The founders of sociology in the United States wanted to make a …
The founders of sociology in the United States wanted to make a difference. A central aim of the sociologists of the Chicago school was to use sociological knowledge to achieve social reform. A related aim of sociologists like Jane Addams, W.E.B. DuBois, and Ida B. Wells-Barnett and others since was to use sociological knowledge to understand and alleviate gender, racial, and class inequality.
Steve Barkan’s Sociology: Understanding and Changing the Social World makes sociology relevant for today’s students by balancing traditional coverage with a fresh approach that takes them back to sociology’s American roots in the use of sociological knowledge for social reform.
Print on demand edition available here: https://www.uncpress.org/book/9781469659282/sociology/
Sociology of Corruption Course SOC 410 Course Description: “Corruption” is a very …
Sociology of Corruption Course
SOC 410
Course Description:
“Corruption” is a very strong and loud word. Media and press seem to be constantly yelling about corruption scandals; economists, politicians, and world leaders, everyone is talking about the big “C” word nowadays. But what does “Corruption” stand for? How is corruption connected to culture and society? What is the relationship between corruption and inequality? Can corruption be good? This course addresses these questions by providing a sociological understanding of corruption. In this course, specific attention will be paid to studying the connection between macro and micro processes; corruption and culture; corruption and society; corruption and inequality. The course will start with teaching the basics: the role of social capital and social networks. Further in the course we will analyze a variety of definitions, opinions, and theories applicable to corruption studies. We will also explore the ways how political, economic, and sociological processes affect the formation and development of corruption. These topics will be examined through the prism of social institutions, cultural contexts, and informal exchange. With the help of comparative analysis, we will gain insight into the corruption practices that characterize different countries.
Learning Objectives: By the end of the course, you will: ● Get acquainted with the range of definitions, types, and classifications of corruption; ● Grasp major theories of corruption and sociological theories that help explain the construct of corruption; ● Be able to interpret the role of culture and values in the definition of corruption; ● Be able to explain the role of “bad apples” and institutionalized corruption; ● Have learned how corruption affects different social institutions and lives of average citizens; ● Understand insights into the social intricacies of corruption in different countries; ● Feel comfortable to discuss and critique current media reports on corruption; ● Apply newly gained knowledge in the research project on the corruption case of your choice.
This seminar provides an introduction to scholarship in a growing research community: …
This seminar provides an introduction to scholarship in a growing research community: the sociologists and sociologically-inclined organization theorists who study issues that relate, at least in a broad sense, to the interdisciplinary field of inquiry that is known as "strategy" or "strategic management" research. The course is not designed to survey the field of strategy. Rather, the focus is on getting a closer understanding of the recent work by sociologists and sociologically-oriented organization theorists that investigates central questions in strategic management. In particular, we will be concerned with identifying and assessing sociological work that aims to shed light on: (a) relative firm performance; (b) the nature of competition and market interaction; (c) organizational capabilities; (d) the beginnings of industries and firms; (e) the diffusion or transfer of ideas and practices across firms; and (f) strategic change.
Facilitator’s Guide for Use with Post-Secondary Students Short Description: "Starting a Conversation …
Facilitator’s Guide for Use with Post-Secondary Students
Short Description: "Starting a Conversation about Mental Health: Foundational Training for Students" includes a facilitator’s guide with handouts and a PowerPoint presentation. This adaptable training resource covers foundational mental health and wellness information for post-secondary students and ways to respond to peers who are experiencing distress. It can be used for a two-to three-hour synchronous training session or for self-study.
Long Description: Starting a Conversation about Mental Health: Foundational Training for Students includes a facilitator’s guide with handouts and a PowerPoint presentation. This adaptable resource covers foundational mental health and wellness information for post-secondary students and ways to respond to peers who are experiencing distress. It can be used for a two-to three-hour synchronous training session or for self-study. This resource has a decolonized perspective and was guided by the following principles: accessible, adaptable, culturally located, evidence-informed, inclusive, and trauma-informed. Handouts include a wellness wheel self-assessment tool, information on coping strategies, mental health resources, and scenarios and responses written by post-secondary students.
Word Count: 33363
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
Short Description: "Starting a Conversation About Suicide: Foundational Training for Students" includes …
Short Description: "Starting a Conversation About Suicide: Foundational Training for Students" includes a facilitator’s guide with handouts and a PowerPoint presentation. This adaptable resource offers sensitive, respectful, and detailed training on suicide awareness and response. It can be used for a two- to three-hour synchronous session, and it can be offered by counsellors and other trained staff to post-secondary students interested in creating safe and supportive environments on their campuses.
Long Description: Starting a Conversation About Suicide: Foundational Training for Students includes a facilitator’s guide with handouts and a PowerPoint presentation. This adaptable resource offers sensitive, respectful, and detailed training on suicide awareness and response. It was developed to reduce the stigma around suicide and to help students acquire the skills and confidence to ask if a peer is considering suicide, listen in a non-judgmental way, and refer them to appropriate resources. It can be used for a two- to three-hour synchronous session, and it can be offered by counsellors and other trained staff to post-secondary students interested in creating safe and supportive environments on their campuses. It was created to be accessible, adaptable, culturally located, evidence-informed, inclusive, and trauma-informed.
Word Count: 33760
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
A news story interviews a woman who claims that it was difficult …
A news story interviews a woman who claims that it was difficult for her to find employment because she had children. The story is used to examine the concept of statistical discrimination and whether public policy should be used to discourage statistical discrimination in this case.
This course focuses on families with members who are substance abusers, and …
This course focuses on families with members who are substance abusers, and the ways in which these families function. The course explores the methods and resources available for helping such families.
