This series of presentations are an accompaniment to terrific textbook 'Sociology, 7th edition' by Giddens and Sutton (2013). There is a very strong focus on visuals, with many additional short activities designed to foster interaction between teachers and students.
The text from Giddens and Sutton is usually paraphrased and reworded to aid the comprehension of students, particularity those of lower language ability than Giddens and Sutton had in mind.
The sociology of the age and the life course is the perfect embodiment of contemporary sociology as a whole, and a branch of the discipline with direct relevance to every individual in late-modern capitalist industrial societies.
Sociology is the study of how the structure of any particular society largely dictates how individuals must live; the analysis of the plight of the modern individual in a rapidly changing world. By using this frame of reference, we often reveal social phenomena previously regarded as "natural" and eternal as -in actual fact- "social constructions" that are completely dependent on the socio-historical era for their own existence.
The sociology of the life course looks at how the meanings attached to something as fundamental as a "stage of life" (e.g. childhood) change across time and space; in other words, in different historical eras and -still today- in different places around this complex and diverse planet, the expectations attached to -say- being pre-teen, a teenager, or someone over the age of 50 are products of capitalist, industrial modernity and therefore very, very recent developments in our 800,000 year human history.
This series begins with an introduction to the different aspects of ageing, with an emphasis on the development of social self (looking-glass self), which is something all humans do regardless of time and space; it is part of the psychological process of growing up in all societies.
We then establish what social ageing is; the fundamentals of the sociology of ageing.
Later chapters of the series analyze the different stages of life, in turn, in socio-historical perspective; beginning with what we would today call "childhood" (pre-teen), before looking at "youth", "young adulthood", "mature adulthood" and finally "later life".
The Sociology of the Life Course 4- Young Adulthood and the Demographic Trans...brunogiegerich
This series of presentations are an accompaniment to terrific textbook 'Sociology, 7th edition' by Giddens and Sutton (2013). There is a very strong focus on visuals, with many additional short activities designed to foster interaction between teachers and students.
The text from Giddens and Sutton is usually paraphrased and reworded to aid the comprehension of students, particularity those of lower language ability than Giddens and Sutton had in mind.
The sociology of the age and the life course is the perfect embodiment of contemporary sociology as a whole, and a branch of the discipline with direct relevance to every individual in late-modern capitalist industrial societies.
Sociology is the study of how the structure of any particular society largely dictates how individuals must live; the analysis of the plight of the modern individual in a rapidly changing world. By using this frame of reference, we often reveal social phenomena previously regarded as "natural" and eternal as -in actual fact- "social constructions" that are completely dependent on the socio-historical era for their own existence.
The sociology of the life course looks at how the meanings attached to something as fundamental as a "stage of life" (e.g. childhood) change across time and space; in other words, in different historical eras and -still today- in different places around this complex and diverse planet, the expectations attached to -say- being pre-teen, a teenager, or someone over the age of 50 are products of capitalist, industrial modernity and therefore very, very recent developments in our 800,000 year human history.
This series begins with an introduction to the different aspects of ageing, with an emphasis on the development of social self (looking-glass self), which is something all humans do regardless of time and space; it is part of the psychological process of growing up in all societies.
We then establish what social ageing is; the fundamentals of the sociology of ageing.
Later chapters of the series analyze the different stages of life, in turn, in socio-historical perspective; beginning with what we would today call "childhood" (pre-teen), before looking at "youth", "young adulthood", "mature adulthood" and finally "later life".
The Sociology of the Life Course 1 - An introduction to the sociology of agei...brunogiegerich
This series of presentations are an accompaniment to terrific textbook 'Sociology, 7th edition' by Giddens and Sutton (2013). There is a very strong focus on visuals, with many additional short activities designed to foster interaction between teachers and students.
The text from Giddens and Sutton is usually paraphrased and reworded to aid the comprehension of students, particularity those of lower language ability than Giddens and Sutton had in mind.
The sociology of the age and the life course is the perfect embodiment of contemporary sociology as a whole, and a branch of the discipline with direct relevance to every individual in late-modern capitalist industrial societies.
