be taken into account when assessing a grade. I realize that this can be a potentially frustrating or intimidating exercise, but writing is an exercise in which one improves with practice and I am more than willing to assist anyone.
xxxxxxxxxChoose 3 of the 6 Reaction Papers (You cannot submit more than three papers) xxx#1: Analyze Miner's article (Required Reading #2) by using the concepts of ethnocentrism and cultural relativism. Specifically, what is ethnocentrism and cultural relativism and cite examples of each from the article. (Ethnocentrism and cultural relativism are NOT about establishing similarities or differences between cultures). Lastly, what do you suggest to overcome feelings of ethnocentrism when encountering a “different”, seemingly “odd” culture?
xxx#2: Write an autobiography that reflects the people, places, and social institutions (i.e., family, education, the mass media, religion, etc.) that have strongly influenced and shaped your socialization. Specifically, what cultural values, social norms, and beliefs did you learn from them?
xxx#3: Give example(s) of how you utilize impression management/ “presentation of self” techniques in your daily life, which varies depending on the social role you are performing, and define/explain the concepts in the introductory paragraph. Clearly state the social role you are performing, the desired impression, and what specific 'presentation of self' techniques you use to make that impression. (You can earn extra credit by participating in the peer-reviewed process for this paper).
xxx#4: Sociologists are interested in how people behave in the world on a micro-level as well as the generalizations, stereotypes, and social assumptions that people often have about different genders. In this non-participatory, fieldwork you will observe the behavior of men and women in a public place, and then write a report summarizing your observations. Details will be distributed.
xxx#5: Analyze a song (from any musical genre) by establishing connections between the song’s lyrics and relevant sociological concepts, terms, or theories. Specifically, analyze how and why the lyrics directly illustrate the sociological concepts, terms, or theories. In your paper define and explain the illustrated sociological concepts because that will help you correctly apply them. Also, include brief ‘supporting’ quotes from the lyrics to support your assertions. You will not be graded on the number of concepts or terms you hear illustrated but how well you establish the connection between the song and the concept. Details will be distributed.
xxx#6: How has sexism influenced your life? Where/ how do you perceive sexism and resulting issues? (Men this includes you too!) Be sure to apply sociological concepts (sexism, gender roles, gender socialization, etc.). *** See below for the due dates
Reaction Paper Grading Guidelines 15-14 points- Use an excellent, well-thought example(s), illustrate applied theory, exhibit insight by making connections to the course with only minimal grammar mistakes. 13-12 points- An excellent example(s), including a solid reference to course material and related concepts, minimal grammar errors. 11 points- Good example(s) of course material, but exhibit a lack of conceptual or theoretical understanding, writing errors. 10 points- A satisfactory example(s) that illustrates concepts, but a weak connection to the course, several writing errors, 9 points- Failing to make connection(s) to class, appearing to have minimal understanding of terms, poorly written.