Training for Preventing and Responding to Sexual Violence in B.C. Post-Secondary Institutions …
Training for Preventing and Responding to Sexual Violence in B.C. Post-Secondary Institutions
Short Description: A workshop and facilitation guide to support B.C. post-secondary institutions to prevent and respond to sexual violence and misconduct. Supporting Survivors is a 90 minute workshop for all members of the campus community: students, faculty, administrators, and staff. This training helps learners respond supportively and effectively to disclosures of sexual violence. It includes a discussion of available supports and resources, the differences between disclosing and reporting, and opportunities to practice skills for responding to disclosures. Uses the Listen, Believe, Support model. (The slide deck that accompanies this resource can be downloaded from the Introduction).
Long Description: A workshop and facilitation guide to support B.C. post-secondary institutions to prevent and respond to sexual violence and misconduct. Supporting Survivors is a 90 minute workshop for all members of the campus community: students, faculty, administrators, and staff. This training helps learners respond supportively and effectively to disclosures of sexual violence. It includes a discussion of available supports and resources, the differences between disclosing and reporting, and opportunities to practice skills for responding to disclosures. Uses the Listen, Believe, Support model. (The slide deck that accompanies this resource can be downloaded from the Introduction).
Word Count: 20212
ISBN: 978-1-77420-108-4
(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)
The shooting death in Sanford, Florida, of unarmed teenager Trayvon Martin at …
The shooting death in Sanford, Florida, of unarmed teenager Trayvon Martin at the hands of 28-year-old George Zimmerman in February 2012 has touched off debate on many issues, including the role of race in both the shooting and the subsequent investigation by the Sanford Police department.
This exercise consists of two student readings. The first reading examines the debate surrounding Florida's "Stand Your Ground" law. What is the "Stand Your Ground" law? What do supporters and critics have to say about it? What effect has it had? The second reading takes a wider look at the gun control debate. Should stronger gun control laws be passed? Questions for student discussion follow each reading.
Students volunteer at any one of a variety of community agencies that …
Students volunteer at any one of a variety of community agencies that serve low-income populations to better understand the underlying issues of poverty and income distribution in their community.
This is a module framework. It can be viewed online or downloaded …
This is a module framework. It can be viewed online or downloaded as a zip file.
This module introduces students to a range of approaches in social analysis. Through introductions to key concepts, theorists and research studies in the disciplines of sociology, cultural studies and social policy, students will be equipped with the skills necessary for more advanced study of contemporary society.
Two routes to reading this module's contents are offered. Those who prefer to read on screen can navigate to each section of interest using the links and menus provided whilst a full print version is also available for those who prefer to read offline and from paper.
Suitable for: undergraduate year one level learners.
Dr David J Parker, School of Sociology and Social Policy.
David Parker is a lecturer in Sociology in the School of Sociology and Social Policy, University of Nottingham. His research interests include urban life, social change, ethnic identities, British Chinese communities. His teaching focuses in introductory sociology, classical sociology and urban sociology
In this unit, students will be introduced to different data types used …
In this unit, students will be introduced to different data types used in the geosciences and other disciplines to understand environmental problems. The instructor will discuss the difference between qualitative and quantitative. Then, students will be given data sets related to water in Phoenix, Arizona. Students will work in groups of two to five to categorize different data sets as qualitative or quantitative and to reflect on their emotive responses to different data. The session ends with a discussion about the potential uses of these various data sets in decision-making around water in Phoenix, and uses this to foster a discussion about the ways in which different data sources lend insight into complex system problems.
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Students will identify and apply credible geologic and social science data sets …
Students will identify and apply credible geologic and social science data sets to identify local hazards and vulnerable groups and structures, and assess risk for their community.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
Students will collect and analyze relevant social data on individual and community …
Students will collect and analyze relevant social data on individual and community knowledge, risk perception and preparedness within their local social networks.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
In this unit, students will keep a log of immediate, personal sensory …
In this unit, students will keep a log of immediate, personal sensory experiences by pausing once each hour over a period of ten hours and recording the sights, sounds, smells, tastes, and tactile experiences they are sensing at that moment. The log (or journaling activity) will occur outside of class and will be shared in a subsequent class meeting. In class, students will exchange their logs, respond and discuss, and then form larger groups which will discuss disparate ways of paying attention to sensory experiences. Students will develop a deeper understanding of their own perceptions and how those perceptions can be recorded and used to evaluate an environmental setting. This activity is qualitative; it requires students to create an informal, subjective journal of their sensory experiences once each hour for a ten-hour time period prior to class. When students share their individual qualitative experiences in pairs and small groups, they will begin to see patterns emerge that will enable them to develop quantitative observations for future use. They will also begin to relate their sensory experiences to the social, biological, and geophysical aspects of their personal environment; students will begin to explore how these system components are interrelated and how exposure to them may impact human experience and well-being. After the group discussion, students will reflect on the interstices between qualitative and quantitative analysis by way of their sensory logs and mutual discussion.
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Students will identify potential stakeholders and assess the importance of communication and …
Students will identify potential stakeholders and assess the importance of communication and interaction among these groups to make recommendations on how to define and develop prepared communities.
(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)
This is the first of two lessons/labs for teaching and learning of …
This is the first of two lessons/labs for teaching and learning of computer science and sociology. Either and be used on their own or they can be used in sequence, in which case this should be used first.
Students will develop CS skills and behaviors including but not limited to: learning what an API is, learning how to access and utilize data on an API, and developing their R coding skills and knowledge. Students will also learn basic, but important, sociological principles such as how poverty is related to educational opportunities in America. Although prior knowledge of CS and sociology is helpful, neither is necessary for student (or instructor) success on this two-week project. Three instructional hours per week (total of six hours over two weeks).
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