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the process that teaches the norms, values and other aspects of the culture to new group members |
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Nature - the belief that genetic and biological heredity are the primary causes of human behavior Nurture: the belief that the way in which we think, feel and behave are the results of our environment |
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family, social class, neighborhood, religion, education, media |
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the process of learning new norms, values, attitudes and behaviors and abandoning old ones (used in total institutions) |
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places in which the most effective forms of resocialization can occur because they isolate people from outside influences so they can be controlled |
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Erikson's eight stages of development |
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infancy, toddlerhood, preschooler, elementary school, adolescence, young adulthood, middle adulthood, late adulthood. In each stage you have a crisis to get over |
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Stages of moral development |
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preconventional, conventional, postconventional |
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moral development, moral decisions based on seeking pleasure over pain |
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moral development, use of norms and rules to determine what is right and wrong |
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moral development, morality based on abstract principles |
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Meads stages of development |
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birth to 2, copying what you see (mead) |
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preschool, begin to play roles of others separate from themselves (mead) |
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(school age and above), begin to understand that others have expectations and demands, anticipate the roles of others in games |
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Me: objective part of self, questions how others may interpret our actions I: active subject, sense of who we are, what do I want? |
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relationships that exist only under specific conditions (secondary groups of short durations) |
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groups that consist of two or more people who interact with one another and share a common identity |
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the web or ties you have with others |
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sociological concept that refers to the individual and collective resources available to a person. |
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small, intimate and long lasting (family and close friends) |
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formal, superficial and last for a short or fixed time (civic group) |
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group consisting of only two people, very close relationships |
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group consisting of three people, the weakest group size, mediation, alliances and competition are likely |
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groups that you use to evaluate yourself |
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a group to which we feel an affinity or closeness |
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a group from which we feel disconnceted |
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feeling that a persons group is superior to others |
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permissive, authoritarian and authoritative |
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parents provide high levels of support but an inconsistent enforcement of the rules |
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children experience high levels of social control but low levels of emotional support |
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parents listen to their children's input while consistently enforcing the parents' rules |
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Characteristics of organizations |
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division of labor, concentration of power, methods of succession. |
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Normative, coercive and utilitarian |
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exist to achieve a worthwhile goal |
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people are forced to join |
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people receive wages in exchange for work |
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Characteristics of bureaucracies |
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division of labor, hierarchy of authority, technical qualifications, impersonality, rules and regulations |
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autocratic, democratic and laissez-faire |
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determines the group policies and assignes roles |
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strives to set group policy by discussion and agreement |
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leads by absence and may not want to be a leader at all |
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cohesiveness, external threat and a strong leader |
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wealth, power and prestige |
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wealth, power and prestige |
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moving within the same status category |
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moving from one social class to another |
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residual, marginal, absolute, relative and near poor |
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chronic, multigenerational poverty |
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occurs when a person lacks stable employment |
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so severe that one lacks the resources to survive |
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occurs when we compare ourselves to those around us |
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people who live above the poverty line but close to it |
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upper, upper middle, middle, working, lower, and urban underclass |
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very small in number that posses significant wealth (1%) |
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high income members of society, well educated (15%) |
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high school diplomas and lesser levels of education (30%) |
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feeling poverty, paycheck to check |
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homeless and chronically unemployed, part of the lower class |
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What keeps countries poor? |
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Conflict, national resource trap, landlocked, bad governance |
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used to explain migration, talks about how it depends on the supply and demand for labor in the sending and receiving areas. |
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rentiers, entrepreneurs, petite bourgeoise, bureaucrats, craftsmen, semi-skilled manual workers, unskilled workers |
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the world and its international economy are becoming more and more intertwined. |
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the best talent leaves poor countries and thereby provides an even greater advantage to wealthy countries |
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powerful nations use loans and economic power to maintain control over poor nations |
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chattel, debt bondange, contract |
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a slave is considered property |
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someone borrows money in order to repay a different debt and works off the new one |
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a person signs a work contract, receiving food and shelter from an employer but is usually threatened when attempting to leave |
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number of births for every 1,000 people each year |
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