Aim is to analyze important current events for what they reveal about the nature and working of our technological world. Starting point is connection between technology and terrorism. Subject also explores how a human-built world can foster insecurity and danger, and how human beings respond. Many invited guests help develop a strong interdisciplinary approach (science, engineering, social science, humanities). Topics include technological risk and remediation, sociotechnical systems, imagination of disaster, technology and identity, technology and religion, technology and education, and technology and trust. Written and oral assignments and a final project required. Service-learning proposals and web-based presentations, in addition to written work, may be considered for the final project by the instructor.

Student Experiences at UW Tacoma

Short Description:
Telling Our Stories: Student Experiences at UW Tacoma is a collection of video stories and reflections, created by undergraduate students in TCOM 347: Television Criticism & Application. Students worked in teams to document and produce short digital stories highlighting the experiences of other UW-Tacoma students with regards to one or various aspects of their identity, whether related to race, ethnicity, class, gender, sexuality, disability, place of origin, etc. With the goal of understanding how students' identity, and overall way of seeing the world, affect their college experience. Through this work, students engaged in conversation about their own social identities and their positionality in relationship to the people they are interviewing.

Long Description:
The Telling Our Stories project is designed so students work in teams to document and produce short digital stories highlighting the experiences of other UW-Tacoma students with regards to one or various aspects of their identity, whether related to race, ethnicity, class, gender, sexuality, disability, place of origin, etc. The goal is to understand how student’s identity, and overall way of seeing the world, affect their college experience, whether in the classroom or on other spaces across campus.

Through this course, students have engaged in conversation about their own social identities and their positionality in relationship to the people they are interviewing. The project employs different elements of pre-production, production and post-production, skills the students have begun to learn through this class. In addition to the videos, students have also developed this online platform where the work can be viewed and made accessible to the public.

Word Count: 6820

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In diesem Kurs erhalten Sie einen Überblick über einige wichtige literarische Texte, Tendenzen und Themen aus der deutschsprachigen Literatur- und Kulturszene. Wir werden literarische Texte, Gedichte, Theaterstücke und Essays untersuchen, sowie andere ästhetische Formen besprechen, wie Film und Architektur. Da alle Texte gleichzeitig in ihrem spezifischen kulturellen Kontext gelesen werden, tragen sie zu einem Verständnis von verschiedenen historischen Aspekten bei. Unter anderen werden folgende Themen und Fragestellungen besprochen: Technologie und deren Einfluss auf die Gesellschaft, Fragen der Ethik bei wissenschaftlicher Arbeit, Konstruktion von nationaler Geschichte und kollektivem Gedächtnis.

This unit is designed to help eighth grade students build a working definition of identity, first by exploring their own identities. Deepening awareness of identity, students will identify different internal and external characteristics to heighten their understanding. This is intended to be a simple way to parse the complex topic of identity. For many students, family and cultural expectations have already predetermined their future. Depending on the structure of their family, these expectations may be based on outdated traditions that may need to be abandoned because they are a mismatch for young generations. Therefore, the priority goal for this unit is to fuel the next generation to maintain and establish expectations that best suit them. Instead of losing their sense of self, in an effort to satisfy and please their family, students will learn self-advocacy.

At the core of the curriculum and educational mission of King Robinson Interdistrict Magnet: An International Baccalaureate STEM School are certain ubiquitous goals which drive all aspects of this unit. Among these goals is to integrate units and individual lessons with the two magnet themes. When done successfully, students become empowered to be responsible, productive and engaged 21st-century global citizens, who are respectful, open-minded, and reflective students with positive attitudes. Through inquiry-based learning, students will use their skills to take actions that lead to positive contributions to the world.

Unit and Task Pacing Guide: This unit is designed for six to eight weeks of instruction. The outline follows forty-five minutes of instruction that is systematic, explicit, and structured for five consecutive days each week.

Klassenblog Projekt HSLU SA Semester xxxx

Short Description:
Theorien & Theoretiker der SozialpädagogikE-Book konvertiert aus KlassenblogHSLU Februar - März 2015

Long Description:
This book is a collection of blog posts for the MOOC Open Education at OU #h817open Posts from April – Mai 2013

Word Count: 6500

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Today we’ll explore how sociology defines family and the different terms used to describe specific types of family. We’ll look at marriage in different societies, as well as marital residential patterns and patterns of descent. And, of course, we’ll go over the three sociological schools of thought on the societal role of marriage and family.

Why is gender even a thing? To answer that, we’re going back to our three sociological paradigms and how each school of thought approaches gender theory. We’ll look at the structural functionalist view that gender is a way of organizing society into complementary roles, the symbolic interactionist take on how gender guides our daily life, and conflict theory’s ideas about how gender distributes power within society.

