This document provides an overview of key concepts related to the sociological study of crime and deviance. It discusses how deviance is a relative concept that depends on social norms which vary across cultures and over time. Deviance can be understood as any behavior that violates social rules or norms, whether formal laws or informal expectations. The document examines different categories of deviant behavior and how sociologists study deviance by analyzing the social construction of norms and the role of power and ideology in defining and enforcing what counts as deviant. It emphasizes that deviance is defined by societies rather than being an inherent quality of certain acts.
This document provides an overview of concepts to be covered in a sociology course on crime and deviance. It discusses how deviance will be examined through various social categories and perspectives. Key concepts that will be explored include social rules, conformity, power, social control, deviancy amplification, and deviant subcultures. The document emphasizes that definitions of deviance are socially constructed and relative rather than absolute, as behaviors deemed deviant can vary across cultures and over time. It stresses the importance of understanding how societies create and enforce rules in defining and reacting to deviance.
This document provides 25 potential essay questions for a theory and methods course in sociology. The questions assess various sociological theories and perspectives, such as structuralism, functionalism, conflict theory, feminism, postmodernism, and evaluate debates around objectivity, value-freeness, and the scientific status of sociology. Additional questions address research methods like participant observation, surveys, interviews and use of quantitative vs qualitative data.
The Weimar Republic survived from 1919-1924 through gaining public support by resisting the Kapp Putsch and Ruhr invasion, effective government action to crush uprisings through use of militias, currency reforms by Stresemann, and external financial support like the Dawes Plan; political opponents on the far left and right also remained weak through this period.
The Caribbean region consists of over 7,000 islands located in the Caribbean Sea. It has a tropical climate and experiences hurricanes seasonally. Europeans began colonizing the Caribbean in the late 15th century, introducing African slaves to work on sugar plantations. Over the centuries, the Caribbean saw changing colonial powers and many islands gained independence in the 1800s. Today the Caribbean remains a diverse region of around 25 countries and territories.
This document provides an introduction to concepts related to deviance and social control. It outlines seven general areas that will be covered, including the social distribution of crime and deviance, theories of crime and deviance, and sociological explanations of suicide. It discusses key concepts such as the definition of deviance, different types of deviant behavior, and whether deviance is absolute or relative. The document argues that deviance is a relative concept that varies across cultures and over time, and is socially constructed by rules created by societies. Cross-cultural and historical comparisons are presented as ways to illustrate how perceptions of behaviors like homosexuality, suicide, and killing vary.
This document provides an introduction to the concepts that will be explored in a course on deviance and social control. It outlines seven general areas that will be covered: 1) the social distribution of crime and deviance, 2) theories of crime and deviance, 3) power, deviance and social control, 4) social reactions to crime and deviance, 5) the role of the police, courts and penal system, 6) youth subcultures and styles, and 7) sociological explanations of suicide. It then discusses the concept of deviance, distinguishing between crime and other forms of deviance. Finally, it categorizes types of deviance as admired behavior, odd behavior, or bad behavior, noting that behaviors may
UCSP_Lesson 2_Understanding the Concept of Sociology .pdfranniejhon
Sociology is the study of society and human social behavior. It differs from other sciences in that it is a social science focused on people and social interactions rather than physical phenomena. Sociology aims to make generalized statements about human societies based on empirical research rather than normative claims. It seeks to describe and explain social phenomena at a general level rather than focusing on specific societies or groups. The goals of sociology include understanding humans as social beings and how social factors influence many aspects of life, distinguishing empirical from normative statements, understanding different social theories and paradigms, and analyzing various social situations using sociological concepts.
This document discusses deviant behavior and provides definitions and context. It explains that deviant behavior violates social norms and expectations. Children learn norms from the groups they are born into. The document then examines why illicit drug use is considered deviant and evaluates three theories - labeling theory, conflict theory, and learning theory - to analyze deviant behaviors. Labeling theory proposes that deviance is defined by social norms, not inherent to acts or people. The document focuses on applying these theories to understand why certain behaviors are deemed deviant.
This document provides an overview of concepts to be covered in a sociology course on crime and deviance. It discusses how deviance will be examined through various social categories and perspectives. Key concepts that will be explored include social rules, conformity, power, social control, deviancy amplification, and deviant subcultures. The document emphasizes that definitions of deviance are socially constructed and relative rather than absolute, as behaviors deemed deviant can vary across cultures and over time. It stresses the importance of understanding how societies create and enforce rules in defining and reacting to deviance.
This document provides 25 potential essay questions for a theory and methods course in sociology. The questions assess various sociological theories and perspectives, such as structuralism, functionalism, conflict theory, feminism, postmodernism, and evaluate debates around objectivity, value-freeness, and the scientific status of sociology. Additional questions address research methods like participant observation, surveys, interviews and use of quantitative vs qualitative data.
The Weimar Republic survived from 1919-1924 through gaining public support by resisting the Kapp Putsch and Ruhr invasion, effective government action to crush uprisings through use of militias, currency reforms by Stresemann, and external financial support like the Dawes Plan; political opponents on the far left and right also remained weak through this period.
The Caribbean region consists of over 7,000 islands located in the Caribbean Sea. It has a tropical climate and experiences hurricanes seasonally. Europeans began colonizing the Caribbean in the late 15th century, introducing African slaves to work on sugar plantations. Over the centuries, the Caribbean saw changing colonial powers and many islands gained independence in the 1800s. Today the Caribbean remains a diverse region of around 25 countries and territories.
This document provides an introduction to concepts related to deviance and social control. It outlines seven general areas that will be covered, including the social distribution of crime and deviance, theories of crime and deviance, and sociological explanations of suicide. It discusses key concepts such as the definition of deviance, different types of deviant behavior, and whether deviance is absolute or relative. The document argues that deviance is a relative concept that varies across cultures and over time, and is socially constructed by rules created by societies. Cross-cultural and historical comparisons are presented as ways to illustrate how perceptions of behaviors like homosexuality, suicide, and killing vary.
This document provides an introduction to the concepts that will be explored in a course on deviance and social control. It outlines seven general areas that will be covered: 1) the social distribution of crime and deviance, 2) theories of crime and deviance, 3) power, deviance and social control, 4) social reactions to crime and deviance, 5) the role of the police, courts and penal system, 6) youth subcultures and styles, and 7) sociological explanations of suicide. It then discusses the concept of deviance, distinguishing between crime and other forms of deviance. Finally, it categorizes types of deviance as admired behavior, odd behavior, or bad behavior, noting that behaviors may
UCSP_Lesson 2_Understanding the Concept of Sociology .pdfranniejhon
Sociology is the study of society and human social behavior. It differs from other sciences in that it is a social science focused on people and social interactions rather than physical phenomena. Sociology aims to make generalized statements about human societies based on empirical research rather than normative claims. It seeks to describe and explain social phenomena at a general level rather than focusing on specific societies or groups. The goals of sociology include understanding humans as social beings and how social factors influence many aspects of life, distinguishing empirical from normative statements, understanding different social theories and paradigms, and analyzing various social situations using sociological concepts.
This document discusses deviant behavior and provides definitions and context. It explains that deviant behavior violates social norms and expectations. Children learn norms from the groups they are born into. The document then examines why illicit drug use is considered deviant and evaluates three theories - labeling theory, conflict theory, and learning theory - to analyze deviant behaviors. Labeling theory proposes that deviance is defined by social norms, not inherent to acts or people. The document focuses on applying these theories to understand why certain behaviors are deemed deviant.
Social Construction Of Deviance And Crime
Durkheim Deviance Theory
Essay about Social Deviance
Deviance Essay
Essay On Deviance
Youth Deviance Essay
Deviance Theories Paper
Essay On Mental Illness And Deviance
What is Deviance? Essay
Theoretical Approaches To Deviant Behavior
Essay on Deviance and Social Control
Essay about Deviance
Essay on Deviance and Society
Assignment : Deviance And Crime
Deviance And Formal Deviance Within The Workplace
Deviance And Crime Reflection Paper
Example Of Relativity Of Deviance
Deviance Essay
Deviance Essay
MAX WEBER Key Concepts I Sociology is a science which at.docxandreecapon
MAX WEBER: Key Concepts I
Sociology is a “science which attempts the interpretive understanding of social action to arrive
at a causal explanation of its course and effects.” While the subject matter of sociology
may overlap with history, it focuses on generalizable uniformities in social action
rather than the explanation of particular events, actions, and personalities.
