Core subject for students majoring in management science. Surveys individual and social psychology and organization theory interpreted in the context of the managerial environment. Laboratory involves projects of an applied nature in behavioral science. Emphasizes use of behavioral science research methods to test hypotheses concerning organizational behavior. Instruction and practice in communication include report writing, team decision-making, and oral and visual presentation.

" This course is an examination of philosophical theories of action and motivation in the light of empirical findings from social psychology, sociology, and neuroscience. Topics include belief, desire, and moral motivation; sympathy and empathy; intentions and other committing states; strength of will and weakness of will; free will; addiction and compulsion; guilt, shame and regret; evil; self-knowledge and self-deception; and, virtues and character traits. This course is a CI-M course."

Networks are a ubiquitous way to represent complex systems, including those in the social and economic sciences. The goal of the course is to equip students with conceptual tools that can help them understand complex systems that emerge in both nature and social systems. This is a course intended for a general audience and will discuss applications of networks and complexity to diverse systems, including epidemic spreading, social networks and the evolution of economic development.

OER Social Problems Course Please feel free to take/modify/use all or a few of the resources provided in the OER. All resources licensed under a Creative Commons Attribution-ShareAlike 4.0 International License by Katie Cali, except where noted.

Examines theory and research on the relationship of organizations to each other and to their economic, political, and social environments. Classic and contemporary approaches to complex social systems, the dynamics of inertia and change, the role of legitimacy, and the production of change as an intended or unintended consequence. Considers the relative roles of voluntarism and determinism in the pursuit of organizational agendas and in the shaping of organizational environments, for example, with respect to changing employment relationships and environmentalism. Primarily for doctoral students. The goal of this doctoral course is to familiarize students with major conceptual frameworks, debates, and developments in contemporary organization theory. This is an inter-disciplinary domain of inquiry drawing primarily from sociology, and secondarily from economics, psychology, anthropology, and political science. The course focuses on inter-organizational processes, and also addresses the economic, institutional and cultural contexts that organizations must face. This is an introduction to a vast and multifaceted domain of inquiry. Due to time limitations, this course will touch lightly on many important topics, and neglect others entirely; its design resembles more a map than an encyclopedia. Also, given the focus on theoretical matters, methodological issues will move to the background. Empirical material will be used to illustrate how knowledge is produced from a particular standpoint and trying to answer particular questions, leaving the bulk of the discussion on quantitative and qualitative procedures to seminars such as 15.347, 15.348, and the like.

This book has been created for students and all individuals who work with children and families (e.g., educators, parents, caregivers, direct support workers, etc.) in diverse contexts. It is imperative to understand how and what factors may influence child outcomes across the lifespan. Therefore, key concepts related to parenting, child-rearing, care-giving, and parenting education are outlined in this textbook to provide historical, theoretical, and practical perspectives across vast settings and developmental domains.

Table of Contents
I. Key Concepts
II. Parenting Theory
III. Family Theories
IV. Parenting Styles
V. Child-Rearing Strategies
VI. Child-rearing in a Variety of Contexts
VII. Developmental Milestones

Pop Culture in the US Course Playlist:

