Multiple Choice 1. The image of a city, as defined by Kevin Lynch, is the a. slogan or catch phrase associated with the city. b. attitude which residents of the city have. c. generalized mental picture of the city’s external physical world. d. historical character of the city. Answer: c. generalized mental picture of the city’s external physical world. 2. People form images of cities by a. distinguishing between physical locations in the city. b. talking to others about what the important landmarks are. c. organizing the physical locations in a meaningful way. d. Both a and c Answer: d. Both a and c 3. The five common elements in urban images, according to Lynch, are a. districts, landmarks, nodes, paths, and skylines. b. areas, districts, landmarks, nodes, and paths. c. areas, districts, edges, landmarks, and paths. d. districts, edges, landmarks, nodes, and paths. Answer: d. districts, edges, landmarks, nodes, and paths. 4. Which of the following statements is NOT part of Lynch’s concept of mental maps? a. Mental maps mix accurate details with distortions. b. Mental maps of two people living in the same city will be similar. c. Mental maps contain large gaps about unfamiliar sections. d. Mental maps may not be fully representative of an area in its entirety. Answer: b. Mental maps of two people living in the same city will be similar. 5. Pedestrian traffic in the United States is characterized by all of the following EXCEPT a. people walk blindly into traffic. b. people scold one another for breaking the social rules. c. people note the speed at which others are walking. d. people alert others of their location to avoid collisions. Answer: a. people walk blindly into traffic. 6. Besides coping with the city’s sheer numbers, urbanites also must learn to deal with anonymity, because we live in what Lyn Lofland calls a. the exurbs. b. a world of strangers. c. urban images. d. the urban network. Answer: b. a world of strangers. 7. An urban network is a. NBC. b. the collected mental maps of a group. c. interpersonal ties. d. a means of identifying with the city. Answer: c. interpersonal ties. 8. Elizabeth Bott Spillius found that working class spouses in London, England had a. a joint marriage network, while middle-class spouses had a segregated one. b. a segregated marriage network while middle-class spouses had a joint one. c. middle-class spouses and joint marriage networks, but wealthy spouses had segregated ones. d. middle-class spouses and segregated marriage networks, but wealthy spouses had joint ones. Answer: b. a segregated marriage network while middle-class spouses had a joint one. 9. Identifying with the city is aided by a. sports teams. b. festivals. c. negative historical events. d. All of the above Answer: d. All of the above 10. Gerald Suttles argues that the images that people have about cities are a. stereotypical. b. objective reality. c. overwhelmingly negative. d. one individual’s impression. Answer: b. objective reality. 11. Most urban poor try to cope with the harsh realities of life through a. prayer. b. retreating into complete isolation. c. forming social networks. d. stealing and other forms of crime. Answer: c. forming social networks. 12. Virginia Schein’s single mothers on public assistance all a. were lazy. b. had extensive family support. c. were working or had some work experience. d. had four or more children. Answer: c. were working or had some work experience. 13. Carol Stack found in her study of poor African Americans that they a. created social networks to socialize. b. established an extensive network of cooperation and mutual aid. c. refused assistance when offered to them. d. became heavily indebted. Answer: b. established an extensive network of cooperation and mutual aid. 14. Which of the following statements about social movements and cities are true? a. Social movements have benefitted from the degree of social interaction in cities. b. Local social movements often focus on issues such as prostitution and traffic safety. c. Radical social movements are often initiated in cities. d. All of the above Answer: d. All of the above 15. Which of the following is NOT a stereotype associated with suburban life? a. Suburban life is homogenous. b. The majority of people in the United States lives outside the city. c. Suburbs abound with soccer moms. d. People who live in suburbs are bland, shallow, and superficial. Answer: b. The majority of people in the United States lives outside the city. 16. We make sense of the city by responding to a. its physical form. b. its gesellschaft characteristics. c. its gemeinschaft characteristics. d. All of the above Answer: d. All of the above 17. How do we respond to the city? a. in our own unique way b. using common strategies c. based on our social characteristics. d. All of the above Answer: d. All of the above True/False 16. Georg Simmel argued that the city stimulates us via its concentration of the human experience into a small space. Answer: True 17. Some cities have more sharply defined images in the minds of their residents than other cities do. Answer: True 18. Each person’s mental image of a city is stagnant. Answer: False 19. The physical layout of the city uniquely determines how we view a city. Answer: False 20. It is difficult to catch a cab in Ho Chi Minh City. Answer: False 21. People stereotype strangers based on their spatial location. Answer: True 22. Appearances are not as important as they used to be in classifying strangers. Answer: True 23. By changing how we act and dress, we can convey a different impression to others. Answer: True 24. Race plays a part in how residents view a city. Answer: True 25. Eliot Liebow’s street-corner men assisted each other in finding work. Answer: False 26. “Lonely Hearts Clubs” are an example of a temporary network. Answer: True 27. Technology severs physical ties with communities but allows us to maintain relationships in spite of distance. Answer: True 28. Herbert Gans found that Boston’s West End was a chaotic slum. Answer: False 29. People identify with their cities based on both personal and shared experiences and events. Answer: True 30. Between 1988 and 2002, Seattle had an extensive social movement focused on improving the city’s neighborhoods. Answer: True 31. McMansions are an example of the large houses on sprawling estates. Answer: False Essay/Discussion 32. What are the four