Verstehen, meaning “understanding” in German, is the name Weber gives to the method of
interpretive sociology. He advocates studying social life by way of understanding the
subjective meanings that people give to their own social actions and those of others.
In fact, he considered this method of understanding the subjective states of mind of
individuals the basis for a scientific sociology. He identifies two kinds of understanding:
1) direct observational understanding of the subjective meaning of any given
individual act, its intention and 2) explanatory understanding, which looks at the
context of actions to discover the complex sets of meanings that comprise the
motivation behind individual actions in particular circumstances. He calls this complex
set of meanings a motive. Though this method of understanding is continuous with
the ways we constantly interpret other people’s behavior in our everyday lives,
sociology aims to do so in a more rigorous and systematic way—and often on a larger
scale. As it’s not feasible to interpret what’s in many heads all at once, to approximate
this method for understanding collective social life, Weber believes we need to employ
ideal types to classify different kinds of social action and their results according to the
similarities of individuals’ meanings and motivations.
Ideal Types are idealized concepts formulated by sociologists to capture a part of social reality,
which is much too complex to be understood in its entirety. Since actual situations
vary more or less in innumerable different ways from case to case, ideal types simplify
a messy reality by isolating certain aspects of institutions or social practices that are
relevant to a particular study and allow for analysis and comparison. Due to their
complexity, you should not expect to find ideal types in their pure form in real
situations. Rather, they act as simplifications that are useful for classifying and
comprehending significant parts of social reality. They can offer a window onto reality
that helps us understand the patterns within the messiness. For instance, Weber’s
notions of traditional, charismatic, and legal-rational forms of authority are ideal types:
SOC 260 Classical Social Theory Drexel University
Fall 2015 Professor Howard
authority figures will rarely fall neatly in any one of these categories but will probably
fall somewhere in between (in a grey area). Still, by constructing these ideal types,
Weber hopes to generalize about how authority ope ...
1) Labelling theory rejects the traditional view that deviance is objectively defined and that deviants are inherently different.
2) It argues that deviance is a social process where acts are defined as deviant through interaction and the application of labels by authorities.
3) Certain groups are more likely to be labelled as deviant not because they are more deviant, but because labels are applied unevenly based on stereotypes.
The document discusses the concept of deviance and provides definitions. It states that deviance is defined as an absence of conformity to social norms. Not all deviant behaviors are illegal or harmful, as they can range from minor infractions to serious crimes. The degree and perception of deviance depends on a society's reactions and how much a behavior violates established cultural norms and expectations. Societies and their subcultures influence what is considered deviant or acceptable. Poverty and social pressures can also contribute to behaviors becoming normalized or driven underground.
Sociology is the scientific study of human society and social interactions. It employs the scientific method to analyze social behavior and seeks to understand the origins, organization, and development of human society. Sociology studies social, economic, political, and religious activities of people and the various aspects of communities, families, and how their behavior changes with social mobility. There is ongoing debate around the scope of sociology, with some arguing it should be a specific science and others believing it is a general science with a vast scope.
This document provides an overview of sociology as a field of study. It defines sociology as the systematic study of human society and social behavior, from large institutions to small groups. It discusses key concepts like social behavior, society, and the sociological perspective. It also outlines some of the main topics studied in sociology like socialization, culture, groups, inequality, and social institutions. The document emphasizes the importance of developing a sociological imagination to understand how individual experiences are shaped by broader social and historical forces.
This document provides an overview of sociology as a field of study. It defines sociology as the systematic study of human society and social behavior, from large institutions to small groups. It discusses key concepts like social behavior, society, and the sociological perspective. It also summarizes some of the main topics covered in sociology like socialization, culture, groups, inequality, and social institutions. The document emphasizes that sociologists study people and society objectively using methods like participant observation, surveys, and the scientific method to collect both quantitative and qualitative data.
Sociology is related to other social sciences like anthropology, political science, psychology, and economics.
While sociology and anthropology overlap in their study of human societies and culture, anthropology focuses more on small, traditional societies in the past while sociology examines modern, complex societies. Anthropology contributes concepts and findings to sociology's understanding of historical and cultural influences.
Sociology draws from other social sciences but maintains its distinct focus on social life, social interaction, and how society functions as a system. It analyzes various social phenomena and seeks to understand human behavior in a social context. Sociology both influences and is influenced by related disciplines as it works to explain the development and organization of human
This document discusses social norms, values, and deviance. It begins by defining values as a society's ideas about what is desirable. Norms are the behavioral expectations that develop from these shared values. There are different types of norms such as folkways, mores, and laws. The author conducted an experiment where they violated social norms regarding personal space by getting close to strangers at Goodwill. This broke norms but did not rise to the level of a crime. The document explores how societies develop norms and values, and how breaking norms can be seen as deviant behavior.
Sociology is the scientific study of social interaction and social organization. It examines how people construct attitudes, beliefs, values and behaviors in groups, and how these influence social interaction and organization. Sociologists seek to identify social problems and suggest strategies for social change. The sociological perspective views most human issues and behaviors as socially influenced rather than innate or individual. This chapter introduces key sociology concepts and the sociological imagination tool for understanding social phenomena from a broad social context.
The document introduces positivism and interpretivism as two approaches in sociological theory. Positivists believe that society controls individuals and should be studied scientifically using large samples, while interpretivists believe individuals control society and should be studied using small samples and in-depth interviews focusing on social action. The document provides examples of how each approach might differ in explaining socialization and criminal behavior.
Ashford 2: - Week 1 - Instructor Guidance
Source:http://www.palomar.edu/sociology/
SOC 120 Ethics & Social Responsibility
Week 1 Guidance
Source: http://www.skillsandethics.org/wp-content/uploads/2011/05/ethics-paid-for.jpg
Weekly Activities
Here is what you will be doing this week:
· Post your Introduction (Day 1, Tuesday),
· Read Chapter 1 in the text: Introduction to Ethics and Social Responsibility
· Read Chapter 2 in the text: Ethical Questions in the Public Square
· Post to Discussion Board 1 on Theory, Evidence, Beliefs and Bias (Day 3, Thursday)
· Post to Discussion Board 2 on Three Classical Ethical Theories (Day 3, Thursday)
· Respond to two discussion posts by classmates in each discussion (by Day 7, Monday)
· Week One Quiz (due by Day 7, Monday)
Brief Introduction to Sociology
For those who have not taken a Sociology course previously, here is a brief introduction to the discipline...
Sociology is the study of the relationship between individuals and their social contexts (Mills, 1959). Like other social scientists, sociologists are interested in understanding human behavior, and Sociology is focused on the social causes of human behavior. Humans are by nature social beings; we cannot survive unless we interact with other humans. But our interactions are not random, they are shaped by our social context, which consists of our relationships with others, our cultural values and beliefs, the rules of institutions (e.g., family, religion, government, economy) we participate in, our position in social hierarchies, and our experiences in previous interactions, among other things. All of these exert influence over our decisions and actions, by shaping how we perceive and interpret the actions of others around us.
Our relationships, social groups, organizations, social class, institutions, and culture―which taken together form the structure of our society―are created as we interact with others. Our experiences within our social structures always guide us as we interact with others, and by “acting normally” within the parameters of our social context, we reinforce all of the structures that constitute the context. Thus, our interactions are both shaping our social context, and also shaping us at the same time. Our social context and structures influence our own personalities, identities and worldviews. And these guide us in making decisions and in acting.
People experience interaction within these social structures over the course of a lifetime, beginning with interaction in the family, then among their neighbors, then with their teachers and classmates at school, perhaps in their church, later in the workplace, and so on. So, most of us do not think of ourselves as constructing the institutions―they are already in place when we are born and we live our lives within their rules. But, in fact, every time we adhere to time-honored means of interaction, we are essentially recreating that rule, and thus recreating the institution.
So.
This document provides an overview of sociology as an academic discipline. It discusses what sociology is, how sociologists study human behavior and society, and the development of sociology as a field. In particular, it highlights the early contributors to sociology including Auguste Comte, who coined the term; Harriet Martineau, who helped spread sociological ideas; and Herbert Spencer, one of the first English-speaking sociologists. The document also discusses different levels of analysis and theoretical approaches in sociology.