7/29 Overview Read Syllabus 8/4 What’s Sociology? & “The Sociological Imagination” 8/9 Theoretical Paradigms Reading #1 8/11 Sociologically Analyze a Social Issue Theoretical Analysis Homework 8/16 The Components of Culture 8/30 Ethnocentrism & Cultural Relativism Readings #2-#3 & Paper #1 Due 9/5 Societies around the Globe Ch. #4 9/7 Social Change Theories Reading #4 & Section I Journal Entries Due 9/12 Exam #1 9/14 Socialization Ch. #5 9/19 “Killing Us Softly” Reading #5 9/21 Theories of Socialization Paper #2 Due 9/26 The Social Construction of Reality Ch. #6 9/28 Impression Management & ‘Presentation of Self’ Paper #3 Due 10/5 Sociological Investigation Ch. #2 10/7 Qualitative & Quantitative Research Methods Section II Journal Entries Due, Paper #4 Due 10/19 Exam #2 10/21 Principles of Stratification Systems Ch. #10 10/26 Life Chances Reading #6 & In-class activity 10/28 Global Stratification Ch. #12 11/2 Theories of Global Inequality Section III Journal Entries Due 11/4 Social Class Ch. #11 11/9 Class Inequality Readings #7-#8 11/11 What Race & Ethnicity Are You? Ch. #14 11/16 Prejudice & Discrimination Readings #9-#10 11/18 Why Continued Stratification? Paper #5 Due 11/23 Sex & Gender Ch. #13 11/25 Patriarchy, Sexism, & Gender Stratification Paper #6 Due 11/30 Exam #3 12/2 Final Exam Review Section IV Journal Entries Due 12/15 Cumulative Final Exam Review Exam Keys
** This schedule is subject to change. Ch. #= Textbook Chapter Reading
Student Outcomes 1. Define sociology and explain the basic insight of sociology. 2. Explain the meaning and the importance of the "sociological imagination." 3. Contrast the views that Comte, Spencer, and Marx held regarding society and the role of the sociologist. 4. Compare and contrast three major theoretical perspectives of sociology. 5. Identify the contributions of theory and research to sociological knowledge. 6. Describe the logic of cause and effect between variables; state the conditions necessary for correlation and for causation. 7. Identify the advantages and disadvantages of laboratory and field experiments. 8. Distinguish between a population and a sample and explain the connection between them; specify ways to ensure that a sample is representative. 9. Describe the relationship between culture and society. 10. Distinguish between instincts, reflexes, drives, and culturally learned behavior. 11. Discuss norms and their importance on society. 12. Define ethnocentrism and discuss its consequences for a culture. Describe cultural relativism and its appropriate use. 13. Indicate how subcultures and countercultures relate to the dominant culture. 14. Summarize the ways in which culture affects interaction and the ways race change culture. 15. Define socialization. 16. Describe the ways in which biological pre-dispositions and social influence are intertwined. 17. Discuss the concept of "self" and how it develops. 18. Describe Cooley's theory of the looking glass self. 19. Describe Mead's theory of the formation of the self through symbolic interaction, roletaking, and the generalized and particular other. 20. Identify the key agents of socialization. 21. List the characteristics of a group that distinguish it from an aggregate or category. 22. Contrast the features of primary and secondary groups. 23. Identify ways in which individuals conform to groups. 24. List the functions of in-groups and outgroups. 25. Explain the importance of reference groups. 26. Characterize formal organizations. 27. Define deviance as a sociological concept. 28. Discuss the concept of stigma. 29. Identify means of social control and how they work. 30. Characterize Merton's five-part typology of deviance. 31. Explain why mental disorder is classified as a form of deviance. 32. List four functions of deviance. 33. List four dysfunctions of deviance and their effects on society. 34. Define social stratification. 35. Explain the concept of social mobility. 36. Describe how sociologists use socioeconomic status as a measurement of social position. 37. Explain how stratification systems are maintained. 38. Discuss social stratification in the United States. 39. Identify the social classes in the United States and the features of each. 40. Specify some of the factors that are correlated with social-class membership. 41. Cite biological and psychological evidence in discussing differences between the sexes. 42. Cite cross-cultural evidence in discussing the difference between the sexes. 43. Discuss ageism in society. 44. Give a social definition of race and ethnic group. 45. List the important features of minority group. Distinguish between prejudice and discrimination. 46. Summarize social-science research on stereotypes, authoritarian personality, irrationality, scapegoating, and social environment as a source of prejudice. 47. Demonstrate the ability to select and apply contemporary forms of technology to solve problems or compile information in the study of Sociology. 48. Write and speak clearly and logically in presentations and essays about topics related to Sociology
Posted: Thu Dec 31, 2015 11:33 am
Emi yawned as she made her way through the North Wing. She felt as if it was to early for her to partake in this first class, though she was glad it wasn't as if she was attending high school. This was her first day, in her first college year for all of this to take underway. Though she was kind of impartial on how this day was going to go. The only thing she was really excited about was her outfit. No more wearing stupid uniforms, that was the only thing Emi really hated about going to school in South Korea, it honestly was a pain to her. She smiled as she looked down at her clothes, though she really couldn't see anything past her ginormous boobs, she knew her outfit was on point! The crop top fitted nicely around her bosoms, the low shorts she wore were comfortable and hug her butt nicely, though you wouldn't be able to really see it unless she lifted up the plaid shirt she was wearing over her crop top. Such a grungeish look she had on today, perfect to match her mood.
