SMC203Y1 Lecture : SMC203 January 11th Lecture

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ultramarinebat526

16 Jan 2012

School

UTSG

Department

St. Michael's College Courses

Course

SMC203Y1

Professor

Jessy P.

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Document Summary

In order to be christian, one has to accept it. Primitivism- desire to restore simple biblical pattern of life. Movement also persecuted, in z rich adult baptism is merit for capital punishment. Rejects catholicism, can find no support for adult baptism. Lock down city, inhabitants starve: menno simons (1496-1565) William tyndale, spread bible put it into english. Henry 8th marries author s wife, needed papal dispensation, has daughter. Wants marriage void because had daughter, appeals to pope to get dispensation. Henry 8th- seven sacraments (1521) defends catholic theology. 1532 document which states that the king is the supreme head of the church (cromwell) Henry 7th marries ann boleyn, cromwell grants the divorce. 1535 treason act- criticize the king is made into a form of treason. Treason if refusal to accept act of supremacy (begins martyrdom) Made cardinal in prison and then beheaded. 1536- monasteries closed because seen as a cash grab. Henry 8th divorces ann boleyn, has son edward 6.

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ABSTRACT
Feminist theories in sociology reflect the rich diversity of general theoretical
orientations in our discipline; there is no one form of feminist theory. The development
of these theories over the last 25 years has only recently begun to
influence the mainstream theory canon, which has much to learn from their insights.
This chapter demonstrates why feminist versions of the following theory
types should be more fully integrated into mainstream sociological theory:
neo-Marxist, macro-structural, exchange, rational choice, network, status expectations,
symbolic interactionist, ethnomethodological, neo-Freudian, and social
role. Feminist standpoint theory, an epistemological critique of mainstream sociology,
is discussed at the beginning, and the chapter concludes with a brief
account of the newly developing effort to theorize the intersection of race, class,
and gender.
INTRODUCTION
The term âfeminist theoryâ is used to refer to a myriad of kinds of works, produced
by movement activists and scholars in a variety of disciplines; these are
not mutually exclusive and include: (a) normative discussions of how societies
and relationships ought to be structured, their current inequities, and strategies to
achieve equity; (b) critiques of androcentric classical theories, concepts, epistemologies,
and assumptions; (c) epistemological discussions of what constitute
appropriate forms, subject matters, and techniques of theorizing from a feminist
perspective; and (d ) explanatory theories of the relationship between gender and

various social, cultural, economic, psychological, and political structures and
processes. Much of this work is explicitly interdisciplinary in inspiration and
intended audience. To complicate matters further, there is no consensus on the
exact meaning of the word âfeminist,â which makes it difficult to distinguish
with precision between theoretical material that pertains to gender (e.g. Parsons
1949, 1955, which no one would label feminist) and gender-related theory that
is specifically âfeminist.â Finally, there is little consensus among feminist sociologists
about the basic theoretical questions that require an answer, resulting
in the proliferation of theories at a low level of abstraction that explain specific
phenomena (e.g. pay inequity), in addition to more abstract, general works.
To remain within the limits of one chapter, I confine this review in several
ways, beginning by excluding feminist theory that has not been produced or used
extensively by sociologists. While feminist theory is often defined as âwomencenteredâ
(e.g. Lengermann & Niebrugge 1996:436; Smith 1979, 1987; Alway
1995), I use a definition that focuses more broadly on gender, yet maintains the
normative emphasis implied by all definitions of the term feminist, which thus
enables one to distinguish feminist from other gender-relevant theory.

Some feminists focus on those contemporary theories and texts that ignore
the contributions of feminist theories and the topic of gender and conclude that
feminist contributions remain largely ghettoized within our discipline (e.g.Ward
& Grant 1991, Alway 1995). My view is that, while progress has been made
in integrating feminist concerns and insights into the disciplineâs theoretical
discourse, much work remains to be done. This chapter demonstrates the
abundance and variety of feminist theoretical insights that can and already have
to some extent contributed to a more robust theoretical understanding of social
life, one which reflects the centrality of gender in virtually all sociocultural
contexts. It also demonstrates that feminist theories emanate from, critique, and
revise the rich array of theoretical traditions that define our discipline. Space
limitations preclude much discussion of precisely how feminist theories can be
better integrated with mainstream ones. Rather, I focus attention primarily on
reviewing the central insights of feminist theories in order to better inform those
sociologists who may be unfamiliar with much of this body of work about the
rich array of theoretical ideas that are at their disposal.

