Downloads and Free Reading Options

GENDER AS A SOCIALLY CONSTRUCTED STRATIFICATION SYSTEM: REFLECTING THROUGH BARBARA RISMAN’S LENSES.

This report outlines the ways in which conventional military sociology is inappropriate for an understanding of reserve components. Issues include potential for using'professional reservists; on a part-time basis, alleviating unit pressures on reservists with demanding civilian careers, reconstituting military schools to accommodate time of reservists, feasibility of 'buying-out' superannuated personnel to foster early retirements, and the utility of wargaming computers to aid training in interechelon and interunit coordination. Keywords: Career, Retention, Satisfaction, Personnel.

HE PHYSIOLOGICAL RESPONSES WITH WHICH WE ARE CONCERNED IN RELATION TO STATUS BEHAVIORS EMPHASIZE HORMONAL PATTERNS INVOLVING THE ADRENAL CORTICAL STEROIDS, ADRENAL MEDULLARY HORMONES, AND GONADAL HORMONES, AND BRAIN NEUROREGULATORS. Each of these endocrine or neuroregulatory systems is activated or depressed under differing stimulus conditions, remains in effect for differing lengths of time, and influences other systems of response differentially. Individual variation is great, and, the data to date can in no way be applied as an explanation to any given single event. We present a general description of the concept of role and status, and then proceed to a more detailed description of status behavior in a variety of human and nonhuman primate studies which suggest powerful evolutionary aspects of this behavior. Some of the literature relating status behaviors to endocrine function is presented. Finally, we consider aspects of the study of physiological sociology in terms of the relation of the physiological and behavioral events and the manner in which they may interact, and some of the possible relations of these materials to psychiatric illness.

Announcements are considered as important source in provision of academic support to the students. Announcements assist students to get information about the university learning mechanisms, courses and other time management skills, which may help them to make their learning smooth and pleasant. In this context present study documents the perceived effectiveness of Weekly Announcements posted for Sociology students of Virtual University of Pakistan enrolled in semester Fall 2013. An online survey was conducted from the students of Sociology enrolled in semester Fall 2013. Total 399 students respond the questionnaire. For analysis purpose descriptive statistics were used. Preliminary results of the study indicate that students perceived weekly announcements favourable for their learning process. Specifically, the demos posted regarding LMS use for performing different activities in weekly announcements were considered as more auspicious element. Overall students were satisfied with the initiative of weekly announcements in Sociology courses and perceived this step helpful in their subjects' learning.

Sociology World Cultures dumped with WikiTeam tools.

Psychology Sociology Sec 3

No Description

Part 2 is here! Gamestop, #stonks, Universal Basic Income, how to incentivize things that are good for us, whether or not kids should have an allowance, Trekonomics and more. Economist, professor and \"Freakonomics\" co-author Steven Levitt joins to chat about everything from being cheap and what decision making costs our minds to the worth of the Amazon rainforest. Rising economics star and Harvard Fellow Anna Gifty Opoku-Agyeman graces us with her thoughts on the subreddit WallStreetBets, how we measure the health of the economy, dealing with bullies, and Gossip Girl. Hey, watch out: you're about to like Economics. Follow Anna Gift Opoku-Agymen at Twitter.com/itsafronomics and Instagram.com/itsafronomicsFollow Steven Levitt at Twitter.com/stevendlevitt or Twitter.com/FreakonomicsA donation was made to RISC: risc.uchicago.eduSteven's podcast is People I (Mostly) Admire: https://freakonomics.com/pima/Sponsor links: www.alieward.com/ologies-sponsorsMore links and info at alieward.com/ologies/economicsociologyBecome a patron of Ologies for as little as a buck a month: www.Patreon.com/ologiesOlogiesMerch.com has hats, shirts, pins, totes!Support the show: http://Patreon.com/ologies

The Canadian Review of Sociology and Anthropology. La Revue Canadienne de Sociologie et d'Anthropologie 1982: Volume 19 , Issue Index. Digitized from IA1519136-04 . Previous issue: sim_canadian-review-of-sociology_1981-12_18_5 . Next issue: sim_canadian-review-of-sociology_1982-02_19_1 .

The American Journal of Sociology 1944-05: Volume 49 , Issue 6. Digitized from IA1514319-03 . Previous issue: sim_american-journal-of-sociology_1944-03_49_5 . Next issue: sim_american-journal-of-sociology_july-1944-may-1945_50_contents .