This document provides an overview of sociology and its key theoretical perspectives from a structural functionalist viewpoint. It discusses what sociology is, how sociologists study society, and the origins and main thinkers of structural functionalism. Structural functionalism views society as a system of interconnected structures and institutions that work together to ensure stability. It emphasizes that each part of society has a function and any dysfunction can lead to change. The document outlines the principles of structural functionalism and discusses offshoots like the work of Parsons and Merton as well as common criticisms of the perspective.
A terrorist attacked Norway, killing 76 people in bombings and shootings. The attacker, Anders Behring Breivik, said his motives were to stop multiculturalism and the growing Muslim population in Europe. He targeted the ruling Labor Party's youth camp. Experts say the attack aimed to undermine Norway's values of openness, freedom of expression, and safety. Increased government surveillance is seen as a necessary response to terrorism but also raises concerns about social control.
Chapter 3 – Sport Ethics – concepts and cases in sport and recreat.docxwalterl4
Chapter 3 – Sport Ethics – concepts and cases in sport and recreation (2nd Edition)
David Malloy, Saul Ross, Dwight Zakus
2003, Thompson Educational Publishing, Inc. Canada
(slightly abridged)
"That’s cheating!" "No, it's not!"
"That’s wrong!" "No, it's perfectly alright!"
"That's bad!" "No, it isn't!"
"That's improper behavior!" "No, it's not!"
"That's a violation of policy!" "No, it isn't!"
"That may not be an actual violation, "If it's not a violation
but it certainly goes against the of the rules, then
spirit of the rules." it is perfectly acceptable."
Comments such as these all reflect a concern for ethics and ethical behavior. Each comment is an expression of a moral judgment about some behavior exhibited. Each comment uttered is the result of an evaluation or assessment made of the behavior in relation to an explicit or implicit standard. These comments are usually uttered based on observations of the behavior exhibited. The assessments originate from the observer's own set of beliefs about what is right or wrong, what is good or bad, or what is permissible or unacceptable.
A critical question emerges from the preceding comments: From where docs the standard come that the person uses to assess behavior and then render judgment? The beginning of an answer to the possible bases for ethical standards will be presented later in this chapter and a more elaborate treatment is reserved for the fourth chapter, "Sources of Ethical Decision··Making."
From this brief digression we return to an examination of the ways we make moral judgments. Frequently there is no critical examination nor probing of the set of beliefs, the actual basis for rendering moral judgment, used by the person making such comments. In part this is due to the paucity of attention paid to the study of ethics, generally, and to sport ethics, particularly, at all levels of schooling. While each individual has a personal sense of morality, without the serious, disciplined study of ethics it is not surprising to discover that most people are unaware of the bases for moral judgment. This text aims to consider ably reduce this lack of knowledge through the information provided below.
ln ordinary, everyday circumstances, human behavior is not pre-analyzed for us. There are, however, some instances when this does occur. For example, there arc times when teachers, parents, administrators, religious officials, writers of articles for newspapers and magazines, or authors of books discuss certain events. Then, through their analyses, they point out the good and the bad, the right and the wrong. These instances are few compared to the many times when we have to analyze the situation by ourselves. Consequently, there is an obvious need to comprehend the realm of ethics and to learn how to conduct moral.
The document provides an overview of major social science theories and concepts from structural functionalism, Marxism, and symbolic interactionism. It explains key ideas like how structural functionalism views society as interconnected parts that maintain stability, how Marxism focuses on class conflict and inequality under capitalism, and how symbolic interactionism emphasizes the role of symbols and social interactions in shaping human behavior. The document uses examples and diagrams to illustrate important concepts from each theoretical perspective.
Behavioral science explores human and animal behavior through various disciplines including psychology, sociology, anthropology, and cognitive science. It uses scientific methods like observation and experimentation to understand behavior. Behavioral science is categorized into neural/information sciences, which study how the brain processes social information, and relational sciences, which examine relationships and interactions between organisms. Social science studies human behavior and interactions in groups, and how factors like gender, class, and religion influence individuals. It aims to understand social systems and is valuable for careers requiring knowledge of diverse cultures and organizations. Key social science disciplines are sociology, economics, political science, psychology, anthropology, and history.
The document discusses several key concepts related to deviance:
- It defines deviance as behavior that violates social norms and explains that what is seen as deviant varies by culture and society.
- It outlines several sociological theories of deviance including functionalism, social control theory, strain theory, and labeling theory.
- It discusses different types of sanctions used to enforce social norms and regulate behavior.
- It differentiates between internal and external means of social control and biological, psychological, and sociological explanations of deviance.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This lesson plan is for a 7th grade English class and focuses on teaching students how to participate in a panel discussion. The objectives are for students to discuss issues through a panel discussion process, perform a panel discussion, and actively participate in a group activity. Students will learn about panel discussions, including the roles of moderator and experts. They will then participate in a mock panel discussion where some students role play different stakeholders discussing the issue of poor garbage collection causing health problems in the community. Afterwards, students will evaluate each other's participation using a rating sheet and are assigned an essay explaining the importance of learning panel discussion skills.
Social Construction Of Deviance And Crime
Durkheim Deviance Theory
Essay about Social Deviance
Deviance Essay
Essay On Deviance
Youth Deviance Essay
Deviance Theories Paper
Essay On Mental Illness And Deviance
What is Deviance? Essay
Theoretical Approaches To Deviant Behavior
Essay on Deviance and Social Control
Essay about Deviance
Essay on Deviance and Society
Assignment : Deviance And Crime
Deviance And Formal Deviance Within The Workplace
Deviance And Crime Reflection Paper
Example Of Relativity Of Deviance
Deviance Essay
Deviance Essay
MAX WEBER Key Concepts I Sociology is a science which at.docxandreecapon
MAX WEBER: Key Concepts I
Sociology is a “science which attempts the interpretive understanding of social action to arrive
at a causal explanation of its course and effects.” While the subject matter of sociology
may overlap with history, it focuses on generalizable uniformities in social action
rather than the explanation of particular events, actions, and personalities.
Verstehen, meaning “understanding” in German, is the name Weber gives to the method of
interpretive sociology. He advocates studying social life by way of understanding the
subjective meanings that people give to their own social actions and those of others.
In fact, he considered this method of understanding the subjective states of mind of
individuals the basis for a scientific sociology. He identifies two kinds of understanding:
1) direct observational understanding of the subjective meaning of any given
individual act, its intention and 2) explanatory understanding, which looks at the
context of actions to discover the complex sets of meanings that comprise the
motivation behind individual actions in particular circumstances. He calls this complex
set of meanings a motive. Though this method of understanding is continuous with
the ways we constantly interpret other people’s behavior in our everyday lives,
sociology aims to do so in a more rigorous and systematic way—and often on a larger
scale. As it’s not feasible to interpret what’s in many heads all at once, to approximate
this method for understanding collective social life, Weber believes we need to employ
ideal types to classify different kinds of social action and their results according to the
similarities of individuals’ meanings and motivations.
Ideal Types are idealized concepts formulated by sociologists to capture a part of social reality,
which is much too complex to be understood in its entirety. Since actual situations
vary more or less in innumerable different ways from case to case, ideal types simplify
a messy reality by isolating certain aspects of institutions or social practices that are
relevant to a particular study and allow for analysis and comparison. Due to their
complexity, you should not expect to find ideal types in their pure form in real
situations. Rather, they act as simplifications that are useful for classifying and
comprehending significant parts of social reality. They can offer a window onto reality
that helps us understand the patterns within the messiness. For instance, Weber’s
notions of traditional, charismatic, and legal-rational forms of authority are ideal types:
SOC 260 Classical Social Theory Drexel University
Fall 2015 Professor Howard
authority figures will rarely fall neatly in any one of these categories but will probably
fall somewhere in between (in a grey area). Still, by constructing these ideal types,
Weber hopes to generalize about how authority ope ...
1) Labelling theory rejects the traditional view that deviance is objectively defined and that deviants are inherently different.
2) It argues that deviance is a social process where acts are defined as deviant through interaction and the application of labels by authorities.
3) Certain groups are more likely to be labelled as deviant not because they are more deviant, but because labels are applied unevenly based on stereotypes.
