Jacqueline Bergdahl | 1 Sep 19:05 2006
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group evaluation form


I have found it useful to ask students to put a monetary value on each
group member's contribution.  See the second question on the form below
- I borrowed this from an economist when I taught in Texas.

Here's my form:  

Each member of the group is expected to participate fully in the
preparation for the presentation. This form is to give you a chance to
evaluate the contribution made by other members of the group.  You are
asked to be fair and objective in your evaluations.

1.  Please evaluate the contribution by each of the other group members
in terms of the effort and contribution to the preparation for the
presentation.  Were they available for meetings?  Did they do their
share of research?  Did they come up with good ideas? Did they have a
positive attitude towards the project?

Name of Group Member

2.  If you had $100 to divide among members of your group, including
yourself, how would you divide this amount to recognize the contribution
that each person made?

Name of Group Member			Amount Due

Jacqueline A. Bergdahl, Ph.D.
Associate Professor
Department of Sociology
Wright State University
(Continue reading)

Michael DeCesare | 2 Sep 00:22 2006

Call for submissions on HS sociology and on the undergraduate soc major

Hi everyone,
 
Larry Nichols, the editor of The American Sociologist, is interested in running two special issues in the near future: one on sociology in high schools and another on the undergraduate sociology major.
 
I'll be serving as guest editor for the first one. I'm looking for submissions on any topic related to high school sociology. The choice is yours! At this point, an abstract would be fine, but feel free to send full papers as well.
 
Larry indicated that contributions to the second issue (which I won't be involved with) could focus on: curriculum, program concerns, specialty areas, competition for majors, assessment, or a related subject.
 
In my view, TAS is second only to Teaching Sociology when it comes to publishing sociological research on teaching. These are two good chances to reach an audience other than TS readers.
 
Feel free to contact Larry (lnichol2-LEB0CDnwq4M@public.gmane.org) about the issue on the undergraduate major, and me about the HS sociology issue. I look forward to hearing from folks!
 
Best,
  Mike

***********************
Michael DeCesare, Ph.D.
California State University, Northridge
Department of Sociology
336 Santa Susana Hall
18111 Nordhoff Street
Northridge, CA 91330-8318
818.677.7198
818.677.2059 (Fax)
mdecesare-iRBl80DvqEU@public.gmane.org
http://www.csun.edu/~mdecesare

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Harriet | 2 Sep 14:47 2006

Re: group evaluation form


I really like your simple form for evaluating groups. I would only add
that the student should write up their own contribution to the
group,not only the other group members'. This way you have a handle on
sometimes disparate descriptions of an individual's contribution.

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Del Thomas Ph D | 4 Sep 00:07 2006
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Social autopsy

I find it fascinating that there is no mention in the media of the regime changes that were among the most successful
we have undertaken.
In recent weeks there have been several comments regarding the use of social autopsy based on
what was learned from Heat Wave. 
 At the same time there has been an effort to promote the success of the USA as far as regime
change..... especially in regard to Iran for a second time.
I suggest that it would be useful  have students do a social autopsy regime change of  elected governments.
1. as in Chile Salvador Allende.... where it was said

"I don't see why we need to stand by and watch a country go communist due to the irresponsibility of its people."
Henry Kissinger
and
2. The elected government of Premier Mossadegh. in  Iran.

Del



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Del Thomas Ph D | 5 Sep 18:24 2006
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Re: group evaluation form


Does this promote social justice?  Is there a relationship between 
quantity/quality of contribution and learning?

Del

Harriet wrote:
> I really like your simple form for evaluating groups. I would only add
> that the student should write up their own contribution to the
> group,not only the other group members'. This way you have a handle on
> sometimes disparate descriptions of an individual's contribution.
>
>
> >
>
>   

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Robert Bulman | 5 Sep 23:59 2006
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call for papers -- ballroom dancing


Hi,

Are you or your students curious about the increase in
the visibility and popularity of ballroom dancing? 

