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 Contents vii

Part II Culture and the Individual

Chapter 4 Society, Culture, and Cultural Change 66

Culture and Multiculturalism 67

Multiculturalism 67
The Shared Beliefs in Culture 68
Culture and the Nature of Society 68
Culture and Its Role in Human Societies 69
The Elements of Culture 69
Cultural Integration 72
Culture, Society, and Social Change 73
Popular Theories of Social Change 74
Factors Causing Cultural Change 75
Language and Cultural Change 78
Factors Stabilizing Culture 78
Social Change versus Social Stability 79
Social Change and Social Problems 79
Cultural Lag and Social Problems 80
Limitations of the Cultural Lag Theory 81
Contrasts among Cultures 82
The Interaction of Humans and Society 82
Cultural Relativism 82
Approach to the Study of Society 83
Key Points 84
Some Important Terms 84
Questions for Review and Discussion 84
For Further Study 85

Chapter 5 Geography, Demography, Ecology, and Society 86

Geography 86
Demography 88
Population Estimates 88
Determinants of Population Growth 88
The Growth of Population over Time 91
The Problem of Counting 91
The Malthusian Theory 92
Population and Means of Subsistence 93
The Concept of Optimal Population 94
viii Contents

The Question of Population Quality 94

Ecology: The Interaction of Geography, Demography,
and Environment 96
The Ecological Balance 96
Pollution 97
Conservation and the High Price
of Gasoline 99
Conclusion 99
Key Points 100
Some Important Terms 100
Questions for Review and Discussion 100
For Further Study 101

Chapter 6 Technology and Society 102

The Industrial Revolution 104

The Development of Industrialism in the United States 104
Standardization, Interchangeability, and Mass Production 105
The Information Revolution 108
The Social Basis for Technological Progress 109
Technology and Globalization 109
Modern Technology and the Need for Skilled Workers 110
Machines, Computers, and Unemployment 112
Technology and Social Change 112
Natural Resources, Economics, and Technology 114
Natural Resources, the Limits of Economic
Growth, and Climate Change 114
The Anthropocene Age 116
Technology of the Future 116
Conclusion 117
Key Points 118
Some Important Terms 118
Questions for Review and Discussion 118
For Further Study 119

Chapter 7 Psychology, Society, and Culture 120

Socialization of the Individual 121

Significance of the Early Years of Childhood 121
 Contents ix

Significance of Differences in Individual Environment 122

Effects of Extreme Isolation on Children 123
Personality and Its Development 124
The Nature/Nurture Debate 124
Explanations of Behavior 127
The Well-Adjusted Individual 127
Adjustment and Normality 129
The Freudian Concept of Personality 129
Pop Psychologies 131
Intelligence, Personal Adjustment, and Normality 131
Mental Tests 131
Intelligence and Personal Adjustment 136
Conclusion 136
Key Points 137
Some Important Terms 137
Questions for Review and Discussion 137
For Further Study 138

Chapter 8 Deviance, Crime, and Society 139

Deviance and Norms 139

Conflicting Norms and Tension 140
Norms, Crime, and the Rule of Law 142
When Norms Conflict: Straight Outta Compton 143
Major Theories on Deviance 145
Sociobiology and Deviance 146
Sociological Explanations of Deviance 146
Economic Explanations of Deviance 149
Summary of Various Perspectives on Deviance 149
Crime, Law, and Order 149
Problem 1: Is the U.S. Trying to Exert Too Much
Control over Individuals? 150
Problem 2: Is Justice Applied Equally to All in the U.S.? 153
Problem 3: Deciding the Purpose of the
Justice and Criminal System 154
Conclusion 157
Key Points 158
Some Important Terms 158
Questions for Review and Discussion 158
For Further Study 159
x Contents

Part III Institutions and Society

Chapter 9 The Family 160

Variations in the Family Pattern 160

Number of Mates 161
Selection of Mates 162
Family Control 163
Single Parent Families 163
Reckoning of Descent 164
Functions of the Family in Society 165
Matching Family Patterns with Family Functions 165
Number and Stability of Mates 166
Selection of Mates 166
Family Control and Reckoning of Descent 167
Other Western Family Characteristics and Functions of the Family 168
The Family in the United States Today 168
Matchmaking and Dating 172
Sex and Singles 172
Children 174
Senior Citizens 175
Family Disorganization and Divorce 175
Singles 177
Living Together 178
The Future of the Family 179
Key Points 179
Some Important Terms 180
Questions for Review and Discussion 180
For Further Study 181

Chapter 10 Religion 182

The Nature of Religion 183

The Great Religions of Today 184
Hinduism 185
Buddhism 186
Judaism 188
Christianity 190
Modern Christianity in the United States 193
Islam 193
 Contents xi

The Role of Religion in Society 196

Religion as a Source of Moral Values and Social Change 196
Impact of Religion on Education, the Arts, and Literature 197
Interfaith Efforts for Peace 197
The Potential Conflict between Religion and Government 197
Key Points 198
Some Important Terms 198
Questions for Review and Discussion 198
For Further Study 199

