11 S1001Fall2014RG4Ethnomethodology1 Last printed Oct 1st 2014Sociology 1001 Reading Guide #4 Fall term 2014 THE ANTI-SOCIOLOGIES #1 ETHNOMETHODOLOGY Recap We began this course by looking at the European models for understanding social life (Marx’s, Durkheim’s, and Weber’s) -And then we looked at Parsons’ North American model of structural functionalism, (which sees society as similar to a human body) After having looked at these MACRO SOCIOLOGIES We started looking at some MICRO-SOCIOLOGICAL SCHOOLS And so far we have looked at the ‘normative’, the ‘symbolic interactionist’ and the ‘dramaturgical’ schools of ‘micro-sociology’. -they all try to explain how the ‘social invididual’ goes about his or her life with other people. More generally, we can say that all these ‘sociological models’ reflected their time and place. The European theories reflected the concerns of 19th century Europe (trying to understand the massive changes; urbanization, industrialization, etc) The North American Theories reflected either a. the stability and orderliness of post-war America (check out the TV show “Leave it to Beaver” and compare it with the TV show “Modern Families”) b. the diversity of US life (as suggested by the widescale immigration into the US) -However, by the 1960’s, North American society, and other Western societies, were displaying signs of DISORDER and CHALLENGES to the existing order (eg counter-culture, Civil rights movement, Quebec liberation movement, women’s movement) -and perhaps not surprisingly, just as these groups challenged the existing social order, There emerged new (Anti-) sociologies which challenged the existing sociological order. ANTI-SOCIOLOGY #1 ETHNOMETHODOLOGY Questioning Sociology’s Scientific Authority Just like the counter-culture started questioning the authority of existing society in the 1960’s A school of sociology, called Ethnomethodology’ started questioning the authority of existing sociology in the 1960’s QUESTIONING SOCIOLOGY’S “TRUTHS” 1. RE-THINKING THE FACTS OF ‘SUICIDE’ As we have seen already in this course, Durkheim founded sociology as a science, because he was the first to use ‘social statistics’ (eg on crime, health, suicide) as facts. But as we will now see, the ethnomethodologists show that the foundations of this sociological ‘expertise’ and ‘authority’ are problematic. a. Atkinson on the interpretive foundations of ‘suicide statistics’ This is because when one examines these ‘facts’ of suicide, one discovers that they are not ‘facts’ at all. Instead they are interpretations. Not only that, but they are interpretations based on our shared ‘common sense reasoning’ Atkinson’s study shows this by looking at the process by which coroners compile ‘official statistics on suicide’ Typically, one of the tasks of a coroner when there is a ‘suspicious’ death is to examine the ‘cause’ of death Thus typically, the coroner’s role is to get the ‘facts’ on cause of dea.

1. 11
S1001Fall2014RG4Ethnomethodology1 Last printed Oct
1st 2014Sociology 1001
Reading Guide #4
Fall term 2014
THE ANTI-SOCIOLOGIES
#1 ETHNOMETHODOLOGY
Recap
We began this course by looking at the European models for
understanding social life (Marx’s, Durkheim’s, and Weber’s)
-And then we looked at Parsons’ North American model of
structural functionalism, (which sees society as similar to a
human body)
After having looked at these MACRO SOCIOLOGIES
We started looking at some MICRO-SOCIOLOGICAL
SCHOOLS
And so far we have looked at the ‘normative’, the ‘symbolic
interactionist’ and the ‘dramaturgical’ schools of ‘micro-
sociology’.
-they all try to explain how the ‘social invididual’ goes about
his or her life with other people.

2. More generally, we can say that all these ‘sociological models’
reflected their time and place.
The European theories reflected the concerns of 19th century
Europe (trying to understand the massive changes; urbanization,
industrialization, etc)
The North American Theories reflected either
a. the stability and orderliness of post-war America (check out
the TV show “Leave it to Beaver” and compare it with the TV
show “Modern Families”)
b. the diversity of US life (as suggested by the widescale
immigration into the US)
-However, by the 1960’s, North American society, and other
Western societies, were displaying signs of DISORDER and
CHALLENGES to the existing order
(eg counter-culture, Civil rights movement, Quebec liberation
movement, women’s movement)
-and perhaps not surprisingly, just as these groups challenged
the existing social order,
There emerged new (Anti-) sociologies which challenged the
existing sociological order.
ANTI-SOCIOLOGY #1
ETHNOMETHODOLOGY
Questioning Sociology’s Scientific Authority
Just like the counter-culture started questioning the authority of

