READING SUMMARY· Division of labour destroys intellectual, soc.docx

READING SUMMARY
· Division of labour destroys intellectual, social and martial
virtues unless government takes pains to prevent it, whereas in
barbarous societies those virtues are kept alive by constant
necessity. The education of the common people requires
attention from the state more than that of people of rank and
fortune, whose parents can look after their interests and who
spend their lives in varied occupations chiefly intellectual,
unlike the children of the poor. The state can encourage or
insist on the general acquirement of reading, writing and
arithmetic, by establishing parish schools, giving prizes, and
requiring men to pass an examination before setting up in trade.
In this way the Greeks and Romans maintained a martial spirit.
Martial spirit in the people would diminish both the necessary
size and the danger of a standing army.
· The Greek and Roman institutions were more effectual than
modern militias, which only include a small portion of the
people. It is the duty of government to prevent the growth of
cowardice, gross ignorance and stupidity.
· High earning of labour are an advantage to the society.
Poverty doesn’t prevent births, but is unfavourable to the
rearing of children, and so restrains, while the liberal reward of
labour encourages it as the wear and tear of the free man must
be paid for just like that of the slave, though not so
extravagantly.
· High wages increase population. The progressive state is the
best for the labouring poor.
· High wages encourage industry. The opinion that cheap years
encourage idleness is erroneous. Wages are high in cheap years,
and low in dear years, so that masters commend dear years.
· Writers who begin by including lands, houses and consumable

goods in wealth often forget them later. Wealth being supposed
to consist in gold and silver, political economy endeavored to
diminish imports and encourage exports, by restraints upon
importation and encouragements to exportation, which restraints
and encouragements will be considered in the next 6 chapters.
· High duties and prohibitions giving a monopoly to a particular
home industry are very common. They encourage the particular
industry, but neither increase general industry nor give it the
best direction. The number of persons employed cannot exceed
a certain proportion to the capital of the society, and every
man’s interest leads him to seek that employment of capital
which is most advantageous to the society.
· (1) He tries to employ it as near home as possible.
(2) He endeavors to produce the greatest possible value. He
can judge of this much better than the statesman.
· High duties and prohibitions direct people to employ capital in
producing at home what they could buy cheaper from abroad. It
is as foolish for a nation as for an individual to make what can
be bought cheaper. Sometimes by such regulations a
manufacture may be established earlier than it would otherwise
have been but this would make capital accumulate slower, and
the country might always be just as rich if it never acquired the
manufacture. No one proposes that a country should strive
against great natural advantages, but it is also absurd to strive
against smaller advantages whether natural or acquired.
Merchants and manufacturers get the most benefit from high
duties and prohibitions.
Learning Journal
The purpose of your learning journal is to encourage you to
reflect upon the in class training activities and to extract the
key learning points. Your task is to describe your reactions,
perceptions, impressions or significant insights gained from

participation in or reflection on the class. You may talk about
yourself, or the behaviour of other people. You should follow
the outline below:
Date:
Topic:
Your Name:
· Briefly, what did you find most interesting in the readings
assigned for this class?
· What are three things you learned from this session?
· What, if anything have you changed your mind about as a
result of this session?
· One thing you learned in this session that you may be able to
use in the future is…
· How did the ideas in discussions or readings enrich your
understanding of the subject matter or your own communication
style?
· What ideas can you take from this session that you can put
into practice immediately?
· What did you like most about the session?
· What did you like least about the session?
· What topics, if any would you like to learn more about? How
will you access this learning?
· Other comments, thoughts.
In addition, I will provide a specific learning journal
assignment for each week.
After each class, you should complete the entry into your
learning journal. The ‘journal’ itself will be a folder in the D2L
drop box which will contain all your assessments.
I will read each paper, comment, grade and return your journal
to you. The purpose of the grades is to encourage thoughtful
analysis and understanding of the course material and to

encourage use of reflection and independent thought. Attached
to this outline is my marking guide.
Each learning journal entry should be between one and three
typed, double-spaced pages in length.
REQUIREMENTS
Excellent
A+. A, A-
Good
B+, B, B-
Satisfactory
C+, C
Minimally Acceptable
D
Not Acceptable
F
Reflections:
Ability to integrate learning into real-world experiences and
analyze issues with a critical attitude
Ability to skillfully demonstrate reflection and deep thinking of
acquired knowledge and concepts, and integrate them into
different issues from wide range of perspectives (e.g. different
contexts, cultures, disciplines etc.); creative solutions and
critical thinking skills demonstrated in the writing.
Uses and discusses a wide range of resources included with the
text and others.
Shows strong ability to relate acquired knowledge to previous
experiences; demonstrating attempt to analyze the issues from a
number of different perspectives
Includes description of events, and a little further consideration
behind the events using a relatively descriptive style of
language; no evidence of using multiple perspectives or
resources in analyzing the issues
Only includes mere descriptions of theoretical knowledge; no

