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Discusses the degradation of the academic dogma. Nature of the academic dogma; Politicization of the university; Future of the academic dogma.

Talks about the experience of teaching at the Berkeley, California campus of the University of California during the Second World War. Military atmosphere at Berkeley; Impact of the war on research and its place in the university; Forces capable of destroying the research university in the interest of a return to teaching.

Talks about the experience of teaching at the Berkeley, California campus of the University of California during the late 1930s. Initial apprehensions on teaching; Discussion on the relationship between teaching and research work; Reputation of the Berkeley faculty; Authorities and functions of the Academic Senate which was created through the Revolution of 1920.

Talks about the experience of working towards a graduate degree at the Berkeley, California campus of the University of California in the 1930s. Advantages brought by the Depression era to graduate students; Political culture of graduate students in the thirties; Strengths of the Berkeley as a graduate center.

Features Frederick J. Teggart, a history professor at the Berkeley, California campus of the University of California during the 1930s. Educational background; Career with the University starting 1905; Description of his most celebrated course, Progress and Civilization.

Features several research scholars and scientists who also taught at the Berkeley, California campus of the University of California during the 1930s. Gilbert Lewis; Herbert McLean Evans; Ernest Lawrence; Richard Goldschmidt.

Recognizes the appreciation of good courses, lectures and teachers, given by students of the Berkeley, California campus of the University of California, during the 1930s. Types of students received by the university through its admissions system; Discussion on the university's custom of applause given to excellent courses, lectures and teachers; Reasons for the lack of teaching awards in the university.

Talks about classroom lecturing as crucial element in the atmosphere of freedom of learning at the Berkeley, California campus of the University of California during the 1930s. Popular teachers who were famous for their classroom lecture techniques in the University; Likeness of the good lecture at Berkeley to a work of art.

Features Robert Gordon Sproul, president of the Berkeley, California campus of the University of California in 1932. Educational background; Jobs previously held at the University since 1913; Interest in public speaking; Comparison with his contemporary, Robert Hutchins of Chicago, Illinois.

Talks about the erosion of the honor system and the honor attached to Greek Letter societies in colleges and universities in the U.S. during the 1930s, resulting from the Depression. Concept of the honor system of universities and colleges; Reasons cited for the increase in cheating incidents during the thirties; Factors which contributed to the growth of Greek Letter houses in colleges; Discussion on the aristocracy of the fraternity-sorority system.

Talks about the experiences of living as a student of the Berkeley, California campus of the University of California, during the Great Depression in the 1930s. Comparison of the impact of the Depression on the University and Stanford University; Experience of holding hashing and typing jobs before the second semester at Berkeley; Job as a student assistant at the loan desk of the Doe Library, to help with personal expenses.

Talks about the racial, religious and gender diversities in the Berkeley, California campus of the University of California in the 1930s. Berkeley students who came from different ethnic groups; Description of the university's admissions policy; Discussion on the low intensity of religious consciousness at Berkeley; Women professors in the Berkeley faculty in the 1930s.

Talks about the spirit of revolution in the University of California in Berkeley, California, which was influenced by the city of San Francisco. Information on the Faculty Revolt of 1920; Analysis of the revolt of the ethnics as of 1992, primarily with respect to the university's admissions system; Events which took place in 1934, external to the Berkeley campus, but significant to campus politics and ideologies.

Talks about bohemianism in Berkeley, California's University of California in the 1930s. Providential role of the city of San Francisco to the beginnings of the University; Reasons for the ease with which bohemia was assimilated by the campus across the bay from San Francisco; Lovers of the bohemian life from the faculty at Berkeley; Relations of student bohemians with student revolutionaries on the campus.

Talks about the experience of attending the University of California in Berkeley, California as a freshman, in the fall of 1932. Academic calendar; Description of the university's elective system; Academic courses taken; Description of the campus.

Narrates life experiences prior to attending the University of California-Berkeley as a freshman in 1932. Family life in Macon, Georgia as a young kid; Development of interest in reading through visits to the public library in California; High school education in California.

Focuses on the nineteenth-century sociology. Social orders in the nineteenth-century; Information on the intellectual processes that go into the making of a creative change; Passage from the work of late John Livingston Lewis 'Convention and Revolt in Poetry.'

Provides information on alienation, one of the major perspectives in nineteenth-century thought. Fundamental and distinguishable perspectives of alienation; Reasons for the deterioration of a man; Definition of alienation.

Discusses the concept of the sacred in social sciences. Perspectives relevant to the view of religion that sociologists take; Function of religion in society; Elements of the religious community in the Catholic Church.

Provides information on a study of social class. Significance of the social class in the nineteenth-century; Controversy in the study of stratification among sociologists; Difference between political conservatives and radicals on the nature and reality of social class.

Provides information on the fundamental and far-reaching unit-ideas of sociology called community. Influence of the rediscovery of community upon the whole area of nineteenth-century histiography; Perspectives through which the family must be studied; Ways in which families may be differentiated in the status hierarchy of a community.

Provides information on the images and reflections that are to be found in the social thought of the nineteenth century. Forces that gave urgency to the themes in the nineteenth-century science of man; Aspects of the Industrial Revolution that were proven to be evocative of sociological response and directive in the formation of the sociological problem and concept; Themes that emerged from the Industrial Revolution.

Provides an overview of the certain unit-ideas of European sociology in its formative period. Criteria in selecting the unit-ideas of an intellectual discipline; Essential unit-ideas of sociology; Set of words and ideas that encompass moral and political aspiration.