main types of scenes? Identify them and provide an example of each. Answer: In literature and theater, scenes play a crucial role in advancing the plot and developing characters. There are four main types of scenes: • Exposition: This type of scene introduces the audience to the setting, background information, and the main characters. It sets the stage for the story to unfold. An example of exposition can be found in the opening scene of William Shakespeare's play "Romeo and Juliet," where the ongoing feud between the Montagues and Capulets is revealed, along with the setting of Verona. • Rising Action: The rising action scenes develop the conflict and build suspense as the story progresses. This is where obstacles are introduced, and characters are faced with challenges that drive the plot forward. In J.K. Rowling's "Harry Potter and the Philosopher's Stone," the rising action includes Harry's discovery of his magical abilities, his friendships with Ron and Hermione, and the mystery surrounding the Philosopher's Stone. • Climax: The climax is the turning point of the story, where the conflict reaches its peak. It is the most intense and dramatic part of the narrative. An example of a climax is in George Orwell's novel "1984," where the protagonist, Winston, is captured by the Thought Police and faces the ultimate test of his loyalty to Big Brother. • Resolution: Also known as the denouement, the resolution scene concludes the story and reveals the final outcome of the conflict. It ties up loose ends and provides closure for the audience. In the film "The Shawshank Redemption," the resolution scene shows the escape of the protagonist, Andy Dufresne, from Shawshank State Penitentiary, and his reunion with his friend, Red, on a beach in Mexico. These four types of scenes work together to create a cohesive narrative structure and engage the audience in the story. 33. Look around your classroom and try to determine the stereotypes that you use to differentiate people of different majors on your campus. Think about the last time you approached a stranger. What drew you to them? Do you react differently to people based on physical appearance and location? Answer: In my classroom or campus, I may unconsciously use stereotypes to differentiate people of different majors. For example, I might assume that students studying computer science are more introverted or that those in business are more outgoing and competitive. These stereotypes can influence how I initially perceive and interact with individuals from different majors. When I approach a stranger, I am often drawn to them based on non-verbal cues such as body language, facial expressions, and overall demeanor. Friendly and approachable behavior is attractive, and I tend to gravitate towards individuals who exhibit these traits. While I strive not to react differently to people based on physical appearance or location, I acknowledge that unconscious biases may influence my initial reactions. It's important to be aware of these biases and work towards treating everyone with respect and fairness, regardless of external factors. 34. Describe how people privatize the public spaces and make them their own. How might graffiti be seen as an example of this process? Answer: People often privatize public spaces by transforming them into personal or communal areas that reflect their identity, beliefs, or interests. Graffiti can be seen as an example of this process, as it involves individuals or groups marking public spaces with their art, messages, or tags, thereby claiming these spaces as their own. Graffiti artists use public walls, buildings, and other surfaces as canvases to express themselves, turning these spaces into showcases for their creativity and cultural commentary. In this way, graffiti can be seen as a form of reclaiming public spaces for personal or community expression, challenging the notion of public spaces as strictly regulated and controlled environments. 35. A gang is one type of urban network based on mutual aid. Explain why this statement is true or false. Answer: True. A gang can be considered a type of urban network based on mutual aid, albeit often in a negative or criminal context. Gangs typically form in urban areas where there may be a lack of other forms of support or opportunities, leading individuals to band together for protection, economic gain, or social status. Within the gang, members often provide mutual aid to each other, such as through protection from rival gangs, sharing resources, or supporting each other in criminal activities. While gangs are often associated with violence and crime, they can also serve as a form of social organization and support network for their members in challenging urban environments. 36. Discuss how class and race impact the urban experience. Answer: Class and race significantly impact the urban experience, shaping individuals' access to resources, opportunities, and quality of life in cities. 1. Class: Socioeconomic class influences where people live, work, and socialize within urban areas. Lower-income individuals often reside in neighborhoods with fewer amenities, poorer infrastructure, and higher crime rates. They may have limited access to quality education, healthcare, and job opportunities. In contrast, higher-income individuals can afford to live in neighborhoods with better services, schools, and safety. This disparity in access to resources can perpetuate cycles of poverty and inequality. 2. Race: Race also plays a major role in shaping the urban experience. Historically, racial segregation and discrimination have led to the concentration of minority populations in certain neighborhoods with limited resources and opportunities. This has created racialized patterns of poverty and inequality in cities. Additionally, racial minorities may face barriers to accessing housing, employment, education, and healthcare due to discrimination and systemic racism. Together, class and race intersect to create complex urban landscapes where different groups experience cities in vastly different ways. Understanding these dynamics is crucial for addressing urban inequalities and creating more inclusive and equitable cities for all residents. Test Bank for Cities and Urban Life Plus John J. Macionis, Vincent N. Parrillo 9780205902583, 9780205206377,9780133869804
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