EPISTEMOLOGICAL ISSUES
Much of the literature that is labeled âfeminist theoryâ consists of epistemology
and epistemological critiques of âmalestreamâ sociology. Its foundations reflect
several nonfeminist traditions, especially Marxâs and Mannheimâs discussions
of ideology, Foucaultâs work on knowledge and power, and phenomenological
and ethnomethodological approaches, the exact mix of influences varying by
author. While this work makes important contributions to these traditions, for
two reasons I believe that it is a misnomer to call thiswork feminist epistemology
(or theory). First, the issues raised are not in any fundamental way different
from those raised by many scholars who haveworked in these traditions but have
not been interested specifically in women or committed to feminism. Feminists
extend their insights in important ways, but this does not constitute a uniquely feminist approach to sociology. Second, many women in sociology, whose
scholarship they and others consider as well within the feminist tradition, do
not agree with this perspective.
Feminist scholars in a number of disciplines critique what they define as
mainstream, âmasculinist,â âobjectivist,â and âpositivistâ social science, and
develop a âfeministâ alternative called standpoint theory. In sociology, the
two most widely cited are Dorothy Smith (especially 1987, 1990, also 1979,
1989) and Patricia Hill Collins (especially 1990, also 1986, 1989), whose basic
ideas constitute the focus of this section (see also Harding 1986, 1991). Where
Smith focuses on developing a âwomanâs standpoint,â Collinsâ work is directed
at an Afrocentric feminist standpoint epistemology. The Issue of Essentialism
Feminist standpoint theory, which is highly attuned to reification committed by
mainstream sociologists, cannot avoid reifying the genders. While Smith and
Collins explicitly recognize considerable variation among women (and presumably
men) in their experiences and consciousness, their own logics, and
many times wording, make it clear that they assume that there are overarching,
gender-specific standpoints; they could not otherwise talk about a âmasculineâ
form of discourse. In addition, Collins explicitly cites such feminist theorists
as Gilligan (1982) and Chodorow (1978, also 1974), who argue that the
genders are fundamentally different in their moral reasoning and capacities
for/commitments to interpersonal relationships.
Positing dichotomous gender differences that are treated as transcultural and
transhistorical is termed âessentialism,â a view that has substantial currency
among feminists in a variety of disciplines but is hotly contested in our own
(e.g. Lorber et al 1981, Coser 1989, Epstein 1988). The empirical evidence for
it is flawed, often based on small, nonrandom, American samples, and typically
finds only modest differences, along with extensive overlap, between the sexes.
Essentialist thinking converts differences of degree into differences of kind. The
presumed but often unstated origin of essential differences includes psychodynamics
rooted in the parental division of labor (Chodorow 1978) and biological
sex (Rossi 1977, 1984). It has become common for feminist scholars to recognize
within-gender categorical differences (e.g. race, class), but this awareness
of difference has often failed to preclude essentialist thinking about basic personality
and value orientations (e.g. the assumption that, regardless of other
differences, women are nurturant and oriented toward personal relationships,
while men are individuating and oriented toward abstract moral principles).
Given that the evidence suggests modest between-sex and considerable withinsex
differences on virtually all individual-level traits, a dichotomous gender
variable is theoretically useless when speaking of individual-level phenomena.
Explanations that begin by categorically attributing different characteristics
to women and menâcognitive, emotional, relational, and/or behavioralânot
only exaggerate differences in the distribution of such traits by gender, they also
implicitly treat these variables as dichotomous rather than continuous.

1. The high economic growth from the Industrial Revolution was characterized by

a. new opportunities to settle empty areas, particularly North America.

b. rapid technological and scientific innovation.

c. the expansion of national governments in Europe and North America.

d. a rapid increase in the accumulation of human and physical capital.

e. none of the above.

2. Periods of economic growth and prosperity can often be explained by

a. political paradigm shifts.

b. technological innovation

c. movement of capital

d. both a and b

e. both b and c

3. Prior to the onset of economic reform in the late 1980s, the Soviet Union and

most Eastern European countries allocated resources primarily by means of

a. markets.

b. national economic plans.

c. neither a nor b.

d. both a and b.

4. A major theme in the 1980s in the governments of England and the U.S.was

a. the appropriate role of government in the economy.

b. the pressure for expanding trade with former socialist block countries.

c. repressing inflation.

d. increasing employment opportunities.

e. none of the above.

5. One example of the expansion of internationalism in the 1990s was the development of a trade agreement between Canada, Mexico, and the United States. This agreement is known as

a. the GATT (General Agreement on Tariffs and Trade).

b. the IMF (International Monetary Fund).

c. the NAFTA (North American Free Trade Agreement).

d. the CMEA (Council for Mutual Economic Assistance).

