Module 4, 5, 6 Flashcards
1
Q
One important field of study is _, which aims to examine and explain social behavior in terms of evolution. It is both part of sociology and biology: however, it also draws from other fields such as anthropology, psychology, archaeology, and zoology.
A
sociobiology
2
Q
One important field of study is _, which aims to examine and explain social behavior in terms of evolution. It is both part of sociology and biology: however, it also draws from other fields such as anthropology, psychology, archaeology, and zoology.
A
sociobiology
3
Q
The _ of humans stems from the development of the brain which controls and coordinates all other bodily functions. It also allows people to think and feel and to have memories, and an identity.
It facilitates the different senses such as smelling, tasting, touching, seeing, and hearing.
A
thinking capacity
4
Q
The _ or the frontal lobe is the largest part of the brain. It is responsible for movement, body temperature, touch, vision, hearing, and various skils such as judgment, reasoning, probtem saltiag
emotions, and learning.
A
cerebrum
5
Q
The _ or the frontal lobe is the largest part of the brain. It is responsible for movement, body temperature, touch, vision, hearing, and various skils such as judgment, reasoning, probtem saltiag
emotions, and learning.
A
cerebrum
6
Q
The _ or the middle part of the brain is responsible for communicating with other parts of the body. It controls vital functions such as breathing, consciousness, heart functions, swallowing, eye and mouth movement, stomach and intestines, and sensory relays.
A
brainstem
7
Q
The _ or the middle part of the brain is responsible for communicating with other parts of the body. It controls vital functions such as breathing, consciousness, heart functions, swallowing, eye and mouth movement, stomach and intestines, and sensory relays.
A
brainstem
8
Q
The back part of the brain, called _, contains more nerve cells than the other parts and controls the functions of fine motor movements and muscle movements and maintains balance as well.
A
cerebellum
9
Q
The back part of the brain, called _, contains more nerve cells than the other parts and controls the functions of fine motor movements and muscle movements and maintains balance as well.
A
cerebellum
10
Q
The brain is protected by the _ and layers of tissue that cover the brain itself.
A
cranium
11
Q
The brain is protected by the _ and layers of tissue that cover the brain itself.
A
cranium
12
Q
The brain weighs about:
A
1.4 kilograms
13
Q
Humans are the only species with _, or the ability to actually verbalize thoughts, ideas, and views. This capacity is made possible by the yocal tract, which enables humans to speak out what the brain thinks about. As the brain transmits ideas, comprehends sounds, and provides meaning to them, the vocal tract makes the actual sounds.
A
speaking capacity
14
Q
Humans are the only species with _, or the ability to actually verbalize thoughts, ideas, and views. This capacity is made possible by the yocal tract, which enables humans to speak out what the brain thinks about. As the brain transmits ideas, comprehends sounds, and provides meaning to them, the vocal tract makes the actual sounds.
A
speaking capacity
15
Q
Speaking capacity is made possible by the _, which enables humans to speak out what the brain thinks about. As the brain transmits ideas, comprehends sounds, and provides meaning to them, the vocal tract makes the actual sounds…
A
vocal tract
16
Q
Speaking capacity is made possible by the _, which enables humans to speak out what the brain thinks about. As the brain transmits ideas, comprehends sounds, and provides meaning to them, the vocal tract makes the actual sounds…
A
vocal tract
17
Q
The human capability to grip first developed over 500 000 years ago. _ is vital for the ability to perform certain tasks that require forceful precision grips.
A
Gripping capacity
18
Q
The human capability to grip first developed over 500 000 years ago. _ is vital for the ability to perform certain tasks that require forceful precision grips.
A
Gripping capacity
19
Q
Two kinds of grips
A
precision grip
power grip
20
Q
Two kinds of grips
A
precision grip
power grip
21
Q
_ allowed human ancestors to pick up things and create various bypes of to
necessary for survival such as axes and spears
A
precision grip
22
Q
_, which is used for forceful gripping as in throwing and holding a club.
A
power grip
23
Q
One of the key features of human evolution is _, or the capability to use two feet only to stand and walk.
A
bipedalism
24
Q
One of the key features of human evolution is _, or the capability to use two feet only to stand and walk.
