Why are some diseases so dangerous? What makes societies vulnerable to epidemic disease? How do pathogens exploit these vulnerabilities? In this course we use the tools of epidemiologists to examine epidemics from the germs perspective, and the tools of social scientists to think about epidemics from the societal perspective. Course topics include avian flu, HIV/AIDS, and cholera in John Snows London.
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*This course will explore issues around social inequality in American society, incorporating recent national and international events into our discussions. We will come to understand what sociology as a theoretical and analytical discipline tells us about the ways in which individuals are stratified on the basis of socioeconomic status, gender, race, ethnicity, sexual orientation and other social markers. We will analyze competing theories about the scope, causes, maintenance, consequences, potential responses, and significance of social inequality by integrating academic and non-academic texts. Examinations of policy debates, political action, and public discourse designed to address social stratification will provide present-day relevance for our discussions. Research that captures the everyday lives of individuals will receive special attention to develop a better understanding of the structural and individual challenges faced by people at various locations of privilege and disadvantage. Lectures and discussion sections will place the book length works or selections of articles assigned in broader context and will allow students to interrogate and explore their assumptions, analyses, and prescriptions. By studying the commonalities and differences between social groups on the basis of the power that they wield and experience, we will develop a more complex understanding of the social, political, educational, and economic world.
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Law is everywhere. Law permits, prohibits, enables, legitimates, protects, and prosecutes citizens and shapes our day to day lives in countless ways. This course examines the connections and relationships of law and society using an interdisciplinary social science approach. As one of the founders of the Law and Society movement observed, law is too important to leave to lawyers. Accordingly, this course will borrow from several theoretical and interdisciplinary perspectives (such as sociology, anthropology, political science, critical studies, psychology) in order to explore the sociology of law and laws role primarily in the American context (but with some attention to international law and global human rights efforts). The thematic topics to be discussed include law and social control, laws role in societal change, and laws capacity to reach into complex social relations and intervene in existing normative institutions, organizational structures, and the like.
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The course looks at the impact of society on genderon how being a male or female makes a difference in peoples lives. We consider how social norms, the mass media, laws, public policies, and employers practices all affect the degree of gender equality or inequality in contemporary society. Topics include the sex gap in pay, occupational sex segregation, discrimination, household work, childrearing, sexuality.
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This course provides an introduction to the basic ideas of statistics as well as its application to survey data. The general objective is to make you familiar with the main principles of descriptive and inferential statistics as well as with regression analysis. In the labs you are instructed to analyse real data using the statistical software package SPSS. By the end of this course, you should be able to understand and use different graphs, tables, descriptive statistics like the mean and standard deviation, correlation and regression, confidence intervals, and hypothesis testing. This should enable you (i) to analyse your own data and to draw meaningful conclusions with regard to your research questions, and (ii) to critically read and evaluate other social science research using quantitative methods.
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What is distinctive about sociology? It is not our subject matter, as there are many perspectives on social relations and social institutions, from both inside and outside of the academy. It is not our methodsthese we share with anthropology, economics, psychology and other social sciences. What sets us apart is our conceptual toolkit, the theoretical perspectives we apply in our attempts to understand social life and human behavior. This course will give students an in-depth familiarity with the core theoretical ideas of sociology, how they developed, and to what use they have been put. Students will read selections of classic and contemporary social theory organized according to five main sociological concepts or unit-ideas: community, authority, status, the sacred, and alienation. In addition, students will read selections from works that have utilized some of these ideas in social research.
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This course is an overview of the sociology of the family focusing on the contemporary United States. We will begin the course, however, by looking at the history of family and how its form and roles within have changed over time. The course will pay particular attention to diversity in family formation and experiences by class, race/ethnicity, and sexual orientation and in how people learn their social roles and interact within family units. We will also consider how families shape individuals and their life chances through both social learning and access to resources. The final part of the course we will look at how family members balance their work and home lives including an examination of how domestic and work roles and tasks are divided up within the family.
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This course offers an introduction to the sociology of religion and investigates the role of religion in the United States. Despite sociological theories predicting the demise of religion in modernity, religion is vital and vibrant in contemporary American society. Through the sociological lens, we will examine what makes American religion particularly American, and how it functions in multiple dimension of public and private life. This course particularly encourages students to observe and experience religion through ethnographic fieldwork and interviews in Evanstons religious congregations.
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An examination of science and scientific knowledge from a sociological perspective. Topics include the nature of science as a social process, the history of science as a distinct enterprise, the status of scientific knowledge, and the role of science and technology in the contemporary world.