reflection is demonstrated beyond the descriptions
More than three missing entries.
Evidence that all entries were done at the end of term rather
than after each class.
Little original thought or reflection shown
Presentation:
Articulation and organization of ideas and perspectives
Writing is well-focused; arguments or perspectives are precisely
defined and explained; coherent flow in developing an
insightful idea demonstrated.
Proper use of English grammar, punctuation and sentence
structure.
Arguments or perspectives are clearly stated; organized flow in
writing but not deep enough to be very insightful.
Proper use of English grammar, punctuation and sentence
structure.
Arguments or perspectives are vaguely mentioned; the writing
lacked an organized flow and the ideas were hard to follow.
Poor writing style, manner technical writing errors.
Do not show any original thinking or perspectives; chaotic in
organization and presentation of ideas.
Poorly written.
Poorly Written
Completeness:
Incorporation of the journal entries into a whole, demonstration
of the learning process
Concrete connections between journal entries into a whole;
demonstrating clear steps in the developmental learning process
Journal entries can be generally connected; still able to observe
how the student develops during the learning process

Weak connections between journal entries; development gained
from the learning process is hardly observed
No connections between journal entries; The entries are mere
descriptions of events rather than showing a sequence of
learning steps
No clear focus on use of learning or connection to the course.
Looking Out/Looking In
Fourteenth Edition
4
Emotions
CHAPTER TOPICSWhat Are Emotions?Influences on
Emotional ExpressionGuidelines for Expressing
EmotionsManaging Difficult Emotions
*
EMOTIONS: FEELING, THINKING, AND COMMUNICATING
What Are Emotions?Physiological FactorsWhen person has
strong emotions, bodily changes occurIncreased heart rateRise
in blood pressureIncrease in adrenalinElevated blood
sugarSlowing of digestionDilation of pupilsFlooding impedes
problem solving
*
What Are Emotions?Nonverbal ReactionsFeelings often
apparent by observable changesAppearance changesBehavioral

changes
*
What
Are Emotions?Nonverbal ReactionsEasy to tell when someone is
feeling strong emotion, more difficult to be certain what
emotion might beSometimes nonverbal behavior may cause
emotional stateVerbal and nonverbal expressions often
interconnected
*
What Are Emotions? Cognitive InterpretationsThe mind plays
an important role in determining emotional statesExperience
comes primarily from label we give to physical
symptomsReappraisalRethinking meaning of emotional charged
events that alter emotional impact
*
What Are Emotions?Verbal ExpressionSometimes words are
necessary to express feelingsThere isn’t much agreement about
what emotions are, or about what makes them basicIt is
important to use language that represents degree of
intensityProblems arise for people who aren’t able to talk about
emotions constructively

*
Influences on Emotional ExpressionPersonalityThere is a clear
relationship between personality and the way we experience and
express emotionsExtroverts tend to report more positive
emotions Neurotic individuals tend to report more negative
emotionsPersonality doesn’t have to govern your
communication satisfaction
*
Influences on Emotional ExpressionCultureA significant factor
that influences emotional expression in different cultures is
whether that culture is:Individualistic (United States and
Canada)These cultures feel comfortable revealing their
emotions to people with whom they are closeCollectivistic
(Japan and India)These cultures prize harmony and discourage
expressions of negative emotions which may upset relationships
*
Influences on Emotional ExpressionGenderBiological sex is the
best predictor of the ability to detect/interpret emotional
expressionResearch suggests that there is some truth to the
unexpressive maleWhile men and women experience the same
emotions, there are differences in the ways they express them
*

Influences on Emotional ExpressionSocial ConventionsThe
unwritten rules of communication discourage the direct
expression of emotionEmotion laborManaging or even
suppressing emotions is both appropriate and necessary
*
Influences on Emotional ExpressionFear of Self-DisclosureIn a
society that discourages the expression of emotions, revealing
them can seem riskySomeone who shares feelings risks
unpleasant consequences
*
Influences on Emotional ExpressionEmotional ContagionThe
process by which emotions are transferred from one person to
anotherIs it possible to catch someone’s mood?Emotions
become more infectious with prolonged contact
*
Guidelines for Expressing EmotionThere is not a universal rule
for expression of emotionThere will be times when you can
benefit from communicating your feelings clearly and
directlyResearch supports value of expressing emotions
appropriatelyChance to improve relationshipsIsn’t a simple
matter
*