Chapter 11 Education 200

Schools as Agencies of Social Control 201

The Dual Thrust of U.S. Education 201
Education and U.S. Democracy 201
The Development of U.S. Education 202
Democratic Structure of the U.S. School System 204
Formalization of the School System 205
Examining the School System 208
Technological Change and Teaching 208
Private Schools and Home Schooling 208
Charter Schools, Privatization, and the Problem of School Finance 210
Textbooks 211
School Dropouts 211
Multiculturalism, Collaborative Learning, and Institutional Fairness 212
How Good Are U.S. Schools? 212
The Search for Excellence 214
Changes in the College Curriculum 215
Is the U.S. Educational System Equal? 216
How Much Education Should the Average Citizen Receive? 217
Interaction of Economics, Politics, and Social Institutions 218
Key Points 219
Some Important Terms 219
Questions for Review and Discussion 219
For Further Study 220

Chapter 12 Social and Economic Stratification 221

Types of Social Stratification 222

Estates 222
xii Contents

Castes 222
Social Classes 223
Social Mobility 227
Who Are the Upwardly Mobile? 228
Education and Social Mobility 229
Class Consciousness in the United States 230
Class Consciousness, Marx, and Weber 230
Economic and Social Inequality 231
Causes of Income Inequality 232
Jobless Recovery and Globalization 232
Measuring Poverty 233
Increasing Social and Economic Inequality 234
Policies to Reduce Inequality 235
Some Conclusions about the U.S. Class System 236
Key Points 236
Some Important Terms 236
Questions for Review and Discussion 236
For Further Study 237

Chapter 13 Stratification, Minorities, and Discrimination 238

Race and Ethnicity 238

Questions of Ethnic and Racial Superiority 240
Ethnic and Racial Prejudice and Discrimination 241
The Melting Pot 242
Minorities 243
Native Americans 244
Blacks (African Americans) 244
Hispanics 253
Asian Descent 253
Arab Americans and Americans of Middle Eastern Descent 255
Immigration and Minorities 255
Religious Minorities 258
Women 259
Senior Citizens 264
Physical Disabilities Discrimination 266
Conclusion 266
Key Points 267
Some Important Terms 267
Questions for Review and Discussion 267
For Further Study 268
 Contents xiii

Part IV Politics and Society

Chapter 14 The Functions and Forms of Government 269

The Primary Functions of Government 270

Maintaining Internal Order and External Security 270
Ensuring Justice 270
Safeguarding Individual Freedoms 271
Regulating Business’s and Individuals’ Actions 272
Promoting the General Welfare 272
Debates about the Nature of Government 273
Political Theory and Government 273
Three Views of the Nature of Government 274
Elements of Truth in Each of the Views 277
Forms of Government 277
Democracies 277
Autocracy 281
Governments Are Far from Simple 287
Key Points 287
Some Important Terms 288
Questions for Review and Discussion 288
For Further Study 289

Chapter 15 Governments of the World 290

French Government 290

The French Parliamentary System 291
The French Executive Branch 291
Chinese Government 293
Chinese Governmental History 293
Chinese State Structure 294
Nigerian Government 296
The British Influence 296
Modern Nigeria’s Government:
The Fourth Republic 298
Difficulties Facing Nigeria 298
A Final Comment 300
Russian Government 300
Saudi Arabian Government 301
xiv Contents

Some Lessons about Governments 305

Future Changes in Governments 306
Key Points 306
Some Important Terms 306
Questions for Review and Discussion 307
For Further Study 307

Chapter 16 Democratic Government in the

United States 309

Historical Development of U.S. Government 309

The Structure of U.S. Government 310
Structure of the National Government 311
The Nature of Our National Government 311
The Political Process 322
Political Parties 322
Elections 324
The Fourth Estate 327
The Political Elite 328
The Military-Industrial Complex and
Pressure Groups 328
Evaluation of the Democratic
Political Process 330
Key Points 330
Some Important Terms 331
Questions for Review and Discussion 331
For Further Study 332

Part V Economics and Society

Chapter 17 The Organization of Economic Activities 333

The Nature of an Economy 334

Functions of an Economy 334
Economics and the Social Sciences 334
Economic Wants and Economic Goods 334
The Economic Aspects of Culture 335
 Contents xv

The Economic Problem 335

The Evolution of Economic Systems 336
From Feudalism to Mercantilism 336
From Mercantilism to a Pragmatic Market Economy 337
Planned and Unplanned Economies 340
How Planned Economies Are Supposed to Work 340
Why Central Planning Did Not Meet Its Goals 341
How Market Economies Are Supposed to Work 342
Supply and Demand 344
Modern Economies Are Pragmatic Market
Economies 345
Conclusion 346
Key Points 347
Some Important Terms 347
Questions for Review and Discussion 347
For Further Study 348

Chapter 18 The Economy, Government, and Economic Challenges

Facing the United States 349

Government’s Indirect Role in the Economy 349

The Problem of Regulating the Economy 350
Whose Desires Does the Government Reflect? 351
Fluctuating Attitudes toward Regulation 352
Government’s Direct Role in the Economy 352
Where the Government Spends Its Money 353
Where Government Gets Its Money 353
Alternative Methods of Supply in a Pragmatic Market
Economy 354
Some Controversial Roles of the Government 355
Income Redistribution through Government 355
Government’s Macroeconomic Role 358
Economic Challenges Facing the United States
in the Future 360
The Debt Challenge 360
The Globalization Challenge 362
The Income Inequality Challenge 364
The Climate Change Challenge 365
Conclusion 366
xvi Contents

