Note: There’s no need to repeat material. If, for example, you define a concept in Part One, say, and discuss the same concept is Part Two or Part Three, you may simple refer to the definition in Part One (e.g. see definition in Part One.) Note: questions require you to expand on or develop the brief definitions given in Part One, but you may begin with your first answer, that is, what you wrote in Part One.
PART 1 Choose three (3) of the following sets of concepts. Define each concept in the set and, if appropriate, provide an example. Discuss how the concepts, in the set, are connected and the possible implications of the connections. Limit each answer for each set to roughly 150 words.
So, for this part 450 words
(a) proletariat, bourgeoisie, exploitation (b) profane, sacred, social constructions
(c) value emphasis, norms, sanctions (d) social class, class, life chances
(e) roles, role matrix, social stress (f) dynamics, statics, social change
(g) mode of, means of & forces of production (h) manifest & latent function, dysfunction
(i) polity, power, authority (j) first place, private realm, primary group
PART 2 Choose one (1) of the following, (k) through (m). Try to limit your discussion to roughly 600 words. Double space your answers. This part of the exam is worth thirty (30) marks. WRITE CLEARLY. Think deeply!
(k) Briefly explain the forms of social conflict discussed by Vilfredo Pareto and Karl Marx; include the similarities and differences you see in their ideas (10 marks) Whose ideas about social conflict do you prefer: Marx or Pareto Why do you prefer Pareto or Marx (10) How might the ideas, expressed by Pareto and Marx, exist, today, and influence 21st century social life and social relations (10 marks) Define all terms used. Give examples.
(l) One core assertion John Porter makes, in the “Vertical Mosaic” (1965), is that Canadians believe they live in a classless society. Do you agree or disagree, with this claim: explair why or why not, with examples (10 marks) Do recent data support the general premise, of the “Vertical Mosaic,” when consider-ing education and ethnicity”: explain why or why not, with examples. (10 marks) Do you believe the inevitable social class system benefits the upper class and penalizes the working and lower classes in Canada Explain why or why not, with examples. (10 marks)
(m) It’s often thought the inevitability of stratification, as offered by Gaetano Mosca, influenced Vilfredo Pareto when he developed his ideas about thecirculation of elites. Briefly, explain both of these concepts. (14 marks) For someone who is intelligent and interested, explain the possible lines of connection between the two concepts (6 marks), as well as how you believe each concept might exist and influence social life and relations, today. (10 marks) Use examples, whenever appropriate. Define all terms used.
PART 3 Choose one (n) of the following, (n) through (p). Limit your discussion to roughly 1200 words. The question is worth forty (40) marks. Note the distribution of marks for each question. Focus your response. Be sure to define and explain all concepts you use; explicitly state any assumptions you make regarding your response. To save time, you may make explicit reference to definitions, concepts or ideas from Part 1 or Part 2. WRITE CLEARLY. DOUBLE SPACE. Think! Think!! Think!!! Be thorough.
(n) Explain, in as much detail as you believe necessary, collective conscience, as offered by David Emile Durkheim. (10 marks) Discuss the similarities and differences of class-consciousness and collective conscience and indicate to what, if any, extent, the two concepts are interchangeable. (10 marks) Do you believe collective conscience is a useful tool for understanding sub-cultures that involve fashion, music or technology fads, such as the Apple watch Thoroughly explain why or why not. Use examples, such as “hip hop,†“grunge†or “dance music,†iPads, iPhones or other technology, to illustrate your answer. (20 marks)
(o) Comte, Spencer, Marx and Durkheim each discussed social progress. For someone who is intelligent and interested, briefly explain how Comte, Spencer, Marx and Durkheim thought about social progress. (16 marks) Using examples, explain which of these ways of thinking about social progress you believe is most effective and why (24 marks) Be thorough and think!
(p) Explain, in as much detail as you believe necessary, class-consciousness, as offered by Karl Marx. (10 marks) Discuss the similarities and differences of class-consciousness and collective conscience and indicate to what, if any, extent, the two concepts are interchangeable. (10 marks) Do you believe class-consciousness is a useful tool for understanding sub-cultures that involve fashion, music or technology fads, such as the Apple watch as a phantasy to distract the proletariat (20 marks) Use examples, such as “hip hop,†“rap†or “dance music,†iPads, iPhones or other technology, to illustrate your answer.
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