PDF Sociology Unlocked 1St Edition Sara Cumming Ebook Full Chapter
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Sociology
Unlocked
Sara Cumming
Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide.
Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries.
Published in Canada by
Oxford University Press
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All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any
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Every effort has been made to determine and contact copyright holders.
In the case of any omissions, the publisher will be pleased to make suitable acknowledgement in future editions.
“Bad Guy” words and music by Billie Eilish O’Connell and Finneas O’Connell.
Copyright (c) 2019 UNIVERSAL MUSIC CORP., DRUP and LAST FRONTIER.
All Rights for DRUP Administered by UNIVERSAL MUSIC CORP.
All Rights for LAST FRONTIER Administered Worldwide by KOBALT SONGS MUSIC PUBLISHING.
All Rights Reserved. Used by Permission.
Reprinted by Permission of Hal Leonard LLC
Contents
Cover
Title Page
Copyright
Contents
Guided Tour of … Sociology Unlocked
About the Author
Research Ethics
Zimbardo’s Prison Experiment
Milgram’s Obedience Study
Humphrey’s Tearoom Trade
Critical Thinking
Top 10 Takeaways
Questions for Critical Thinking
Recommended Readings
Recommended Websites
Chapter 3 Culture
Learning Outcomes
Key Terms
Introduction
What Is Culture?
Features of Culture
Language
Nonverbal Communication
How Do Cultures Develop?
The Existence of a Universal Culture
Innovation
Diffusion
Cultural Diversity
Culture Shock
Ethnocentrism, Cultural Relativism, and Xenocentrism
Canadian Culture
Theoretical Perspectives on Culture
Functionalism
Conflict Theory
Symbolic Interactionism
Feminism
Top 10 Takeaways
Questions for Critical Thinking
Recommended Readings
Recommended Websites
Chapter 4 Socialization
Learning Outcomes
Key Terms
Introduction
The Role of Socialization
Nature versus Nurture
Primary and Secondary Socialization
Theoretical Perspectives on Socialization
Functionalist Approach
Conflict Approach
Feminist Approach
Class in Canada
The Wealthy, Elite, and Super Rich
The Middle Class
The Poor and Economically Marginalized
Top 10 Takeaways
Questions for Critical Thinking
Recommended Readings
Recommended Websites
Chapter 7 Gender
Learning Outcomes
Key Terms
Introduction
Defining Sex and Gender
Problematizing the Binary Construction of Sex and Gender
Reproducing Gender: Gender and Agents of Socialization
Families
Education
Media
The Ideology of Gender
Patriarchy
Gender Inequality in Canada
Gender Inequality in the Workplace
The Family and Domestic Inequality
Violence and Victimization
Theoretical Perspectives on Gender
Functionalism
Conflict Theory
Symbolic Interactionism
Feminism
Top 10 Takeaways
Questions for Critical Thinking
Recommended Readings
Recommended Websites
Glossary
References
Index
Guided Tour of …
Sociology Unlocked
Sociological forces shape almost everything in our lives, and we in turn affect those forces. It takes a well-
developed sociological imagination in order to see and understand how this interaction happens. It is our
hope that Sociology Unlocked will not only unlock your sociological imagination, but will also help you
understand why this skill is so important.
In preparing this new book, we had one paramount goal: to produce the most authentic, applied, and
accessible introduction to sociology available to Canadian students. We hope that as you browse through
the pages that follow, you will see why Sociology Unlocked is the most practical and relatable textbook
available to Canadian sociology students today.
Sources: Illustration of Sara Cumming provided by David Bragdon; Illustrations of Durkheim, Cooley, Marx, Smith, Du
Bois and hooks provided by Alannah Astorquiza; used with permission
Integrated ebook
Interactive Flash Cards
Student sociological survey with viewable results
Self-grading quizzes for students. Each chapter has:
25 multiple choice questions
10 true/false questions
Integrated test bank
Dashboard for Sociology Unlocked is available through your OUP sales representative, or visit
dashboard.oup.com.