3. existing society in the 1960’s
A school of sociology, called Ethnomethodology’ started
questioning the authority of existing sociology in the 1960’s
QUESTIONING SOCIOLOGY’S “TRUTHS”
1. RE-THINKING THE FACTS OF ‘SUICIDE’
As we have seen already in this course, Durkheim founded
sociology as a science, because he was the first to use ‘social
statistics’ (eg on crime, health, suicide) as facts.
But as we will now see, the ethnomethodologists show that the
foundations of this sociological ‘expertise’ and ‘authority’ are
problematic.
a. Atkinson on the interpretive foundations of ‘suicide
statistics’
This is because when one examines these ‘facts’ of suicide, one
discovers that they are not ‘facts’ at all.
Instead they are interpretations.
Not only that, but they are interpretations based on our shared
‘common sense reasoning’
Atkinson’s study shows this by looking at the process by which
coroners compile ‘official statistics on suicide’
Typically, one of the tasks of a coroner when there is a

4. ‘suspicious’ death is to examine the ‘cause’ of death
Thus typically, the coroner’s role is to get the ‘facts’ on cause
of death.
Equally importantly, the statistics that the coroner produces are
seen as facts by most people
However, what Atkinson discovered in his empirical analysis of
Coroners is that the ‘facts that coroners produce are more like
judicial verdicts
That is, the coroner has to interpret what has occurred
He has to weigh up all the evidence that he obtains
And then he has to use his common sense to make a decision
Moreover, there is no official algorithm for helping him to
‘weigh’ up all this different evidence
Atkinson’s research showed in fine detail, HOW the coroner
went about his job
And what types of common sense ‘clues’ he looked for
i. Presence or absence of a suicide note (genuine versus fake
note issue)
Ii Mode of death (road deaths usually not suicides, hangings
are; but there are exceptions)
Equivocal deaths (drug overdoses)

5. Drowning (did he fold his clothes? Folded clothes often point
to a suicide)
Iii location of death (in the bush, in the bedroom re overdoses)
iv. circumstances of death (death via tablet overdose;
prescription more likely means not suicide, stolen pills more
likely a suicide)
v life history of suspect (did his parents die young? Did he
come from a single parent family? Did he escape to the army?
Did he switch jobs a lot?)
vi recent mental condition (how had he been feeling recently?)
All these factors, and others the coroner takes into account
when making his decision.
But then he has to transform these ‘pieces of evidence’ into a
‘fact’
And that is his final ‘interpretation’ (on top of all the other
interpretations that are part of the evidence)
Yet, when sociologists look to carry out their research (eg on
suicide) they simply treat these statistics as ‘facts’ not
interpretations.
And that should be a major problem for traditional sociology
II RE-THINKING THE “FACTS OF GENDER
Throughout most of its history, sociology had assumed that
social life is divided into two genders.

6. Not only that, it had assumed that gender is an obvious ‘fact’.
And they assumed this ‘fact to be so obvious, that when
sociologists carried out their questionnaires, they simply asked
‘male or female’.
Garfinkel on the ‘facts’ of gender; sexuality’ as a common
sense accomplishment –
What Garfinkel’s study shows quite nicely, is that what
previous sociologists saw as ‘factual’ can also be the product of
‘common sense reasoning’.
That in our society, ‘sexuality’ is not decided biologically, but
socially
That is, if you act male, look male, and say you are male, (or
female), then society will accept this sexuality
(this introduces the notion that society typically accepts things
‘for all practical purposes)
-And thus as we will see, some people can exploit this nature of
social life to ‘accomplish sexuality’
-But the study of ‘Agnes’ is not only an interesting study for
what it says about the ‘common sense’ rather than ‘scientific’
character of much prior sociology;
but it is also insightful because it provides a much more
sophisticated understanding of the notion of the social ‘self’
than does Goffman’s ‘dramaturgical approach.

7. -It is the study of how ‘sexuality’ is presented in everyday life.
-But as we will see, the problem with Agnes is that the back
stage is as problematic as the front stage.
And the implication from this is that everyone is working on
their ‘self’, whether it be front or back stage. That is, there is
no time out.
-Moreover, it shows us how what many of us common sensically
think of as being ‘natural’ (eg gender) is actually social.
-It shows us quite nicely how ‘reality’ itself is socially
constructed
-and it makes us question what we understand as ‘social
reality’, itself.
So let us take a quick look at Garfinkel’s study of Agnes
-What is so interesting about this study is that Agnes displays
how ‘social reality’ is ongoingly accomplished, through her
skilful use of common sense reasoning.
-When Garfinkel first met Agnes, she looked like a very
attractive 19 year old woman.
-however, she had come to LA for an operation to correct what
she called her ‘defective’ body.
-That is, she had been born with male genitals and had been
raised a boy until her mid-teens.
-In order to get her operation, Agnes had to agree to attend
sessions with Garfinkel.