The document discusses the concept of deviance and provides definitions. It states that deviance is defined as an absence of conformity to social norms. Not all deviant behaviors are illegal or harmful, as they can range from minor infractions to serious crimes. The degree and perception of deviance depends on a society's reactions and how much a behavior violates established cultural norms and expectations. Societies and their subcultures influence what is considered deviant or acceptable. Poverty and social pressures can also contribute to behaviors becoming normalized or driven underground.
Sociology is the scientific study of human society and social interactions. It employs the scientific method to analyze social behavior and seeks to understand the origins, organization, and development of human society. Sociology studies social, economic, political, and religious activities of people and the various aspects of communities, families, and how their behavior changes with social mobility. There is ongoing debate around the scope of sociology, with some arguing it should be a specific science and others believing it is a general science with a vast scope.
This document provides an overview of sociology as a field of study. It defines sociology as the systematic study of human society and social behavior, from large institutions to small groups. It discusses key concepts like social behavior, society, and the sociological perspective. It also outlines some of the main topics studied in sociology like socialization, culture, groups, inequality, and social institutions. The document emphasizes the importance of developing a sociological imagination to understand how individual experiences are shaped by broader social and historical forces.
This document provides an overview of sociology as a field of study. It defines sociology as the systematic study of human society and social behavior, from large institutions to small groups. It discusses key concepts like social behavior, society, and the sociological perspective. It also summarizes some of the main topics covered in sociology like socialization, culture, groups, inequality, and social institutions. The document emphasizes that sociologists study people and society objectively using methods like participant observation, surveys, and the scientific method to collect both quantitative and qualitative data.
Sociology is related to other social sciences like anthropology, political science, psychology, and economics.
While sociology and anthropology overlap in their study of human societies and culture, anthropology focuses more on small, traditional societies in the past while sociology examines modern, complex societies. Anthropology contributes concepts and findings to sociology's understanding of historical and cultural influences.
Sociology draws from other social sciences but maintains its distinct focus on social life, social interaction, and how society functions as a system. It analyzes various social phenomena and seeks to understand human behavior in a social context. Sociology both influences and is influenced by related disciplines as it works to explain the development and organization of human
This document discusses social norms, values, and deviance. It begins by defining values as a society's ideas about what is desirable. Norms are the behavioral expectations that develop from these shared values. There are different types of norms such as folkways, mores, and laws. The author conducted an experiment where they violated social norms regarding personal space by getting close to strangers at Goodwill. This broke norms but did not rise to the level of a crime. The document explores how societies develop norms and values, and how breaking norms can be seen as deviant behavior.
Sociology is the scientific study of social interaction and social organization. It examines how people construct attitudes, beliefs, values and behaviors in groups, and how these influence social interaction and organization. Sociologists seek to identify social problems and suggest strategies for social change. The sociological perspective views most human issues and behaviors as socially influenced rather than innate or individual. This chapter introduces key sociology concepts and the sociological imagination tool for understanding social phenomena from a broad social context.
The document introduces positivism and interpretivism as two approaches in sociological theory. Positivists believe that society controls individuals and should be studied scientifically using large samples, while interpretivists believe individuals control society and should be studied using small samples and in-depth interviews focusing on social action. The document provides examples of how each approach might differ in explaining socialization and criminal behavior.
Ashford 2: - Week 1 - Instructor Guidance
Source:http://www.palomar.edu/sociology/
SOC 120 Ethics & Social Responsibility
Week 1 Guidance
Source: http://www.skillsandethics.org/wp-content/uploads/2011/05/ethics-paid-for.jpg
Weekly Activities
Here is what you will be doing this week:
· Post your Introduction (Day 1, Tuesday),
· Read Chapter 1 in the text: Introduction to Ethics and Social Responsibility
· Read Chapter 2 in the text: Ethical Questions in the Public Square
· Post to Discussion Board 1 on Theory, Evidence, Beliefs and Bias (Day 3, Thursday)
· Post to Discussion Board 2 on Three Classical Ethical Theories (Day 3, Thursday)
· Respond to two discussion posts by classmates in each discussion (by Day 7, Monday)
· Week One Quiz (due by Day 7, Monday)
Brief Introduction to Sociology
For those who have not taken a Sociology course previously, here is a brief introduction to the discipline...
Sociology is the study of the relationship between individuals and their social contexts (Mills, 1959). Like other social scientists, sociologists are interested in understanding human behavior, and Sociology is focused on the social causes of human behavior. Humans are by nature social beings; we cannot survive unless we interact with other humans. But our interactions are not random, they are shaped by our social context, which consists of our relationships with others, our cultural values and beliefs, the rules of institutions (e.g., family, religion, government, economy) we participate in, our position in social hierarchies, and our experiences in previous interactions, among other things. All of these exert influence over our decisions and actions, by shaping how we perceive and interpret the actions of others around us.
Our relationships, social groups, organizations, social class, institutions, and culture―which taken together form the structure of our society―are created as we interact with others. Our experiences within our social structures always guide us as we interact with others, and by “acting normally” within the parameters of our social context, we reinforce all of the structures that constitute the context. Thus, our interactions are both shaping our social context, and also shaping us at the same time. Our social context and structures influence our own personalities, identities and worldviews. And these guide us in making decisions and in acting.
People experience interaction within these social structures over the course of a lifetime, beginning with interaction in the family, then among their neighbors, then with their teachers and classmates at school, perhaps in their church, later in the workplace, and so on. So, most of us do not think of ourselves as constructing the institutions―they are already in place when we are born and we live our lives within their rules. But, in fact, every time we adhere to time-honored means of interaction, we are essentially recreating that rule, and thus recreating the institution.
So.
This document provides an overview of sociology as an academic discipline. It discusses what sociology is, how sociologists study human behavior and society, and the development of sociology as a field. In particular, it highlights the early contributors to sociology including Auguste Comte, who coined the term; Harriet Martineau, who helped spread sociological ideas; and Herbert Spencer, one of the first English-speaking sociologists. The document also discusses different levels of analysis and theoretical approaches in sociology.
This document provides an overview of sociology and its key theoretical perspectives from a structural functionalist viewpoint. It discusses what sociology is, how sociologists study society, and the origins and main thinkers of structural functionalism. Structural functionalism views society as a system of interconnected structures and institutions that work together to ensure stability. It emphasizes that each part of society has a function and any dysfunction can lead to change. The document outlines the principles of structural functionalism and discusses offshoots like the work of Parsons and Merton as well as common criticisms of the perspective.
A terrorist attacked Norway, killing 76 people in bombings and shootings. The attacker, Anders Behring Breivik, said his motives were to stop multiculturalism and the growing Muslim population in Europe. He targeted the ruling Labor Party's youth camp. Experts say the attack aimed to undermine Norway's values of openness, freedom of expression, and safety. Increased government surveillance is seen as a necessary response to terrorism but also raises concerns about social control.
Chapter 3 – Sport Ethics – concepts and cases in sport and recreat.docxwalterl4
Chapter 3 – Sport Ethics – concepts and cases in sport and recreation (2nd Edition)
David Malloy, Saul Ross, Dwight Zakus
2003, Thompson Educational Publishing, Inc. Canada
(slightly abridged)
"That’s cheating!" "No, it's not!"
"That’s wrong!" "No, it's perfectly alright!"
"That's bad!" "No, it isn't!"
"That's improper behavior!" "No, it's not!"
"That's a violation of policy!" "No, it isn't!"
"That may not be an actual violation, "If it's not a violation
but it certainly goes against the of the rules, then
spirit of the rules." it is perfectly acceptable."
Comments such as these all reflect a concern for ethics and ethical behavior. Each comment is an expression of a moral judgment about some behavior exhibited. Each comment uttered is the result of an evaluation or assessment made of the behavior in relation to an explicit or implicit standard. These comments are usually uttered based on observations of the behavior exhibited. The assessments originate from the observer's own set of beliefs about what is right or wrong, what is good or bad, or what is permissible or unacceptable.
A critical question emerges from the preceding comments: From where docs the standard come that the person uses to assess behavior and then render judgment? The beginning of an answer to the possible bases for ethical standards will be presented later in this chapter and a more elaborate treatment is reserved for the fourth chapter, "Sources of Ethical Decision··Making."
