Cisco College Introduction to Sociology Online Course Syllabus SOCI 1301 E1

Transcription

1 Cisco College Introduction to Sociology Online Course Syllabus SOCI 1301 E1 Spring Flex 2015 March 23-May 8, 2015 Jennifer Shoemake BS, MS Office: Abilene Educational Center, 37 COURSE DESCRIPTION This is an introduction course to the field of Sociology. You will be graded on your overall understanding of Sociology and its various components. You will be required to take 4 multiple choice tests and complete one research paper. Class participation (weekly discussion board posts) is imperative to your success, and you will be graded accordingly. Please read the textbook. Not only will it help guide you through the course, but it will provide essential tools in study and preparation. Credit: 3 semester hours (transferrable). This is an online lecture course. All tests and assignments can be completed from remote sites. The Canvas software system houses all aspects of the course. The following computer and technology skills are required for this course: Ability to use devices to communicate with other systems to access data, upload, download Ability to use to create, send, respond, use attachment Ability to use presentation graphics such as PowerPoint to create/view slides, displays Ability to use word processing Ability to navigate systems such as Canvas and the Internet Once you log in to our course in Canvas, please take a look at the tabs on the left hand side of the page. The tabs that we will use the most will be Assignments and Discussions. Periodically, I will send reminders via Announcements, particularly in regards to upcoming due dates. If you have any questions at any time during the course, please feel free to me. REQUIRED TEXT/MATERIALS Macionis, J (2012). Sociology. 14th Ed. Prentice Hall, Upper Saddle River, NJ. You can obtain a copy of your text book in the bookstore at both the Abilene Center or Cisco Campus COURSE OBJECTIVES Our goals in this course include, but are not limited to:

2 Employ the appropriate methods, technologies, and data that social scientists use to investigate the human condition. Examine social institutions and processes across a range of historical periods, social structures and cultures. Use and critique alternative explanatory systems and theories. Develop and communicate alternative explanations or solutions for contemporary social issues. Analyze the effects of historical, social, political, economic, cultural and global forces on the area under study. Recognize and assume one s responsibility as a citizen in a democratic society by learning to think for oneself, by engaging in public discourse, and by obtaining information through the news media and other appropriate information sources about politics and public policy. GRADE CRITERIA The course grade will be based on the number of points earned out of a possible The cutoffs for determining a letter grade will follow the traditional standard of 90 % (A), 80% (B), 70% (C), and 60% (D). You will earn points by taking four tests (500 points), completing a reflection paper (200 points), and by participating in weekly discussions via the online Discussion Board (300 points). EXAMINATIONS: There are 3 tests worth 100 points apiece, and your final exam, which will be a regular chapter exam, worth 200 points possible. The tests are composed of multiple-choice and true-false questions. Each test will have 50 questions (worth 2 points per question), and you will have 180 minutes to complete it. The test for a given week will be available via the Assignments and Quizzes tabs, and may be taken more than once, with the highest grade received being recorded. RESEARCH PAPER: Each student will be required to complete a research paper worth 200 total points. You can find the paper topic and requirements in the assignments section of Canvas. MESSAGE BOARD RESPONSES: Discussion questions will be required for each Chapter reading assignment. For 300 points toward your final grade, please reply to every topic. The only criteria for message board posts is that they be 1) relevant to the topic at hand, 2) free of any profanity or vulgar vocabulary, and 3) at least 4 sentences in length. The purpose of this is for the instructor to evaluate your knowledge and personal feelings toward the selected topics. It is the student s responsibility to monitor the message board at all times. Because this a course conducted entirely online, this is will also serve as our participation grade, and it is imperative that you pay attention to Canvas, and stay on top of our course. The last day to drop with a "W" is Friday, April 17, 2015.