8. -Here he discovered how Agnes was creating a ‘self’ which was
accepted by everyone, as ‘female’.
-but this could not be done, as Goffman implies, by utilizing a
‘back stage’ first and then presenting the preferred ‘self’ on the
front stage.
-This was because the ‘back stage’ was just as problematic as
the front stage.
-Agnes never had a ‘time out’, she was always ‘learning’ how to
act like a ‘lady’ but she never knew the rules of this ‘game’
-Thus she was always ‘improvising’ in order to PASS as a
woman. (Rod Michalko)
-eg with her boyfriend, with her boyfriend’s mother,
-And this passing had to be accomplished on a moment by
moment, second by second basis (with no time outs)
She accomplished this by using a number of ‘ethno-methods’
for accomplishing social life (and these ‘methods’ are general,
socially available methods, that any competent member - like
yourself - can access)
1. Basics
Sitting like a woman
Walking like a woman
Talking like a woman
‘carrying books like a girl’ problem!
2. Avoiding disclosure of her ‘secret’
-not driving her car
-planning in advance all activities

9. eg medical exam (modesty excuse)
-pre-job urine test (get a friend’s)
-going to the beach (ensuring the appropriate change room)
3. letting the surrounding talk guide her
· talking in euphemisms and generalities (so as never to be
pinned down on any specifics)
· giving normal, not truthful answers (giving answers which she
hopes are ‘socially acceptable to the people she is speaking to)
· giving off an air of carelessness (so as to help disguise any
suggestion that she might be having problems)
In other words, Agnes shows that our world of social reality is a
‘for all practical purposes’ type of world.
-That is, it is maintained by people acting together to produce a
‘for all practical purposes’ sense of social reality, where people
who ‘common sensically’ produce themselves in a certain way
are ‘accepted’ as such.
But the ethnomethodologists did not just question the ‘facts’
that other sociologists had simply taken for granted,
They also identified major problems with all the previous
MICRO-SOCIOLOGIES
-Revised October 6th 2014
APUS Assignment Rubric Undergraduate Level
EXEMPLARY
LEVEL
4
ACCOMPLISHED
LEVEL

10. 3
DEVELOPING
LEVEL
2
BEGINNING
LEVEL
1
POINTS
FOCUS/THESIS
Student exhibits a clear understanding of the assignment. Work
is clearly defined to help guide the reader throughout the
assignment. Student builds upon the assignment with well-
documented and exceptional supporting facts, figures, and/or
statements.
Establishes a good comprehension of topic and in the building
of the thesis. Student demonstrates an effective presentation of
thesis, with most support statements helping to support the key
focus of assignment
Student exhibits a basic understanding of the intended
assignment, but the formatting and grammar is not supported
throughout the assignment. The reader may have some difficulty
in seeing linkages between thoughts. Student has limited the
quality of the assignment.
Exhibits a limited understanding of the assignment. Reader is
unable to follow the logic used for the thesis and development
of key themes. Assignment instructions were not followed.
Student’s writing is weak in the inclusion of supporting facts or
statements. Paper includes more than 25% quotes, which renders
it unoriginal.
4
SUBJECT KNOWLEDGE
Student demonstrates proficient command of the subject matter
in the assignment. Assignment shows an impressive level of
depth of student’s ability to relate course content to practical
examples and applications. Student provides comprehensive
analysis of details, facts, and concepts in a logical sequence.

11. Student exhibits above average usage of subject matter in
assignment. Student provides above average ability in relating
course content in examples given. Details and facts presented
provide an adequate presentation of student’s current level of
subject matter knowledge.
The assignment reveals that the student has a general,
fundamental understanding of the course material. Whereas,
there are areas of some concerning in the linkages provided
between facts and supporting statements. Student generally
explains concepts, but only meets the minimum requirements in
this area.
Student tries to explain some concepts, but overlooks critical
details. Assignment appears vague or incomplete in various
segments. Student presents concepts in isolation, and does not
perceive to have a logical sequencing of ideas.
4
CRITICAL THINKING
Student demonstrates a higher-level of critical thinking
necessary for undergraduate level work. Learner provides a
strategic approach in presenting examples of problem solving or
critical thinking, while drawing logical conclusions which are
not immediately obvious. Student provides well-supported ideas
and reflection with a variety of current and/or world views in
the assignment
Student exhibits a good command of critical thinking skills in
the presentation of material and supporting statements.
Assignment demonstrates the student’s above average use of
relating concepts by using a variety of factors. Overall, student
provides adequate conclusions, with 2 or fewer errors.
Student takes a common, conventional approach in guiding the
reader through various linkages and connections presented in
assignment. However, student presents a limited perspective on
key concepts throughout assignment. Student appears to have
problems applying information in a problem-solving manner.
Student demonstrates beginning understanding of key concepts,
but overlooks critical details. Learner is unable to apply

