Iss 210 Exam 1

Front 1

One system fields

Back 1

Definitions are exact

There is one “school of thought”

Students learn only the “most recent ideas”'

Ex: Natural sciences

Front 2

Multi-system fields

Back 2

Definitions are not exact

There are many “schools of thought”

Students learn the History of the field

Ex: Social sciences and humanities

Front 3

How do you know what to think about this information? How can you evaluate information?

Back 3

1. You can just trust your source and believe everything you hear or read (bad idea!)

2. You can learn to evaluate

Front 4

What are APPS?

Back 4

Author, Audience, Assumption, Point of View, Perception, Scale

Front 5

Simple model

Back 5

Few parts

Few connections

Clear and unchanging relationships between variables

Front 6

Complex model

Back 6

Many parts

Many connections

Statistical or variable relationships

Front 7

Fuzzy Set

Back 7

Boundaries are not so well defined

Front 8

Proxy Measure/Proxy Variable

Back 8

When something cannot be measured directly a proxy is used

Front 9

Index Value

Back 9

An index value give you a COMPARISON

A PERCENT is an index value of N/100

An index value standardizes the data to some common comparison

A Z-score in statistics is one way of standardizing data

Front 10

When and who developed the idea of history?

Back 10

Ancient Greeks developed the idea of History about 400-500 BCE (Before Christian Era)

Front 11

Herodotus

Back 11

Wrote “The Histories” (Greek-Persian wars)

The idea of “presenting both sides” of an issue

Attributes observations to their SOURCE

History as a source of MORAL LESSONS

Front 12

Thucydides

Back 12

Wrote “The History of the Peloponnesian War”

Fifth century B.C.

Did NOT refer to “intervention of the gods” to explain events (human cause/effect)

Did NOT attribute moral lessons

Front 13

Ideas about History

Back 13

Distinction between Primary and Secondary Sources

The idea of a sequence of events

The idea of a timeline (chronology)

The idea of a historical contextThe idea of HUMAN history

Front 14

What is a Primary Source?

Back 14

Original source of information

Ex: the text of a speech, a cash receipt

Front 15

What is a Secondary Source?

Back 15

Comments on a primary source

Someone’s COMMENTS, INTERPRETATIONS, INFERENCES

Ex: a book review, a movie review, a summary

Front 16

What is a Tertiary Source?

Back 16

Someone else’s COMMENTS about a secondary source

Ex: an annual summary of the “movie reviews of the year,” encyclopedias, wikipedia

Front 17

What is economics?

Back 17

The study of exchanges and transactions

How people make decisions about resources

Front 18

Adam Smith about "value"

Back 18

Supply and Demand

There is no “real value” of anything. Only a “market value”

Front 19

Adam Smith about "the market"

Back 19

Individuals make decisions based on their own individual interests. In the marketplace, competition between individual interests will lead to “self-regulating markets”

Front 20

Adam Smith on "the government"

Back 20

What should government DO?

Provide justice

Regulate banking and trading

Provide public goods (infrastructure)

National defense

Institutions of public good (education)

Support the king (head of state, the executive

Front 21

A public good is...

Back 21

Infrastructure

Paid for by taxes, regardless of use

Roads, schools, fire police, garbage pickup, libraries, post office

Front 22

Karl Marx on "the economy"

Back 22

1. The Base (the economy)

2. The Superstructure (ideas, institutions, culture, values)

The Base (economy) consists of:

1A. The FORCES OF PRODUCTION

The factories, tools, equipment

1B. The RELATIONS OF PRODUCTION

The organization of labor and management

Who owns the factory?

Pyramid -> Owners;the bourgeoisie, Management, Workers, The proletariat.

Front 23

Marx on "social class"

Back 23

An economy of capitalism and the market involves a difference in POWER between workers and management

This people difference leads to EXPLOITATION of the workers.

Front 24

Marx on "exploitation"

Back 24

Management’s view: Price of something is simply what amount you can sell it for

Labor’s view: “If I work full time I should be able to make enough money to live.”

Front 25

“The labor theory of value”

Back 25

Economic value of a good or service should be related to the amount of labor required to produce it

Adam Smith also talked about the labor theory of value

Marx elaborated it into a BIG IDEA

The idea that a “thing” has a value that is related to the labor that someone put into it.

Example; Piece of wood + labor = a whistle, Ball of yarn + labor = a sweater.

Front 26

Alienation

Back 26

Marx: A worker in a factory is alienated from his labor

Compare to a craftsman at an art show: the maker of the thing also sets the price

Marx: only if workers become aware of their shared problems (opposed to management) can they avoid exploitation.

