Welcome to this adult development course. This is the study of how and why people change or remain the same over time. Although this course is often offered in psychology, this is a very interdisciplinary course. Psychologists, nutritionists, sociologists, anthropologists, educators, and health care professionals all contribute to our knowledge of the life span. We will look at how we change physically over time from emerging and early adulthood through aging and death. We will examine cognitive change, or how our ability to think and remember changes over time. We will consider how our concerns and psychological state are influenced by age and finally, how our social relationships change throughout life.
The book is supported by discussion of relevant theory and research in cultural sociology. Beyond Race: Cultural Influences on Human Social Life has stressed learner-centered teaching with the instructor taking on the role of a facilitator of learning. As such, it is expected the instructor will serve as the mediator between the content of this book and learners’ understanding of material on multiple and higher levels. This book does not offer a set of rules in teaching cultural sociology, but rather suggests content and applications to consider and modify as needed by the ever-changing dynamics of instructors and learners.
The book is supported by discussion of relevant theory and research in cultural sociology.Beyond Race: Cultural Influences on Human Social Life has stressed learner-centered teaching with the instructor taking on the role of a facilitator of learning. As such, it is expected the instructor will serve as the mediator between the content of this book and learners’ understanding of material on multiple and higher levels. This book does not offer a set of rules in teaching cultural sociology, but rather suggests content and applications to consider and modify as needed by the ever-changing dynamics of instructors and learners.
Through employing the sociological imagination, Lauren Rodriguez, Bryan Thomas, Kristin Walters, and Jennifer Vidal examined pieces of literature that can help us understand the dynamics of power structures affecting the interplay of individuals and society.
Ce livre propose les portraits de 31 femmes de différents pays et de différentes époques qui ont un point commun : elles se sont engagées à un moment de leur vie pour transformer la société dans laquelle elles vivaient, dans l’espoir de la rendre plus vivable, plus juste, plus équitable, plus libre.
Comment s’engager dans des actions en faveur de la vie et du bien commun en cette période marquée par des problèmes d’envergure planétaire tels que le réchauffement climatique, la pollution accrue, l’acidification des océans ou les menaces sur la biodiversité? Des gouvernements tentent tant bien que mal de s’entendre pour agir.
How do individuals and families interface with larger systems, and how do therapists intervene collaboratively? How do larger systems structure the lives of individuals and families? Relationally-trained practitioners are attempting to answer these questions through collaborative and interdisciplinary, team-focused projects in mental health, education, the law, and business, among other fields. Similarly, scholars and researchers are developing specific culturally responsive models: outreach family therapy, collaborative health care, multi-systemic school interventions, social-justice-oriented and spiritual approaches, organizational coaching, and consulting, among others. This course explores these developments and aims at developing a clinical and consulting knowledge that contributes to families, organizations, and communities within a collaborative and social-justice-oriented vision.
" Explore the future through modeling, reading, and discussion in an open-ended seminar! Our fields of interest will include changes in science and technology, culture and lifestyles, and dominant paradigms and societies."
"Deaf 101 is a short course that provides basic knowledge and tools necessary to communicate effectively with deaf individuals, especially in professional settings."
"The course contains two modules. The first module describes the spectrum of deaf identity and answers common questions about deaf people. The second module provides participants with basic tools to communicate effectively with deaf people."
Materials are accessible in spoken English captions and American Sign Language
Avec Paulo Freire, Orlando Fals Borda (1925-2008), est l’un des pères fondateurs des approches décoloniales latino-américaines en sciences sociales. Pourtant, alors que le premier est une figure familière du paysage des sciences sociales francophones, le second est quasiment inconnu. Cette anthologie francophone, la première à ce jour, propose cinq textes, publiés entre 1968 et 2003, en plus d’une conférence inédite prononcée en 1966. Elle vise à présenter la proposition épistémologique de Fals Borda d’une science latino-américaine émancipée des cadres théoriques européens et nord-américains, et orientée vers la production partagée des connaissances entre universitaires et mouvements sociaux pour favoriser la transformation de la société vers une plus grande justice sociale. Chaque texte est présenté dans sa version espagnole originale et dans sa traduction française, avec une brève mise en contexte permettant de situer celui-ci dans l’œuvre de l’auteur.
Comment lire et comprendre les pratiques culturelles africaines? Comment mobiliser les savoirs sur l’Afrique, ses arts et ses cultures sans verser dans la réification ou le folklorisme? Profondément novateur, cet ouvrage collectif mobilise les outils théoriques des cultural studies pour proposer un généreux panorama de l’étude de la culture en Afrique. Il rassemble des textes d’auteurs et d’autrices d’Afrique de l'Ouest, théoriques ou descriptifs, qui mettent en lumière la réévaluation passionnante des modes d’appréhension des pratiques et objets en contexte africain que proposent les études culturelles africaines. L’épilogue qui clôt le livre n’est donc point fermeture, mais plutôt ouverture sur les enjeux relatifs à ce nouveau champ d’études, plein de promesses pour rendre compte de l’extraordinaire créativité des cultures africaines.