From this brief digression we return to an examination of the ways we make moral judgments. Frequently there is no critical examination nor probing of the set of beliefs, the actual basis for rendering moral judgment, used by the person making such comments. In part this is due to the paucity of attention paid to the study of ethics, generally, and to sport ethics, particularly, at all levels of schooling. While each individual has a personal sense of morality, without the serious, disciplined study of ethics it is not surprising to discover that most people are unaware of the bases for moral judgment. This text aims to consider ably reduce this lack of knowledge through the information provided below.
ln ordinary, everyday circumstances, human behavior is not pre-analyzed for us. There are, however, some instances when this does occur. For example, there arc times when teachers, parents, administrators, religious officials, writers of articles for newspapers and magazines, or authors of books discuss certain events. Then, through their analyses, they point out the good and the bad, the right and the wrong. These instances are few compared to the many times when we have to analyze the situation by ourselves. Consequently, there is an obvious need to comprehend the realm of ethics and to learn how to conduct moral.
The document provides an overview of major social science theories and concepts from structural functionalism, Marxism, and symbolic interactionism. It explains key ideas like how structural functionalism views society as interconnected parts that maintain stability, how Marxism focuses on class conflict and inequality under capitalism, and how symbolic interactionism emphasizes the role of symbols and social interactions in shaping human behavior. The document uses examples and diagrams to illustrate important concepts from each theoretical perspective.
Behavioral science explores human and animal behavior through various disciplines including psychology, sociology, anthropology, and cognitive science. It uses scientific methods like observation and experimentation to understand behavior. Behavioral science is categorized into neural/information sciences, which study how the brain processes social information, and relational sciences, which examine relationships and interactions between organisms. Social science studies human behavior and interactions in groups, and how factors like gender, class, and religion influence individuals. It aims to understand social systems and is valuable for careers requiring knowledge of diverse cultures and organizations. Key social science disciplines are sociology, economics, political science, psychology, anthropology, and history.
The document discusses several key concepts related to deviance:
- It defines deviance as behavior that violates social norms and explains that what is seen as deviant varies by culture and society.
- It outlines several sociological theories of deviance including functionalism, social control theory, strain theory, and labeling theory.
- It discusses different types of sanctions used to enforce social norms and regulate behavior.
- It differentiates between internal and external means of social control and biological, psychological, and sociological explanations of deviance.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms.
This lesson plan is for a 7th grade English class and focuses on teaching students how to participate in a panel discussion. The objectives are for students to discuss issues through a panel discussion process, perform a panel discussion, and actively participate in a group activity. Students will learn about panel discussions, including the roles of moderator and experts. They will then participate in a mock panel discussion where some students role play different stakeholders discussing the issue of poor garbage collection causing health problems in the community. Afterwards, students will evaluate each other's participation using a rating sheet and are assigned an essay explaining the importance of learning panel discussion skills.
This document discusses point of view in narratives. It defines three points of view: first person, second person, and third person. First person narration uses pronouns like "I" and "me" and the narrator is a character in the story. Second person is rarely used and directly addresses the reader as "you." Third person uses pronouns like "he" and "she" and there are three types: omniscient knows all characters' thoughts, limited is confined to one character, and objective can only convey external actions and events. Examples are provided to illustrate each point of view.
Apresentar dados na forma de distribuição de frequênciasdean dundas
Este documento explica como organizar dados quantitativos coletados em classes de frequência para facilitar a análise. Primeiro determina-se o número de classes e a largura de cada uma. Em seguida, definem-se os limites inferiores e superiores de cada classe. Por fim, conta-se a frequência de dados em cada classe para gerar a distribuição de frequência.
Apresentar dados na forma de distribuição de frequênciasdean dundas
Este documento explica como organizar dados quantitativos coletados em classes de frequência para facilitar a análise. Primeiro determina-se o número de classes e a largura de cada uma. Em seguida, definem-se os limites de cada classe. Por fim, conta-se a frequência de dados em cada classe, gerando a distribuição de frequência.
Determinar frequências absoluta, relativa e relativa percentualdean dundas
Este documento explica como calcular diferentes tipos de frequências para dados estatísticos, incluindo frequências absolutas, relativas e acumuladas. Apresenta um exemplo de uma tabela de frequências para notas de 40 alunos, mostrando como calcular cada tipo de frequência para organizar e analisar os dados de maneira estatística.
O documento descreve as negociações entre a FRELIMO e o governo português em 1974 que levaram à independência de Moçambique. Discute também os objetivos da educação revolucionária moçambicana de criar um "Homem Novo" e desenvolver uma nova mentalidade e sociedade após a independência.
O documento descreve a formação e início da luta armada da FRELIMO em Moçambique contra o regime colonial português entre 1962-1968. A FRELIMO foi fundada em 1962 através da união de três organizações nacionalistas e declarou a insurreição geral armada contra Portugal em 1964, iniciando operações militares em quatro frentes. Após progressos iniciais, a luta se expandiu para mais províncias e zonas foram libertadas, culminando no II Congresso da FRELIMO em 1968.
A structure is anything that supports a load. There are three main types of structures: mass structures, which rely on their own weight to resist loads; frame structures, made of connected parts like members; and shell structures, made from thin sheet material molded into shapes. Structures must withstand various forces, both internal forces between parts and external forces from outside. Forces can be tensile (pulling), compressive (pushing), torsional (twisting), or cause bending or shearing. The way a material responds to forces depends on its mechanical properties like strength, stiffness, and whether it behaves elastically or plastically.
Notesmaster Support Network Introductiondean dundas
The Notesmaster Support Network is a collaborative initiative between the Caribbean Examinations Council, Ministries of Education, and regional organizations to build digital learning resources for schools and universities in the Caribbean. Teachers can register on the CXC-Notesmaster e-learning platform to access existing resources, join virtual subject communities, and create their own engaging notes, interactive quizzes, and online classes using the platform's features like the Notesmaster editor, Google Drive integration, and ability to organize materials by syllabus objectives. The goal is to provide digital avenues for teachers and students to communicate and access curriculum-based resources.
The picaresque novel is characterized by an episodic narrative told from the first-person perspective of a roguish anti-hero who drifts between locations and social classes, exposing the hypocrisy of society. Key elements include a naïve narrator, episodic structure, flashbacks, a sympathetic but flawed protagonist, and social commentary left to the reader. Famous examples include Don Quixote, Candide, Moll Flanders, and The Adventures of Huckleberry Finn.
The transfer of the Portuguese court to Brazil in 1808 was a significant step toward Brazilian independence. It elevated Brazil's status and made recolonization difficult. Brazilian independence was achieved in 1822 due to factors like British support, restrictions on Brazilian trade, and Dom Pedro's refusal to return to Portugal. After independence, Brazil experienced political turmoil but stabilized under Emperor Dom Pedro II. Slavery ended in 1888. The economy initially relied on exports like sugar, cotton, and coffee, with infrastructure and industry developing in the late 1800s. However, Brazil faced growing international competition in exports by 1900.
Caribbean freedom peasantry- w. k. marshalldean dundas
1) The document discusses the development of peasantry in the British West Indies since emancipation in 1838. It describes how former slaves left plantations to become small-scale farmers and landowners, establishing villages and diversifying agriculture.
2) It outlines three periods of peasant growth: establishment from 1838-1860 as they acquired land; consolidation from 1860-1900 as cash crops replaced subsistence farming; and saturation from 1900 as opportunities declined in some islands.
3) West Indian peasantry was unique in originating recently from emancipation, developing alongside plantations, and often combining farming with other work.
The document discusses different types of cams and cam mechanisms. It explains that a cam is used to convert rotational motion to linear motion using a follower. Common types of followers include knife-edged, roller, and flat-footed followers. The document also discusses different types of cam motions including uniform velocity, dwell, simple harmonic motion, and uniform acceleration/retardation. It provides examples of drawing displacement diagrams for different cam profiles and motions.
This document discusses the properties and reactions of amines. It describes how amines are moderately polar and soluble in water due to hydrogen bonding. Their boiling points are higher than non-polar compounds due to intermolecular hydrogen bonding. Amines are basic due to the lone pair of electrons on nitrogen. Common reactions of amines include salt formation, alkylation, conversion to amides, aromatic substitution, Hofmann elimination, and formation of diazonium salts. Diazonium salts can undergo replacement or coupling reactions.