Today we’ll discuss two theories of global stratification. First, we’ll go over modernization theory and Walt Rostow’s Four Stages of Modernization. Next, we’ll explain dependency theory, the legacy of colonialism, and Immanuel Wallerstein’s Capitalist World Economy Model.

Last week we introduced deviance as a concept, but today we’re going return to our major paradigms in sociology and how each approaches deviance. We’ll explore how structural functionalism sees deviance fulfilling a function in society; how deviance is constructed, according to symbolic interactionism; and finally, how conflict theory views deviance as tied to power and inequality.

This curriculum serves to assist middle schoolers develop and explore “femaleness” as a fluid construct of identity. Using literature and nonfiction text, students will be asked to critically analyze female characters, their roles and choices as presented. In New Haven, the current core text being used is The House on Mango Street (THOMS) by Sandra Cisneros, and while this curriculum uses THOMS as a “foundational” text, other texts could serve as viable options. The text serves as a launchpad for whole class and small group discussions. Having a common or a foundational text not only provides students with a shared literary experience from which they can develop a common language, but it also allows students to create a barrier of safety--a level of personal distancing. This personal distancing shifts classroom discussions away from individual experiences that may subject students to judgments that sometimes accompany discussions related to topics of gender and sexuality. Negative judgments would have a deleterious and stifling effect on not only classroom discussions but run contrary to what the curriculum hopes to achieve--a nonjudgmental exploration of women and their roles in the world.

Students will gain voice and language through exploration of the fluidity of the construct of femaleness. The curriculum attempts to expand initial literature inquiries into the female construct by providing students further opportunities to explore, discuss, synthesize and refine ideas using nonfiction texts concerning women, their roles and world placement using various sociological, economic and political lenses. Exposing students to a diversity of voices of and about women through both the dramatic narrative, essays and other multimedia concerning the economics, sociological and political aspects of womanhood should serve as a contextual backdrop which for some students may be a first inquiry into unquestioned acceptance of what it means to be female. The curriculum seeks to compel students to think critically about what it means to be female, look beyond traditional binary frameworks of male versus female, single versus married ideologies and seeks to have them reevaluate what may be familiar female images. It asks students to examine and question the possibility of limitations of their constructs of “femaleness.”

Using reflective writing, small and large group discussions, students will develop voice, and identity, appreciate the multi-dimensions and perspectives contained within the construct of the female and its intersections of sex, class and race. The curriculum forces students not only to gather information about women from fictional narratives and historical sociological, economic and psychological essays but it asks them expend synergistic energy to evaluate various expressions to develop agency, to not be victims and determine their role in the depicting what it means to be “female.”

In this interactive exercise, students explore the normative and economic issues that arise from minimum wage increases.

Selecting appropriate Technologies

Short Description:
The use of open education is growing and has become a global movement. Across much of North America, most post-secondary institutions are in the process of integrating the use of open education resources into their teaching and learning activities. The number of OER repositories from which instructors can draw resources continues to grow each year. The number of resources continues to grow along with the number of different tools used to develop these resources. There are a number of commercial and open source digital technologies available for the creation of open resources. This resource is intended to provide the OER community with a summary of some currently available tools for creating open content. OER creators need to know the range of tools that can be used in the creation process. This guide is designed to provide a starting point for instructors and faculty at post-secondary institutions. Prospective creators of OER can use the guide to pick the most appropriate tool for their specific context and level of technical expertise.

Long Description:
The use of open education is growing and has become a global movement. Across much of North America, most post-secondary institutions are in the process of integrating the use of open education resources into teaching and learning activities. The following are the chapters covered in the guide: Chapter 1 starts with very basic information on the definition and description of what constitutes OER. Chapter 2 introduces the United Nations Sustainable Development Goals by providing a brief listing of each goal. Chapter 3 focuses on commercial word processing tool options. Chapter 4 describes a number of open-source word processing and additional tools. Chapter 5 introduces the basic open-source TeX-based systems that arose out of the open-source software movement. Chapter 6 delves further into TeX-based open-source tools by highlighting some packages useful for content creation. Chapter 7 describes other TeX-based tools helpful for creating open content. Chapter 8 introduces the emerging OER tools Pressbooks, EdTech Books and LibreTexts.

Word Count: 32461

(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.)

Selecting appropriate Technologies

Short Description:
The use of open education is growing and has become a global movement. Across much of North America, most post-secondary institutions are in the process of integrating the use of open education resources into their teaching and learning activities. The number of OER repositories from which instructors can draw resources continues to grow each year. The number of resources continues to grow along with the number of different tools used to develop these resources. There are a number of commercial and open source digital technologies available for the creation of open resources. This resource is intended to provide the OER community with a summary of some currently available tools for creating open content. OER creators need to know the range of tools that can be used in the creation process. This guide is designed to provide a starting point for instructors and faculty at post-secondary institutions. Prospective creators of OER can use the guide to pick the most appropriate tool for their specific context and level of technical expertise.

