This book builds upon the 80 plus years of sociology of the family research and teaching that has made the discipline a leader in the field of family studies. In this book you will find examples of scientific methods and statistics used by sociologist, combined with the powerful and insightful sociological theories which open new worlds of discovery and understanding to you about the family. Sociologists study the family at a personal and larger social level. This is important to note because you experience both the personal and larger social levels of the family in your society every day--but until now, you might not have known that fact! The narrative in this textbook is intentionally personal. The material is intentionally selected in hopes that it will be useful in your personal and larger social life experiences. The book is also filled with answers to significant concerns and questions students often have about the family. Finally, this textbook is an excellent case study of the sociological analysis of the family in the United States. How we used the US statistics, trends, and historical facts used herein can be a useful example for you to do a similar analysis of your own country, state, province, county, or even city.

Course Description & Goals
Sports is a socially constructed phenomenon often mirroring a society’s structure, behavioral patterns, and culture, serving vital social functions and reproducing and resisting social injustices. In other words, sports represent a microcosm of society. In this course, we will use the topic of sports in society to investigate and apply sociological concepts to co-constructed individual and collective work.

We will also use the topic of sports to investigate questions fundamental to our human and social existence, including who we are and what we want to become--both individually and as a society--and the role of sports in that being and becoming. We will investigate these questions as we identify and investigate personally relevant topics, with the aim of practicing bringing our best selves to our work -- with curiosity, a humble sense of not knowing, a collective sense of mutuality and care, and a goal of, in the words of Adrienne Rich, claiming our own education.

Learning Objectives:
Learn about and apply sociological frameworks and theories to personally relevant topics of sports in society that provide opportunities for self-growth and self-awareness around questions of who we are and who we want to be
Learn how to conduct an independent research project using sociological concepts and/or methods
Learn about inequality through a sociological lens using sports as a focus
Develop skills for engaging in critical self-reflection, including the ability to hold divergent points of view and to integrate new frames of reference and new ways of being
Develop skills for engaging in collaborative and mutually beneficial learning
Develop an understanding of our personal and collective power to act with agency to create change at the individual and community levels

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 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.

Studying sports as social phenomena helps us understand the ways that social class, gender, race and ethnicity, sexuality, and physical ability influence our everyday lives. Sports are also linked with the organization and dynamics of family life. Parents and educators see them as tools for teaching values to young people. Politicians often see them as vehicles for developing local and national identities, and corporations sponsor certain types of sports to market both products and ways of thinking about competition and consumption to people worldwide. Corporate executives now realize that sponsoring people’s pleasures (i.e., sporting events) produces support for their products. At the same time, most sports organizations seek corporate support to ensure their survival.

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.

xviii, 592, R1-73, In1-19 p. : 24 cmIncludes bibliographical references (p. R1-73) and indexes

This course explores the political and historical evolution of the Soviet state and society from the 1917 Revolution to the present. It covers the creation of a revolutionary regime, causes and nature of the Stalin revolution, post-Stalinist efforts to achieve political and social reform, and causes of the Soviet collapse. It also examines current developments in Russia in light of Soviet history.

This semester long subject (11.521) is divided into two halves. The first half focuses on learning spatial database management techniques and methods and the second half focuses on using these skills to address a ‘real world,’ client-oriented planning problem. The first half of the semester may be taken separately using the class number 11.523 and the second half may be taken separately as 11.524.
In order to help shape and utilize the information infrastructure that will support the management and development of our metropolitan areas, planners need a basic understanding of the tools and technology for querying, analyzing, and sharing complex databases and maps. Managing online access to large and constantly-changing spatial datasets can be a powerful aid to planning and can facilitate inter-agency cooperation and collaboration in an increasingly decentralized world. But it requires the use of knowledge representation methods, client-server technologies and access control issues that are quite different from what are needed to model and visualize standalone datasets on a personal computer. Hence, planners should acquire basic skills in database management, digital spatial data analysis, and networking.
The 11.523 portion of the semester addresses these issues while retaining a focus on planning (rather than on computer science). This is an intensive, hands-on class that stresses learning by doing. Exercises and examples involving real-world data, maps, and images are used to develop skills with database query languages and the design development and use of structured databases. Class work utilizes web tools, GIS, and database software with lab exercises primarily on the new high-performance PC computing cluster. Specifically, we will access an Oracle 8i database using SQL (structured query language) and use ArcView for GIS. Each week there are two sixty to ninety-minute classes plus another 90+ minute hands-on lab in electronic classrooms. Class lectures will focus on concepts and case discussion, the scheduled lab time focuses on computer mechanics and skill building. Specific topics during 11.523 include:

finding, understanding and structuring digital spatial data that are available on the Internet using various browsing, visualization, and data management tools;
considerable work with relational database technologies and the Structured Query Language (SQL) to design, construct, query, and update urban planning databases;
some experience with so-called ‘client/server’ and ’enterprise GIS’ technologies for facilitating distributed access to complex spatial data and urban planning applications;
advanced GIS topics such as 3D visualizations and geospatial web services.