A
bipedalism
25
_ is the idea that human culture has changed over time, as more people developed various capacities and capabilities to enhance their survival.
Sociocultural evolution
26
The earliest human development can be traced back to the _, a broad prehistoric period characterized by the use of tools primarily developed using stones. Primarily believed to have lasted for around 3.4 million years, and it ended around 4000BC to 2000BC.
Stone Age
27
The earliest human development can be traced back to the _, a broad prehistoric period characterized by the use of tools primarily developed using stones. Primarily believed to have lasted for around 3.4 million years, and it ended around 4000BC to 2000BC.
Stone Age
28
3 periods of Stone Age
Paleolithic, Mesolithic, Neolithic
29
3 periods of Stone Age
Paleolithic, Mesolithic, Neolithic
30
The word _ comes from the words paleo that means "old" and lithic that means "stone." So, _ literally translates to "old stone age." This period is known for simple stone and bone tools used by human ancestors for various purposes.
Paleolitic period
31
The oldest known stone tool industry is known as _, which started around 2.6 million years ago.
Oldowan industry
32
The oldest known stone tool industry is known as _, which started around 2.6 million years ago.
Oldowan industry
33
The _, more commonly known as the middle Stone Age, spans roughly around 20000-5 000 BC. This period is associated with a hunter-gatherer way of life and the development of more sophisticated and fine tools and weapons compared to the previous period.
Mesolithic period
34
The _, more commonly known as the middle Stone Age, spans roughly around 20000-5 000 BC. This period is associated with a hunter-gatherer way of life and the development of more sophisticated and fine tools and weapons compared to the previous period.
Mesolithic period
35
The new Stone Age or the _ was a major shift in human sociocultural history. Primarily, this saw the advent of agriculture as the dominant way of life in the societies that lived during that period. This period is projected to be around 10 000 to 4 500 BC.
Neolithic period
36
The new Stone Age or the _ was a major shift in human sociocultural history. Primarily, this saw the advent of agriculture as the dominant way of life in the societies that lived during that period. This period is projected to be around 10 000 to 4 500 BC.
Neolithic period
37
Various developments occurred during the Neolithic period, as people settled and developed culture. The most important of these developments are the _.These two changes enabled societies to shift from being nomads to permanently settling in an area, establishing the first settlements that eventually turned into civilizations.
adoption of agriculture and the domestication of animals
38
Various developments occurred during the Neolithic period, as people settled and developed culture. The most important of these developments are the _.These two changes enabled societies to shift from being nomads to permanently settling in an area, establishing the first settlements that eventually turned into civilizations.
adoption of agriculture and the domestication of animals
39
The first Neolithic settlements were established in _ or the _, now in the modern-day Iraq:
Mesopotamia; Fertile Crescent of the great rivers Tigris and Euphrates
40
The first Neolithic settlements were established in _ or the _, now in the modern-day Iraq:
Mesopotamia; Fertile Crescent of the great rivers Tigris and Euphrates
41
This emergence gave rise to the _, or the process of structural reorganization of society.
sociopolitical evolution
42
This emergence gave rise to the _, or the process of structural reorganization of society.
sociopolitical evolution
43
_ can be defined in two ways. First, it may refer to societies where large number of people resides in cities. Second, it can refer to the stage of human development that is considered most advanced. In both cases, early _ emerged near various bodies of waters, specifically rivers.
Civilization
44
The first early civilization is the _ near the rivers Tigris and Euphrates, This area is known as the _ because of its crescent shape usually flooded by the two rivers, which made the land fertile and suitable for agriculture.
Mesopotamian civilization; Fertile Crescent
45
The first early civilization is the _ near the rivers Tigris and Euphrates, This area is known as the _ because of its crescent shape usually flooded by the two rivers, which made the land fertile and suitable for agriculture.
Mesopotamian civilization; Fertile Crescent
46
This civilization, first established in the late Neolithic period, can be found in modern-day Iraq and Syria. The Mesopotamian civilization is called the _because it is generally considered the first true civilization.
cradle of civilization
47
This civilization, first established in the late Neolithic period, can be found in modern-day Iraq and Syria. The Mesopotamian civilization is called the _because it is generally considered the first true civilization.
cradle of civilization
48
Other civilizations established include the Egyptian civilization near the _, as well as the _ in India, near the Ganges and Indus rivers.