After a good ten minutes of walking and on the verge of giving up, (she really should have scouted out her classes before the first day), Emi was able to find her morning class, Sociology. She wasn't to sure she would even like this class, and the note on the door didn't help confirm that feeling.
Here is a copy of your syllabus: Feel free to take a picture of it. They will also be distributed during class. If you have any questions, please email me at yukina.kou@ashhavenacademy.org I look forward to meeting all of you.
The s**t was long, like super long and Emi was not having it. Letting out a deep sigh, Emi pushed open the door, expecting to see a teacher or some early nerds sitting around, but no just an empty classroom. "I'm pretty sure class is supposed to be starting soon..." she mumbled pulling out her phone and checking the time. Letting out yet another sigh, Emi walked in, choosing a seat closest to the back and propping her feet up on her desk. Opening her messages, Emi shot out a quick text to her Idol buddies as she attempted to wait for class to start.
❝ T o xx l i v exx d o e s n ' txx m e a nxx y o u ' rexxａｌｉｖｅ. ❞ ⋯⋯⋯⋯⋯⋯ ⋯⋯⋯⋯⋯⋯ ⋯⋯⋯⋯⋯⋯ Y ᴜ ᴋ ɪ ɴ ᴀxx - xxK ᴏ ᴜ
Yukina was willing to not be a nice person if it meant he couldn't be punctual. He growled slightly, checking the time as the final extra copies of the syllabus were made. He figured that after he distributed them there might be extra people joining his class, or perhaps people who misplaced it. So, he decided to make a few more copies for those people just in case. Class started in 10 minutes, and to get there was a two minute walk. He would know; he timed it for efficiency. It wasn't that he strove for perfection or anything of that sort, but having things in order allowed for peace and tranquility. Not a motto or something a**l he lived by, simply a thing he'd learned through hundreds of years of living and even teaching.
The machine made a slight ding to alert the user of the finished copies, and Yukina sighed in relief. It'd taken a bit longer than expected, he wanted them stapled and the applicator had run out, leading him to have to fix it. But everything seemed fine now. He picked up the 50 extra copies, thick stack of papers weighing lightly in his muscular arms. It was now that he finally set to his classroom, expecting to see students already arriving and settling down. Now that wasn't a good first impression; arriving before the teacher. He clicked his tongue in annoyance and sighed, thinking there wasn't very much he could do about it now.
The walk to his classroom was short but brisk, and he was pleasantly surprised to see someone in there, even if it was just a single individual. He propped the door open with his foot and apologized softly as he walked in. "Good morning. I apologize for not being here earlier upon your arrival. I'm your professor." He didn't make any excuses for why he wasn't there, he figured the student wouldn't care and if they did, would be reasonably alright with it, considering he just walked in with a giant stack of papers. He walked over to the very corner of the room where there was a shelf containing several folders. Some were marked, 'Late Work,' others, 'Assignments,' and, 'Extra Copies'. He placed them in the last folder, then returned to his desk of neatly positioned items, and finally turned to catch a good look at the student, offering a pleasant, charming smile.
The man ran his hand absentmindedly through his long hair as he pulled out the class roster attached to a clipboard, flipping through the sheet of student information placed there with curious, but calm eyes.
His tall physique and clothing stood out slightly in the room. There was some rather beautiful artwork positioned on the walls, but that was about it. On the board was his name and email. Yukina was dressed simply, however to those unfamiliar his style of clothing, he looked out of place. A long, rather elegant looking red and black layered Hakama billowed down to his feet, where he wore traditional Japanese shoes and socks. Around his shoulders was a light bluish-green kimono jacket clasped with gilded strings. It wasn't actually fancy at all, just formal and comfortable. The hakama sleeves were long and warm. His hair had few braids in them. As far as his features went, there was nothing particularly special about them. Yukina, for the most part, could've been considered average to above average looking. In his long years of living, he'd truly heard it all, as a teacher, samurai, and civilian.