Guidelines for Expressing EmotionRecognize your
feelingsRecognize the difference between feeling, talking, and
actingExpand your emotional vocabularyShare multiple feelings
*
Guidelines for Expressing EmotionConsider when and where to
express your feelings Accept responsibility for your
feelingsBe mindful of the communication channel
*
Managing Difficult EmotionsFacilitative and Debilitative
EmotionsFacilitative EmotionsEmotions which contribute to
effective functioningDebilitative EmotionsEmotions which
detract from effective functioningIntensityDurationRumination
*
Managing Difficult EmotionsSources of Debilitative
EmotionsPhysiologyOur genetic makeupEmotional memory
*
Managing Difficult EmotionsSelf-TalkInterpretations people
make of an event, during the process of self-talk that determine

their feelings
Event Thought Feeling
Being called names “I’ve done something wrong.” hurt, upset
Being called names “My friend must be sick.” concern,
sympathy
*
Managing Difficult EmotionsIrrational Thinking and
Debilitative EmotionsThe FallaciesThe Fallacy of PerfectionThe
belief that a worthwhile communication should be able to
handle every situationThe Fallacy of ApprovalThat it is vital to
gain the approval of virtually every person
*
Managing Difficult EmotionsIrrational Thinking and
Debilitative EmotionsThe Fallacy of ShouldsThe inability to
distinguish between what is and what should beThe Fallacy of
OvergeneralizationBasing a decision on limited
informationWhen we exaggerate shortcomingsThe Fallacy of
CausationThe irrational belief that emotions are caused by
others rather than by one’s own self-talk
*
Managing Difficult EmotionsIrrational ThinkingThe Fallacy of
HelplessnessSatisfaction in life is determined by forces beyond
your controlThe Fallacy of Catastrophic ExpectationsThe

assumption that if something bad can happen, then it is going to
happen
*
Managing Difficult EmotionsMinimizing Debilitative
EmotionsMonitor your emotional reactionsNote the activating
eventRecord your self-talkReappraise your irrational beliefs
*
Chapter ReviewWhat Are Emotions?Influences on Emotional
ExpressionGuidelines for Expressing EmotionsManaging
Difficult Emotions
SOCB42
Classic
Sociological
Theory
Professor
Daniel
Silver
Essay
#1

Sir
Isaac
Newton
once
wrote,
“If
I
have
seen
further
it
is
by
standing
on
the
shoulders
of
giants.”
This
idea
holds
for
sociological

theory:
we
make
better
theories
in
the
present
by
“thinking
with”
the
best
of
our
past.
Reading
the
arguments
of
others
and
making
your
own
arguments
is
one
of
the
best
ways
to

think
through
basic
problems
in
sociological
theory.
This
assignment
requires
you
to
read
closely,
understand
Smith
accurately,
and
develop
your
own
arguments
in
relation
to
his.
“Commercial
society

deforms
human
nature.”
In
An
Inquiry
into
the
Nature
and
Causes
of
the
Wealth
of
Nations,
Adam
Smith
seems
to
both
accept
(e.g.
Book
V,
Part
III,
pp.
987-‐994)
and
to
reject

(e.g.
Book
I,
chs.
1-‐2;
Book
II
ch.
8,
pp.
110-‐114;
Book
IV,
ch.
2,
pp.
568-‐575)
this
claim.
Develop
your
own
original
argument
defending
claims
about
what
the
essence
of
Smith’s

arguments
are,
why
he
makes
these
arguments,
whether
they
are
compatible,
and
what
their
implications
are.
Write
an
essay
that
addresses
the
above
question.
Your
essay
should

be
no
more
than
5
double-‐spaced
pages.
Type your responses, using Times New Roman, 12-point
font.
Your
essay
should
focus
on
making
and
defending
arguments
about
the
text
rather
than
summarizing
its
contents.
You
should
not
refer
to
any

sources
other
than
The
Wealth
of
Nations.
Essays
are
due
on
Monday,
October
5
by
5PM.
They
should
be
submitted
both
to
turnitin.com
and
to
Professor
Silver’s

drop
box
on
the
2nd
floor
of
the
Social
Sciences
Building.
The
turnitin.com
Class
ID
for
this
course
is:
10345363.
The
password
is:
socb42.

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