Nile River; Indus Valley civilization
49
In China, a civilization emerged near the _. There were also independent cities that were established in Mesoamerica such as the Aztec and Inca civilization, as well the Axum civilization and Kerma culture in Africa. These civilizations flourished and succeeded in building complex societies.
Yang Tze (Yellow) river
50
Some characteristics of a civilization:
Rise of agriculture
Diversification of labor
Social stratification
Central government
51
Some characteristics of a civilization:
Rise of agriculture
Diversification of labor
Social stratification
Central government
52
One of the most important factors in the rise of civilizations and development of culture is the change in food production. Societies crafted innovative ways to cultivate such as the domestication of animals to forge and till the land and the way to control water flow through irrigation. It allowed the farmers to yield products any time of the year; so the demands of their agricultural products became higher.
Rise of agriculture.
53
As irrigation and agricultural yield became higher, fewer people had to work in farms. This allowed the civilizations to focus on other things, giving rise to carpenters, goldsmiths, blacksmiths, bakers, potters, merchants, priests, government officials, and other roles in society. Each one had a specialized field of work, and this diversified labor is a result. These specializations of labor ushered in the invention of innovative products as well, including weaponry such as swords, shields, and armors. A surplus of these products in a way gave rise to commerce as well, with merchants and traders selling them to other communities. This then led to the spread of culture outside their own civilization.
Diversification of labor
54
To have a sense of direction with a large number of diverse people, it is pertinent to rank or order them according to what they do or what kind their family is. The rise of social stratification or social classes was created to cluster people whether they are high ranking or low ranking in the society. Although this social stratification is intertwined with inequality, it is the basis of who lives in comfort and who has to till the land in early civilizations.
Social stratification
55
To have a sense of direction with a large number of diverse people, it is pertinent to rank or order them according to what they do or what kind their family is. The rise of social stratification or social classes was created to cluster people whether they are high ranking or low ranking in the society. Although this social stratification is intertwined with inequality, it is the basis of who lives in comfort and who has to till the land in early civilizations.
Social stratification
56
In ancient Chinese civilization, for example, society was divided into four classes: ___. Above all, however, were the King and his family.
(1) Shi the Confucian scholars;
(2) Nong, the peasant farmers;
(3) Gong, the middle class;
(4) Shang, the merchants
57
In ancient Chinese civilization, for example, society was divided into four classes: ___. Above all, however, were the King and his family.
(1) Shi the Confucian scholars;
(2) Nong, the peasant farmers;
(3) Gong, the middle class;
(4) Shang, the merchants
58
The ancient Indus Valley civilization likewise was divided into four classes: ___ Outside these classes were the Pariahs or the outcasts and untouchables.
(1) Brahmins, the ruler-priests;
(2) Kshatriya, the warrior-aristocrats;
(3) Vaishyas, the artisans and merchants;
(4) Sudras, the peasants.
59
The ancient Indus Valley civilization likewise was divided into four classes: ___ Outside these classes were the Pariahs or the outcasts and untouchables.
(1) Brahmins, the ruler-priests;
(2) Kshatriya, the warrior-aristocrats;
(3) Vaishyas, the artisans and merchants;
(4) Sudras, the peasants.
60
In all social stratification the ruling clas. always exists. They are the governing elites of the civilization, administering the functions of a central government. To rule a civilization means building a vast government that enables the society to function as a whole. The government has to set laws to ensure that justice and peace would prevail in the society. Punishments were imposed to those who disobeyed these laws. Some civilizations allowed some local leaders to implement these laws.
Central government
61
In all social stratification the ruling clas. always exists. They are the governing elites of the civilization, administering the functions of a central government. To rule a civilization means building a vast government that enables the society to function as a whole. The government has to set laws to ensure that justice and peace would prevail in the society. Punishments were imposed to those who disobeyed these laws. Some civilizations allowed some local leaders to implement these laws.