Once he'd flipped through the roster, he turned to the single woman in the room. "Might I ask your name, miss?" Yukina's soft tone of speaking was accompanied by a husky timbre and kind, pleasant smile.
Classes where going fairly well for Aika. Her first theater class was oddly weird, with the teacher and students that were in the class, but she knew she would enjoy it. It wasn't anything that she couldn't handle. As the day dragged on Aika could feel herself wanting to stretch and partake in new routines. That itch has been hitting her more and more lately and she hasn't figured out why, at least not yet. Aika has been more determined to do well in school so that she can once again travel the world with her parents.
It wasn't a long walk from where she currently was, since most of her classes were within the same wing, it took her about two minutes for Aika to get to her Sociology class. As she approached the door, the young half-breed was surprised to see it swing open and propped but no person come out. With a shrug, Aika walked in timid, happy that she wasn't going to be the first student there since the teacher was already talking with the first student there. She was pretty, but Aika could tell she wouldn't get along with her, sitting in the middle row closest to the exit; the girl dropped her bag by her feet and crossed her legs as the girl called out her name. Emiko it sounded familiar to Aika, but she couldn't place her finger on where she heard the name. Not wanting to be rude, Aika awaited for the male teacher to ask her too for her name.
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Posted: Thu Dec 31, 2015 2:52 pm
Pedestriane
Lucia"Lust" Sin
Seems like her first class might be interesting after. Lucia was thinking this when she entered the class room and saw not many of her classmates. A smile formed on her lips a rather friendly smile. One arm was carrying her back pack with all the school supplies she had made sure to pack that night.
Lucia had continued to walk until she had found a empty desk. She sat down onto the chair and placed the bag on top of the table quietly.
OOC: I know it's a bad post but it will improve in time.
❝ T o xx l i v exx d o e s n ' txx m e a nxx y o u ' rexxａｌｉｖｅ. ❞ ⋯⋯⋯⋯⋯⋯ ⋯⋯⋯⋯⋯⋯ ⋯⋯⋯⋯⋯⋯ Y ᴜ ᴋ ɪ ɴ ᴀxx - xxK ᴏ ᴜ
Three women had already walked into his class. Statistically speaking, 3/4 of people who took his class were women. The numbers sure seemed to be holding up so far, though he was curious to see if that would continue. Referring back to his roster and student information list, Yukina had to admit he caught quite a few interesting names and races. This would make it fun; diversity meant more conversing about culture.
As they walked in, he set the roster down and cleared his throat silently. "In the future I will have a roster placed on a desk near the door so that you may sign in upon entering class, however as classes are beginning and schedules may be to be determined, I will hold out doing such until the second week. For now, if you could tell me your names?" Another gentle smile was offered and the first name Yukina got was Emiko Izumi. He checked her off on his roster and quickly flipped to her informational page. Female, human, freshmen. Second was Aika Hisakawa.
Another page flipped and note made. Female, siren and mermaid hybrid, and freshmen. That certainly was interesting. He had learned the interloping of those two specie was forbidden. Well things do change, Yukina thought while tucking a strand of his hair behind his ear. Next, Lucia Sin. Female, succubus, freshmen. He cocked his head to the right in curiosity taking a glance at that history. Very interesting. Maybe he would have to adjust some of his lesson plans if more of his students turned out to be this intriguing.