Key Points 367

Some Important Terms 367
Questions for Review and Discussion 367
For Further Study 368

Part VI Global Issues

Chapter 19 International Political Relations 369

The State in International Relations 369

The Nation-State 370
The Establishment and Disappearance of Nation-States 372
The Rise of the European Union 373
Sovereignty of States 374
Power in the World Community 374
The Nature and Sources of National Power 374
The End of U.S. Hegemony and the Rise of Chinese Military Power 378
Other Sources of Power 378
Maintaining Security 380
Foreign Policies 382
Geography and Foreign Policy 382
Values, Ideologies, and Foreign Policy 383
The United States in the World Community 385
The President and Foreign Policy 386
U.S. Foreign Policies 387
Key Points 389
Some Important Terms 390
Questions for Review and Discussion 390
For Further Study 391

Chapter 20 International Economic Relations 392

The Terminology of Trade 393

Advantages and Disadvantages of International
Trade 395
Three Advantages of Trade 395
Disadvantages of Trade 395
Why Economists Generally Support Free Trade 396
Why You Can’t Get the Advantages without the Disadvantages 396
 Contents xvii

Restrictions on International Trade 397

Tariffs on Imports 398
Import Quotas 399
Removing Trade Restrictions 400
Globalization and Trade Restrictions 400
Foreign Exchange 402
The Meaning of Foreign Exchange 402
Fixed and Flexible Exchange Rate Systems 403
Globalization, Trade Imbalances, and Exchange Rates 405
Conclusion 405
Key Points 406
Some Important Terms 406
Questions for Review and Discussion 406
For Further Study 407

Chapter 21 The Political Economies of Developing

Countries 408

Problems of Developing Countries 410

The Political Consensus Problem 411
The Corruption Problem 412
The Economic Problem 412
The Debt Problem 415
The Population Problem 415
The Brain Drain Problem 415
Mission Impossible: Advice to a Potential Leader 416
Options of Developing Countries 417
Political Options 417
Economic Options 417
Foreign Policy Options 417
Population Options 418
The Brain Drain Option 418
Who Will Be the Next Leader? 418
Case Studies 418
China 419
Venezuela 422
Uganda 424
Conclusion 426
Key Points 427
Some Important Terms 427
xviii Contents

Questions for Review and Discussion 427

For Further Study 428

Chapter 22 International Institutions and the Search for Peace 429

The Problem of War 430

The Causes of War 430
Approaches to the Problem of War 432
The United Nations 434
Is the UN Worth It? 435
The UN’s Role in Keeping the Peace 436
Other UN Approaches 439
The Outlook for Peace 440
Trouble Spots of the World 441
Conclusion 448
Key Points 448
Some Important Terms 448
Questions for Review and Discussion 448
For Further Study 449

Index 451
 Preface
Social science is taught in diverse ways. Some courses take a global perspective, some an
anthropological perspective, some a psychological perspective, some a sociological perspective,
and some a historical perspective—to name just a few. In my view, although each individual
social science perspective has something to offer, what distinguishes the social science course is
that it looks at problems from as many different perspectives as possible, relying on the
scholar’s educated common sense to choose the perspective that is most useful for a particular
problem. The educated common sense perspective is the social science perspective.
Social science is an important course. All too often our educational system rushes
students into specializations before the students have an overall picture—before they know
where they want to go. Once they have an overall picture, specialization is necessary, but to
specialize before having an overall picture is unfair to students. Students who specialize too
early don’t develop a common sense perspective; they aren’t sensitive to the interrelationships
and resonances among disciplines. At worst, they become slaves of their discipline’s approach.
At best, they have the wisdom to recognize that there are many approaches to a problem, but
their lack of training forces them to recreate the wheel. Knowledge of the other disciplines
would have saved them the trouble and been far more efficient.
That’s why I am a strong advocate of the social science course and have been urging
colleges to merge their various social science departments into one composite department
that focuses more on the interrelationships among the various social sciences than is cur-
rently done. The general social science course is one of the most important courses students
take in college, and in my view it is a necessary prerequisite to taking courses in specific
disciplines. It puts those other social science courses in perspective.

New to This Edition

The reason for the revision? The theory of social science changes slowly. Were this book only
about theory, new editions wouldn’t be needed. But the book is not primarily about theory; it
is about reality, and thus data and discussions about how theory relates to current events
need updating. While social science theory changes slowly, political and economic issues
change fast. A revision is necessary to keep the discussion and data up to date and to account
for important political and economic changes.
Changes include expanded discussion of conflicts about racial bias and the police, more
comparisons/contrasts of deviance and criminality, discussions of alternative pathways in
criminal justice, discussions of new technology such as self-driving cars, discussion of gay
marriage, American political dynasties, refugees and immigration issues in Europe and
globally, China’s growing power, new trade initiatives, “states” in the Middle East, and
nuclear arms control. We also expanded the web-based ancillaries for students and teachers.
xx Preface

These changes were made to strengthen the presentation and to keep the book current. I
also reworked sections that reviewers thought needed work and updated all chapters. I added
a new chapter on deviance, crime, and society to incorporate important developments
into thinking about the way in which blacks are treated by police, and the serious problems in
the U.S. criminal justice system. There were also significant changes in the discussion of
technology and its effect on the job market. The goal of the revision was to keep the dis-
cussions as up to date as possible, but to avoid fads. Many of the changes in the earlier
chapters reflected excellent suggestions by reviewers, who help to keep me on my toes, and
the book more relevant for students.
Despite all these changes the book remains what it was in the previous edition—a
relatively neutral (at least as neutral as I am able to be) common sense overview and
introduction to the social sciences and social science thinking about the major issues of
our day.