Central government
62
One intangible infrastructure that the government has built is its own _. It is vital in the establishment of a culture because it is crucial to communication. It allows the government to record history and culture, as well as laws and punishments. A _ also enables record keeping of goods and products.
system of writing
63
One intangible infrastructure that the government has built is its own _. It is vital in the establishment of a culture because it is crucial to communication. It allows the government to record history and culture, as well as laws and punishments. A _ also enables record keeping of goods and products.
system of writing
64
The Sumerians developed the earliest form of writing, called _.
cuneiform
65
The Sumerians developed the earliest form of writing, called _.
cuneiform
66
The Chinese, meanwhile, had _.
calligraphy
67
The Chinese, meanwhile, had _.
calligraphy
68
the Egyptians developed _.
hieroglyphics
69
the Egyptians developed _.
hieroglyphics
70
The Arabs, on the other hand, developed the _, which are still being used to this day.
Arabic Abjad and the Arabic numerals
71
_ is the process of learning various cultural patterns that are accepted by the culture.
Socialization
72
_ is the process of learning various cultural patterns that are accepted by the culture. It is the process by which one acquires the knowledge, skills values, behaviors, and attitudes that are needed to conform with the norms of the society to be able to integrate with the whole society. The _ process begins from the moment of birth and continues until death.
Socialization
73
These acceptable cultural patterns are called _.
norms
74
These acceptable cultural patterns are called _.
norms
75
The socialization process may transpire through _ interactions or even _ ones such as those made possible by the use of the internet or social media.
personal; virtual
76
The socialization process may transpire through _ interactions or even _ ones such as those made possible by the use of the internet or social media.
personal; virtual
77
Socialization is a sociological process wherein people learn the culture, whereas _ is the process by which people connect with others. Without _, one cannot learn the culture of his or her own society; therefore, _ or having social interaction is crucial.
socializing
78
Socialization is a sociological process wherein people learn the culture, whereas _ is the process by which people connect with others. Without _, one cannot learn the culture of his or her own society; therefore, _ or having social interaction is crucial.
socializing
79
Agents of Socialization
Family
School
Peer Group
Media and Technology
Religion and the State
80
Agents of Socialization
Family
School
Peer Group
Media and Technology
Religion and the State
81
The first and the most important agent of socialization, as you belong to a family since birth. On top of that, you continuously learn from your family members the different orientations surrounding you, which may include what you see, hear, taste, smell, and feel. This socialization also establishes your first relationships-the filial bond between child and parents, siblings, and relatives.
Family
82
The second agent of socialization is _. It functions as an alternative caregiver to children, and one of its mandates is to help students socialize with the society. Students can learn in schools the formal toriculum (subjects such as math, science, araling panlipunan, and languages), which helps them to be functional members of the society. Students can also learn in schools the informal or hidden curriculum which may include cultural values, norms, and beliefs, thus establishing rotes and expectation beyond their homes. They learn to be patient and obedient, neat and proper, and friendly and courteous. They also lear how to love and respect others.
School
83
The second agent of socialization is _. It functions as an alternative caregiver to children, and one of its mandates is to help students socialize with the society. Students can learn in schools the formal toriculum (subjects such as math, science, araling panlipunan, and languages), which helps them to be functional members of the society. Students can also learn in schools the informal or hidden curriculum which may include cultural values, norms, and beliefs, thus establishing rotes and expectation beyond their homes. They learn to be patient and obedient, neat and proper, and friendly and courteous. They also lear how to love and respect others.
School
84
Friends or peer group is another agent of socialization, and it plays an important role in one's life. Peers influence many aspects of your life, including your taste in music, clothing, and hobbies, among other things.
They help shape your values, beliefs, and behaviors. They become your companion and support system for both emotional and physical stability. Mostly, your peer group is of the same age and, at times, of the same social status.
