- •22.00.08 «Социология управления»
- •Предисловие
- •I. Организационно-методические указания
- •1.1. Общие положения по изучению английского языка
- •1.2. Требования по видам речевой коммуникации
- •1.3. Языковой материал
- •1.3.1 Виды речевых действий и приемы ведения общения
- •1.3.2 Фонетика
- •1.3.3 Лексика
- •1.3.4 Грамматика
- •Морфология
- •Синтаксис
- •1.4. Содержание и структура кандидатского экзамена по английскому языку
- •1.5. Рекомендуемая структура экзамена
- •О себе. About myself.
- •About myself
- •II. Содержание дисциплины
- •2.1 Тематический план учебной дисциплины «Английский язык» (распределение часов)
- •2.2 Содержание тем
- •III. Чтение
- •Тема 2. Social Barometer
- •Read and translate the text.
- •II. Answer the following questions.
- •Word study
- •IV. Complete the following sentences.
- •Тема 3. Origins of sociology
- •I. Read and translate the text.
- •II. Answer the following questions.
- •III. Find the following words and expressions in the text and translate them Into Russian.
- •IV. Give English equivalents for the following words and word combinations.
- •V. Fill the gaps with the derivatives of the words in brackets.
- •VI. Make a short summary of the following text. (Remember that a summary normally consists of about 1/10 of the original).
- •VII. Translate the following passage into English.
- •Тема 4. Theoretical Paradigms
- •I. Read the text and answer the following questions.
- •VI. Answer the following questions.
- •III. Translate the following sentences into Russian with:
- •IV. Make up sentences with:
- •V. Develop the following situations.
- •Тема 5. Society
- •I. Read and translate the text.
- •II. Answer the following questions.
- •III. Study the following words and expressions and make your own sentences using them.
- •IV. Give English equivalents for the following words and word combinations.
- •V. Use the words listed below to fill the gap.
- •VI. Translate the following sentences into English.
- •Тема 6. Classical views on social change
- •I. Read and translate the text.
- •II. Answer the following questions.
- •III. Find the following words and expressions in the text and translate them into Russian:
- •IV. Give English equivalents for the following words and word combinations:
- •V. Fill the gaps with the words listed below.
- •VI. Translate the following passage into English.
- •Тема 7. Socialization
- •I. Read and translate the text.
- •II. Answer the following questions.
- •III. Find the following words and expressions in the text and translate them into Russian:
- •IV. Give English equivalents for the following words and word combinations:
- •V. Fill the gaps with the words listed below.
- •VI. Translate the following sentences into English.
- •Тема 8. The Structure of Social Interaction
- •I. Read and translate the text.
- •II. Answer the questions.
- •III. Prove the following statements.
- •Summarize the content of the text in 10 sentences.
- •Translate the text in writing without a dictionary.
- •I. Find in the text “The Structure of Social Interaction” English equivalent for:
- •II. Arrange the following words into pairs of antonyms:
- •III. Make up sentences choosing an appropriate variant from the second column:
- •Тема 9. Role
- •I. Look through the text and find the definitions of:
- •II. Read and translate the text.
- •Figure 1. Status Set and Role Set
- •IX. Answer the questions:
- •I. Find in the texts English equivalents for:
- •III. Read and translate the following sentences:
- •IV. Make up questions and ask your friend on:
- •V. Complete the following sentences:
- •Тема 10. Kinds of Groups
- •IV. Find the facts to prove that:
- •V. Divide the text into three logical parts.
- •VII. Discuss in the group the following problems:
- •XIV. Read and translate the text.
- •XV. Answer the following questions.
- •XVI. Contradict the following statements. Start your sentence with: “Quite on the contrary...”
- •XVII. Ask your friend:
- •Divide the text into logical parts and give a heading to each part.
- •Find a leading sentence in each paragraph of the text.
- •Give examples of primary and secondary groups.
- •Characterize in brief:
- •XXIV. Read the text and say what new information is contained in it.