Acknowledgments
As always, the book benefits from the suggestions of reviewers, colleagues, and students who
have e-mailed me. I’d like to thank them all. For this edition, I’d specifically like to thank
some great reviewers: Victor J. Ingurgio, University of Oklahoma, Norman; Heather
Griffiths, Fayetteville State University; Charles Matzke, Michigan State University; and
Ted Williams III, Kennedy-King College, City Colleges of Chicago. In addition to those
reviewers I want to thank all the professors who sent in suggestions about the revision,
including Martin Evans of the University of Toronto. I would also like to specifically thank
Tabitha N. Otieno of Jackson State University who helped with updating the ancillaries for
the book, and Isabella Cass, a student at Middlebury College who helped with proofreading,
updating ancillaries, and providing answers to end-of-chapter questions.
Over the last few editions the reviewers have included William Plants, University of Rio
Grande; David S. Schjott, Northwest Florida State College; Emmanuel Agbolosoo, Navajo
Community College; Ali Al-Taie, Shaw University; Verl Beebe, Daytona Beach Community
College; John Beineke, Kennesaw State College; Thomas J. Bellows, The University of Texas at
San Antonio; Dallas A. Blanchard, University of West Florida; Ducarmel Bocage, Howard
University; William K. Callam, Daytona Beach Community College; Pam Crabtree, New York
University; Bruce Donlan, Brevard Community College; Anthony Douglas, Lornan,
Mississippi; Dr. William M. Downs, Georgia State University; Phil A. Drimmel, Daytona Beach
Community College; J. Ross Eshleman, Wayne State University; Dana Fenton, City University
of New York, Borough of Manhattan Community College; Cyril Francis, Miami Dade College
North Campus; Richard Frye, Neuro-Diagnostic Lab, Winchester Memorial Hospital,
Winchester, Virginia; Vikki Gaskin-Butler, University of South Florida St. Petersburg; Judy
Gentry, Columbus State Community College; Paul George, Miami Dade College; Don Griffin,
University of Oklahoma; Heather Griffiths, Fayetteville State University; Charles F. Gruber,
Marshall University; Ghulam M. Haniff, St. Cloud State University (Minnesota); Roberto
Hernandez, Miami–Dade New World Center; Charles E. Hurst, The College of Wooster;
Sharon B. Johnson, Miami Dade College; Kenneth C. W. Kammeyer, University of Maryland;
Rona J. Karasik, St. Cloud State University; Lynnel Kiely, Truman College; H. D. Kirkland, Lake
City Community College; Patricia E. Kixmiller, Miami Dade College; D. R. Klee, Kansas City,
Missouri; Casimir Kotowski, Harry S. Truman City College; Errol Magidson, Richard J. Daley
Community College; James T. Markley, Lord Fairfax Community College; Stephen McDougal,
University of Wisconsin–La Crosse; David J. Meyer, Cedarville University; Karen Mitchell,
University of Missouri; Catherine Montsinger, Johnson C. Smith University; Lynn Mulkey,
Hofstra University; Roy Mumme, University of South Florida; Eleanor J. Myatt, Palm Beach
 Preface xxi

Junior College; Quentin Newhouse Jr., Howard University; Earl Newman, Henry Ford
Community College; Annette Palmer, Howard University; Robin Perrin, Pepperdine
University; Joseph Pilkington-Duddle, Highland Beach, Florida; William Primus, Miami Dade
College, North Campus; Roger Rolison, Palm Beach Community College; William H. Rosberg,
Kirkwood Community College; Dan Selakovich, Oklahoma State University; Henry A.
Shockley, Boston University; Julie Smith, Mount Aloysius College; Ruth Smith, Miami Dade
College; Scharlene Snowden, City University of New York, Medgar Evers College; Ronald
Stubbs, Miami Dade College; Larry R. Stucki, Reading Area Community College; Barry
Thompson, University of Rio Grande; Judy Thompson, University of Rio Grande; Elizabeth
Trentanelli, Miami Dade College; Margaret Tseng, Marymount University; Edward Uliassi,
Northeastern University; Angela Wartel, Lewis Clark State College; David Wells, Glendale
Community College; Ted Williams, City College of Chicago; W. M. Wright, Lake City
Community College; Norman R. Yetman, The University of Kansas; and George Zgourides
Primus, Miami Dade College North Campus.
At the end of an earlier edition, I included a sheet for students to grade the book and to
send me suggestions for improvement. A number of students did this, and their suggestions
have played an important role in shaping the book. Most, I’m happy to say, were highly
positive, but a few attacked the book and the course. One particularly memorable student
flunked me on just about every chapter and wrote the following:

Until you and this so called science become legitimized I’d rather spend time gorging
myself and then vomiting. Guesses, hypotheses, maybes, might be’s don’t belong in
college; they belong in elementary school.