Peer Group
85
One downside of having peer groups is _. It is the direct influence of peers on a person, which usually changes that person's attitudes, values, and behavior to conform to those of the influencing peer or group.
peer pressure
86
One downside of having peer groups is _. It is the direct influence of peers on a person, which usually changes that person's attitudes, values, and behavior to conform to those of the influencing peer or group.
peer pressure
87
Do you watch movies or TV series? Do you listen to music, podcasts, or radio programs? Do you have social media accounts? All these are also considered agents of socialization. _ have a growing influence to the socialization process, as they introduce an unfamiliar lifestyle. For example, you can learn various cultures from other countries by watching foreign movies. Likewise, listening to foreign songs or reading about other societies on social media can impact your values, attitudes, and behaviors. It can expose you to various issues and concerns of other cultures, and lets you compare your own culture to them.
Media and technology
88
In the Philippines, religion and government have greatly shaped and influenced Filipinos' lives. Both religion and the state have significant roles in organizing and directing social life keligion affects people's values and behavior, setting what is deemed morally acceptable and unacceptable and shaping society's core values such as the importance of preserving life and property. On the other hand, the state or government, among other things crafts laws and sets what acts are legal and illegal So, for example, religion states that life must be preserved and that killing a person is morally wrong; the state, for its part, determines that killing is illegal and punishable by law, and then sets the corresponding punishment along with the process by which a person's guilt or innocence is determined.
Religion and the State
89
In the Philippines, religion and government have greatly shaped and influenced Filipinos' lives. Both religion and the state have significant roles in organizing and directing social life keligion affects people's values and behavior, setting what is deemed morally acceptable and unacceptable and shaping society's core values such as the importance of preserving life and property. On the other hand, the state or government, among other things crafts laws and sets what acts are legal and illegal So, for example, religion states that life must be preserved and that killing a person is morally wrong; the state, for its part, determines that killing is illegal and punishable by law, and then sets the corresponding punishment along with the process by which a person's guilt or innocence is determined.
Religion and the State
90
_ is a process where aspects of culture spread from one society to another through various means. Diffusion may happen intentionally or unintentionally and can result in both positive and negative changes within the society. Some examples of cultural diffusion can be seen in food, language, and clothing.
Cultural diffusion
91
_ is a process where aspects of culture spread from one society to another through various means. Diffusion may happen intentionally or unintentionally and can result in both positive and negative changes within the society. Some examples of cultural diffusion can be seen in food, language, and clothing.
Cultural diffusion
92
One process of cultural diffusion is _, which is the process of acquiring various cultural. aspects for the individual to be a part of the society. The familiarization of culture, therefore, is the goal, along with picking up the necessary aspects that can help an individual to survive.
enculturation
93
_ implies the process of transforming one culture by adopting the cultural traits of a dominant or powerful society. There is a transformation of culture for the group to adjust and adopt. This process is usually found in people who migrate, such as the family of an OFW that files for a permanent residency in Canada.
Acculturation
94
Acculturation occurring over a long period of time results in _, which happens when the original culture of the accultured individual is replaced and the new culture is fully diffused. Thus, that person's culture will approximate that of the dominant society, with no trace of his or her previous culture. Take, for instance, the family of the OFW as mentioned previously.
assimilation
95
People also form their identity during socialization-who they are, what they like and believe in, and what values they possess. Thus, socialization also builds one's concept of the "_."
self
96
People also form their identity during socialization-who they are, what they like and believe in, and what values they possess. Thus, socialization also builds one's concept of the "_."
self
97
The American sociologist _ (1902) is one of the important sociological theories concerning the self. He posited that people's perspective and self-understanding of the self is based on their own perspective of how others view them.
Charles Cooley's Looking Glass Self
98
This involves three phases of "looking glass":
1. How you want others to see you
2. How you imagine other people see you
3. How you develop feelings about yourself about how other people see you
99
This involves three phases of "looking glass":
1. How you want others to see you
2. How you imagine other people see you
3. How you develop feelings about yourself about how other people see you
100
_, an American sociologist, emphasized the difference between "I" and "Me" in his book _ (1934).
George Mead; Mind, Self and Society
101
_, an American sociologist, emphasized the difference between "I" and "Me" in his book _ (1934).
George Mead; Mind, Self and Society
102
Mead believes that "I" and "Me" are phases of development of the "self." In his theory, the self is classified into two-"T" and "Me." The "_" is the aspect of the self that refers to how you see yourself. It is the opinion of yourself as a whole; therefore, it is the unsocialized aspect of yourself.