"Thank you," He told the girls once they gave him their names, and handed them syllabuses, along with another 11 page packet that had this on it:
This page must be stapled on top of your vocabulary note-sheet. It will be turned in at the end of the semester. Each week, we will work on 14 of these words. Notes are to be taken on them in blue or black ink on a separate piece of paper. Vocabulary that has been typed and turned in will not be graded. Good luck. Welcome to hell. Absolute poverty - Achieved status - Aggregate - Agrarian Societies - Alienation - Amalgamation - Anomalies - Anomie - Anomie Theory - Anticipatory Socialization - Ascribed Status - Assimilation - Authority Power - Bias - Bicultural - Birth Rate - Capitalism - Caste System - Charisma - Class Position - Class Conflict - Class Consciousness - Class System - Coercion - Cognitive Development - Cognitive Development Theory - Cohort Persons - Commitment Willingness - Conflict Approach - Weberian Conflict - Conformity - Contact Hypothesis - Contagion Theory - Content Analysis - Continued Subjugation - Control Group - Cooperation - Cooptation - Correlation - Counterculture - Cult - Cultural Capital - Cultural Change - Cultural Determinism - Cultural Imposition - Cultural Relativism - Cultural Revolution - Cultural Universals - Culture - Culture Pattern theory - Cyclical Theories - Deduction Reasoning - Denomination - Dependency Theory - Descriptive Study - Deterrence Theory - Deviance Behaviors - Deviant - Differential Association - Differentiation(functional) - Differentiation(rank) - Diffusion - Discrimination - Dominant status - Domination - Double Standard - Dramaturgical Analysis - Dyad - Dysfunction - Ego In Freudian Theory - Emergent Norm Theory - Emotion Work - Equilibrium In Functionalist Theory - Ethnocentrism - Ethnography - Ethnomethodology - Exchange - Exchange Theory - Explanatory Study - Expressive - Face-work - Fads - Family - Folkways - Formal Sanction - Functional Approach - Fundamentalism - Gemeinschaft - Gender - Gender-Role Expectations - Gender Stratification - Generalized Other - Genocide - Groups - Groupthink - Heterosexual - Homosexual - Id(In Freudian Theory) - Ideal Values - Identification Theories - Ideology - Incest - Individualism - Informal Sanction - Instinct - Instrumental Leader - Interest Group - Intermittent Reinforcement(In Learning Theory) - Internalization - "I" Portion of the Self (In George Herbert Mead's) - IQ - Kinship - Labeling Theory - Language - Latent function - Learning Theory (In psychology) - Lesbian - Line Job - Location (In Kanter's view) - Looking-Glass Self - Marxian Approach - Mass Hysteria - Matthew Effect - "Me" Portion of the Self (In George Herbert Mead's) - Methodology - Migration - Millenarian Movements - Minority Group - Modeling - Mores - Negative Sanctions - Negotiation - Nomadic Societies - Nonverbal Communication Norm - Objectivity - Organizational Ritualism - Organizational Waste - Panic - Paradigm - Participant observation - Pastoral societies - Peer - Pluralism (In Ethnic Relations) - Positive Sanctions - Positivist - Power - Power Elite (According to Mills) - Prejudice Prestige - Primary Group - Processes of Socialization - Projection Proposition - Prostitution - Race - Racism - Rank - Rape - Rationalization - Real Values - Rebellion (In Anomie Theory) - Reference group - Reform Movement - Regressive Movement - Religion – Resocialization - Resource Mobilization Theory - Retreatism (In Anomie Theory) - Rising Expectations - Ritual - Ritualism (In Anomie Theory) - Rival Hypothesis - Role(To functionalists) - Role Accumulation - Role Conflict - Role Exit - Role Expectations - Role Performance - Role Set - Rowdyism - Ruling Class – Rumor -Sanction - Scapegoating - Secondary Deviance Behavior - Secondary Group - Self-fulfilling Prophecy - Sex - Social categories - Social Change - Social Class - Social Construction Of Reality - Social Control - Social Forces - Social Inequality - Social Interaction - Socialist Societies - Socialization - Social Learning Theory - Social Mobility - Social Movement - Social Network - Social Psychology - Social Sciences - Social Stratification - Social Structure - Society - Sociobiology - Sociology - Stage Theory - Status - Status Group - Stigmatization - Structural-Functional Perspective - Subculture - Subjective Meanings - Subjective Social Class - Superego - Symbol - Symbolic Interaction - Symbolic Interactionism - Taboo - Tension Release Theory - Theoretical Approach - Theory - Theory X - Total Institution - Triad - Value-Added theory - Values - Verstehen - Weberian Approach - World Systems Analysis -
With a polite smile, Lucia took out the packet and the syllabuses sand glanced at them. Her expression were of concentration to understand what it was he was giving the class. But she was reading the instructions on the top.