That student obviously read the book, because he is correct: The book doesn’t tell the student
what is right or wrong, and it does report guesses, hypotheses, and maybes. But that student is
wrong about what does and what doesn’t belong in college. Guesses, hypotheses, and maybes
are precisely what belong in college, because by the time students are in college they can be
expected to have the maturity to understand that knowledge is nothing but good guesses,
reasonable hypotheses, and logical maybes.
Social science doesn’t tell you what’s right. It presents the observations and the theories
as fairly as it can and lets you decide.
To my knowledge, this is the longest continuing college textbook in the United States. It
began in the 1930s when some Chicago professors put together their notes and turned them
into a book. It evolved through the 1940s and 1950s into a standard text, and then in the
1960s, Elgin Hunt took it over as the sole author. I took it over in the late 1970s, totally
updating and revising it to reflect new developments. I have kept his name on the title to
reflect the origins of the book and the fact that it is a collective effort of previous scholars,
with a changing group of people working on it.
This edition marked a change in publisher from Pearson to Taylor & Francis. I would
like to thank Dean Birkenkamp, Amanda Yee, Darcy Bullock, and Peter Lloyd for their hard
work. Finally, I want to thank my family for helping me find the time to work on the book.

D. C. C.
Part I Introduction

Social Science chapter

1
and Its Methods
After reading this chapter, you should be able to:
 Define social science and explain why it is important
 List the various social sciences
 State the nine steps that make up the scientific method Theories should be as simple as
 Discuss some reasonable approaches to problems in social science possible, but not more so.
 Differentiate the historical method from the case method and the —Albert Einstein
comparative method
 Distinguish educated common sense from common sense
 Explain why a good scientist is always open to new ways of looking
at issues

On September 11, 2001, eighteen men boarded airplanes with the intent of crashing them into
the World Trade Center, the Pentagon, and the White House or Capitol. They succeeded with
three of the planes, causing enormous destruction. The fourth plane crashed, but thanks to
passengers who discovered the hijackers’ plans and attacked the hijackers, the destruction of
the White House or Capitol was prevented. What forces drove the hijackers to undertake such
action? What forces led the passengers to organize together to thwart them? What might
have prevented the hijackings? Such questions fall under the purview of social science—the
scientific study of social, cultural, psychological, economic, and political forces that guide
individuals in their actions.
Formal social science is relatively new. Nevertheless, a vast amount of information has
been accumulated concerning the social life of human beings. This information has been used
in building a system of knowledge about the nature, growth, and functioning of human
societies. Social science is the name given to that system of knowledge.
All knowledge is (1) knowledge of human beings, including their culture and products,
and (2) knowledge of the natural environment. Human culture has been changing, and
knowledge about it has been gradually accumulating ever since the far distant time when
humans first assumed their distinctively human character. But until rather recent times, this
knowledge was not scientific in the modern sense. Scientific knowledge is knowledge that has
been systematically gathered, classified, related, and interpreted. Science is concerned with
learning the concepts and applying those concepts to particulars, rather than just learning a
vast amount of information.
Primitive peoples acquired much of their knowledge unconsciously, just as we today still
begin the use of our native language and acquire many of the basic elements in our culture
unconsciously. For the most part, they accepted the world as they found it, and if any

1
2 Introduction

Street Smarts and Book Smarts Learning the individual facts is less important than
learning the reasoning approach that these people use—
Many of you are taking this course because you have to as in a way, it is like learning a foreign language. Making it
part of your degree requirements. A number of you will be through the course conveys to employers that you
somewhat skeptical about the value of the course, and understand the process; and when you get an associate
more broadly, the value of the degree. We are sympath- or college degree, this signals employers that you have
etic to your concerns. There is not a lot in this course that achieved sufficient book smarts to operate in their world,
will be directly applicable to finding a job, or increasing which you have to do if you want a job.
your pay. Much of it is simply educated common sense. You probably do not want too much book smarts.
So why is it required? Business requires a combination of book and street
The answer is that it provides you with the beginning smarts. People with PhDs in some fields, such as English
of “book smarts.” What are “book smarts”? They are the or Humanities, are as problematic for many business
equivalent to “street smarts”—the instinctual know- management jobs as are those with no degree at all.
ledge you get about how to operate successfully in your Those with PhDs analyze things too much for most
environment. If you put someone in a new environment, businesses. In business, what is wanted is people who
he or she will often flounder—say the wrong thing, miss a understand book smarts, but who can integrate those
joke, interpret an action incorrectly. Over time, one gains book smarts with street smarts.
street smarts by osmosis—by being in the street; you just How important is such a signal? That depends. If your
know this is how you should act. This is how you can push name is Kareem, Tamika, Rashid, Ebony, Aisha, or Tyrone,
for something. you probably need it more than if your name is Kristen, Greg,
There is a similar type of business smarts. Kids who Neil, Emily, Brett, Anne, or Jill. How do we know that?
grow up in families in business—where parents have Because social scientists have shown it through experiments
good jobs, and come home and talk about what hap- in which they sent out resumes that were identical except for
pened at work—absorb business smarts by osmosis. the names. Resumes with “black-sounding” names had only
They become part of their interactions. Depending on the a 6.7 percent chance of receiving a response, while resumes
nature of the job, business smarts include street smarts, with “white-sounding” names had a 10.1 percent chance.
but they also include knowing when to dump the attitude These researchers found the same amount of built-in
and fit in—to do what the boss thinks needs to be done, “name” discrimination in less-skilled jobs, such as cashier
even when the boss is, shall we say, stupid. Business and mailroom attendant, as in more heavily skills-based
smarts also include what might be called book smarts—a jobs. How do you get around this? By taking a course such as
knowledge of how to discuss issues and how to make social science and getting a degree, which signals to the
people realize you are smart. This course involves employer that you have “book smarts.” We will talk more
teaching you book smarts. It conveys to you the thinking about these issues in later chapters, but here we just want to
of individuals who have been most successful in college point out that it is issues such as these that make up the
and who advise governments and businesses. subject matter of social science.