On the other hand, the "_" is defined as the socialized self, which means it has undergone the process of socialization. It is a cognitive object that has learned the knowledge and skills of his or her society. It is the aspect of the self that can be seen by other people.
I; Me
103
_ is the behavior that violates the standards of norms of the culture. It involves characteristics and behavior that are significantly different from the standards of others.
Deviance
104
_ is the behavior that violates the standards of norms of the culture. It involves characteristics and behavior that are significantly different from the standards of others.
Deviance
105
_, an American sociologist, studied deviancy and formulated the _ based on his social strain theory (1938). In Merton' social strain theory, he stated that there are five types of deviance based on the acceptance or rejection of cultural goals and institutionalized means.
Robert Merton; Deviance Typology
106
_, an American sociologist, studied deviancy and formulated the _ based on his social strain theory (1938). In Merton' social strain theory, he stated that there are five types of deviance based on the acceptance or rejection of cultural goals and institutionalized means.
Robert Merton; Deviance Typology
107
Robert Merton, an American sociologist, studied deviancy and formulated the Deviance Typology based on his social strain theory (1938). In Merton' social strain theory, he stated that there are five types of deviance based on the acceptance or rejection of cultural goals and institutionalized means.
Conformity
Innovation
Ritualism
Retreatism
Rebellion
108
In Merton's typology, the strain can be _ or _.
structural or individualized
109
In Merton's typology, the strain can be _ or _.
structural or individualized
110
_ is caused by the limitations set by the society itself.
Structural strain
111
_ is caused by the limitations set by the society itself.
Structural strain
112
_, on the other hand, refers to the experiences of an individual who seeks to satisfy his or her needs and wants.
Individual strain
113
Sociologist _ coined the term "_" to describe how the society devalues a person in such way. However, these physical characteristics may not even be considered deviant in some society.
Erving Goffman; stigma
114
Sociologist _ coined the term "_" to describe how the society devalues a person in such way. However, these physical characteristics may not even be considered deviant in some society.
Erving Goffman; stigma
115
_ is the practice of preventing deviant he tater social control intenden in all levels of the society, from the family to schools and peers, and up to the state.
Social control
116
_ is the practice of preventing deviant he tater social control intenden in all levels of the society, from the family to schools and peers, and up to the state.
Social control
117
A _ is a mechanism of external social control, which can be either positive (rewards) or negative (punishments).
sanction
118
A _ is a mechanism of external social control, which can be either positive (rewards) or negative (punishments).
sanction
119
sociologists also classify sanctions into _.
formal and informal
120
_ are officially recognized punishments. They may be recognized as official by law or rules that govern the society. These are carried out by formal authorities such as the police, the government, school administrators, or employers. For example, if one student is proven to have cheated in an exam, he can be sanctioned with suspension or expulsion depending on the formal sanctions as codified in the school handbook. If a married person catches his or her spouse cheating, he or she could file for legal separation or annulment- each of which is a formal sanction by the state against adultery.
Formal sanctions
121
_ are officially recognized punishments. They may be recognized as official by law or rules that govern the society. These are carried out by formal authorities such as the police, the government, school administrators, or employers. For example, if one student is proven to have cheated in an exam, he can be sanctioned with suspension or expulsion depending on the formal sanctions as codified in the school handbook. If a married person catches his or her spouse cheating, he or she could file for legal separation or annulment- each of which is a formal sanction by the state against adultery.
Formal sanctions
122
_ are dictated by the morals of the society. They are the response to deviancy of other members of the society, who may show positive or negative feedback on an action. F by neone was, for example, seen eating inside the church during a mass, that person might be admonished by other churchgoers; at the very least, that act will be frowned upon by some in the church. While informa. sanctions do not cause harm, they may cause emotional distress and social dissatisfaction.
informal sanctions
123
_ are dictated by the morals of the society. They are the response to deviancy of other members of the society, who may show positive or negative feedback on an action. F by neone was, for example, seen eating inside the church during a mass, that person might be admonished by other churchgoers; at the very least, that act will be frowned upon by some in the church. While informa. sanctions do not cause harm, they may cause emotional distress and social dissatisfaction.