12. information in a problem-solving fashion. Student presents
confusing statements and facts in assignment. No evidence or
little semblance of critical thinking skills.
4
ORGANIZATION & FORMAT
Student thoroughly understands and excels in explaining all
major points. An original, unique, and/or imaginative approach
to overall ideas, concepts, and findings is presented. Overall
format of assignment includes an appropriate introduction, well-
developed paragraphs, and conclusion. Finished assignment
demonstrates student’s ability to plan and organize research in a
logical sequence. Student exhibits excellent format grasp with
no more than 5 APA errors.
Student explains the majority of points and concepts in the
assignment. Learner demonstrates a good skill level in
formatting and organizing material in assignment. Student
presents an above average level of preparedness, with a few
formatting errors. Assignment contains less than 5 resources.
Student exhibits good format grasp with no more than 10 APA
errors.
Learner applies some points and concepts incorrectly. Student
uses a variety of formatting styles, with some inconsistencies
throughout the paper. Assignment does not have a continuous
pattern of logical sequencing. Student uses less than 3 sources
or references. Student exhibits fair format grasp with no more
than 15 APA errors.
Assignment reveals formatting errors and a lack of organization.
Student presents an incomplete attempt to provide linkages or
explanation of key terms. The lack of appropriate references or
source materials demonstrates the student’s need for additional
help or training in this area. Student needs to review and revise
the assignment. Student exhibits poor format grasp with no
more than 15 APA errors.
4
GRAMMAR & MECHANICS

13. Student provides an effective display of good writing and
grammar. Assignment reflects student’s ability to select
appropriate word usage and present an above average
presentation of a given topic or issue. Assignment appears to be
well written with no more than 3-5 errors. Student provides a
final written product that covers the above-minimal
requirements. Student exhibits excellent format grasp with no
more than 10 contents for grammar, spelling, punctuation, or
syntax errors.
Assignment reflects basic writing and grammar, but more than 5
errors. Key terms and concepts are somewhat vague and not
completely explained by student. Student uses a basic
vocabulary in assignment. Student’s writing ability is average,
but demonstrates a basic understanding of the subject matter.
Student exhibits fair format grasp with no more than 15
grammar, spelling, punctuation, or syntax errors.
Topics, concepts, and ideas are not coherently discussed or
expressed in assignments. Student’s writing style is weak and
needs improvement, along with numerous proofreading errors.
Assignment lacks clarity, consistency, and correctness. Student
exhibits poor format grasp with more than 15 errors and did not
focus critical thinking use of critical thinking grammar APA
format subject knowledge with communities grammar, spelling,
punctuation, or syntax errors.
4
TIMELY
Turned in on time
1 day late
2 days late
More than 2 days late
4
Total Points
24/ 24= 100%

14. Running Head: HEALTH IMPACT
1
HEALTH IMPACT
3
Health Impact of the Public Transportation
Isaac Perry
TLMT 311 Introduction to Transportation Management, Summer
2014
American Public University
Instructor Tommy Rector
26 October 2014
Health Impact of the Public Transport System.
There are various modes of public transport across the world;
ranging from trains and buses to airlines and ships. Millions of
people use public transportation systems on a daily basis. As
such, it exposes people to numerous infections from other
passengers. This is because there are many air borne infections
that can infect individuals as a result of constant exposure in
the environment. A survey that was conducted at various bus
terminals, railway stations and airports shows that even though
screening is done to the passengers, it is mainly for material
objects (Cahill, 2010). The health conditions of the passengers
are ignored and this creates a possibility for ill patients to carry
these infections on board. Some of the infections that can be
transmitted in this way are common cold, pulmonary
tuberculosis and swine flu. In most Asian countries, it is
common for people to walk around with masks covering their
mouths and nostrils, particularly when using public transport
systems (Drexler, 2012). It shows that majority of the

15. population understands the risk that was posed to their health
when they boarded public modes of transport.
Based on this, it is evident that in any given day, users of public
transport are exposed to these life-endangering ailments without
their knowledge. According to some researchers, transmission
originates mainly from the atmosphere in general (Gulli, 2012).
However, public transport provides a high concentration for the
bacteria and this increases the influx of infection rates. This
affects the health of the passengers and the people that they will
get in contact with later in the day. The hypothesis that should
be tested in this paper is, therefore, does using public transport
have a negative impact on the health of users in the long run?
References
Cahill, M. (2010). Transport, environment and society.
Maidenhead, U.K.: Open University
Press.
Drexler, M. (2002). Secret agents: the menace of emerging
infections. Washington, D.C.:
Joseph Henry Press.
Gulli, B. (2012). Bloodborne and airborne pathogens (6th ed.).
Burlington, MA: Jones &
Bartlett Learning.