This document discusses dimensions in engineering drawings. It defines dimensions as numerical values that define the size, location, and other geometric characteristics of a part. The document outlines fundamental rules of dimensioning, such as only defining the size and position of each feature once and dimensioning features in the view where their shape is best shown. It also provides guidelines for good dimensioning practice, such as leaving space between dimensions and views and placing longer dimensions outside shorter ones. Dimension styles for different geometric features like cylinders, angles, and arcs are demonstrated. The document concludes with examples of incorrect dimensioning.
The document discusses surface textures and machining symbols. It covers topics such as how surface conditions can vary depending on whether a part is machined, cast, or forged. It also addresses what type of surface is needed for a product's function, including smooth, rough or patterned surfaces. The document provides examples of machining symbols and notes on indicating machining allowances and surface roughness.
The document provides definitions and explanations for common instruction verbs used in essay questions. It lists verbs such as analyze, argue, compare, conclude, critique, define, describe, discuss, evaluate, explain, identify, and summarize. It explains the meaning and what is required by each verb in terms of the level of critical thinking and type of response expected. The document also provides tips for understanding the assignment question such as identifying key words and checking meanings to clarify what is being asked.
This document provides a summary of Siegfried Sassoon and Wilfred Owen's experiences during World War I that influenced their poetry. Both men volunteered for the war due to propaganda but became disillusioned after witnessing the horrors of trench warfare. Sassoon came from a wealthy family but found the war nothing like the glory depicted. Owen was from a humble background and also became shocked by the human losses and suffering of soldiers. Both poets were treated for shell shock and used their experiences to write realistic poems that condemned the war and portrayed the miserable conditions faced by soldiers. Sassoon's poems expressed anger at those who caused or prolonged the war without regard for soldiers. He sought to convey the true psychological experiences of being in
The Mother's Sons: Katharine Tynan's War Poetrydean dundas
This document provides an analysis of Katharine Tynan's war poetry, focusing on her portrayal of motherhood during wartime. Tynan personalizes war through her poems by depicting the experiences of mothers with sons serving in the war. Unlike many male war poets who wrote about their battlefield experiences, Tynan does not describe the atrocities of war directly. Instead, she portrays the various facets of motherhood in wartime through poems published in collections like Flower of Youth, The Holy War, and Late Songs. The analysis seeks to highlight Tynan's contribution to writing about the human impact of the war from the perspective of non-combatants waiting at home, in particular mothers worrying for their sons at the front.
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How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
2. Basic Concepts
www.sociology.org.uk
Sociology Central
www.sociology.org.uk
Crime and Deviance
In this section of the course we will be exploring the nature of conformity to - and deviation from -
social rules in both our own and other societies. In order to do this, we will initially need to
understand a number of basic concepts that we can develop. In more detail at a later point.
Before we start to do this, however, it might be useful to briefly map-out the various general
areas covered by the syllabus.
In this respect, we will be looking at a major aspect of deviant behaviour in our society (crime)
and the way such behaviour is associated with various social categories such as:
Class
Age
Gender
Ethnicity
Locality / Region
In simple terms, we need to look at the various explanations of crime and deviance that have
been produced by sociologists over the past 100 or so years.
The concept of power is a very significant one in relation to the way social rules are created and
applied and, for this reason, we need to examine this concept as a means of understanding the
nature of social conformity and deviance.
A significant aspect of (deviant) behaviour is the reaction of others to that behaviour and, in this
respect, we will be particularly concerned with an examination of the role of the mass media in
the process of Deviancy Amplification.
The concern here will be to outline the role of "official" agencies of social control in our society.
Over the past 20 - 30 years a number of "deviant sub-cultures" (Mods, Hippies, Punks and so
forth) have surfaced in both our own and other cultures and the concern here will be to both
examine the nature and purpose of such subcultural groupings and their relationship to deviant
behaviour in general.
3. Basic Concepts
www.sociology.org.uk
Sociology Central
www.sociology.org.uk
Crime and Deviance
Suicide is an interesting example of a form of deviant behaviour that has been studied in a great
deal of depth by various sociologists over the years. In this part of the course we will look not
only at some sociological explanations of this behaviour but also at the way in which we can use
this area of social behaviour to highlight methodological differences of approach to the study of
human behaviour.
In terms of the course as a whole, this section on Deviance and Social Control is useful in
relation to the idea of examining sociological perspectives (or High-Level Theories if you
prefer) in more detail.
In this respect, it should be possible to look at various theoretical explanations of deviance in
terms of the way various writers (working in related, but theoretically-distinctive, perspectives)
have approached the study of deviant behaviour from the stand-point of a relatively clear
conception about the general nature of the social world (and, by extension, the nature of such
ideas as social order, social control, power and so forth).
In this sense, the study of deviance not only allows us to look in detail at a particular aspect of
human behaviour; it also allows us to:
1. Firm-up a number of basic concepts introduced at the start of the course (social control,
social norm, rules, values and so forth).
2. Elaborate a number of fairly distinctive sociological perspectives (which are sometimes
referred-to as "ideological frameworks" or "paradigms").
3. Locate the study of one particular aspect of social life (crime and deviance) within a general
consideration of the way in which various sociologists have theorised the nature of the social
world generally.
For this reason, the discussion of "theories of deviance" has been quite rigidly structured in
terms of "sociological perspectives", whereby I have attempted to show that different sociologists
working within different theoretical perspectives have formulated quite different explanations of
deviance. This should, I trust, become a little clearer when we discuss theories of deviance.
Having noted this, the next thing we need to do is to start to look at some basic concepts in
relation to this area of the course...
4. Basic Concepts
www.sociology.org.uk
Sociology Central
www.sociology.org.uk
Crime and Deviance
"Deviance" is a wide-ranging term used by sociologists to refer to behaviour that varies, in some
way, from a social norm. In this respect, it is evident that the concept of deviance refers to some
form of "rule-breaking" behaviour.
In relation to deviance, therefore, the concept relates to all forms of rule-breaking (whether this
involves such things as murder, theft or arson - the breaking of formal social rules - or such
things as wearing inappropriate clothing for a given social situation, failing to produce homework
at school or being cheeky to a parent, teacher and so forth - more-or-less the breaking of
relatively informal social rules).
As should be apparent, criminal behaviour is a form of deviance (one that is defined as the
breaking of legal rules) and, whilst we will be concentrating upon this area of deviance, it needs
to be remembered that it is only one aspect - albeit a very significant one - in relation to the
concept of deviant behaviour in any society.
As a general rule, therefore, we can say that there is a distinction between crime and deviance in
terms of:
"All crime is, by definition, deviant behaviour, but not all forms of deviance are criminal".
Generally, the study of "crime" tends to be seen as the preserve of the criminologist, whereas
sociologists tend to focus their attention and interest upon the wider social implications of all
forms of rule-breaking (and, of course, rule creating) behaviour in any given society. However,
as we shall see, this does include the analysis of crime and criminal behaviour considered as
forms of deviance.
In passing, it might be useful to note that we will necessarily have to look at various other
concepts surrounding the issue of deviance (such as those of ideology, power, social control and
so forth) if we are to understand the concept sociologically. A discussion of such concepts will
form part of the general theme of this series of notes, but for the moment it is probably sufficient
just to draw your attention to the need to understand the concept of deviance in terms of the
ways in which different societies develop different conceptual frameworks regarding deviance
("ideology") and the way in which different social groups may be able to create and impose
conceptions of deviant behaviour upon others ("power" and "social control").
In starting to look more closely at the concept of deviance, it tends to be assumed that "deviant
behaviour" is somehow always behaviour that is generally frowned upon by people in a society
(the very name seems to imply that such behaviour is, at best, "not very nice" and, at worst,
downright criminal). That this is not necessarily the case can be shown by looking briefly at the
way in which we can categorise various basic forms of rule-breaking behaviour in terms of three
basic ideas:
5. Basic Concepts
www.sociology.org.uk
Sociology Central
www.sociology.org.uk
Crime and Deviance
An example of deviance that might be considered as "good" or "admirable" behaviour (whilst
also breaking social norms) might be something like heroism - the saving of the life of another
person whilst putting your own life in great danger, for example.
