1. Coffee growers in poor rural areas are paid very little for their crop. What strategies are proposed in this clip for changing that situation?
The strategies that are proposed in this clip for changing this situation are for coffee growers to adapt to the fair-trade market. Under the fair-trade market coffee growers will have the chance to a decent market price that will help increase their production. 2. Now that you know something about the “sociology of coffee” and globalization, will your own consumption habits change at all? Explain why you would change or not your consumption habits.
I prefer not to drink coffee as a result my consumption will not change. 3. In what ways is the “coffee-go-round” an example of what Mills called “public issues” and “private troubles?”
The public issues are coffee growers in poor rural area are not paid reasonably for their crops. The private troubles are coffee growers are trapped to sell only coca because of the competitive markets and expensive expenses.
1. C. Wright Mills said that the sociological imagination comes from our ability to see the connection between “public issues” and “private troubles.” How does the narrator of this film make such a connection in his life? What are the “public issues” and the “private troubles?” The narrator of this film makes such a connection in his life by connecting his relationship with his brother through his childhood experiences and a tragic accident which created and caused a decision for his brother to go to West Point University and become a Black Hawk pilot for the army that as a result change the narrator’s connection between him and his brother through his childhood. Now having to send American troops to Iraq is a public problem and worrying to have to hear from a love one or relative going to war and not returning back to his family and tragically changing his family’s life is a private trouble.
1. How do the authors define “early adulthood”? How do they explain the incidence of prolonged early adulthood in the United States? Early adulthood is a time of struggle to gain the skills and credentials required for a job that can support the family they wish to start and a struggle to feel in control of their lives or is when people figure out when they want to do and how best to realize their goals. The primary reason for a prolonged early adulthood is that it now takes much longer to secure a full-time job that pays enough to support a family.
2. Examine figure 2. How are the lives of young people in 2000 different from those in 1960? What do you think accounts for these differences? The lives of young people in 2000 are less successful completing the transition to adulthood than the lives from those in 1960. Young adults not finding a full-time job that pays enough to support a family.
3. Discuss positive and negative effects of postponing adulthood on parenting. How do you suspect this changes childrearing practices? How does having children change the careers of middle-aged workers? The positive effects of waiting to become a parent while in your adulthood are more likely to leave home, be financially independent, and completed schooling. The negative effects of postponing adulthood on parenting are not likely to be financially independent and completing schooling. Parents who postpone adulthood on parenting are likely to show care and loving towards their children than parents who are trying to complete their adulthood. Having children change the careers of middle aged Article 59
1. What is the Gautreaux program in Chicago and how is it departure from previous policy? The Gautreaux program in Chicago is an experiment in public housing. Such policies assume that to depopulate the ghetto, gentrify it, or blow it up is effective solution to the problems concentrated in it instead Gautreaux program try to improve the lifestyles and environment around the less unfortunate.
2. What is the relationship between the “quality of life” in neighborhoods and their crime rates (as suggested by the work of Clifford Shaw and Henry McKay)? The relationship between the “quality of life” in neighborhoods and their crime rates are lacked to control the behavior of local youth as a result traditions of delinquency are passed on by neighborhood youth.
3. Logan refers to studies that used census data to understand variations in crime rates between neighborhoods and the demographic characteristics of their residents. Why is census data a valuable resource in this case? Can you think of ways in which the use of census data in social research might lead to questionable findings? Census data is a valuable resource in this case because it shows the average rates of juvenile delinquency in Chicago tracts that makes some neighborhoods unsafe. We can find out basic information about the size of the population, and its composition by age, gender, race and ethnicity. The use of census data in social research might lead to questionable findings as to understand what are the causes and problems that each individual face.
4. To explain the conditions in a neighborhood, Logan suggest we must answer two questions. What are these questions, and how do they differ from the approach of most studies of neighborhood inequalities? First, what happened to these places to create their conditions? Second, how and why do certain kinds of people come to live in places with such problems? The two questions are different from most studies of neighborhood inequalities because most studies of neighborhood inequalities strongly focused on race and education.