- •I. Find in the text “Primary and Secondary Groups” English equivalents for:
- •II. Make up word-combinations and translate them into Russian.
- •IV. Make up your own sentences with — “to be of importance, to be of value” - and ask your partner to translate them.
- •Тема 11. Group Dynamics
- •Figure 2. Group Size and Relationships
- •VII. Read the text again and note the difference between in-groups and out-groups.
- •VIII. Prepare a report on “Group Dynamics and Society.”
- •Тема 12. Social psychology
- •I. Read and translate the text.
- •II. Answer the following questions.
- •III. Find the following words and expressions in the text and translate them into Russian:
- •IV. Give English equivalents for the following words and word combinations:
- •V. Make a short summary of the following text. (Remember that a summary normally consists of about 1/10 of the original).
- •VI. Fill the gaps with the derivatives of the words in brackets.
- •VII. Translate the following sentences into English.
- •Тема 13. Deviance
- •I. Read and translate the text.
- •VII. Speak on:
- •VIII. Translate the text in writing.
- •Тема 14. Demography
- •I. Read and translate the text.
- •II. Answer the following questions.
- •III. Find the following words and expressions in the text and translate them into Russian:
- •IV. Give English equivalents for the following words and word combinations:
- •V. Make a short summary of the following text. (Remember that a summary normally consists of about 1/10 of the original).
- •VI. Translate the following sentences into English.
- •Тема 15. The sociology of the family
- •I. Read and translate the text.
- •II. Answer the following questions.
- •III. Find the following words and expressions in the text and translate them into Russian:
- •IV. Give English equivalents for the following words and word combinations:
- •V. Complete the following text with the words listed below.
- •VI. Make a short summary of the following text. (Remember that a summary normally consists of about 1/10 of the original).
- •VII. Translate the following sentences into English.
- •IV. Грамматические упражнения для развития навыков перевода
- •Список литературы Основная литература
- •Дополнительная литература
- •Приложения Приложение 1 Специфика научного стиля речи, жанров научных произведений
- •Приложение 2 Технологии работы над научными текстами
- •Приложение 3
- •Некоторые ключевые слова,
- •Характерные для статей разного типа
- •Статьи исследовательского типа
- •Статьи дискуссионного типа
- •Статьи обзорного типа
- •Приложение 4 Глоссарий
- •Приложение 5 Список нестандартных глаголов
- •Verbs which are often confused
- •Латинские слова и аббревиатуры
- •Приложение 7 Числовые выражения
- •Vulgar fractions decimal fractions
- •Приложение 8 Корреспонденция
- •Содержание
Тема 13. Deviance
I. Read and translate the text.
What is Deviance?
The concept of deviance is defined as violation of cultural norms of a group or all of society. Since cultural norms affect such a wide range of human activities, the concept of deviance is correspondingly broad. The most obvious and familiar type of deviance is crime - the violation of cultural norms that have been formally enacted into criminal law. Criminal deviance is itself quite variable in content, from minor offenses such as traffic violations to serious crimes such as homicide and rape. Closely related to crime is juvenile delinquency - the violation of legal standards by children or adolescents.
Deviance is not limited to crime, however. It includes many other types of nonconformity, from the mild to the extreme, such as left-handedness, boastfulness, and Mohawk hairstyles, as well as pacifism, homosexuality, and mental illness. Industrial societies contain a wide range of subcultures that display distinctive attitudes, appearance, and behaviour. Consequently, to those who conform to society's dominant cultural standards, artists, homeless people, and members of various ethnic minorities may seem deviant. In addition, the poor - whose lack of financial resources makes conforming to many conventional middleclass patterns of life difficulty - are also subject to definition as deviant. Physical traits, too, may be the basis of deviance, as members of racial minorities in America know well. Men with many highly visible tatoos on their body may be seen as deviant, as are women with any tatoo at all. Even being unusually tall or short, or grossly fat or exceedingly thin, may be the basis of deviance. Physical disabilities are yet another reason for being seen by others as deviant.