3 All coursework must be completed by 11:59 PM May 8, POLICY ON MAKE-UP WORK If you know ahead of time that you will miss an exam, it is your responsibility to notify the instructor and make accommodations. THERE WILL BE NO LATE EXAMS. PAPERS WILL BE DEDUCTED ONE LETTER GRADE PER DAY NOT RECEIVED. COURSE CONTENT College-level courses may include controversial, sensitive, and/or adult material. Students are expected to have the readiness for college-level rigor and content. STUDENT CONDUCT Students are expected to take responsibility in helping to maintain a classroom environment that is conducive to learning. In order to assure that all students have the opportunity to gain from the time spent in class, students are prohibited from making offensive remarks, reading material not related to class, sleeping, or engaging in any other form of distraction. Inappropriate behavior in the classroom shall result, at a minimum, in a request to leave class. A more detailed list of inappropriate behaviors is found in the current student handbook. STUDENTS WITH SPECIAL NEEDS Students who qualify for specific accommodations under the Americans with Disabilities Act (ADA) should notify the instructor the first week of class. It is the student s responsibility to provide the necessary documentation to the Special Populations Coordinator. ACADEMIC INTEGRITY It is the intent of Cisco College to foster a spirit of complete honesty and a high standard of integrity. The attempt of students to present as their own any work they have not honestly performed is regarded by the faculty and administration as a serious offense and renders the offender liable to serious consequences, possibly suspension. Scholastic dishonesty may involve, but is not limited to, one or more of the following acts: cheating, plagiarism, collusion, use of annotated texts or teacher s editions, use of information about exams posted on the Internet or electronic medium, and/or falsifying academic records. While specific examples are listed below, this is not an exhaustive list, and scholastic dishonesty may encompass other conduct through electronic or computerized means: Plagiarism is the use of an author's words or ideas as if they were ones own without giving credit to the source, including, but not limited to, failure to acknowledge a direct quotation. Cheating is the willful giving or receiving of information in an unauthorized manner during an examination, illicitly obtaining examination questions in advance, copying computer or Internet files, using someone else's work for assignments as if it were one's own, or any other dishonest means of attempting to fulfill the requirements of a course. Collusion is intentionally aiding or attempting to aid another in an act of scholastic dishonesty, including but not limited to providing a paper or project to another student, providing an

4 inappropriate level of assistance; communicating answers to a classmate during an examination; removing tests or answer sheets from a test site, and allowing a classmate to copy answers. TENTATIVE SCHEDULE Dates/Reading/Topic Mar. 23 Mar. 30 Apr. 6 Apr. 13 Apr. 20 Apr. 27 May 4 Chapter 1: The Sociological Perspective Chapter 2: Sociological Investigation Chapter 3: Culture Exam 1 (Chapters 1-3, Worth 100 points) Chapter 4: Society Chapter 5: Socialization Chapter 6: Social Interaction in Everyday Life Exam 2 (Chapters 4-6, Worth 100 points) Chapter 7: Chapter 8: Sexuality and Society Chapter 9: Deviance Chapter 10: Social Stratification Research Papers Due 11:59 PM, Sunday, April 26 (Submitted through Canvas.) Exam 3 (Chapters 7-9, Worth 100 points) Chapter 11: Social Class in the United States Chapter 12: Global Stratification Chapter 13: Gender Stratification Final Examination: Exam 4 (Chapters only); {Worth 200 possible points}. All coursework to be complete by 11:59 PM, Wednesday, May 8, *This schedule is subject to change, and it is the student s responsibility aware of changes or additions to the course itinerary.

5 Sociology 1301 Cisco College Spring 2015 Research Paper Topics The textbook covers many topics and issues in today s society that would make great subjects. We will discuss countless social topics in class as well. Choose one social issue (i.e. an issue or problem that affects large groups of people. Example: poverty), and describe the issue at length. Discuss why the topic is interesting to you, and indicate the way and extent to which it affects people. Be specific in your examples and descriptions. Include in your paper information gathered from other research that has been done on the particular subject. What did these researchers find, and what are their theories regarding the issue at hand? Your paper should include at least one relevant, educational source. Papers are to be no less than 2 pages in content, and should include a cover page and reference sheet. The paper should be in standard APA format. Please contact me if you have any questions regarding this paper format. Papers will be graded by content, overall comprehension, and format. Papers are to be turned in, in class, no later than Sunday, April 26. LATE PAPERS WILL BE DEDUCTED ONE LETTER GRADE PER LATE DAY.

6 Newman, 1 (Paper Example: For Student Review Only) Financial Stress & Intimate Partner Violence Jennifer Newman SOC 5335 Dr. Ramirez Texas Tech University

7 Literature Review Newman 2 In evaluating cases of financial stress, it is important to distinguish the meaning of stress. Hines & Morrison (2005) define stress as The experience individuals have when the demands of the situation exceed their ability to deal with it (Hines & Morrison, 2005). Within the family, stressors can include a number of factors including children, conflict, and for the purpose of this study, financial burdens. Stress theory contributes each of the above factors to multiple situations within the family, including intimate partner violence. While stress within the family is a strong predictor of violence, but stress does not necessarily lead to violence (Hines, 2005). Stress Theory contributes ability in overcoming such stressors to social support. In instances in which an individual lacks social support and resources, the negative impacts of financial stresses is compounded (Hines, 2005). Previous research has examined the instances of intimate partner violence resulting from specific economic stressors. It has long been thought that employment can play a huge role in influencing violence within the home, as career choice and stress from daily responsibilities can negatively reinforce one another. Fox, Benson, DeMaris, & Wyk (1990) examined the household economic factors contributing to the patterns of intimate partner violence in their study titled Economic Distress and Intimate Violence: Testing Family Stress and Resource Theories. Fox & contributors closely examined the effect of job strain on intimate relationships, focusing on environmental factors that can produce added stress into the home, therefore resulting in dangerous, violent situations, specifically violence against women in these instances.