explanations seemed called for, they invented supernatural ones. Some primitive peoples
believed that every stream, tree, and rock contained a spirit that controlled its behavior.
In modern times, our emphasis is on the search for scientific knowledge. We have
divided human knowledge into a number of areas and fields, and every science represents the
systematic collection and study of data in one of these areas, which can be grouped roughly
into two major fields—social science and natural science. Each of these fields is subdivided
into a number of specialized sciences or disciplines to facilitate more intensive study and
deeper understanding. Social science is the field of human knowledge that deals with all
aspects of the group life of human beings. Natural science is concerned with the natural
environment in which human beings exist. It includes such sciences as physics and chemistry,
which deal with the laws of matter, motion, space, mass, and energy; it also includes the
biological sciences, which deal with living things. The third field of study is the humanities,
which deals with literature, music, art, and philosophy. The humanities are closely related to
social science in that both deal with humans and their culture. Social science, however, is most
concerned with those basic elements of culture that determine the general patterns of human
Discovering Diverse Content Through
Random Scribd Documents
 TRANSCRIBER’S NOTES

Copyright
Registration
Changed From Changed To
or Page
Number
Repubic Productions, Republic
LP14
Inc. Productions, Inc.
Warner Brother Warner Brothers
LP84
Pictures Corp. Pictures Corp.
DAVID HARDING. DAVID HARDING,
LP140
COUNTERSPY COUNTERSPY
LP229 1950., 1950 1950
LP421 Flora Sandstrom Flora Sandström
These two do not seem to be duplicates. The
LP434
US release was spelled differently.
LP438 Phillis Hambledon Phyllis Hambledon
LP592 Prosper Merimee Prosper Merimée
LP673 sepis sepia
LP1082 1851 1951
LP1216 Alice-Sit-by-the Fire Alice-Sit-by-the-Fire
LP1339 United Artist Corp. United Artists Corp.
LP1494 7Dev51 7Dec51
LP1798 Sir Walter Scout Sir Walter Scott
LP1866 Franz Lehar’s Franz Lehár’s
LP1892 United Aritsts Corp. United Artists Corp.
A SLIGHT CASE OF A SLIGHT CASE OF
LP2579
LARCENCY LARCENY
LP2606 L. Bush-Fekete L. Bús-Fekete
© National Pictures © National Pictures
LP2655
Cop. Corp.
LP2665 Francis Rosewald Francis Rosenwald
 © Arch Obler © Arch Oboler
LP2951
Productions, Ltd. Productions, Ltd.
LP3117 Geza Herczeg Géza Herczeg
LP3193 Sir James M. Barrier Sir James M. Barrie
LP3269 Zoë Akins Zoe Akins
LP3405 Rebue Productions Revue Productions
© Revue © Revue
LP3433
Proudctions, Inc. Productions, Inc.
LP3746 United Artists Crop. United Artists Corp.
© Twentieth
© Twenieth Century-
LP3759 Century-Fox Film
Fox Film Corp.
Corp.
© Twentieth
© Twentieh Century-
LP3760 Century-Fox Film
Fox Film Corp.
Corp.
Present-Day- Present-Day
Productions Productions
LP3761
Present Day Present-Day
Productions Productions
Wilhelm Meyer- Wilhelm Meyer-
LP3874
Foerster Förster
Etiole Productions, Etoile Productions,
LP4062
Inc. Inc.
© Light’s Diamond
© Light’s Diamond
LP4106 Jublilee
Jubilee Committee
Committee
LP4470 Majorie Bowen Marjorie Bowen
Joel Malone Joel Malone
LP4697
Assoicates Associates
THE FACE IS THE FACE IS
LP5250
FAMILAR FAMILIAR
LP5695 © Praesnes-Film © Praesens-Film
LP5959 Midnight Mauraders Midnight Marauders
Auto Liscense
Auto License Bureau:
Bureau: George
LP6082 George Becomes
Becomes an
an Author
Author
Blanche’s Brother, Blanche’s Brother,
LP6118 Rober the Roger the
Moocher, Visits Moocher, Visits
 Little Bear Pays a Little Bear Pays a
LP6218
Dept Debt
© Paramount © Paramount
LP6348
Pictures Copr. Pictures Corp.
© La Salle © LaSalle
LP6509
Productions, Inc. Productions, Inc.
THE MCCONNEL THE MCCONNELL
LP7122
STORY STORY
LP7546 14Jun45 14Jun56
LP7700 Plynouth Division Plymouth Division
LP8333 SPOOK CHASHERS SPOOK CHASERS
The Bridge Wore an The Bride Wore an
LP8634
Opal Ring Opal Ring
LP8850 Bank Roberry Bank Robbery
LP9110 (in notice:) (in notice: 1956)
Associatd British Associated British
LP9251
Picture Corp., Ltd. Picture Corp., Ltd.
Hilliary Creston Hiliary Creston
LP9804
LO9804 LP9804
LP10210 LP102210 LP10210
LP10314 Whit Materson Whit Masterson
LP10859 Clasa Mohme, Inc. Clasa-Mohme, Inc.
LP10932 © 15May68 © 15May58
LA MUERTE LA MUERTE
LP11129
ENAMORADO ENAMORADA
LP11182 Eduardo Gallindo Eduardo Galindo
LP11333 Argentia Sono Film Argentina Sona Film
© Russel Hayden © Russell Hayden