Subscribe on Patreon and hear this week's full patron-exclusive episode here: https://www.patreon.com/posts/91950097Beatrice and Abby speak with epidemiologist Ellie Murray about how the many arguments against masking tend to repeat the same set of misunderstandings about how population health works and who health interventions are for. We also discuss why universal masking is so effective, the issues with dropping mask mandates in healthcare settings in particular, and how dynamics within the field of public health left space open for the social production of the 'end' of the pandemic.Get Health Communism here: www.versobooks.com/books/4081-health-communismRuntime 1:44:13, 30 October 2023🧬

HE PHYSIOLOGICAL RESPONSES WITH WHICH WE ARE CONCERNED IN RELATION TO STATUS BEHAVIORS EMPHASIZE HORMONAL PATTERNS INVOLVING THE ADRENAL CORTICAL STEROIDS, ADRENAL MEDULLARY HORMONES, AND GONADAL HORMONES, AND BRAIN NEUROREGULATORS. Each of these endocrine or neuroregulatory systems is activated or depressed under differing stimulus conditions, remains in effect for differing lengths of time, and influences other systems of response differentially. Individual variation is great, and, the data to date can in no way be applied as an explanation to any given single event. We present a general description of the concept of role and status, and then proceed to a more detailed description of status behavior in a variety of human and nonhuman primate studies which suggest powerful evolutionary aspects of this behavior. Some of the literature relating status behaviors to endocrine function is presented. Finally, we consider aspects of the study of physiological sociology in terms of the relation of the physiological and behavioral events and the manner in which they may interact, and some of the possible relations of these materials to psychiatric illness.

HE PHYSIOLOGICAL RESPONSES WITH WHICH WE ARE CONCERNED IN RELATION TO STATUS BEHAVIORS EMPHASIZE HORMONAL PATTERNS INVOLVING THE ADRENAL CORTICAL STEROIDS, ADRENAL MEDULLARY HORMONES, AND GONADAL HORMONES, AND BRAIN NEUROREGULATORS. Each of these endocrine or neuroregulatory systems is activated or depressed under differing stimulus conditions, remains in effect for differing lengths of time, and influences other systems of response differentially. Individual variation is great, and, the data to date can in no way be applied as an explanation to any given single event. We present a general description of the concept of role and status, and then proceed to a more detailed description of status behavior in a variety of human and nonhuman primate studies which suggest powerful evolutionary aspects of this behavior. Some of the literature relating status behaviors to endocrine function is presented. Finally, we consider aspects of the study of physiological sociology in terms of the relation of the physiological and behavioral events and the manner in which they may interact, and some of the possible relations of these materials to psychiatric illness.

Sociology and Social Research 1965 - 1966: Volume 50 , Issue Index. Digitized from IA1627736-06 . Previous issue: sim_sociology-and-social-research_1965-07_49_4 . Next issue: sim_sociology-and-social-research_1965-10_50_1 .

Sociology and Social Research November-December 1936: Volume None , Issue None. Digitized from IA1627736-06 . Previous issue: sim_sociology-and-social-research_september-october-1936 . Next issue: sim_sociology-and-social-research_january-february-1937 . Note: No volume and no issue number found

Sociology and Social Research September-October 1934: Volume 19 , Issue 1. Digitized from IA1627736-06 . Previous issue: sim_sociology-and-social-research_1934-1935_19_index . Next issue: sim_sociology-and-social-research_november-december-1934_19_2 .

Course content presented as a newsletter.

The American Journal of Economics and Sociology 1949 - 1950: Volume 9 , Issue INDEX/CONTENTS. Digitized from IA1514531-01 . Previous issue: sim_american-journal-of-economics-and-sociology_1949-07_8_4 . Next issue: sim_american-journal-of-economics-and-sociology_1949-10_9_1 .

Rural Sociology 1944-09: Volume 9 , Issue 3. Digitized from IA1628808-02 . Previous issue: sim_rural-sociology_1944-06_9_2 . Next issue: sim_rural-sociology_1944-12_9_4 .

Rural Sociology September-December 1956: Volume 21 , Issue 3-4. Digitized from IA1628808-02 . Previous issue: sim_rural-sociology_1956-06_21_2 . Next issue: sim_rural-sociology_1957_22_contents .

Sociology of Education 1971: Volume 44 , Issue CONTENTS. Digitized from IA1627810-06 . Previous issue: sim_sociology-of-education_fall-1970_43_4 . Next issue: sim_sociology-of-education_winter-1971_44_1 .

Sociology and Social Research March-April 1941: Volume 25 , Issue None. Digitized from IA1627736-06 . Previous issue: sim_sociology-and-social-research_january-february-1941_25 . Next issue: sim_sociology-and-social-research_may-june-1941_25 . Note: No volume and no issue number found

The Sociology of Education 1952-09: Volume 26 , Issue 1. Digitized from IA1627810-06 . Previous issue: sim_sociology-of-education_1952_26_index . Next issue: sim_sociology-of-education_1952-10_26_2 .

Book digitized by Google and uploaded to the Internet Archive by user tpb.