8 The researchers hypothesized that two factors would contribute to greater amounts of family violence: 1) job loss and 2) type of work environment and physical duties required of that job. After examining 13,007 respondents through intensive, longitudinal interviews, the study concluded that both factors contributed to intimate partner violence; however, job strain, such as the type of work, duties, and environment contributed to intimate partner violence on a much larger scale. Unemployment of the male partner has been commonly found to be correlated with domestic violence, as might be predicted from both family stress and comparative resource theories...beyond the fact of employment, it is also the case that the characteristics of the work one does matters. As hypothesized, among those who work, whether male or female, it is clear that the nature of the job, its effects on the worker, and the sense that working is a necessity all contribute to the risk of violence in the home (Fox, 2002). These jobs can affect individuals in different ways, and this study supports the evidence that these types of jobs involve manual labor, minimal wages/incomes, and minimal benefits. Each job leads its worker to come home needing different resources. A construction worker feels drained of energy at the end of the day, and might be more likely to violently act out. Although it is a truism, it bears repeating that not all jobs are equal, not only in earning power and job content, but also more broadly in terms of their impact of one s sense of satisfaction and well-being and the nature of the carry-over stress from workplace to home (Fox, 2002). Many other jobs that are economically un-fulfilling can lead workers to feelings of hopelessness and fear of failure. Environment, work outlook, pay, and prestige are all factors contributing to

9 personal morale and optimism. If any of these variables result in negative outlooks, stress in the home can result. While negative work situations can contribute to intimate partner violence, Smithey & Straus (2004) claim, in providing prevention mechanisms, that violence exists in this form largely because of economic, legal, and political inequalities between men and women (Smithey, 2004). The idea that men and women are un-equally designated to the responsibilities inside a household can prohibit women s growth and economic independence from men. Added stressors that are given to women such as family maintenance, daily routine, and housework all contribute the idea that women are somehow inferior to men. These roles date back to societies that have historically produced male-dominated family setups in which women s sole purpose is to prepare for and raise her family. Religion, historical beliefs, and violent family patterns can contribute to emotional and physical abuse. Patriarchal families are simply a reflection of maledominated societies where physical abuse is and oppression are justified on religious grounds as the duties of husbands (Hart, 1992). Today s male dominated society affects women s quality of life, prohibiting them from equal advancement in the workplace and home. Equality between partners in intimate relationships requires equality between men and women in all spheres of society because nonfamily economic and symbolic resources provide a basis for exerting power in the family (Smithey, 2004). In keeping women subordinate to men in the home and workplace, they remain economically fragile and unable to stand alone. In many instance of domestic abuse, the partner who is financially dependent is more likely to suffer from physical and emotional abuse. In primary prevention, Smithey claims, altering the unsafe environment and victim education are the keys to preventing further abuse (Smithey, 2004).

10 REFERENCES Broidy, L, & Agnew, R. (1997). Gender and Crime: A General Strain Theory Perspective. Journal of Research in Crime and Delinquency, 34(3), Cloward, R.A. & Ohlin, L.E. (1960). Delinquency and Opportunity. New York: Free Press. Elder, G.H, Jr, Nguyen, T.V, & Caspi, A. (1985). Linking Family Hardship to Children s Lives. Child Development 56. (pp ). Fox, G.L, Benson, M.L, DeMaris, A.A, & Van Wyk, J. (August, 2002). Economic Distress and Intimate Violence: Testing Family Stress and Resource Theories. Journal of Marriage and Family 64. (pp ). Herzberger, S.D. (1996). Violence Within the Family: Social Psychological Perspectives. (pp 87). Boulder, CO. Westview Press. Hines, D.A, & Morrison, K.M. (2005). Family Violence in the United States: Defining, Understanding, and Combating Abuse. (pp. 25). Thousand Oaks, CA, Sage. Jackson, N.A, & Oates, G.C. (1998). Violence in Intimate Relationships: Examining Sociological and Psychological Issues. (pp ). Woburn, MA. Butterworth-Heinemann. Merton, Robert. (1938). Social Structure and Anomie. American Sociological Review 3. (pp ).

11 Smithey, M, & Straus, M.A. (2004). Primary Prevention of Intimate Partner Violence Crime