For Students
A comprehensive Student Study Guide includes lists of learning objectives and key terms, critical thinking
questions, recommended readings, recommended online resources, and self-grading quizzes to help you
review the textbook and classroom material and to take concepts further.
For Instructors
The following resources are free to qualified adopters of the textbook. Please contact your OUP sales
representative for more information:
An extensive Test Generator enables instructors to sort, edit, import, and distribute a bank of
questions in multiple-choice, true–false, and short-answer formats.
A comprehensive instructor’s manual provides an extensive set of pedagogical tools and
suggestions for every chapter, including a sample syllabus, lecture outlines, suggested in-class or
assigned activities, suggested teaching aids, cumulative assignments, and cumulative essay
questions.
Classroom-ready PowerPoint slides summarize key points from each chapter and incorporate
graphics and tables drawn straight from the text.
About the Author
Sara Cumming is a professor of sociology at Sheridan College and is the chair of Applied Sociology in
Canada, a research cluster under the Canadian Sociological Association. Her primary research interest is
in the area of gender and social inequality, focusing particularly on social assistance, subsidized housing,
subsidized child care, and student loan programs. Dr Cumming’s most recent research grant is a
collaboration with Dr Michael McNamara, which relies on qualitative research and creative problem
solving to help community partners produce new, creative, and fundable projects aimed at ameliorating
hardships for Halton’s vulnerable populations. She has also taken on the role of executive director for the
non-profit Home Suite Hope, a program offering wrap-around services to move lone mother—led
families from homelessness to self-sufficiency.
Acknowledgements
Although I remain solely responsible for the content of this textbook, it reflects the collective input and
support of numerous people, only a handful of whom are named in the paragraphs that follow. Whether
they are named or not, my heartfelt thanks go out to them all.
I would like to send a special thank you to Lorne Tepperman, who first introduced me to the idea of
writing this introductory text for the college classroom and who acted as a mentor throughout the process.
Lorne’s talent to write quickly and effectively is remarkable, as is his ability to bring his students into the
process. Thank you for checking up on me throughout the process and for continuing to cheer me on in
the final stages.
I would like to acknowledge two promising former students with whom I have had the pleasure to
work: Mark Omiencinski and Tierney Kobryn-Dietrich provided invaluable assistance in the editing
phases of the text and ensured that the examples used were current and would resonate with the student
Another random document with
no related content on Scribd:
The Project Gutenberg eBook of The Ohio
Naturalist, Vol. 1, No. 5, March, 1901
This ebook is for the use of anyone anywhere in the United
States and most other parts of the world at no cost and with
almost no restrictions whatsoever. You may copy it, give it away
or re-use it under the terms of the Project Gutenberg License
included with this ebook or online at www.gutenberg.org. If you
are not located in the United States, you will have to check the
laws of the country where you are located before using this
eBook.
Language: English
PUBLISHED BY
EDITORIAL STAFF
Associate Editors:
Advisory Board:
COLUMBUS, OHIO
Perennial Tumbleweeds 67
John H. Schaffner
PUBLISHED BY
John H. Schaffner.
Annual tumbleweeds,
Tumble-grasses,
Perennial tumbleweeds.
E. E. Masterman.
In 1898, I planted 1000 burs; 917 grew two plants to the bur.
In 1899, I planted 1000 burs; 921 grew two plants to the bur.
In 1900, I planted 1000 burs; 913 grew two plants to the bur.
Total three years, 3000 burs; 2751 grew two plants to the bur.
Of the remaining 249 burs some grew one plant, some none;
some had one, some had two apparently sound seeds. I regret that no
further notice was taken of these seeds. The only object was to
determine whether the two seeds could be made to grow at the same
time. An account of the work was sent to Professor Selby, asking
whether further experiment was necessary; he replied that he
thought not.