Lucia had soon finished her reading and glanced Yukina as if to try to figure him out. He doesn't feel human to her nor does he feel like a vampire either. But he do in a way have that part of the undead vibe to him. Maybe one day she will find out. But for now, she'll focus on her studies.
It seemed as if the class was starting to become a bit livelier. Another girl walked in as soon as the teacher had asked for Emi's name. She was pretty, blonde, elegant, quiet. She seemed like the type of girl that didn't like to talk, So a Woori...? she thought as she said her name to the teacher. He flipped through the list of students, as yet another girl walked in. She was wearing something of a pant suit, which made her look like a stick in the mud. So I'm going to steer clear of her... Emi thought rolling her eyes as she looked down at her phone. The other girls were giving out there names, the blonde apparently named Aika and the pants lady named Lucia. Quickly Emi read the text she got from Ji as she removed her feet from her desk as she shot out a reply:
as she was in the middle of texting her jaw dropped as the teacher handed out the thickest packet Emi has ever seen in her life. Oh my god..what the hell is this???? she wanted to say this to the teacher, but Emi knew better than to get on the teachers bad side on the first day. She listened as Mr. Kou explained what the packet was attached to the syllabus at hand. Emi wanted to get up and leave so bad, she continued on with her text message:
Pressing the send button, the Idol sighed and flipped through what seemed like endless pages of papers, even if the teacher was kinda cute, she could tell this was going to be a hell of class.
❧ ωнєяє [Sociology]❧ωιтн [Teacher and Students]❧συтƒιт [Grunge]❧ σσ¢ [x]
Bella was walking to class she slowly made her way into the classroom it was quite full she hope she wasn't late , she did stop at the BBcafe for a bit and end up talking to people that went to the school , Bella looked over to the people and the teacher she hope she could make some friends here. Bella stop at the teachers desk and looked at him " u-m ..hell-o i-m Isa-bella He-art but um yo-u can c-all me B-ella if you would like", she said to him Bella wanted to tell her her name before she became to nervous to talk to anyone , as she finished she made her way over to the seat closest to the window and sat down she notice she forgot to grab a syllabus she blushed and even though she didn't like using her telekinesis for such easy task she was just to shy to go back down so she slight flicked her eyes to the piece of paper and had it gently float over to her and she set it on her desk she took a deep breath and waited for class to start she softly hummed to herself.
This was Aika's first non artistic class, so she didn't know what to expect. The next girl that walked in, which she soon found out her name was Lucia, was an interesting character, she was pretty and elegant, but Aika couldn't place a finger on what she was. Shrugging, she looked down at the packet the teacher had given the girls. She would admit that the packet was a little thick, and she wasn't expecting something like this, turning she looked at the other girls in the room. The Party girl Emi looked really upset, Aika could tell that she was going to struggle through this class, and Lucia didn't phased by any chance. It was weird how some people reacted just by the first few things the teacher would pass out in class.
Not wanting to waste time Aika raised her hand, wanting a few questions to be answered, once she was called she upon she didn't hesitate and went full force in: "Some questions I have regarding to this course are how would you like us to take notes? Do you want us to copy what you have on the board during lecture or is everything lectured based and we just have to play it by ear? Also regarding the text pieces that have been assigned, will we also need to take notes on those? Will you grade notes as extra credit or as assignment in sorts? Should we have a notebook and binder dedicated to your class?"
Aika paused, she didn't want to overwhelm herself or the teacher on questions. So she waited patiently for him to answer her questions.
Pedestriane
Imagination Panda Crew
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Posted: Fri Jan 01, 2016 3:00 pm
Imagination Panda
Aika Hisakawa & Emiko Izumi
Kerissa Darkmoon
Lucia Sin
KawaiiTotoroSpirit
Isabella Heart
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"It's a pleasure, Isabella. Please take a seat." He held out a hand to motion to the seats in front of him, gesturing for her to sit in one. Once she did, he checked her off as well. A female human witch, but a junior. Very interesting. As he was reading through some more of her information, a hand was raised in the distance. He set his clipboard down and called on her. Aika Hisakawa, the freshmen siren. She greeted him with a barrage of questions that did not seem to phase him at all. In fact, Yukina simply kept a pleasant smile throughout. When she finished, he turned silently towards the board and picked up a marker, then began to write something underneath a written section labeled, 'Homework' in red.