LP11512
Productions, Inc. Productions, Inc.
LP11708 LP117708 LP11708
LP11719 LP117719 LP11719
LP11777 BODAS DE FEUGO BODAS DE FUEGO
LP11846 Imoortadora Importadora
LP11919 Thorton Wilder Thornton Wilder
LP12592 Monoply Monopoly
The Lady the the The Lady and the
LP12844
Thief Thief
© Amalgamted © Amalgamated
LP12891
Productions, Inc. Productions, Inc.
LP12928 MACHETTE MACHETE
Metro-Goldwhn- Metro-Goldwyn-
LP13014
Mayer Mayer
LP13117 5Apr 5Apr57
Fyodor
LP13235 Feodor Dostoevski’s
Dostoyevsky’s
Universal-
Universal
LP13741 International-
International
International
LP13814 Film Castellazione Film Costellazione
Gibraltor Gibraltar
LP13944
Productions, Ltd. Productions, Ltd.
LP14506 8Mar 8Mar58
Tweneith Century- Twentieth Century-
LP14530
Fox Film Corp. Fox Film Corp.
LP14691 26Men, Inc. 26 Men, Inc.
LU2799 30Jan 30Jan50
LU2989 20Apr 20Apr53
ROBERT ROBERT
CAVELIER, CAVELIER,
MP341
SIEUR DELA SIEUR DE LA
SALLE SALLE
Pete Smith Specialty Pete Smith Speciality
MP372
Series Series
United States Steel United States Steel
MP446 Corporation of Corporation of
Delware Delaware
MP509 © 13Spe50 © 13Sep50
MP854 © 31Oct © 31Oct50
WESLEY TUTTLE WESLEY TUTTLE
AND HIS AND HIS
MP1169
WESTENERS WESTERNERS
TELESCRIPTIONS TELESCRIPTIONS
MP1204 Diver Irritations Driver Irritations
THE BIRDS AND THE BIRDS AND
MP1526 THE BEASES THE BEASTS
WERE THERE WERE THERE
The Conde Nast The Condé Nast
MP1732
Publications, Inc. Publications, Inc.
MP1762 © The Philsdelphia © The Philadelphia
 Inquirer Inquirer
MP1965 MP1965
MP2688 © 25Jul52 © 15Jul52
MP2813
MP6301 Encylopaedia Encyclopaedia
MP8393 Britannica Films Britannica Films
MP8692
The Living Science
The Living Science
MP4201 Science Film
Film Series
Series
F. W. Keller, E. S. F. W. Von Keller, E.
MP4209
Keller S. Von Keller
F. W. Von Keller, E. F. W. Von Keller, E.
MP4211
S. Keller S. Von Keller
SCHOOL SPIRIT SCHOOL SPIRIT
MP4227 AND AND
SPORTMANSHIP SPORTSMANSHIP
MP4550 Basic Telvision Basic Television
Iowa State College Iowa State College
MP4960 Argicultural Agricultural
Extension Service Extension Service
Encyclopedia Encyclopaedia
MP5017 Britannica Films Britannica Films
Inc. Inc.
ENGINE CYLINDER ENGINE CYLINDER
MP5350 BLOCK BLOCK
OVERHALL OVERHAUL
MP5406 CATS-A-WEIGH CATS A-WEIGH
Encyclopeadia Encyclopaedia
MP5891
Britannica Films Britannica Films
Encyclopaedia Encyclopaedia
MP5895
Britannic Films Britannica Films
MP6476 Kodahcrome Kodachrome
Grandtland Rice Grantland Rice
MP6488
Sportlight Sportlight
MP6502 © 30Aug56 © 30Aug55
MP6785 Loenard Feinstein Leonard Feinstein
INSPIRATION FOR INSPIRATION FOR
MP7048
CHIRSTMAS CHRISTMAS
MP7252 Moody Bible Insitute Moody Bible
of Chicago Institute of
 Chicago
MP7552 © 5Jun56 © 5Jul56
Encyclopaedia Encyclopaedia
MP7576
Britanica Films Britannica Films
Columbia Pictrues Columbia Pictures
MP7793
Corp. Corp.
MP7813 © Vitaphone Copr. © Vitaphone Corp.
Moody Instute of Moody Institute of
MP7817
Science Science
Aduio-Visual Center, Audio-Visual Center,
MP7923
Indiana University Indiana University
Moody Institue of Moody Institute of
MP8088
Science Science
MP8356 Hann Brewing Co. Hamm Brewing Co.
Charles V. Materson, Charles V.
MP8364
Jr. Masterson, Jr.
Encyclopeadia Encyclopaedia
MP8404 Britannica Films, Britannica Films,
Inc. Inc.
© Aetna Casulty & © Aetna Casualty &
MP8706
Surety Co. Surety Co.
MP8856 Sylvester-Twenty Sylvester-Tweety
MP9113 Atals Film Corp. Atlas Film Corp.
Raymond Rohaver Raymond Rohauer
MP9119
Lent Riefenstahl Leni Riefenstahl
McGraw-Bill Book McGraw-Hill Book
MP9247
Co. Co.
Beuna Vista Film Buena Vista Film
MP9587
Distribution Co. Distribution Co.
Archdiocese of
MU5257 Archiocese of Detroit
Detroit
MU5342 Frigidaire Division Frigidaire Division
MU5365 12Dev51 12Dec51
Orgins and
Origins and
Characteristics of
MU5379 Characteristics of
Corrosion
Corrosion Currents
Currents
General Motros General Motors
MU5416
Corp. Corp.
MU5448 Leo Trachtenberg Leo Trachtenberg
MU5644 w reels 2 reels
MU5718 Maxon-Pakcard Maxon-Packard
American Petroleum American Petroleum
MU5865
Institue Institute
© Coco-Cola Export © Coca-Cola Export
MU6041
Corp. Corp.
Providence Providence
MU6203
Litograph Co. Lithograph Co.
MU6335 BUDGET - WISE BUDGET-WISE
Trojam Reupholstery Trojan Reupholstery
MU6410
Co. Co.
MU6475 Shick, Inc. Schick, Inc.
Chevrolet Motor Chevrolet Motor
MU6485
Divison Division
MU6685 Malcolm L. Eno Malcom L. Eno
MU6762 © M. A. Machria © M. A. Machris
LAND IN LAND IN
UPHEAVEL, UPHEAVAL,
MU6774 LASSEN LASSEN
VOLCANIC VOLCANIC
NATIONAL PARK NATIONAL PARK