The 11.524 portion of the semester will treat the classroom like a professional planning office, working as a team to produce a two deliverables for their client, Lawrence Community Works, Inc. (LCW), a community development corporation located in the City of Lawrence, Massachusetts. LCW and DUSP recently agreed to work together for the next five years to design and implement a multi-tier web-based planning system that promotes democratic involvement and informs community development projects. Your involvement this semester is critical, because the implementation plan that you craft this semester will serve as the road map for both organizations for years to come and the simple web-based planning tool that you design will engage stakeholders by giving them a better sense of how technologies can aid decision-making processes. To assist you with the more technical aspects of the project, we hired Robert Cheetham, President of Azavea, Inc. (http://www.azavea.com/ ), to provide exactly 100 hours of consultancy services. Through their project work, students will enhance important professional skills by:

formulating an implementation plan for a real client;
designing a simple web-based tool for understanding problems;
engaging constituents and stakeholders in a real setting;
integrating theory and practice by evaluating the role of technology in community development;
learning to communicate effectively within a group and with a professional consultant;
working with such tools as the WWW, Access, ArcView, ArcIMS, SDE, etc.

The participants in this seminar will dive into learning basic conversational Italian, Italian culture, and the Mediterranean diet. Each class is based on the preparation of a delicious dish and on the bite-sized acquisition of parts of the Italian language and culture.  A good diet is not based on recipes only, it is also rooted in healthy habits and in culture. At the end of the seminar the participants will be able to cook some healthy and tasty recipes  and to understand and speak basic Italian.

This course provides an introduction to the vast literature devoted to public opinion. In the next 12 weeks, we will survey the major theoretical approaches and empirical research in the field of political behavior (though we will only tangentially discuss political  participation and voting). For the most part we will focus on American public opinion, though some of the work we will read is comparative in nature.

This intensive and brief 4-day seminar, taught during MIT’s Independent Activities Period in January, uses a case set in Hartford, Vermont to introduce economic development planning skills to students in the Master in City Planning (MCP) Degree Program. It introduces analytical tools that are used to assess local economic development conditions, issues, and opportunities as part of formulating economic development plans. The course is designed to provide MCP students with skills needed for applied economic development planning work in other courses, particularly Economic Development Planning (11.438) and Revitalizing Urban Main Streets (11.439).

This course will explore the rich diversity of women’s voices and experiences as reflected in writings and films by and about Latina writers, filmmakers, and artists. Through close readings, class discussions and independently researched student presentations related to each text, we will explore not only the unique, individual voice of the writer, but also the cultural, social and political contexts which inform their narratives. We will also examine the roles that gender, familial ties and social and political preoccupations play in shaping the values of the writers and the nature of the characters encountered in the texts and films.

Short Description:
Combinant la recherche et la pratique sur le sport sécuritaire, ce livre électronique offre des commentaires actuels et judicieux qui abordent les points de vues des athlètes, l'histoire du sport sécuritaire et les perspectives organisationnelles et d'entraînement. Composé de 7 chapitres rédigés par 11 contributeurs de divers domaines académiques et professionnels, il offre des informations complètes et en libre accès sur le sport sécuritaire pour les individus et les organisations à tous les niveaux du système sportif.

Word Count: 42486

ISBN: 978-1-990208-10-2

(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 Springfield Studio is a practicum course that focuses on the economic, programmatic and social renewal of an urban community in Springfield, Massachusetts by combining classroom work with an applied class project. The course content covers the areas of neighborhood economic development and the related analysis and planning tools used to understand and assess urban conditions from an economic and community development perspective.

The Springfield Studio is a practicum design course that focuses on the physical, programmatic, and social renewal of an urban community in Springfield, Massachusetts by combining classroom work with an applied class project. The course content covers the areas of physical design/urban design and the related analysis and planning tools used to understand and assess urban conditions from a design and development perspective. Urban design issues are investigated in the context of social and economic challenges within the community. Thus, the course has dual goals:

analyze physical conditions in the community, assess community need, propose physical design interventions; and
assess community capacity and programmatic needs.

The ultimate goal is to explore the integration of social, programmatic and physical development interventions in ways that reinforce community revitalization efforts, and to apply this knowledge through the development of a formal neighborhood revitalization plan that addresses community needs.

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 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.)

The core of this seminar will be the great sequences of English love sonnets written by William Shakespeare, Philip Sidney, Edmund Spenser, and Mary Wroth. These poems cover an enormous amount of aesthetic and psychological ground: ranging from the utterly subjective to the entirely public or conventional, from licit to forbidden desires, they might also serve as a manual of experimentation with the resources of sound, rhythm, and figuration in poetry. Around these sequences, we will develop several other contexts, using both Renaissance texts and modern accounts: the Petrarchan literary tradition (poems by Francis Petrarch and Sir Thomas Wyatt); the social, political, and ethical uses of love poetry (seduction, getting famous, influencing policy, elevating morals, compensating for failure); other accounts of ideal masculinity and femininity (conduct manuals, theories of gender and anatomy); and the other limits of the late sixteenth century vogue for love poetry: narrative poems, pornographic poems, poems that don’t work.