informal sanctions
124
A _ is a pattern of relationship between and among individuals and other members of society. It is also a way to organize the society in a predictable relationship. These structures can be found in almost all aspects of society such as family, peer group, schools, work settings, religion, and the state.
social structure
125
A _ is a pattern of relationship between and among individuals and other members of society. It is also a way to organize the society in a predictable relationship. These structures can be found in almost all aspects of society such as family, peer group, schools, work settings, religion, and the state.
social structure
126
The sociologist _, one of the proponents of symbolic interactionism, stated that human beings define or interpret each other's actions instead of merely reacting to an action. This means that the response one gives to another is based on the meaning the former puts on other people's actions.
Herbert Blumer
127
The sociologist _, one of the proponents of symbolic interactionism, stated that human beings define or interpret each other's actions instead of merely reacting to an action. This means that the response one gives to another is based on the meaning the former puts on other people's actions.
Herbert Blumer
128
Social structures can be either _ (institutionalized) or _.
formal or informal
129
Social structures can be either _ (institutionalized) or _.
formal or informal
130
_ are built on the hierarchy or order of precedence in an organization-for example, the positions of elected officers of a club or your classroom officers.
Formal social structures
131
_ are built on the hierarchy or order of precedence in an organization-for example, the positions of elected officers of a club or your classroom officers.
Formal social structures
132
_ are buit upon the relationships of people, which may include common interests, culture, and other factors.
informal social structures
133
_ are buit upon the relationships of people, which may include common interests, culture, and other factors.
informal social structures
134
Elements of Social Structure
Social Status
Social Roles
135
Elements of Social Structure
Social Status
Social Roles
136
_ refers to any range of socially defined position in a group of society. It is an established position in a society, but it does not equate to just fame and prestige. It is not just limited to economic or political status, but rather to any position occupied by a person. Thus, a person may hold a number of social statuses at any given time.
Status
137
_ refers to any range of socially defined position in a group of society. It is an established position in a society, but it does not equate to just fame and prestige. It is not just limited to economic or political status, but rather to any position occupied by a person. Thus, a person may hold a number of social statuses at any given time.
Status
138
Two classifications of status
ascribed and achieved
139
Two classifications of status
ascribed and achieved
140
_ is assigned to a person without any regara to unique skills or achievement. It can be assigned at birth as in gender, age, color of skin, and racial background.
Ascribed status
141
_, on the other hand, is given through one's own effort, skills, and achievements. One, for example, can be a lawyer, teacher, and doctor upon completion of his or her own studies and passing the board exam. A person can become an olympian if he or she qualifies for it.
Achieved status
142
The behavior and actions of a person resulting from his or her social status is called _. It is the part people play as members of a group or an organization. It is also a set of expectations that is given to a social status or position which an individual can perform. However, the performance of these social roles depends on one individual to another. There is no set or fixed rules on how to go about these roles. Such expectations can vary from group to group.
social roles
143
It is expected that the individual who will perform these roles, called _, will behave and follow expectations as guided by social norms in doing said roles.
actors
144
It is expected that the individual who will perform these roles, called _, will behave and follow expectations as guided by social norms in doing said roles.
actors
145
Other Forms of Social Roles
Sick Roles
Role Strain
Role Conflict
Role Confusion
Groups
Social Networks
Virtual Networks
146
A role wherein an individual is exempted from doing his or her usual roles on account of his or her being sick. However, he or she is expected to follow a transitory role such as following a doctor's order or resting and trying to recover. After which, he or she is expected to assume the roles he or she was previously playing when healthy.
Sick Role
147
Who introduced the sick role in 1940s?
sociologist Talcott Parsons in the 1940s
148
_ is when one role is incompatible with another, which might cause one some strain and force him or her to just focus on one role if that demands more time and energy. The expectations arise from various social roles one has to take.
Role strain
149
_ is when one role is incompatible with another, which might cause one some strain and force him or her to just focus on one role if that demands more time and energy. The expectations arise from various social roles one has to take.