Book digitized by Google and uploaded to the Internet Archive by user tpb.

Sociology of Education 1993: Volume 66 , Issue CONTENTS. Digitized from IA1627810-01 . Previous issue: sim_sociology-of-education_1992-10_65_4 . Next issue: sim_sociology-of-education_1993-01_66_1 .

Sociology of Education 1993: Volume 66 , Issue CONTENTS. Digitized from IA1627810-01 . Previous issue: sim_sociology-of-education_1992-10_65_4 . Next issue: sim_sociology-of-education_1993-01_66_1 .

Sociology of Education 1993: Volume 66 , Issue CONTENTS. Digitized from IA1627810-01 . Previous issue: sim_sociology-of-education_1992-10_65_4 . Next issue: sim_sociology-of-education_1993-01_66_1 .

Bibliography: p. [554]-571

Bibliography: p. [554]-571

Bibliography: p. [554]-571

Bibliography: p. [554]-571

The Sociology of Education 1938: Volume 12 , Issue Index. Digitized from IA1627810-06 . Previous issue: sim_sociology-of-education_1938-05_11_9 . Next issue: sim_sociology-of-education_1938-09_12_1 .

A Homestuck Podcast reads pages 2323 - 2447 of Homestuck![Content Description coming soon]Credits:[Host] John - @SansmaedaSerket[Host] Aidan - @kousyustreet[Editor & Artist] Alex - @Dechetsb[Intro & Outro] Eridan's Theme - Toby "Radiation" Fox

The Sociology of Education 1948-10: Volume 22 , Issue 2. Digitized from IA1627810-06 . Previous issue: sim_sociology-of-education_1948-09_22_1 . Next issue: sim_sociology-of-education_1948-11_22_3 .

Sociology and Social Research September-October 1929: Volume 14 , Issue 1. Digitized from IA1627736-06 . Previous issue: sim_sociology-and-social-research_1929-1930_14_index . Next issue: sim_sociology-and-social-research_november-december-1929_14_2 .

The Sociology of Education 1929-06: Volume 2 , Issue 10. Digitized from IA1627810-06 . Previous issue: sim_sociology-of-education_1929-05_2_9 . Next issue: sim_sociology-of-education_september-1929-june-1930_3_index .

The Sociology of Education 1929-06: Volume 2 , Issue 10. Digitized from IA1627810-06 . Previous issue: sim_sociology-of-education_1929-05_2_9 . Next issue: sim_sociology-of-education_september-1929-june-1930_3_index .

Mode of access: Internet

Mode of access: Internet

This study aimed to prepare Sociology teaching materials based on Culturally Responsive Teaching (CRT) as an attempt to develop learning in accordance with students’ characteristics. CRT learning is defined as a learning approach using students’ cultural knowledge, experience, and creating local culture-based learning. This activity stage consists of training module preparation, workshop implementation, teaching material monitoring and evaluation, and follow-up plan. The output of this activity is CRT-based Sociology Learning Teaching Material. This activity engages Sociology teachers affiliated with Subject Teacher Conference (Indonesian: Musyawarah Guru Mata Pelajaran, thereafter called MGMP) of Sociology of Klaten Regency, consisting of 26 teachers. This activity was technically initiated with identifying the characteristic of local culture related to Sociology material. Furthermore, CRT teaching material is developed in Sociology learning in accordance with the characteristic of local culture. The presence of such teaching material is expected to encourage the students to know their cultural environment better, to analyze the concept of sociology in accordance with their environment, and to be tolerant to different cultures existing. As for the activities' results, the first is preparing five CRT-based Phase F sociology teaching materials. Second, sociology teachers can develop sociology learning according to students' cultural characteristics. Third, sociology teachers have a variety of learning approaches. Thus, CRT-based Phase F sociology teaching materials that may be utilized in the classroom are produced as a result of this service project. 

This study aimed to prepare Sociology teaching materials based on Culturally Responsive Teaching (CRT) as an attempt to develop learning in accordance with students’ characteristics. CRT learning is defined as a learning approach using students’ cultural knowledge, experience, and creating local culture-based learning. This activity stage consists of training module preparation, workshop implementation, teaching material monitoring and evaluation, and follow-up plan. The output of this activity is CRT-based Sociology Learning Teaching Material. This activity engages Sociology teachers affiliated with Subject Teacher Conference (Indonesian: Musyawarah Guru Mata Pelajaran, thereafter called MGMP) of Sociology of Klaten Regency, consisting of 26 teachers. This activity was technically initiated with identifying the characteristic of local culture related to Sociology material. Furthermore, CRT teaching material is developed in Sociology learning in accordance with the characteristic of local culture. The presence of such teaching material is expected to encourage the students to know their cultural environment better, to analyze the concept of sociology in accordance with their environment, and to be tolerant to different cultures existing. As for the activities' results, the first is preparing five CRT-based Phase F sociology teaching materials. Second, sociology teachers can develop sociology learning according to students' cultural characteristics. Third, sociology teachers have a variety of learning approaches. Thus, CRT-based Phase F sociology teaching materials that may be utilized in the classroom are produced as a result of this service project. 