Many forms of behaviour - whilst not being criminal - are frequently considered to be somehow
"odd" or "different" to normal behaviour. These forms of deviance range from such things as
outlandish modes of dress, through mildly eccentric forms of behaviour (the person who shares
their house with 50 cats, for example), to outright madness.
Deviant behaviour in this category tends to be restricted to law-breaking or criminal behaviour -
behaviour that in some way is seen as being something more than simply outlandish or
eccentric. Depending upon the time and place, forms of behaviour in this category might include
crimes of violence, crimes against property and so forth.
As I've noted, the above represent very broad categories of deviant behaviour, and it's not
uncommon for behaviour to cut-across these various categories (behaviour that is
considered both "odd" and "bad", for example).
When you've done these exercises, two major methodological points should, I hope, become
apparent:
1. Firstly, that categorisations of this sort are not particularly useful, sociologically, for the
understanding of deviant and conforming behaviour. The problem, in this respect, is that once
we have defined our relatively rigid categories it becomes a process of trying to squeeze
tremendous varieties of human behaviour into our predefined little boxes - and human behaviour
(as I hope you are by know aware) has an infuriating tendency not to always fit neatly into our
nicely defined categories...
2. Secondly, and perhaps more importantly for our present purpose, it's likely you will have found
yourself thinking that, for any given example of deviance, you will have considered it from two
different points of view. That is, behaviour that you have defined as deviant may not be
considered deviant from someone else's point of view. This should be readily apparent in relation
to the first two categories, since definitions of deviance here tend to rely upon relatively informal
(or perhaps "subjective") conceptions of behaviour.
6. Basic Concepts
www.sociology.org.uk
Sociology Central
www.sociology.org.uk
Crime and Deviance
In the third category you will probably have found it easier to define examples of deviance
because there exists a generally-agreed yardstick against which to measure deviant and non-
deviant behaviour (namely, a set of formal, legal, rules governing the definition of criminal
deviance and non-deviance). This is not, of course, to say that formalised definitions are
somehow "more objective" than more informal definitions.
Rather, it is simply easier to define behaviour as deviant if you have some form of commonly-
agreed standard against which to compare forms of behaviour...
For example, when the Soviet Union still existed, it's Communist rulers actively discouraged the
dissemination of religious literature (the Christian Bible, for example). At various times, Christian
Fundamentalist groups (especially in America) attempted to smuggle Bibles into the Soviet
Union, at great personal risk (since, if they were caught, they would have faced imprisonment).
In relation to Soviet society, such activity was clearly defined as deviant behaviour. From the
point of view of Western Christian society, however, such behaviour may be viewed as an
admirable form of deviance (since it is probable that we would view the lack of religious freedom
as itself being a deviant act).
What this example (and, no-doubt many others) serves to suggest is the methodological point
that, effectively, "Deviance is in the eye of the beholder".
In other words, that which is deviant to me may not be considered deviant by you.
This idea, simple as it may seem, is an important insight in to the way we are able to theorise the
nature of the concept of deviance and, by extension, how we are able to study the “causes” of
deviant behaviour…
As I’ve suggested above, the question of whether or not deviance (and by extension, crime) is
an absolute or a relative concept is significant in this context.
If, for example, we can define deviance in an absolute way it would mean that in all societies
and at all times certain forms of behaviour will be considered deviant. If valid, this idea is
significant in two ways:
Firstly, it would mean that all societies would, for some reason or other, develop rules that
proscribed certain forms of behaviour (or “acts”, to use the jargon). If this were the case, by
understanding the reasons for such proscriptions we would be able to understand the essential
nature of deviance and social control.
Secondly, it would mean that the study of deviance should concentrate on why people break
certain rules. That is, it would necessarily focus on the deviant (or criminal) and, by so doing,
would focus on a variety of factors, both psychological (deviants as “damaged personalities, for
example) or social (family and educational background, class, gender and age, etc.).
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In methodological terms, therefore, we would be able to accept the proscription of certain forms
of behaviour as “given” (that is, there would be no question that such behaviour was wrong) and
focus our efforts on explaining the qualities possessed or not possessed by different people as
“causes” of deviance.
However, if we can define deviance in a relative way it would mean that different societies at
different times develop different ways of seeing the same form of behaviour. Thus, in effect,
someone could commit an act in one society that would be seen as deviant while they could
commit the same act in a different society and be seen as non-deviant.
This idea is also significant in two main ways:
Firstly, because different societies define the same behaviour in different ways it would mean
that, as sociologists, the focus of our studies should be on an understanding of the way rules are
created in any society (by whom and for what reasons).
Secondly, it would mean that it is pointless to look for the “causes” of deviance in the social and
psychological qualities of the people “breaking the rules”, since if the rules themselves are
relative (that is, changeable from one moment to the next) there can be no constant “causes” of
deviance to be found “within the individual”.
Having said this, of course, once we understand the nature of the rule-creation process in any
society it would be useful to look at the social / psychological qualities of people who do – and do
not – break these rules (which we could similarly consider, as sociologists, in terms of family and
educational background, peer group influence and so forth).
In methodological terms, therefore, we would not be able to accept the proscription of certain
forms of behaviour as “given” (that is, there would always be questions surrounding the idea that
such behaviour was wrong) and we would need, therefore, to focus our efforts on explaining how
and why societies create rules that, logically, lead to the proscription of certain forms of
behaviour.
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A simple way of illustrating the idea that deviance is actually a relative rather than an absolute
concept is to consider how the same form of behaviour can be considered deviant or non-
deviant in different societies (cross-cultural comparison) and in the same society at different
times (historical comparison).
: This type of relatively simple cross-cultural and historical comparison is a very useful
technique for students at A-level. In many situations the application of these ideas to various
forms of behaviour will generate a great deal of critical insight into social processes right across
the syllabus (think about things like family life, education, work, politics, religion and so forth).
One thing this exercise should have told you is that, in basic terms, deviance is a relative
concept. In Becker’s words:
“Societies create deviants by making the rules that lead to their infraction”.
(or, in other words, if societies didn’t create rules there would no such thing as deviance – not an
astounding revelation but one which is, nevertheless, valid).
One reason for arguing that deviance is a relative concept is to sensitise you to the idea that
concepts of deviant / non-deviant behaviour are social constructions. That is, each society or
culture creates rules of behaviour by which its members are governed and, of necessity,
controlled.
When we understand this idea it leads us to consider a number of further ideas about the nature
of deviant – and conforming – behaviour.
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Firstly, it leads us to consider the way ideas about what constitutes deviant behaviour are
socially constructed (that is, the concept of ideology becomes significant in terms of our
understanding and explaining deviance).
Thus, ideology is an important aspect of the sociology of deviance, since it seems evident that
one of the crucial variables involved in defining behaviour as deviant / non-deviant is the basic
values people in any society (or social group) hold.
However, while this is clearly important, ideology alone is not a sufficient form of explanation
since it is clear that people can, in effect, think what they like about their own and other people’s
behaviour (you are free, for example, to believe that it’s not deviant to wear your underpants on
your head and wander around singing “I’m a little pixie”). What matters is your ability (or inability)
to impose your ideas about normality on others.
Secondly, therefore, we must build the concept of power into any explanation of deviant / non-
deviant behaviour. In this respect, we could argue that certain acts are considered deviant not
because they are “inherently wrong” (as I’ve suggested, no form of human behaviour, however
extreme or disgusting we might believe it to be, is “always and everywhere” wrong) but because
powerful groups in any society say they are deviant and have the ability to impose their definition
of normality on others.
Thirdly, if this is the case, it becomes clear that deviance is not so much a question of what you
do but more a question of whether or not others object to what you do (and what they are able
to do to you in order to try to stop you doing it).
Howard Becker expressed the above idea neatly when he argued:
“Deviance is not a quality of what people do [the act]. Rather, it is a quality of how people
react to what you do”.
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The above represents an opportunity to briefly consider what Plummer has argued is the
difference between societal (that is, society-wide) and situational (that is, localised) deviance,
since this distinction helps to reinforce the idea that behaviour considered deviant in one
situation may be considered non-deviant in another.
By “societal deviance” Plummer means the various categories of behaviour that are either illegal
or which are “commonly sensed” by people to be deviant (such as swearing at your teacher).
