101 - 110 of 220 results for: SOC

The course examines how the international community has fared in promoting and protecting human rights in the world, with an emphasis on the role of the United Nations. The course will begin with an overview of debates about the state of the international human rights system in the contemporary world, and then examine how international society has addressed the challenges of implementing universal human rights principles in different local contexts across different issues. The specific rights issues examined include genocide, children's rights, labor rights, transitional justice, women's rights, indigenous rights, NGOs, and the complicated relationship between the US and global human rights. The course will feature video conference/guest lecture sessions with leading human rights scholars and practitioners, providing students with unique opportunities to hear their expert opinions based on research and experience.

This course examines a series of topics on the logic of governance in contemporary China. The main theme is on the role of the party state in China and its bureaucracies in organizing China, focusing on a set of institutions and mechanisms, such as variable coupling between the central and local governments, different modes of governance in the government bureaucracy, collusion among local governments, and campaign-style mobilization. Historical and comparative perspectives and empirical studies are used to illustrate the actual practice of governance in China. NOTE: Same as OSPBEIJ 45. Students may not earn credit for both OSPBEIJ 45 and INTLPOL 224C, SOC 216, SOC 116.

(Graduate students register for 217A.) The transformation of Chinese society from the 1949 revolution to the eve of China's reforms in 1978: creation of a socialist economy, reorganization of rural society and urban workplaces, emergence of new inequalities of power and opportunity, and new forms of social conflict during Mao's Cultural Revolution of 1966-69 and its aftermath.

(Doctoral students register for 317B.) This seminar examines scholarship on major political developments in the People's Republic of China during its first four decades. The topics to be explored in depth this year include the incorporation of Tibet and Xinjiang into the new Chinese nation-state during the 1950s, political violence during the Cultural Revolution in the late 1960s, and the nationwide political upheavals of 1989.

Why social movements arise, who participates in them, the obstacles they face, the tactics they choose, and how to gauge movement success or failure. Theory and empirical research. Application of concepts and methods to social movements such as civil rights, environmental justice, antiglobalization, and anti-war.

(Graduate students register for 220.) Forming ties, developing norms, status, conformity, deviance, social exchange, power, and coalition formation; important traditions of research have developed from the basic theories of these processes. Emphasis is on understanding basic theories and drawing out their implications for change in a broad range of situations, families, work groups, and friendship groups.

Conversations, social relationships and social networks are the core features of social life. In this course we explore how conversations, relationships, and social networks not only have their own unique and independent characteristics, but how they shape one another and come to characterize many of the settings we enter and live in. As such, students will be introduced to theories and research methodologies concerning social interaction, social relationships, and social networks, as well as descriptions of how these research strands interrelate to form a larger relational sociology that can be employed to characterize a variety of social phenomenon. This course is suitable to advanced undergraduates and doctoral students.

The field of early childhood development is undergoing a profound transformation in the 21st century. Traditional models of child development, while foundational, are increasingly challenged by the complex realities of our rapidly changing world. This course, "The New Ecology of Early Childhood," is designed to equip graduate students with a comprehensive understanding of an emerging paradigm being formulated at the Stanford Center on Early Childhood (SCEC) that reconceptualizes early childhood development within the context of contemporary global challenges and opportunities. The course is built upon the premise that the ecological systems in which children develop are no longer as clearly delineated as once conceived. Forces that were previously considered distant or indirect now exert immediate and powerful influences on children's developmental trajectories. And the prevalence of some direct influences (e.g., time spent early care and education environments, residing in extended family households) is increasing. These shifts necessitate a radical rethinking of how we understand, study, and support early childhood development. By offering a comprehensive exploration of this emerging paradigm in early childhood development, this course prepares students to navigate the complex realities of supporting all children thriving in the 21st century. It challenges students to think critically, engage with cutting-edge research, and develop innovative solutions to pressing challenges. Through this course, students will not only gain a deeper understanding of the new ecology of early childhood but also develop the skills and perspectives necessary to become effective practitioners, researchers, and advocates in this rapidly evolving field.

(Graduate students register for 226.) Theory, methods, and research. Concepts such as density, homogeneity, and centrality; applications to substantive areas. The impact of social network structure on individuals and groups in areas such as communities, neighborhoods, families, work life, and innovations.