6. The contemporary Chinese economy is of interest because

a. it combines central planning with a multiparty democratic political system.

b. it combines the market with a multiparty democratic political system.

c. it combines the market with a single-party political system.

d. none of the above.

7. In the analysis of the planned socialist economic systems, the concept of economic reform is usually referred to as

a. the replacement of the plan by the market after the collapse of the planning system.

b. the attempt to improve the operation of the planned economy without a significant shift toward market arrangements.

c. the frequent attempt, in the planned socialist economic systems, to introduce the industrial policy.

d. none of the above.

8. The modern approach to defining economic systems

a. is based on the isms of capitalism and socialism.

b. emphasizes resource allocation arrangements over incentive systems.

c. defines economic systems according to a number of characteristics.

d. recognizes that defining economic systems is impossible.

e. none of the above.

9. Which of the following is not a major attribute of an economic system (Based on the textbook)?

a. Organization of decision-making arrangements.

b. Mechanisms for providing information and coordination.

c. Economic policies.

d. The system's physical and human capital.

e. Both c and d are correct.

10. A planned economy is one in which

a. subunits are coordinated by directives formulated by a superior agency.

b. subunits are not induced by appropriate incentives to carry out plan directives.

c. market allocation is combined with planned allocation.

d. a ministerial system prevails.

e. none of the above.

11. Property ownership rights include

a. disposition and utilization.

b. disposition, utilization, and the right to use the products and services generated.

c. disposition, utilization, and team production.

d. disposition, utilization, and economic incentives.

e. none of the above.

12. Consumer sovereignty means that

a. central planning is absent.

b. consumers elect public officials.

c. consumers make the basic decisions on what is to be produced.

d. consumers are not affected by advertising.

e. none of the above.

13. Which of the following is not a characteristic of market socialism?

a. Centralized decision-making.

b. Market allocation.

c. State or collective ownership.

d. Combination of moral and economic incentives.

e. All are characteristic of market socialism.

14. Two factors generally believed to be important in the analysis of levels of decision-making are

a. incentives and ownership.

b. authority and information.

c. level of economic development and ideological focus.

d. all of the above.

e. none of the above

15. Moral incentives generally refer to

a. direct money payments made to participants.

b. supplements to direct money payments, such as bonuses.

c. rewards that do not give the recipient greater command over goods and services but rather serve to reward desirable behavior.

d. all of the above.

e. none of the above

16. Principals and agents are different people. An agent is a party

a. who has controlling authority in an organization.

b. who acts on behalf of a principal.

c. with equity rights in the organization.

d. a and b are correct.

e. none of the above.

17. According to the text, opportunistic behavior occurs when a lower-level unit of an organization can use its information advantage against the interests of its superiors. This form of behavior, it is argued, can take two forms:

a. indicative planning and directive planning.

b. planners' preferences and consumer sovereignty.

c. moral hazard and adverse selection.

d. a and b are correct.

e. none of the above.

18. According to the text, there are two extremes of organizational structure. These extremes are termed

a. planned or market

b. corporate or individual proprietorship.

c. association based or hierarchy based.

d. a and c are correct.

e. none of the above.

19. It is often assumed that individuals who participate in the organized activity do so within the constraints of bounded rationality. The concept of bounded rationality

means that

a. individuals may not in fact pursue self-interest.

b. individuals face a variety of limitations, for example, in the ability to process information.

c. agents will never pursue goals or objectives set by principals.

d. b and c are correct

e. none of the above.

20. Modern comparative economists would object to the definition of economic systems only in terms of property ownership arrangements, because

a. they recognize that ownership arrangements are not important.

b. there is some private ownership of property in every economic system.

c. ownership arrangements are only one aspect of the economic system.

d. resource allocation procedures are much more important than property ownership.

e. all of the above.

amaranthhedgehog298

Supervisors often avoid conducting counseling sessions with employees because the supervisors anticipate, sometimes correctly, that the session will be personally unpleasant. Most individuals simply do not enjoy confronting other individuals with judgments about performance. As is true of most people, supervisors have a need to be liked by members of the social groups with which they are associated. Counseling can disrupt the personal relationships which such groups represent. The supervisor often anticipates that this will occur, imagining that the subordinate will react to the session with hostility, or withdraw during the interview into a shell and thereafter ignore the supervisor's presence except when given direct orders. Such reactions by subordinates are not uncommon, and, in fear of that, the supervisor may avoid the discussion altogether.

Avoiding the discussion, however, will only result in the problem and the potential confrontation becoming worse. Counseling is an indispensable aspect of a supervisor's job which, if accomplished effectively, can resolve problems in a positive manner and ultimately help to strengthen the relationship between the supervisor and the subordinate.