“Situational deviance”, on the other hand, refers to the way different sub-cultural (or situational)
groups develop norms of behaviour that may be at odds with those of “society as a whole”. In
such situations, behaviour that might be considered societally deviant (theft, homosexuality and
so forth) may be perfectly acceptable.
To illustrate this distinction more clearly, consider the following example:
In our society, killing someone is considered deviant. To not go around killing people is,
therefore, non-deviant.
However, for a soldier, fighting in a war, the reverse is true. To not kill the enemy is considered
deviant.
Thus, in the latter situation the basic values and norms of “society” are inverted by the demands
of the “situation”.
A further distinction we can between different types of deviant behaviour is one that recognises
the idea that there is a qualitative difference between people who commit deviant acts
consciously (and with a full understanding of the fact they are behaving deviantly) and those
whose deviant behaviour may, for example, be accidental or no fault of their own.
refers to acts for which the individual perpetrator can be held personally
accountable. They are, in short, acts of deviance committed by people in the knowledge that
such acts are deviant. Examples here might include crimes such as murder, theft or violence, as
well as a wide variety of non-criminal deviance.
, on the other hand, refers to acts for which the individual perpetrator is
not held personally accountable. Examples of this type of non-culpable deviant behaviour might
include deviant acts committed by:
1. People classified as “mentally ill”. In our society we recognise that the “mentally-ill” (however
this is defined) cannot be held culpable for deviant actions since they are not considered to
understand the values and norms of “normal” society.
This, in effect, means that the mentally-ill are not punished, as such, for their deviance, although
they may be required to undergo treatment for their “illness”.
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2. Children. In our society. for example, the age of criminal responsibility varies for different
forms of crime. It is, however, a general rule that children under the age of 10 cannot be held
responsible for any criminal acts they commit.
In terms of deviant behaviour, on the other hand, there are acts for which even very young
children can be held responsible (for example, hitting another child).
3. Another category of non-culpable deviance might be people who fall into various categories of
“behaviour” that are considered deviant because they do not conform to the norm in society. In
this respect, the disabled are frequently treated as “deviant” even though, through no fault of
their own, they are unable to participate fully in the social life and activities enjoyed by the able-
bodied. Similarly, those which long-term illnesses or who have been “disfigured” in some way are
often also included within this type of non-culpable categorisation.
Although the above raises all kinds of other questions (such as who has the power to create and
enforce concepts of deviance, how such ideological concepts arise and so forth), the main point
to note in this introduction is the idea that deviance, as a concept, is a peculiarly difficult one with
which to get to grips - it is a concept, in effect, that is very easy to define but a lot more difficult to
operationalize (that is, to measure in any meaningful way).
One reason for wanting to operationalise the concept of deviance is that we need to think clearly
about how people actually arrive at the criteria used to classify various forms of deviance:
What we have to do next, therefore, is explore the basis of such beliefs. For example, why do
we, in contemporary Britain, define murder as a serious form of deviance while the "murder of a
commoner" was seen as a less serious form of deviance in the past (in our society at least)?
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In order to explore the way in which we assess forms of deviance in our society, it would be
useful to use some kind of "evaluative framework" as an aid to understanding. as luck would
have it, Hagan ("The Disreputable Pleasures", 1984) has developed just such a framework...
Hagan suggests that there are three main ways to measure the seriousness of deviant
behaviour (when we consider conceptions of deviance in terms of "society as a whole", rather
than from the viewpoint of any particular social group).
1. The degree of agreement about the wrongfulness of the act:
In this respect, there might exist a range of possible levels of agreement which go from almost
total disagreement to high levels of agreement.
2. The societal evaluation of the harm inflicted by the act:
In this respect, what is significant is a general social assessment of both personal and, most
importantly, wider social, harm caused by the act of deviance.
3. The degree of severity of the social response to the act:
In all cases of possible deviance, the "social reaction" to behaviour is going to be significant
and, as you might expect, the range of responses goes from fairly minor, highly-localised,
responses (telling someone to go away, sending them to Coventry and so forth), through such
"personal" responses as physical violence to more society-wide responses such as
imprisonment and even Capital Punishment.
It's important to note that, in the general evaluation of levels of seriousness, the three
categories noted by Hagan are interconnected.
That is, in order to arrive at an overall assessment of the level of seriousness of a form of
deviance we have to consider a combination of all three categories.
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According to Hagan's framework, therefore, the most serious acts of deviance in any society
are those that:
1. Involve broad levels of agreement about the wrongfulness of the act.
2. Involve high levels of social (as opposed to personal) harm.
3. Involve a very strong social reaction to the act across society as a whole.
Drawing on the above, Hagan makes a distinction between both "crime" and "deviance" and the
varieties of likely social response to each in the following way:
1. , involving two basic types:
a. Consensus (for example, murder, theft, etc.).
Crimes about whose seriousness there is general agreement. For Hagan, crimes in this
category are seen as being most serious precisely because there is some form of general
agreement about their seriousness.
b. Conflict (for example, public demonstrations, drug offences, illegal abortion etc.).
Crimes over which "public opinion" is divided. For Hagan, crimes in this category are seen to
be treated less seriously, precisely because arguments and conflicts surround them. For
example, "drug abuse" may be defined as a "medical problem" and therefore one where the
drug user is in need of help rather than punishment (these kinds of crimes are sometimes
referred-to as "crimes without victims", since no person other than the drug abuser is directly
"injured" by the behaviour - other forms of such crime might be things like tax evasion, illegal
parking, etc.).
2. (non-criminal deviance):
a. Social deviations (for example, insanity, betrayal of trust, juvenile pranks etc.).
These types of behaviour will be viewed as deviant (because they will, in some way, break social
norms) but they are not viewed as criminal because, for example, they are:
Highly localised (a betrayal of trust may only involve a couple of people).
Something the individual has no control over and therefore no responsibility for (insanity).
Not particularly serious in relation to the social harm they do.
b. Social diversions (for example, styles of dress, mannerisms etc.).
Behaviour in this category tends to be used more as an indication of likely forms of potential
deviance (although, in many cases they may be mildly deviant forms of behaviour) than
anything else.
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For example, dressing as a "hippy" may indicate to people that here is someone who is likely
to be involved in some form of drug abuse (which, if you're interested, represents a form of
stereotyping).
In general, we can note that behaviour that falls into the criminal category is behaviour that is
regulated by some form of formal social process of attempted regulation (police, legal system
and so forth), whilst behaviour that falls into the deviance category is likely to be regulated by
informal control agencies (parents, peer groups and so forth).
Evaluating Hagan's framework is not particularly difficult, since there are a number of areas of
concern about which it is possible to raise serious questions. For example,
1. The framework is based upon notions of "public concern", yet it is not at all clear how this
concern is either measured or defined.
2. The concept of consensus is a fairly dubious one, since it is evident that there are powerful
groups in any society (for example, people who own and control the mass media) who may be
able to manipulate, in some way, an apparent consensus about various issues. Again, how we
measure "degrees of consensus" is not clear and the problem of how any consensus might be
manufactured by powerful groups is not really addressed.
3. In many social situations, the concept of power is a crucial one. For example, within the
classroom there may be a general consensus that "doing homework" is a deviant act and that
anyone who produces homework is a deviant. The teacher, however, may have other ideas and,
since the teacher has a higher level of power than his / her students, he / she may take steps to
exercise their power over students...
4. Finally, it is evident that not all potentially serious forms of deviance may be defined as crimes
(again, an oblique reference to the significance of the power to define behaviour as deviant). In
particular, the very powerful in our society may be able to:
a. Prevent deviance becoming criminalised (for example, "polluting the environment", whilst a
potentially serious form of deviance in relation to the effects it may have on people's lives,
remains a relatively minor form of criminal behaviour - punishable by a fine, rather than
imprisonment).
b. Hide their crimes, such that the "general public" has no idea that a "crime" has actually
taken-place.
In these notes we’ve looked at some basic definitions of crime and deviance, in addition
to ways in which we might begin to understand the process whereby behaviour becomes
seen as both deviant and / or criminal.
The next stage in the process of "understanding deviance" is to look at various
sociological theories of deviance (how and why people commit deviant acts). Before we
do this - and as a means of helping to understand the extent of criminal forms of deviance
- it would be helpful to look at the Social Distribution of Crime in Britain...
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