Role strain
150
Another form of social role is _, which arises when there is a pattern of contradictory information one has to take to fulfill the roles. Most role conflicts arise in ascribed status versus achieved status.
role conflict
151
Another form of social role is _, which arises when there is a pattern of contradictory information one has to take to fulfill the roles. Most role conflicts arise in ascribed status versus achieved status.
role conflict
152
_ is when one is not sure about his or her role to play, but the role is not necessarily incompatible. This confusion leaves a feeling of uncertainty about the role one is about to assume, and it can result in disappointment and confusion as to how he or she will fit in.
Role confusion
153
_ is when one is not sure about his or her role to play, but the role is not necessarily incompatible. This confusion leaves a feeling of uncertainty about the role one is about to assume, and it can result in disappointment and confusion as to how he or she will fit in.
Role confusion
154
In sociological terms, _ refers to a number of people who regularly interact with one another and share the same interests, values, behaviors, and expectations. Members of the group develop a sense of belongingness and "we-ness" as compared to other groups.
group
155
Sociologists have categorized social groups as a way to delineate the context of these groups. These categories are ___.
primary and secondary groups, in-group and out-group, and references and coalitions
156
_ are characterized by intimate, close, and enduring relationships among members.
These are usually small group of very closed knit people who share a high level of cohesiveness and cooperation. They are concerned with the emotional, physical and mental stability of its members, as well as sharing activities and culture.
Primary groups
157
_, on the other hand, are impersonal and goal-oriented, and they are the opposite of primary groups. They consist of a large number of people who share the same goal and interest, but without the concern and intimacy of primary groups.
Secondary groups
158
_ is any group where one identifies himself or herself as a member.
There is the sense of belongingness and "we-ness" in this group.
In-group
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_ is any group where one identifies himself or herself as a member.
There is the sense of belongingness and "we-ness" in this group.
In-group
160
_ refers to a social group to which an individual does not identify or belong. There is usually the feeling of antagonism or being threatened by out-groups.
out-group
161
_ refers to a social group to which an individual does not identify or belong. There is usually the feeling of antagonism or being threatened by out-groups.
out-group
162
_ refers to any group that one uses as a standard for evaluating himself or herself and his or her own behavior.
reference group
163
Reference groups have two basic functions: _ and _.
set the standards and norms
set a standard for comparison toward other groups
164
Reference groups have two basic functions: _ and _.
set the standards and norms
set a standard for comparison toward other groups
165
Aside from your own group, it is also important to have relationships with other groups. These connection are called _, which are a series of relationships that directly links an individual to others and to more people indirectly. It may also refer to the connections that connect groups or societies with other groups or societies.
social networks
166
Aside from your own group, it is also important to have relationships with other groups. These connection are called _, which are a series of relationships that directly links an individual to others and to more people indirectly. It may also refer to the connections that connect groups or societies with other groups or societies.
social networks
167
Social network consists of actors called _ and relationships called _. These nodes and ties, when linked with others form connections. These connections can have varying degrees of ties- loose connections such as acquaintances and aggregates have weak ties, while wemial commetions have strong ties
nodes; ties
168
Social network consists of actors called _ and relationships called _. These nodes and ties, when linked with others form connections. These connections can have varying degrees of ties- loose connections such as acquaintances and aggregates have weak ties, while wemial commetions have strong ties
nodes; ties
169
Social networks models are seen as dots (a node) and a line (a tie) and were developed by _, a psychotherapist, in the 1950s to understand social interconnectedness.
Jacob Moreno
170
Three levels of social networks:
(a) isolate - an individual without any social network
(b) dyad - a social relationship between two individuals
(c) clique - a social group with very minimal social relationship with other groups
171
Three levels of social networks:
(a) isolate - an individual without any social network
(b) dyad - a social relationship between two individuals
(c) clique - a social group with very minimal social relationship with other groups
172
Nowadays, social networks can also be seen in _. Advances in technology have made it possible to trace social networking electronically. In fact, Facebook was developed by Mark Zuckerberg, Eduardo Saverin, Dustin Moskovitz, and Chris Hughes in 2004 in Harvard University for the purpose of forming personal relationships, sharing ideas and information, and building up society as a whole. Soon enough, other social media networking sites were made possible using the same idea Facebook has.
virtual networks