Perhaps it should be added that I selected only apparently sound
burs; soil was taken from a field near a creek where cockleburs grow
abundantly. It was passed through a ¼ inch-mesh wire sieve, and
carefully searched over with the aid of a glass. This soil was taken to
a distant part of the farm; in it the seeds were planted and nature did
the rest.
I also made observations as follows: I searched among
specimens growing for a mile along a creek, for two plants growing
together and not nearer than five inches to any other plant. Of the
1500 specimens examined each year for three years, two plants
always grew from one bur.
Why have I obtained such opposite results as compared with
Professor Arthur’s? Can it be referred to locality, soil, or some other
more favorable conditions?
The substance of the above was presented, December 27, 1900,
to the Ohio Academy of Science and it provoked a discussion in
which Professors Kellerman, Schaffner, Mosely and others
participated. Dr. Kellerman thought that the results of Arthur’s
experiments were perhaps more nearly in accord with what usually
takes place in nature. He pointed out the mistake of quoting or
saying that Arthur has shown “that only one of the seeds can be
caused to germinate the first year.” Turning to the printed report of
the experiments in question (Proc. 16th, An. Meeting Soc. Prom. Agr.
Sci., 1895), I find that, based on many experiments made previous to
1895, he gives the result in round numbers as follows: “Out of every
hundred ordinarily well formed cockleburs, seventy will produce one
seedling each, and five two seedlings each the first year after
maturity; the remaining twenty-five will for various reasons fail to
grow. Thirty of the hundred will produce seedlings the second year
after maturity, five will produce seedlings the third year after
maturity, and two or three seedlings will be produced in subsequent
years.”
Later experiments by Dr. Arthur seemed to show a lower
percentage of cases of the sprouting of both seeds to the bur in one
season. In the summary he states: “The germination of both seeds of
a bur of Xanthium in one season is exceptional.”
In view of the above and in accordance with the suggestions of
others I purpose continuing my experiments relative to this subject.
The following interesting statement is made by Dr. Arthur, in
the report cited, touching the cause of the difference in the action of
the two seeds; he says it “appears to be constitutional; a hereditary
character residing in the protoplasm of the embryo.”
New London, Ohio.
PLANT REMAINS FROM THE BAUM
VILLAGE SITE.
W. C. Mills.
Dr. V. Sterki.
In June of last year I took some Opuntia plants home, and also
some top joints heavily set with large buds. The former were planted
in the garden, the latter set in an Oleander tub. When, after a month,
none of the flower buds had opened, it was thought that they were
too many, as the joints bearing them were without roots, and most of
them were cut off and left lying on the ground, where a part of them
later on became partly or entirely covered with soil. In September, I
was surprised to find them all green and fresh; most of them had
rooted, and a few even sprouted, sending up shoots from half an inch
to over an inch high, being perfect little joints. At the present writing
(Jan. a. c.) all are alive, and, no doubt, will grow out to plants next
summer. They will be watched closely and further report be given.
It might be added that the Opuntia calyx-tube, which is later the
fruit, has “eyes,” that is buds, of the same character as the ordinary
buds of the plant, with clusters of bristles; and out of these the young
shoots grew, when the bud took root.
Evidently these buds retain more of the nature of the mother
plant than is common in flowers. It is unknown to me whether
similar observations have been made before. But it would be of
interest to make experiments with different plants. Would the
receptacles root and sprout if detached after flowering and
fertilization have taken place? Would the buds sprout when left in
situ on the mother plant, after the flowering parts had been removed,
the receptacle only left in place? Will the buds of other genera of
Cacteae, and other similar succulent plants behave in the same way,
under favorable conditions?
So-called viviparous plants are, as is well known, rather
common, e. g. among Gramineae, Cyperaceae, Polygoneae. But there
the actual flower parts develop into leaves, from which they had
originally been derived, and while yet remaining on the parent plant.
New Philadelphia, Ohio.
NOTE ON THE INVOLUCRAL LEAVES OF
SYNDESMON.
F. H. Burglehaus.
W. A. Kellerman.
W. A. Kellerman.