She seemed very studious based upon the things she asked; but Kou didn't let that paint an image of her personality just yet. He'd met plenty of students before who seemed like angels on the first day, asking him questions and being extraordinary participants only to be silent and not do much of their work the rest of the semester. Just proved the saying that you couldn't judge a book by its cover, much like how all that glitters is not gold. Yes, indeed; looks could be deceiving. Just look at him. He seemed quite pleasant to very people. He'd slaughtered very many children. How about that?
As Yukina wrote, he answered her questions. "I will be very clear in what concepts I would like you to write down. If I tell you, 'This will be on the exam,' I expect you to take note of it. Furthermore, the content and structure of a person's notes is up to that individual's discretion. Every reading I've assigned to you is present on an exam, so I would hope that you take notes on it. Your notes are only for yourself. The only time I would collect such would be if they were incorporated into a reflection of a group activity preceding a previous class. This would be a participation grade. As far as a binder and notebook goes, I do think that would be recommended." He stopped writing because he'd finished, and now turned to Aika. The board stated,
Due 8/4{Monday, after the retreat}: - Complete the following vocabulary words: Verstehen, Dysfunction, Theoretical Perspective, Sociology, Symbol, and Latent Fuctions. - Type up a 3 page minimum paper(10 point font, times new roman, 1.0 spacing) explaining to me the following things: 1. What you hope to get out of this class, and what you believe Sociology to be. 2. What you would like to learn about your race/other races. 3. What you currently know about your choice of 5 races. 4. What you currently know to be stereotypically wrong about your own race and any other race(s) of your choice. Be descriptive in all of your answers. Finally, give me a bit of insight about yourself. This may be the longest or shortest part of the paper. Why are you here? What makes you, you? Why should I care? Why are these things so pertinent in the first place?
Yukina spoke loudly enough for the rest of the class to hear him, and he capped the marker, absentmindedly running his hand through his hair. "Any further questions you might have, please do not hesitate to ask them." He smiled and checked the time. Class was starting any minute now.
°•Mood: Nervous/ Yet Calm •°Location: NW318 || Sociology °•With: Teacher and students •°Status: Single °•Dorm: Ashwood/Room#113
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Bella turn her heard when a girl in blond hair spoke her name was Aika at least that what the teacher said when he called on her and she paid close attention on what he was saying and she picked up her pen and copy down what he was writing on the board she listen to everything he was saying , once he was down she just stared at him and then around the room she notice their were a lot female and not a lot of males , she wasn't bother by it , she just found it a bit weird but like her mother always say 'expect the unexpected ' she smiled starting to miss her mom and home a bit she couldn't remember the last time she been home ..yeah she had a break during semester but she never really went home, she stayed around the Ashhaven City until school started she sighed and ran her hand through her hair trying to keep herself from freaking out right she took a deep breath and placed her head down on the desk once she was good she just decide to keep quiet until class started
•°
Bella softly hummed a song her father help her write and used to sing to her when she was feeling down or upset she softly spoked the words to herself under breath knowing everyone would be to busy with their own thing to hear her .
" I don't have much to say, There's nothing in this name , sorry to disappoint again , Nobody pines for the listner. A thrill I've failed to deliver , And whilst I watch in silence You're starting forest fires , You start them just to feel the heat. " she hummed the rest singing into her head when she felt someone stare at her. Bella just blushed and didn't turn around maybe if she pretend to look outside they would turn away from her .
Lucia was aware of what was going on around her in the class. But she was more focused on the lesson as she had written all that he had said down. The succubus knew when to be a little flirty and when to be serious. Her violet eyes would glance up at the board to see more lessons written onto it.
She even wrote those down in her notebook before glancing around to see the other students are still just a few. There must be more people that is taking this class or are probably late coming here. Either way she doesn't really mind it.