How to Annotate the Syllabus
How to Find an Academic Article
How to Use Blogger
How to Find Feedback in Blackboard
An Explanation of Plagiarism and Academic Honesty
10 Mistakes with Online Learning
An Instructor's Approach to Teaching
Why a Class on Popular Culture
Historical Background of Popular Culture
Growing Forms of Popular Culture
How do we explore popular culture
An Example of Popular Culture
What Is Theory
Mass Culture Theory Part 1: Introduction
Mass Culture Theory Part 2 (of 3): Problems With Mass Culture Theory
Mass Culture Theory Part 3 (of 3): Examples
Semiology and Popular Culture
The Frankfurt School on Popular Culture Part 1 (of 3)
The Frankfurt School on Popular Culture Part 3 (of 3)
Hegemony and Popular Culture
Postmodernism and Popular Culture
Race and Ethnicity in Popular Culture
African American Identity in Popular Culture Part 1 (of 3)
African American Identity in Popular Culture Part 2 (of 3)
African American Identity in Popular Culture Part 3 (of 3)
Feminism and Popular Culture
Gender Sex and Sexuality in Popular Culture Part 1
Gender Sex and Sexuality in Popular Culture Part 2
A Brief History of Comics Part 1 (of 3)
A Brief History of Comics Part 2 (of 3)
The American Dream and Class Mobility
The Cowboy and Western in Popular Culture
Fandoms and Popular Culture
Post 9/11 Zombie Narratives
The Weekly Pop: Episode #1
The Weekly Pop: Episode #2
The Weekly Pop: Episode #3
The Weekly Pop: Episode #4
The Weekly Pop: Episode #5
The Weekly Pop: Episode 6: The Liberal Arts Lecture Part 1 (of 3)
The Weekly Pop: Episode 7: The Liberal Arts Lecture Part 2 (of 3)
The Weekly Pop: Episode 8: The Liberal Arts Lecture Part 3 (of 3)
Vampires Get You Famous, But the Hulk Will Get You Sued - (LS)^2 Spring 2018
Subject vs Theme vs Commentary
5 Bits of Advice About An Educated Life
Introduction to the Course Syllabus
Introduction to Module 1
Guide to the Assignment Guide
Course Introduction Popular Culture in the US
Video Tour of Popular Culture Course
Writing Better Papers - Common Mistakes in Papers

Using examples from anthropology and sociology alongside classical and contemporary social theory, this course explores the nature of dominant and subordinate relationships, types of legitimate authority, and practices of resistance. The course also examines how we are influenced in subtle ways by the people around us, who makes controlling decisions in the family, how people get ahead at work, and whether democracies, in fact, reflect the "will of the people..

Principles of Sociological Inquiry: Qualitative and Quantitative Methods also provides balanced coverage of qualitative and quantitative approaches by integrating a variety of examples from recent and classic sociological research. The text challenges students to debate and discuss the strengths and weaknesses of both approaches.

Finally, one of the most important goals Amy had for Principles of Sociological Inquiry: Qualitative and Quantitative Methods was to introduce students to the core principles of social research in a way that is straightforward and engaging. As such, the text reflects public sociology’s emphasis on making sociology accessible and readable. No one can validate that claim more than a teacher or student. So, take a look for yourself today and review Principles of Sociological Inquiry: Qualitative and Quantitative Methods by Amy Blackstone to see if its approach toward relevance, balance, and accessibility are right for your course and students.

The author of Principles of Sociological Inquiry: Qualitative and Quantitative Methods, Amy Blackstone, started envisioning this textbook while sitting in her own undergraduate sociology research methods class. She enjoyed the material but wondered about its relevance to her everyday life and future plans (the idea that one day she would be teaching such a class hadn't yet occurred to her).

This sociology text is available in Canvas Commons. If the provided link does not work, please search “ASCCC” in Canvas Commons to find all ASCCC OERI resources. This is an update of a text supported by the ASCCC OERI and originally written by Ron Hammond and Paul Cheney of Utah Valley University.

Intro to Soc Textbook
Chapter 1: The Sociological Imagination
Chapter 1: The Sociological Imagination is published
Chapter 2: Sociological Beginnings
Chapter 2: Sociological Beginnings is published
Chapter 3: Social Theories
Chapter 3: Social Theories is published
Chapter 4: Sociologists Doing Research
Chapter 4: Sociologists Doing Research is published
Chapter 5: Culture
Chapter 5: Culture is published
Chapter 6: Socialization
Chapter 6: Socialization is published
Chapter 7: Social Groups and Collective Behavior
Chapter 7: Social Groups and Collective Behavior is published
Chapter 8: Populations and Urbanization
Chapter 8: Populations and Urbanization is published
Chapter 9: Popular Culture and Media
Chapter 9: Popular Culture and Media is published
Chapter 10: Deviance
Chapter 10: Deviance is published
Chapter 11: Crime and Social Control
Chapter 11: Crime and Social Control is published
Chapter 12: Social Stratification
Chapter 12: Social Stratification is published
Chapter 13: Race and Ethnicity
Chapter 13: Race and Ethnicity is published
Chapter 14: Sex and Gender
Chapter 14: Sex and Gender is published
Chapter 15: Aging
Chapter 15: Aging is published
Chapter 16: Politics and the Economy
Chapter 16: Politics and the Economy is published
Chapter 17: Religion
Chapter 17: Religion is published
Chapter 18: The Family
Chapter 18: The Family is published
Chapter 19: Education

