In order to redress the legacy of residential schools and advance the …
In order to redress the legacy of residential schools and advance the process of Canadian reconciliation, the Truth and Reconciliation Commission makes 94 calls to action.
The Tulsa Race Massacre challenges our understanding of early Oklahoma as a …
The Tulsa Race Massacre challenges our understanding of early Oklahoma as a frontier offering freedom, opportunity, and progress to anyone. The experiences of individual Oklahomans may have occasionally aligned with that understanding, but that occurred infrequently at best. The lives and experiences of Oklahomans are much more complex. The events that transpired on the night of May 31 and the following day are difficult to comprehend, and the fact that it happened is frightening. We have a responsibility to face this chapter in order to know our history.
This educational curriculum package is the product of a five-year labor of …
This educational curriculum package is the product of a five-year labor of love. Beginning in 2011, several educators, history enthusiasts and social activists coalesced around the charismatic Horace Seldon. Horace was finishing a long local career in social work, years with the National Parks Service, Boston, and as one of the founders of the social service organization Community Change. He was intent upon pursuing a historical research project which he had been contemplating for some time. The resultant group, led by Horace Seldon, then embarked on a research and reading circle exploring the hidden history of the Boston antebellum African American community situated on the North Slope of Beacon Hill and in the area immediately adjacent to the current Boston City Hall Plaza. The work began by investigating legendary author, activist and Beacon Hill resident David Walker. It has since grown organically into a full-fledged historical reclamation project, the results of which we now share with you.Being educators, we have naturally gravitated to exploring avenues which facilitate promoting civic engagement and self-actualization, both in the classroom and for lifelong learning. This enterprise reflects that perspective and energizing prospect. We are currently in discussion with the Mayor's Office of Diversity about bringing this project to City Hall Plaza as an integral part of the upcoming 400'h anniversary celebration of the founding of Boston. Roxbury Community College is honored to have been given the opportunity to create a digital curriculum platform to dispense information and inspire enthusiasm for history across the commonwealth, a history which surrounds us but remains invisible to many residents and tourists. It is our intention to combine an interdisciplinary approach using the latest in technological innovations, artistry and networking to share this compelling narrative, illuminating not only the lessons of the past, but the durability of a community preparing for a future of multiple challenges and inconvenient truths.
In this lesson, students investigate how one person can make a difference. …
In this lesson, students investigate how one person can make a difference. They will examine Neil Gaiman’s crowdsourcing fan ideas to develop a poem supporting refugees.Students tap into their creativity to create a “welcome to the US” resource for refugees. The resource places the student in a mentor role to the refugee(s). It shares vital themes that refugees need to know/be able to do to thrive and succeed as a member of US society.
This course examines the changes in contemporary French society through the study …
This course examines the changes in contemporary French society through the study of political debates, reforms and institutions since 1958, and analyzes the deep influence of politics on cultural and social life, despite a decline in political participation. Public controversies and political cleavages, from the Algerian war to postcolonial issues, from the birth of the European Union to the recent financial crisis, and from the moral “revolution” of the seventies to the recognition of new families are revisited. This course is taught in English.
An Introduction to Mass Communication Short Description: Understanding Media and Culture: An …
An Introduction to Mass Communication
Short Description: Understanding Media and Culture: An Introduction to Mass Communication, will support an engaging and interesting course experience for students that will not only show them the powerful social, political and economic forces will affect the future of media technology, but will challenge students to do their part in shaping that future. For questions about this textbook please contact textbookuse@umn.edu
Long Description: Understanding Media and Culture: An Introduction to Mass Communication is adapted from a work produced by a publisher who has requested that they and the original author not receive attribution. This adapted edition is produced by the University of Minnesota Libraries Publishing through the eLearning Support Initiative. Though the publisher has requested that they and the original author not receive attribution, this adapted edition reproduces all original text and sections of the book, except for publisher and author name attribution. For questions about this textbook please contact textbookuse@umn.edu
Word Count: 185227
ISBN: 978-1-946135-26-1
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According to the author, the world did not need another introductory text …
According to the author, the world did not need another introductory text in mass communication. But the world did need another kind of introductory text in mass communication, and that is how Understanding Media and Culture: An Introduction to Mass Communication was birthed.
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 interactive activity includes a video, reading, and video discussion that allows …
This interactive activity includes a video, reading, and video discussion that allows students to be engaged in learning what media bias is, what it looks like, and its' effects. Students will utilize technology to understand the information and collaborate with one another. It requires students to reflect and think deeper about the topic.
View Exhibit of South Asian Canadian Labour History in British Columbia Short …
View Exhibit of South Asian Canadian Labour History in British Columbia
Short Description: Explore the South Asian Canadian Digital Archive View all SACDA archival collections and exhibits (www.sacda.ca) Find labour history archival images View the full South Asian Canadian Labour History archival image collection Supported by the Province of British Columbia
Word Count: 22476
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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.
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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.
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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.
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Over the last 40 years, new managerial technologies in Western democratic societies …
Over the last 40 years, new managerial technologies in Western democratic societies have emerged to dominate our perceived and lived reality. Demands for autonomy and a creative life, which have been the touchstones for artistic endeavors, have been readily absorbed into management philosophies, becoming normative values for self-management and entrepreneurial innovation. Is this art’s triumph or demise? Can we imagine other worlds beyond our managed reality and propose forms of living not yet captured by the rationality of network capitalism? We will explore the “creative” figure and how it can shape renewed critical expressions in fields such as technology, design, science, philosophy, etc.
This course is intended to introduce graduate students to a set of …
This course is intended to introduce graduate students to a set of core writings in the field of urban sociology. Topics include the changing nature of community, social inequality, political power, socio-spatial change, technological change, and the relationship between the built environment and human behavior. We examine the key theoretical paradigms that have constituted the field since its founding, assess how and why they have changed over time, and discuss the implications of these paradigmatic shifts for urban scholarship, social policy and the planning practice.
This course explores the creative dialectic—and sometimes conflict—between sociology and urban policy …
This course explores the creative dialectic—and sometimes conflict—between sociology and urban policy and design. Topics include the changing conceptions of “community,” the effects of neighborhood characteristics on individual outcomes, the significance of social capital and networks, the drivers of categorical inequality, and the interaction of social structure and political power. Students will examine key theoretical paradigms that have constituted sociology since its founding, assess how and why they have changed over time, and discuss the implications of these shifts for urban research and planning practice. This seminar took place at the Massachusetts Correctional Institution in Norfolk, MA, with half the class from MIT and half of the class from MCI Norfolk via the Boston University Prison Education Program. The location and composition of the class was chosen based on the belief that bringing together students of sociology and urban studies who are incarcerated with those who are at MIT would create a unique and valuable environment in which to generate new knowledge about our social world and the repeated mechanisms that contribute to persistent socio-economic inequality and other pressing social problems.
The course examines the causes and effects of rapid urbanization in developing …
The course examines the causes and effects of rapid urbanization in developing countries. Using case studies from the world’s four major developing regions, including (among others) Mexico City, Buenos Aires, Managua, Singapore, Hong Kong, Guangzhou, Kabul, Beirut, Cairo, Kinshasa, Cape Town and Johannesburg, it explores the economic and political dynamics that grease the wheels of contemporary patterns of growth. In addition to examining both local and transnational forces that drive contemporary urbanization, the course focuses on key issues that emerge in rapidly growing cities of the developing world, ranging from growing income inequality and socio-economic exclusion, environmental challenges, and rising violence. Class sessions are discussion-based and focus on a critical analysis of the arguments presented in the readings.
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