Front 27

Marx on "History"

Back 27

Class consciousness: being able to see at the scale of society, not just your individual interests (e.g. to form labor)

Front 28

Emile Durkheim (1858-1917), French

Back 28

“Rules of the Sociological Method”

“Suicide”

“The Division of Labor in Society”

Front 29

Durkheim on "Sociology"

Back 29

Suicide cannot be explained JUST as a result of individual psychology

Suicides rates are a “social fact”

We can study the social context of suicide as a social phenomenon

Front 30

Durkheim’s major ideas

Back 30

1. ANOMIE (A feeling of hopelessness, nothing to live for)

2. Organic solidarity and Mechanical solidarity (How does society “fit together” What is the “social” glue of society?)

Front 31

Mechanical solidarity

Back 31

Social ties are based on SIMILARITY

Such as kinship ties (relations) or common interest

Front 32

Organic solidarity

Back 32

Social ties are based on DIFFERENCES

Task specialization creates a need for cooperation

Cooperation weaves society together

Front 33

Max Weber 1864 to 1920, German

Back 33

Max Weber also wrote about political science, economy, and also sociology(remember about “fuzzy sets”?)

“Politics as a Vocation”

“Economy and Society”

“The protestant ethic and the spirit of capitalism”

Front 34

Weber on "Politics"

Back 34

“The state” has a monopoly on violence

“The state” represents RATIONAL authority (impersonal laws)

Politics is practical and based on compromise, not ideology.

Front 35

What is authority?

Back 35

Authority is the moral right to wield power

Authority is an idea

Authority is a moral concept

Thus it can be “legitimate” or “illegitimate”

Front 36

What are the different types of authority?

Back 36

1. Traditional authority

2. Charismatic Authority

3. Rational Authority

Front 37

What is Traditional Authority?

Back 37

Derived from history, custom, and tradition

“The way things have always been done”

Appeals to the unchanging past to justify the present and future power

If a written document CANNOT be changed, it is “traditional authority” (bible, quran)

Front 38

What is Charismatic Authority?

Back 38

Appeals to people’s emotions

Ex: Nelson Mandela

Front 39

What is rational authority?

Back 39

The authority derived from methodical process and procedures

Rational authority is based on law and the application of general rules to a specific situation

Rational authority usually refers to written documents that have been discussed, debated, and composed by people for that purpose

If a written document CAN be amended (by a process), it is “rational authority” (declaration of independence?)

Front 40

Weber on "Bureaucracy"

Back 40

Bureaucracy is a way of organizing LABOR

With standardized procedures, rules

Division of labor

Hierarchy of decision making

Impersonal relationships

Increasing bureaucracy creates a dehumanizing environment.

People become “just a number” and trapped in their “iron cage” of bureaucracy.

Front 41

Weber on "ideas"

Back 41

The “protestant ethic” helped the expansion of capitalism into Protestant countries of Europe.

Why? Emphasis on hard work, frugality

Work as a “calling”

Success as a sign of being “saved”

Front 42

Thorstein Veblen

Back 42

Veblen todaySocial competition

“Social climbing”

“Conspicuous consumption”

That is, “things” have meaning

Front 43

Id

Back 43

The impulsive (and unconscious) part of our psyche which responds directly and immediately to the instincts.

Front 44

Ego

Back 44

It is the decision making component of personality. Ideally the ego works by reason, whereas the id is chaotic and totally unreasonable.

Front 45

Superego

Back 45

The superego consists of two systems: The conscience and the ideal self. The conscience can punish the ego through causing feelings of guilt. For example, if the ego gives in to the id's demands, the superego may make the person feel bad through guilt.

Front 46

Etic

Back 46

Outsiders point of view

Front 47

Emic

Back 47

Insiders point of view

Front 48

Ecological Fallacy

Back 48

Error in logic where inappropriately applies a group characteristics to the individual scale

Front 49

Liberal arts vs. applied fields

Back 49

able to read, write, and think critically vs. general ideas used to investigate problems

Front 50

Positivist Approach

Back 50

use assumptions, methods, and models that resemble those of natural sciences

Front 51

Interpretive Approach

Back 51

focus on the world of meaning and symbols

Front 52

What is the difference between education and training?

Back 52

Education is more general and transferable between tasks; training is specialized for a specific task or society

Front 53

A liberal education involves…

Back 53

All of these are correct

Front 54

What’s the connection between liberal education and critical thinking?

Back 54

a liberal education teaches people how to think critically - to evaluate arguments and evidence

Front 55

Your iSS classes (and your ISP/ISB classes, and your IAH classes) are part of what MSU considers to be your _____

Back 55

“education in breadth” or general education

Front 56

In a democracy, a citizen has a particular need of skills in critical thinking because citizens have to…

Back 56

Evaluate different candidates (and issues) and select among them when they vote

Front 57

What are the three “functions” or goals of higher education in the USA

Back 57

Civic engagement, economic advancement, and personal growth as a human being

Front 58

The idea of “Education in breadth” (general education) and “education in depth” (your major field) have deep roots in the Western University all the way back to the…

Back 58

Medieval universities Trivium (how to think) and the Quadrivium

Front 59

Which statement below indicates the speaker has been using the scientific method?