Today, First Nations peoples living in Yukon, Canada are reviving and practicing their cultural traditions in exciting ways. At the same time, there has been an influx of newcomers to the territory who want to learn more about Yukon's Indigenous peoples and their cultures. With hundreds of references for those wanting to delve deeper into particular topics, ECHO is a handbook that provides the most current research pertaining to Yukon First Nations peoples. Topics include archaeology, ethnology, and lifeways, relationships with newcomers (in the past and currently), the arts, and modern-day land claims. The volume also includes interviews with research collaborators who discuss the importance of community-based research. Castillo, Schreyer, and Southwick's solidly researched handbook serves as an important tool, both for teachers and students, seeking accurate information pertaining to the Indigenous cultures of Yukon.
An exploration of different ways people from the US, Brazil and Mexico have reclaimed authority over their communities and lives in the global age.
Introduction to methods and problems in research and applications where quantitative data is analyzed to reconstruct possible pathways of development of behaviors and diseases. Special attention given to social inequalities, changes over the life course, heterogeneous pathways, and controversies with implications for policy and practice. Case studies and course projects are shaped to accommodate students with interests in fields related to health, gerontology, education, psychology, sociology, and public policy. Students are assumed to have a statistical background, but the course emphasizes the ability to frame the questions in order to collaborate well with statistical specialists; the goal is methodological "literacy" not technical expertise.
The purpose of this toolkit is to assist B.C. post-secondary institutions with evaluating and selecting resources to support their ongoing planning and delivery of training on sexualized violence.
One part of a two-part introduction to the discipline of sociology, the study of society. It examines how we come to understand and experience ourselves and the world around us and how we create culture. Students will be introduced to the study of culture, socialization, social interaction, identity formation and self-fashioning, the social construction of class, gender and race, age, deviance, and other social phenomena.
A learning module for import to LMS on the social psychology of stereotypes, racial bias, and biased policing. Also available as a standalone module on the Blackboard Coursesites platform.
From the assignment's preamble:
Largely because of the horrific videorecorded murder of George Floyd while under the restraint of four Minneapolis police officers, citizens around the world are feeling a renewed urgency to take action to recognize and act against racism. This Teach-In is designed to give you an opportunity to learn a bit more about the psychology of stereotyping, prejudice and discrimination, the racial inequities and inequalities that exist in society and in policing, your own biases, and about the societies and organizations working to remedy these inequalities and inequities.
Here is briefly what the Teach-In involves:
Reading: You will read part of a social psychology textbook on social categorization and stereotyping, and two relatively short and approachable academic journal articles.
Watching: You will watch several brief TED-type lecture talks about the topic, and a debate on the topic "Policing is Racially Biased," presenting informed arguments both in favor of that idea and against it.
Doing: You will experience how psychologists measure one aspect of bias -- implicit bias.
Writing: You will write two short reflection-style papers, and write journal entries about your feelings and experience.
This course is an introduction to families with application to personal life. It focuses on diversity in family structure, social class, race, gender, work, and its interaction with other social institutions.
1. Use theoretical frameworks to interpret the role of the family within social process and institutions.
2. Describe the nature, value, and limitations of the basic methods of studying individuals and families.
3. Using historical and contemporary examples, describe how perceived differences, combined with unequal distribution of power across economic, social, and political institutions, result in inequity.
4. Explain how difference is socially constructed.
5. Analyze current social issues, including the impact of historical and environmental influences, on family development.
6. Analyze ways in which the intersections of social categories such as race, ethnicity, social class, gender, religion, sexual orientation, disability, and age, interact with the countryâ€™s institutions to contribute to difference, power, and discrimination amongst families.
7. Synthesize multiple viewpoints and sources of evidence to generate reasonable conclusions.
This open educational resource is focused on teaching the history of the colonial legacy of Residential Schools, with an emphasis on exploring the unique history of the Shingwauk Residential School which operated in Sault Ste. Marie, Ontario, Canada. This project builds upon decades of archival research and data collection, including the recording of oral histories, under the Shingwauk Residential Schools Centre’s (SRSC) mandate of ‘sharing, healing, and learning.’ ‘Realizing Healing and Reconciliation through Education’ is designed to increase the capacity of the SRSC to educate local, regional, and national audience about the history of Residential Schools.