137 Cambell-Mithun Campbell-Mithun

MR ADAMS AND MR. ADAMS AND
218
EVE EVE
THE SIRE DE THE SIRE DE
309 MALETROITS’S MALETROIT’S
DOOR DOOR
BROGHOUSE, BRIGHOUSE,
402
HAROLD HAROLD
BÚS FEKETE, BÚS-FEKETE,
403
LÁSZLÓ LÁSZLÓ
CLASA FILMS CLASA FILMS
406
MUDIALES, S. A. MUNDIALES, S.A.
CORNELISON, CORNELISON,
410
GLOYD S., JR. FLOYD S., JR.
413 DAIX, DIDER DAIX, DIDIER
DOSTOYEVSKY, DOSTOYEVSKY,
415 FEDOR FYODOR
MIKHAILOVICH MIKHAILOVICH
 FREIBERBER, FREIBERGER,
421
FRED FRED
KNTB KHTB
435 PRODUCTIONS, PRODUCTIONS,
INC. INC.
437 LEHÁR, FERENC LEHÁR, FRANZ
LONGFELLOW, LONGFELLOW,
440 NENRY HENRY
WADSWORTH WADSWORTH
441 MASSEY, CHRIST MASSEY, CHRIS
MEDI-CINÉ MEDI-CINE
442 PRODUCTIONS, PRODUCTIONS,
INC. INC.
NATIONAL DIARY NATIONAL DAIRY
446
COUNCIL COUNCIL
NEEF, ELIZABETH NEFF, ELIZABETH
447
HYER HYER
447 NEVIS, FRANK J. NEVINS, FRANK J.
455 R & L Productions R&L Productions
SHRIFFRIN, SHIFFRIN,
462
ABRAHAM B. ABRAHAM B.
SNOOK, JOHN
463
MCCLURE.
SURGUTOHOFF, SURGUTCHOFF,
465
ILYA ILYA
Land of the Zuider Land of the Zuider
486
Zee. Zee. 1951.
Signals and Gestures Signals and Gestures
489 In Directing In Directing
Traffic. Traffic. 1954.
Outer Space Visitor.
492 Outer Space Visitor.
1959.

1. Corrected spelling, accents, grammar,

hyphenation, and punctuation of names
according to the following guidelines.
For movies name used in the main Motion
Pictures list determined usage unless all
the Index entries indicate otherwise. See
change list.
 The names of individuals and companies
featured in the Index listing determined
usage unless all of the Motion Pictures
entries indicated otherwise. See change list.
2. Silently corrected simple spelling, grammar, and
typographical errors of other than names of
movies, persons, and companies as mentioned
previously.
3. Otherwise retained anachronistic and non-
standard spellings as printed.
*** END OF THE PROJECT GUTENBERG EBOOK MOTION PICTURES,
1950-1959 : CATALOG OF COPYRIGHT ENTRIES ***

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