Would you or your students like to do a little
research and put a short paper together by October 15?
 I'm reviewing papers of all shapes and sizes for a
session at the Pacific Sociological Association
Meetings in Oakland, CA March 29 - April 1, 2007.  The
session is called:  

The Ballroom Phenomenon: Dance, Sexuality, and Pop
Culture.  

Send paper and/or abstract to Robert Bulman
(rbulman@... or rbulman@...)

Thanks,
Robert Bulman

Robert C. Bulman
Associate Professor, Sociology
Saint Mary's College of California
Moraga, CA 94575-4618
rbulman@...

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Jack Estes | 6 Sep 02:27 2006
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curious

I just got this from a former student. Might make for an interesting study of class and stereotypes. Any opinions?
 
 

 

Prep-Rap

 

<http://youtube.com/watch?v=PTU2He2BIc0>

 

 

 

Jack Estes
BMCC/CUNY

 


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Del Thomas Ph D | 6 Sep 15:59 2006
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Re: curious

I don't know where you would want to go with this.   I grew up in Chestnut hill....and am now a resident of the main line...... my comment is that this
represents new money......the mac mansion crowd ......  what I would call near privileged ...... I recall one at a little league game going around
asking ....anyone have change for a 50 ..........  those who have what is left of those who really made it are very quiet and almost unseen.
For example, I heard that when Digby came to Philadelphia he went to a party in Chestnut Hill.  The hostess was
excited at hearing that he planned to study the family .........  what  luck ..... all five of them are here ..... I'll introduce you.....   and she did.

Stereotypes
I would joke about the Chestnut Hill pink and green......  and the names  chip...muffy..... it was some years
later that I realized that I was called Hap  ......  But I was different of course :-)


In recovery

Del

 

Jack Estes wrote:
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I just got this from a former student. Might make for an interesting study of class and stereotypes. Any opinions?
 
 

 

Prep-Rap

 

<http://youtube.com/watch?v=PTU2He2BIc0>

 

 

 

Jack Estes
BMCC/CUNY

 




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laura kramer | 7 Sep 15:31 2006

previous posting REPORT ON JOURNAL ARTICLE


someone posted a very useful assignment for upper level students - i 
think on this list serve- i seem to have filed it away so effectively 
that i can't find it any where.
if anyone (including the poster) has the original posting, please send 
it to me privately.

if anyone has such an assignment that works well and is willing to 
share, please send it to me even if you never have posted it!

thanks, laura k.

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Del Thomas Ph D | 7 Sep 17:52 2006
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Teaching and the shape of our thinking

Lecture halls, teacher/preacher models and grades are not the only factors that promote the learned ignorance seen
in 911, FEMA, or not being able to get a plane on the correct runway....  or 90+ deaths a year due to physician error.

The good old American can do is  false consciousness.    For example, we are now being told that we have prevented
attacks......... forgetting that there was a ten year gap between the first and second trade center attacks.   In an interview
regarding regime change in Iran Michael A. Ledeen failed to mention we over threw a their democratically elected government
in 1951.

We have learned to ignore ....  because our educational system was  intended as a dalliance situation for the sons of the chosen
...... until they took over daddy's company.    So it didn't matter that we had a sage on a stage....and focused on the transfer of
information  ..... adoptive learning.   As Durkheim has warned us  this mechanical stuff is primitive ...... it is the non linear.....organic
adaptive learning that is required......  

Take a look at Hampshire college....they never required SAT's and there are no grades or exams more then 60% of their graduates
have gone to grad school. And while not all of their grads are Ken Burns,
Jon Krakauer or Sander Thoenes.......... Hampshire grads have gone on to win
numerous prestigious academic fellowships including 14 Fulbrights, Mellon and Javits fellowships, and a Guggenheim fellowship, among others.

A interesting feature of the college is that it starts with the plan not the budget...... as a result the average class size is 16. 

Del


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