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This course introduces students to gender as an organizing principle in the Israeli society, Jewish and Arab. The course will focus on families, organizations, law, politics, ethnicity and religion, and especially how gender is connected to the conflict and militarization. We will explain differences between men and women, and how they are assigned different roles in various institutions, and how they have different levels of social, economic, and political power in the Israeli society
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This course is part of the quantitative methods sequence for graduate students in sociology. The main topic of the course is the theory and practice of linear regression analysis. We will cover simple and multiple linear regression, ordinary least squares and weighted least squares, regression assumptions, regression diagnostics, basic path models, and data transformations. If time permits, we may also cover instrumental variables techniques, fixed and random effects models, and basic logistic regression.
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The problem with learning to do fieldwork is that you need to learn everything all at once. Fieldwork defies compartmentalization or much setting of priorities. For the most part, people learn to do fieldwork rather than being taught to do it. On the theory that learning to do fieldwork is more a matter of being socialized rather than of learning techniques, the course is arranged to provide a concentrated exposure to fieldwork. Through your own and your colleagues' field experiences and five quite different books by fieldworkers, you will be exposed to a wide variety of field settings. These monographs and your own experiences will also provide us with a common base to draw on in reflecting on the methodological and ethical issues addressed in the pieces on how to do fieldwork and ethnographic writing.
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Modern here means those things that were contemporary when the senior faculty were in graduate school: Levi-Strauss, Geertz, Goffman, Becker, Selznick, Parsons, Merton, Lipset, Converse, Heise, Kenneth Burke and James March are examples of important thinkers of that generation.
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For students who have studied Spanish less than one year. Communicative method. Development of speaking, listening, conversation, and grammar skills through context. Three class meetings a week. Outside online video lab twice a week.
Score: 6.603603 Details | Listing | Web page
Second course of sequence designed to develop speaking strategies and structures through examination of culturally related topics in the Spanish-speaking world. Emphasis on formal conversation and specialized vocabulary.
Score: 6.603603 Details | Listing | Web page
An advanced course for developing communication skills in Spanish for health care purposes. Emphasis on language skills for the medical field, specialized terminology and vocabulary, and cultural nuances in the Spanish-speaking world.
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An introduction to textual analysis and to topics such as genre, narratology, prosody, and figurative language, aiming to prepare the student to read, discuss, and write analytically in Spanish about literature and culture.
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A survey of the modern period, including modernismo, the historical avant-garde, the Boom, and recent literary trends. Authors such as Delmira Agustini, Jorge Luis Borges, Julio Cortázar, Rubén Darío, Gabriel García Márquez, José Martí, Pablo Neruda, Cristina Peri Rossi, Elena Poniatowska.
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Close reading of Don Quixote, with attention to its historical and cultural context.
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The use of memory and history in fiction and film produced after the proclamation of the Second Republic. Approaches to rewriting myth and history in autobiography, historiography, and historical fiction
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Poetry, prose, and visual art by major figures and groups in 20th-century vanguard movements. Works by authors such as Roberto Arlt, Jorge Luis Borges, Alejo Carpentier, Nicolás Guillén, Felisberto Hernández, Vicente Huidobro, Manuel Maples Arce, and César Vallejo.
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The poetry essays, and short fiction of Jorge Luis Borges
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We will develop fundamental concepts of probability and statistical theory, with applications. Topics include sample spaces, probability measures, conditional probability, independence, random variables, distributions, expected values, variance, and limit theory. The sequence (320-2) emphasizes statistical inference.
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The objective of this course is to provide a solid introduction to the methods and underlying theory of modern time series analysis. The main focus will be on modeling and forecasting second-order stationary processes in the framework of the classical linear ARMA model. We will also discuss nonlinear GARCH models which are popular for financial time series.
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This course will-through both reading and writing-explore the art of what is often called literary journalism, narrative nonfiction, or what John McPhee calls "the literature of fact." The best of nonfiction narrative wields a fierce power, poking and prodding our preconceptions of the world, pushing us to look at ourselves and others through a different prism. What makes for a compelling story? (What tools might we borrow from fiction?) Why employ the use of narrative? How does it help form our view of people and events? We'll explore the craft of reporting and research which borrows from a variety of disciplines, including anthropology, history and sociology - and work with rigor and discipline on the art of good writing. We'll read nonfiction narratives-both book and magazine articles-on a host of subjects, ranging from war and poverty to the environment and sports. We'll work in this class as a professional writer might, from draft to draft. There will be regular writing assignments, and students will be asked to craft a longer narrative on a subject of interest to them. The course will be run as a seminar, so there will be an emphasis on critical class discussion.
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