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Discuss the similarities and differences of class-consciousness and collective conscience and indicate to what, if any, extent, the two concepts are interchangeable.

You must answer in standard essay format (sentences, paragraphs, punctuation). Markers will not read or grade point-form or answers not in essay form. There are no exceptions to this requirement.

All written work on the take-home must be that of the individual student; that is, exam answers should be in your own words. There’s no need to document or source your answers, although you may do so, if you wish, but not to excess.

There’s no need to repeat material. If, for example, you define a concept, in Part One, and discuss the same concept is Part Two or Part Three, you may simple refer to the definition in Part (e.g. see definition in Part One.) Note: some questions require you to expand on or develop the brief definitions given 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 connection. Limit each answer for each set to 153 words.

Here’s the break down of marks for this part, that is, questions (a) through (j). You may earn up to two (2) marks for each definition and example, if relevant, in each set of three concepts. You may earn up to four (4) marks for your identification and discussion of the most important connection or link among the concepts and the implications of this link among the concepts. (Concepts, in each set, are connected. “No connection” is not an acceptable answer.) Each pair is thus worth ten (10) marks. This part of the examination is worth thirty (30) marks. Double Space! WRITE CLEARLY. Think! Think! Think!

(a) proletariat, bourgeoisie, exploitation (b) profane, sacred, social constructions

(c) value emphasis, norms, sanctions (d) social class, class, life chances

(d) societal homogeneity, heterogeneity, progress (f) dynamics, statics, social change

(g) mode of & means of production, power (h) latent function, alienation, self-esteem

(i) polity, economy, education

PART 2. Choose one (1) of the following, (j) through (l). Try to limit your discussion to 642 words. Double Space your answers. To save time and as appropriate, you may make explicit reference to definitions, concepts or ideas from Part 1. This part of the exam is worth thirty (30) marks. WRITE CLEARLY.

(j) Briefly explain the forms of social conflict discussed by Vilfredo Pareto and Karl Marx. (10 marks) What similarities and differences do you see in their ideas? 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.

(k) 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: why or why not? (10 marks) Do recent data support the general premise, of the “Vertical Mosaic,” when considering education and ethnicity”: why or why not? (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. (10 marks)

(l) It’s often thought the inevitability of stratification, as offered by Gaetano Mosca, influenced Vilfredo Pareto when he developed his ideas about the circulation of elites. Briefly, explain both of these concepts. (20 marks) For someone who is intelligent and interested, explain the possible lines of connection between the two concepts (3 marks) as well as how you believe each concept might exist and influence social life and relations, today. (7 marks) Use examples, whenever appropriate. Define all terms used.

PART 3. Choose one (1) of the following, (m) through (q). Limit your discussion to 1294 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.

(m) 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)

(n) 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. (20 marks) Using examples, explain which of these ways of thinking about social progress you believe is most effective and why? (20 marks) Be thorough and think!

(o) 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,” “grunge” or “dance music,” iPads, iPhones or other technology, to illustrate your answer.

(p) Given the word limit, explain, as thoroughly as you can, to someone who is intelligent and interested, your understanding of SOCI 1001A, for May-June 2015, and its usefulness or uselessness. You don’t lose marks for not liking the course or its instructor; markers come for how well you develop your answer. Use five course-relevant examples in your answers. Define all concepts used; explain every point you make, fully. (40 marks)


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