It would be dishonest to assure any supervisor that there are techniques which will avoid the unpleasant aspects of counseling in every case. Like any aspect of supervision, counseling involves authority over and responsibility for the actions of other employees. It is precisely this authority over others' behavior that produces the potential conflict; however, such conflict can be minimized.

The written assignment for week six of the BU 461 course is a written counseling session in which students must demonstrate their knowledge and understanding of the skills, techniques, resources, and other information taught within the class and apply this knowledge to an employee counseling session (must be fictitious). To ensure maximum points, please adhere to the guidelines set forth below.

Your written counseling session must include the following:

(Please address in paragraph form)

I. A written analysis of the problem presented:

Why is the situation a problem?

What steps should have been taken to remediate the situation before reaching this level?

Does the employee know what is supposed to be done and by when?

Does the employee have:

the information needed to do the job?

the skills needed to do the job?

the resources needed to do the job?

Have I adequately defined the job performance expectations?

Does the problem have an adverse effect on:

the employee?

the co-workers/team?

the unit?

the agency?

myself as a supervisor?

Are any obstacles beyond the employeeâs control getting in the way?

Have I been inadvertently rewarding poor performance by my silence or behavior?

Is anyone else exhibiting the same problem?

Is there a pattern with this employee?

After addressing the above issues, it is then necessary for you to include:

II. A follow-up counseling memo that would be given to the employee after the counseling session.

Generally, a memo is both appropriate and necessary when: 1) previous counseling has failed to result in improvement; 2) you do not have confidence that the employee will correct the improper behavior without further encouragement; 3) the seriousness of the situation requires documentation that the session was held; and/or, 4) a multi-part plan for improvement was discussed during the session and the memo serves as written confirmation and a reminder of the plan.

When writing the counseling memo, the following guidelines should be followed:

Write the memo to the employee.

Be concise and clear.

The memo is a summary of your counseling session. Do not include other matters in the memo which were not discussed during the session.

Include the following sections:

A statement of the reason for and the date, time and place of the meeting. (Be as complete as possible in describing the problem.)

The employee's response to your concerns. This is important as it demonstrates to the employee that you were actually listening during the counseling session.

The manner in which the employee will seek to improve performance.

Provisions for follow-up consultations.

Do not characterize the memo as discipline or as a penalty.

The tone of the memo should be supportive and factual. Do not write it in a punitive or derogatory manner.

Show on the memo the names of those persons who will receive a copy of the memo. Include personal history folder.

The memo should be correct memo form

Your written counseling session will be graded on the following:

Clarity (have you addressed all required parts of section I)?

Completeness (have you addresses all required parts of section II)?

Conciseness (has your memo addressed the following)?

Did you clearly explain to the employee the facts of the situation?

Did you CLEARLY explain the gap between current performance and "expected performance"?

Did the employee indicate they understood the gap?

Did you get the employee to agree that a performance problem exists?

Did the employee ask enough questions to get employee to identify the cause of the problem and agree that change is necessary?

Did you identify good business reasons why the change must be made?

Did you list the consequences that could occur if the change is not made?

Did you get the employeeâs agreement to take specific actions to improve his/her performance?

Please select any one of the following scenarios as the situation for your written counseling session.

A written counseling session on any other scenario will not be graded. It must be from either one of the following:

Looking at pornography on the Internet during company time. Your employee was recently promoted to a new position without having been properly trained. As a result, your employee cannot keep up with fellow coworkers in the same position.

Preaching to coworkers their beliefs in Christianity and why other coworkers should go to church and Bible study. Your employee is an associate Pastor at his church and tries to recruit new members to his congregation while at work. He is an average level employee working on an assembly line.

Can't read, trying to hide it. Your employee is a safety inspector at an auto plant. She is an outstanding employee, but constantly seeks other workers to help finish her reports.

Falls asleep on the job. Your employee is a student attending college at night with 3 kids and a wife at home. He is a production assistant responsible for layout and print copy for the local newspaper.

Bad breath & body odor. Your employee is an aging man who is the assistant manager in the customer service department. He has been with the organization for over 25 years.

Wonâu t wear company uniforms because of religious reasons. Your employee is an atheist who has problems wearing the truck driver uniform for his job because a cross is part of the company logo. He also has a problem with wearing a uniform in general because he feels it represents him to others as being a member of an inferior social class.

Coming down with memory loss. Your employee is 37 years old who has recently undergone radiation therapy for breast cancer. She is responsible for medical records and tracking pharmaceutical prescriptions at the local hospital.

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SMC203Y1 Lecture : SMC203 January 11th Lecture

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