This course examines the nature of attitudes, beliefs, and values, and the influences which indiviudals' attitudes have upon their behavior. Various theories of attitude organization and attitude change are discussed, and the development of social attitudes is explored by examining the differential impact of the family, the educational system, the mass media, and the general social environment. The changing content of public opinion over time and its relationship to the political system are also discussed.

Social Problems: Continuity and Change by Steve Barkan is a realistic but motivating look at the many issues that are facing our society today. As this book’s subtitle, Continuity and Change, implies, social problems are persistent, but they have also improved in the past and can be improved in the present and future, provided that our nation has the wisdom and will to address them.

It is easy for students to read a social problems textbook and come away feeling frustrated by the enormity of the many social problems facing us today. Social Problems: Continuity and Change certainly does not minimize the persistence of social problems, but neither does it overlook the possibilities for change offered by social research and by the activities of everyday citizens working to make a difference. Readers of Steve Barkan’s book will find many examples of how social problems have been improved and of strategies that hold great potential for solving them today and in the future.

You will find several pedagogical features help to convey the “continuity and change” theme of this text and the service sociology vision in which it is grounded: Each chapter begins with a “Social Problems in the News” story related to the social problem discussed in that chapter. These stories provide an interesting starting point for the chapter’s discussion and show its relevance for real-life issues. Three types of boxes in each chapter provide examples of how social problems have been changed and can be changed.

Every society faces problems that are more than just individual troubles. In this course we will use a sociological perspective to critically examine the bases of social inequality and the resultant problems in society. We will explore concerns related to families, education, the workplace, the media, poverty, crime, drug abuse, health issues, war and terrorism, the environment and global concerns. We will also look at social action and possible solutions to these problems through both individual and community efforts.

This course examines interpersonal and group dynamics, considers how the thoughts, feelings, and actions of individuals are influenced by (and influence) the beliefs, values, and practices of large and small groups. Learning occurs through a combination of lectures, demonstrations and in-class activities complemented by participation in small study groups and completion of homework assignments.

Intensive reading and analysis of key works in the theory and methods of the social study of science and technology. Aims at understanding the different questions and methods social scientists have posed and used in exploring how social context and norms influence the work of scientists and engineers. Students read studies of science labs, science policy, Internet culture, and science in popular culture.

This course explores how social theories of urban life can be related to the city's architecture and spaces. It is grounded in classic or foundational writings about the city addressing such topics as the public realm and public space, impersonality, crowds and density, surveillance and civility, imprinting time on space, spatial justice, and the segregation of difference. The aim of the course is to generate new ideas about the city by connecting the social and the physical, using Boston as a visual laboratory. Students are required to present a term paper mediating what is read with what has been observed.

Supplementary work on individual or group basis. Registration subject to prior arrangement for subject matter and supervision by staff. From the course home page: Millions of people are on-line today and the number is rapidly growing - yet this virtual crowd is often invisible. In this course we will examine ways of visualizing people, their activities and their interactions. Students will study the cognitive and cultural basis for social visualization through readings drawn from sociology, psychology and interface design and they will explore new ways of depicting virtual crowds and mapping electronic spaces through a series of design exercises.

Introductory Sociology Course developed through the Ohio Department of Higher Education OER Innovation Grant. The course is part of the Ohio Transfer Module and is also named OSS021. For more information about credit transfer between Ohio colleges and universities, please visit: www.ohiohighered.org/transfer.