Long Description:
The use of open education is growing and has become a global movement. Across much of North America, most post-secondary institutions are in the process of integrating the use of open education resources into teaching and learning activities. The following are the chapters covered in the guide: Chapter 1 starts with very basic information on the definition and description of what constitutes OER. Chapter 2 introduces the United Nations Sustainable Development Goals by providing a brief listing of each goal. Chapter 3 focuses on commercial word processing tool options. Chapter 4 describes a number of open-source word processing and additional tools. Chapter 5 introduces the basic open-source TeX-based systems that arose out of the open-source software movement. Chapter 6 delves further into TeX-based open-source tools by highlighting some packages useful for content creation. Chapter 7 describes other TeX-based tools helpful for creating open content. Chapter 8 introduces the emerging OER tools Pressbooks, EdTech Books and LibreTexts.

Word Count: 32474

ISBN: 978-0-7731-0777-9

(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.)

This course considers reggae, or Jamaican popular music more generally—in its various forms (ska, rocksteady, roots, dancehall)—as constituted by international movements and exchanges and as a product that circulates globally in complex ways. By reading across the reggae literature, as well as considering reggae texts themselves (songs, films, videos, and images), students will scrutinize the different interpretations of reggae’s significance and the implications of different interpretations of the story of Jamaica and its music. Beginning with a consideration of how Jamaica’s popular music industry emerged out of transnational exchanges, the course will proceed to focus on reggae’s circulation outside of Jamaica via diasporic networks and commercial mediascapes. Among other sites, we will consider reggae’s resonance and impact elsewhere in the Anglo Caribbean (e.g., Trinidad, Barbados), the United Kingdom (including British reggae styles but also such progeny as jungle, grime, and dubstep), the United States (both as reggae per se and in hip-hop), Panama and Puerto Rico and other Latin American locales (e.g., Brazil), Japan and Australia, as well as West, South, and East Africa (Côte d’Ivoire, Tanzania, Uganda).

This course aims to provide an overview of Indian popular culture over the last two decades, through a variety of material such as popular fiction, music, television and Bombay cinema. The class will explore major themes and their representations in relation to current social and political issues. In particular, students will examine the elements of the formulaic “masala movie”, music and melodrama, the ideas of nostalgia and incumbent change in youth culture, as well as shifting questions of gender and sexuality in popular fiction. During the course, students will look at some journalistic writing, advertising clips and political cartoons to understand the relation between the popular culture and the social imagery of a nation. This course is taught in English.

Courses in the Topics in Social Theory and Practice series feature in-depth considerations of such topics with reflections on their implications for social change.
The topic for Fall 2014 is race and racism. We will consider a variety of arguments for and against the biological and / or social “reality” of race—taking into account purported races other than those defined by the black / white binary and the intersection of race with other social categories. We will then consider a number of accounts of racism, contemporary manifestations of racism, and potential counter-measures.

This subject aims to provide an overview of contemporary texts in regional languages in South Asian Literature and Cinema. We will cover major authors and film makers, writing from Bangladesh, India, Nepal, Pakistan and Sri Lanka. Within India, we will look at authors and directors working in different regional languages and as we examine their different socio-cultural, political and historical contexts we will attempt to understand what it means to study them under the all-unifying category of “South Asian Literature and Culture”. Some of the major issues we shall explore include caste, gender, globalization and social change. We will end with exploring some of the newer, younger writers and directors and try to analyze some of the thematic and formal shifts in their work. Authors include Ashapurna Devi, Manto, Vijayan, Premchand, Mohanty, and Nasreen and film makers will include Adoor Gopalakrishnan, Satyajit Ray, Shyam Benegal, Aparna Sen and Rituporno Ghosh.

This course explores the forms, contents, and context of world traditions in dance that played a crucial role in shaping American concert dance. For example, we will identify dances from an African American vernacular tradition that were transferred from the social space to the concert stage. We will explore the artistic lives of such American dance artists as Katherine Dunham, Pearl Primus, and Alvin Ailey along with Isadora Duncan, Martha Graham, George Balanchine, and Merce Cunningham as American dance innovators. Of particular importance to our investigation will be the construction of gender and autobiography that lie at the heart of concert dance practice, and the ways in which these qualities have been choreographed by American artists.

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.

This seminar examines a number of famous trials in European and American history. It considers the salient issues (political, social, cultural) of several trials, the ways in which each trial was constructed and covered in public discussions at the time, the ways in which legal reasoning and storytelling interacted in each trial and in the later retellings of the trial, and the ways in which trials serve as both spectacle and a forum for moral and political reasoning. Students have an opportunity to study one trial in depth and present their findings to the class.