Deviance, therefore, is based on any dimension of difference that is considered to be significant and provokes a negative reaction that serves to make the deviant person an outsider. In addition to the experience of social isolation, deviance is subject to social control, by which others attempt to bring deviant people back into line. Like deviance itself, social control can take many forms. Socialization is a complex process of social control in which family, peer groups, and the mass media attempt to influence our attitudes and behaviour. A more formal type of social control is the criminal justice system - the formal process bv which society reacts to alleged violations of the law through the use of police, courts, and punishment. Social control does not have to take the form of a negative response to conformity. Praise from parents, high grades at school, laudatory mention in newspapers and other mass media, and positive recognition from officials in the local community are all forms of social control that serve to encourage conformity to conventional patterns of thought and behaviour.
II. Make up 10 questions to the text.
Divide the text into logical parts and give a heading to each part.
Give the leading sentence in each paragraph.
V. Speak on:
The concept of deviance.
The main causes of deviance.
The social control system.
Read the text and treat its contents in Russian.
Biological Explanations of Deviance
Human behaviour was understood - or more correctly, misunderstood - during the nineteenth century as an expression of biological instincts. Along with other patterns of human behaviour, criminality was explained on biological grounds.
Lombroso: early research
In 1876, Caesare Lombroso (1835-1909), an Italian physician who worked in prisons, developed a biological theory of criminality. Lombroso described criminals as having distinctive physical characteristics - low foreheads, prominent jaws and cheekbones, protruding ears, hairiness, and unusually long arms - that resemble human beings’apelike ancestors. In other words, he viewed criminals as evolutionary throwbacks to lower forms of life.
Because of their biologically based inadequacy, Lombroso reasoned, such individuals would think and act in a primitive manner likely to run afoul of society's laws. Although toward the end of his career Lombroso acknowledged that social factors play a part in criminality, his early claim that some people are literally born criminals was widely influential in an era in which biological explanations of human behaviour were popular.
Lombroso’s findings were based on seriously flawed research methods. He failed to see that the physical characteristics he found in prison and linked to criminality also existed in the population as a whole. Early in the twentieth century, the British psychiatrist Charles Buck-man Goring (1870-1919), who also worked in prisons, published the results of a comparison of thousands of convicts and noncriminals. There was a great deal of physical variation within both groups, but Goring’s research showed there were no significant physical differences between the criminal and noncriminal categories of the kind suggested by Lombroso.
Delinquency and body structure
After Lombroso’s theory of born criminality was disproved, others continued to search for biological explanations of criminality. William Sheldon advanced the idea of body structure in terms of three general types: ectomorphs, who were tall, thin, and fragile; endomorphs, who were short, and fat; and mesomorphs, who were muscular and athletic. Sheldon noted that no one conforms exactly to any of these pure types. Rather, he thought the average person shows some combination of body types, although one type usually predominates. After comparing hundreds of young men - half of whom were known to have been engaged in criminal activity and half of whom, were believed to be noncriminal - Sheldon reported an apparent association between criminality and the mesomorphic body type. In other words, he found a link between criminality and a muscular, athletic body structure. Like Lombroso, however, Sheldon was criticized for basing his work on samples that were not representative of the entire population.
Further, more carefully designed research based on these basic body types was conducted by Sheldon and Eleanor Glueck. The Gluecks also concluded that there is a link between criminality and a mesomorphic body structure, although they did not claim that physical characteristics are a direct cause of criminality. Rather, they concluded that the mesomorphic body type is associated with personal characteristics - such as insensitivity to frustration - that seem likely to promote criminality. The Gluecks also noted the importance of social environment in explaining criminality; they found that young men with mesomorphic builds were typically raised with little affection and understanding from family members.
Although these findings indicate that there may be an association between body type and criminality, they do not establish any causal connection between the two. Indeed, the association may very well have a social explanation. Young men with muscular builds have the ability to be the “bullies on the block,” which some of them may become.