Back 59

The lamp won’t work, I changed the bulb to see if that would help. Then I tried plugging the lamp into a different coulet to see if that would work.

Front 60

Aspects of MSU refer back to the history of the University of England and Europe. Match the current practice with its historical roots.

Back 60

Catholic monasteries: The lecture format comes from the Catholic sermon. The idea of a residential community of people who share ideas. The idea of "knowledge" for its own sake" and not motivated by money or wealth. The university Library

The Medieval English University: The architecture of many campuses. "General education," and also a "major" field. Emphasis on Leadership, Achievement, Ethics (an honor code).

The Renaissance German University: Hierarchy of accomplishments, promotions based on merit and ranking. Emphasis on synthesis and looking at old topics in a new way. Seminar format. Competition between universities. International student body. The idea that much learning coming from out-of-class activities and experiences.

Front 61

Match the field of study with its category as (multi-system field, one-system field, applied field, or formal discipline)

Back 61

One System field: thinking about one thing; precise

Multi-system field: having different "schools of thought," less precise.

Applied field: general ideas used to investigate problems (liberal arts to solve problems)

Formal discipline: disciplinary training supposedly imparted by the form of a study (as mathematics) as distinguished from its content value (Ex: math and logic)

Front 62

Which of the examples below represents an effort to get at the “insiders point of view” (p 56)

Back 62

Students report that they “feel like a number” when they are in very large classes

Front 63

Which of the following statements illustrates an error called “ecological fallacy?” (62)

Back 63

Everyone on all the student websites says that this class is incredibly easy. So therefore I don't need to study for the exam

Front 64

Which of the following statements represents an interpretivist study? (60)

Back 64

I plan to interview 10 first generation college students in ISS 210 class to ask them what challenges they faced in their first semester of college.

Front 65

A study that collects personal statements and experiences of what it was like to live in Nazi Germany would be considered a/an ____ study (60)

Back 65

Interpretivist

Front 66

APPS is a memory aid for critical reading. It refers to: (65)

Back 66

Author, audience, assumptions, point of view, perspective, and scale

Front 67

A model with few variables and linkages that depend on linear cause and effect relationships is a/an ____ model (71)

Back 67

Simple

Front 68

Last semester the median grade in ISS 210 was a 82% (3.0) That means that…

Back 68

Half of the students earned above 82% and half earned below 82%.

Front 69

A Venn diagram showing all ISS 210 students can be considered as two overlapping circles: a circle (subset) that includes freshman and a circle (subset) that includes transfer students. The set of all “iss 210 students” is the ____ of the two subsets

Back 69

Union

Front 70

Which of the following research questions would need a proxy variable specified

Back 70

Did students in ISS find the class to be interesting and informative?

Front 71

A student studies 1 hour per week for ISS 210. She then takes exam 1 and makes 65%. She says she needs to study more. So then she tries studying 1 hour per day. On exam 2 she describes 85%. This scenario describes...

Back 71

A systems model- positive feedback is illustrated

Front 72

You have discovered a box of letters and diaries, and some tax forms from your great-grandparents attic. These are _____ for history

Back 72

Primary source

Front 73

The modern emphasis on "metrics" and measurement (assessment; standards, testing) owes a great deal to....

Back 73

Weber's idea of a national bureaucracy

Front 74

This person articulated WHY we have government. What is government supposed to DO? What is the function of government?

Back 74

Adam Smith

Front 75

An person who is present at a car accident gives testimony in court. That person is an "eye-witness." The eyewitness is considered to be…

Back 75

Secondary Source

Front 76

Marx called the factory workers the "Proletariat." And the factory owners (management) was …

Back 76

The Bourgeoisie

Front 77

The sense of duty, honor, and a "Calling" refers to a sense of moral imperative. This is conveyed in Max Weber's concept of

Back 77

Vocation

Front 78

A bureaucracy has

Back 78

All of the above

Front 79

Freud's idea of psycho-analysis held that people's mental illness could be helped by means of…

Back 79

talking with a trained therapist ("Talk therapy")

Front 80

Margaret Mead is associated with the beginnings of the field of…

Back 80

Anthropology and the study of cultures

Front 81

The modern concept of ecosystem, where there is interaction between human actions and the environment; ideas of roads and urban planning, and the concept of sustainability comes from the work of

Back 81

Carl Sauer

Front 82

The Medieval University

Back 82

AD 1000

The medieval English University developed the idea of education of future political and religious leaders (the sons of the elite) with a broad general education and a specialized education in specific subjects

Front 83

The Renaissance German University

Back 83

AD 1500

Focused on the new ideas of the scientific method. They were interested in creating new knowledge, not just reading older books.

Front 84

Cathedral schools

Back 84

Established a residential community of people united by the force of ideas (religion); preserving existing knowledge;training priests (religious specialists)