This study aimed to prepare Sociology teaching materials based on Culturally Responsive Teaching (CRT) as an attempt to develop learning in accordance with students’ characteristics. CRT learning is defined as a learning approach using students’ cultural knowledge, experience, and creating local culture-based learning. This activity stage consists of training module preparation, workshop implementation, teaching material monitoring and evaluation, and follow-up plan. The output of this activity is CRT-based Sociology Learning Teaching Material. This activity engages Sociology teachers affiliated with Subject Teacher Conference (Indonesian: Musyawarah Guru Mata Pelajaran, thereafter called MGMP) of Sociology of Klaten Regency, consisting of 26 teachers. This activity was technically initiated with identifying the characteristic of local culture related to Sociology material. Furthermore, CRT teaching material is developed in Sociology learning in accordance with the characteristic of local culture. The presence of such teaching material is expected to encourage the students to know their cultural environment better, to analyze the concept of sociology in accordance with their environment, and to be tolerant to different cultures existing. As for the activities' results, the first is preparing five CRT-based Phase F sociology teaching materials. Second, sociology teachers can develop sociology learning according to students' cultural characteristics. Third, sociology teachers have a variety of learning approaches. Thus, CRT-based Phase F sociology teaching materials that may be utilized in the classroom are produced as a result of this service project. 

This study aimed to prepare Sociology teaching materials based on Culturally Responsive Teaching (CRT) as an attempt to develop learning in accordance with students’ characteristics. CRT learning is defined as a learning approach using students’ cultural knowledge, experience, and creating local culture-based learning. This activity stage consists of training module preparation, workshop implementation, teaching material monitoring and evaluation, and follow-up plan. The output of this activity is CRT-based Sociology Learning Teaching Material. This activity engages Sociology teachers affiliated with Subject Teacher Conference (Indonesian: Musyawarah Guru Mata Pelajaran, thereafter called MGMP) of Sociology of Klaten Regency, consisting of 26 teachers. This activity was technically initiated with identifying the characteristic of local culture related to Sociology material. Furthermore, CRT teaching material is developed in Sociology learning in accordance with the characteristic of local culture. The presence of such teaching material is expected to encourage the students to know their cultural environment better, to analyze the concept of sociology in accordance with their environment, and to be tolerant to different cultures existing. As for the activities' results, the first is preparing five CRT-based Phase F sociology teaching materials. Second, sociology teachers can develop sociology learning according to students' cultural characteristics. Third, sociology teachers have a variety of learning approaches. Thus, CRT-based Phase F sociology teaching materials that may be utilized in the classroom are produced as a result of this service project. 

This article is from The American Journal of Sociology, Volume 3 . View more articles from The American Journal of Sociology . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-2761722

This article is from The American Journal of Sociology, Volume 17 . View more articles from The American Journal of Sociology . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-2763103

This article is from The American Journal of Sociology, Volume 25 . View more articles from The American Journal of Sociology . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-2763564

"The Sociology of Conflict. II" is an article from The American Journal of Sociology, Volume 9 . View more articles from The American Journal of Sociology . View this article on JSTOR . View this article's JSTOR metadata . You may also retrieve all of this items metadata in JSON at the following URL: https://archive.org/metadata/jstor-2762103

Includes bibliographical references (pages 161-164)

The Independent Transfer Pathways in North Carolina Project served as a catalyst in forging a culture of cooperation between community colleges and independent colleges and universities in North Carolina by creating a unique opportunity to bridge the gap between the two systems. The project focused on developing discipline-specific articulation agreements, exploring financial aid options, and identifying best practices for advising. The partner campuses worked together to create a "culture of transfer" to ensure that students receive the most comprehensive information and are carefully advised from their first year at a two-year college until graduation with a bachelor's degree and to provide transfer students additional opportunities to seamlessly pursue higher education at a small to mid-sized independent college or university. The Independent Transfer Pathways Project highlights the value and effectiveness of collaboration across departments and across sectors to support community college transfer students in enrolling at and earning a bachelor's degree from four-year institutions. By bringing together and forging relationships among an enthusiastic and dedicated community of senior leaders, deans, faculty, and staff from community colleges and independent four-year institutions across North Carolina, the Independent Transfer Pathways Project greatly enhanced efforts to remove obstacles that reduce historical effectiveness with the transfer student population.