Sociology is the study of how the structure of any particular society largely dictates how individuals must live; the analysis of the plight of the modern individual in a rapidly changing world. By using this frame of reference, we often reveal social phenomena previously regarded as "natural" and eternal as -in actual fact- "social constructions" that are completely dependent on the socio-historical era for their own existence.
The sociology of the life course looks at how the meanings attached to something as fundamental as a "stage of life" (e.g. childhood) change across time and space; in other words, in different historical eras and -still today- in different places around this complex and diverse planet, the expectations attached to -say- being pre-teen, a teenager, or someone over the age of 50 are products of capitalist, industrial modernity and therefore very, very recent developments in our 800,000 year human history.
This series begins with an introduction to the different aspects of ageing, with an emphasis on the development of social self (looking-glass self), which is something all humans do regardless of time and space; it is part of the psychological process of growing up in all societies.
We then establish what social ageing is; the fundamentals of the sociology of ageing.
Later chapters of the series analyze the different stages of life, in turn, in socio-historical perspective; beginning with what we would today call "childhood" (pre-teen), before looking at "youth", "young adulthood", "mature adulthood" and finally "later life".
The sociology of the life course 6 later life with emphasis on vietnam and t...brunogiegerich
This series of presentations are an accompaniment to terrific textbook 'Sociology, 7th edition' by Giddens and Sutton (2013). There is a very strong focus on visuals, with many additional short activities designed to foster interaction between teachers and students.
The text from Giddens and Sutton is usually paraphrased and reworded to aid the comprehension of students, particularity those of lower language ability than Giddens and Sutton had in mind.
The sociology of the age and the life course is the perfect embodiment of contemporary sociology as a whole, and a branch of the discipline with direct relevance to every individual in late-modern capitalist industrial societies.
Sociology is the study of how the structure of any particular society largely dictates how individuals must live; the analysis of the plight of the modern individual in a rapidly changing world. By using this frame of reference, we often reveal social phenomena previously regarded as "natural" and eternal as -in actual fact- "social constructions" that are completely dependent on the socio-historical era for their own existence.
The sociology of the life course looks at how the meanings attached to something as fundamental as a "stage of life" (e.g. childhood) change across time and space; in other words, in different historical eras and -still today- in different places around this complex and diverse planet, the expectations attached to -say- being pre-teen, a teenager, or someone over the age of 50 are products of capitalist, industrial modernity and therefore very, very recent developments in our 800,000 year human history.
This series begins with an introduction to the different aspects of ageing, with an emphasis on the development of social self (looking-glass self), which is something all humans do regardless of time and space; it is part of the psychological process of growing up in all societies.
We then establish what social ageing is; the fundamentals of the sociology of ageing.
Later chapters of the series analyze the different stages of life, in turn, in socio-historical perspective; beginning with what we would today call "childhood" (pre-teen), before looking at "youth", "young adulthood", "mature adulthood" and finally "later life".
Overcoming ageism through education for the third age (2017)Georgi Stankov
Article, published in the volume of reports from AIUTA conference, Bratislava, Slovakia.
The paper is on Academia.edu: https://goo.gl/dcEBLk
The presentation from the conference is accessible here: https://www.slideshare.net/dunyata/overcoming-ageism-through-education-for-the-thirdage
VINTAGE. Re-Thinking Age.
When we talk about Vintage products we denote something from the past of high quality, something that represents the best of its kind. We acknowledge its value and believe in its potential to make a comeback. But why do we appreciate age when it comes to handcrafts, clothing, wine and whiskey, and not when it comes to people?
In my talk, I want to share my thoughts and learnings from the last couple of months with you. I will tell you stories about people who don’t want to be called old, give you examples that might change your mind about age and stop you from being worried about growing older. But, I will also talk about the uncomfortable truth about an ageing population and the consequences, about loneliness, suicide and poverty among elderly. All of it with one goal: to start thinking about age as a value instead of a burden.
A look at how college/grad school "Millennial Generation" students are changing the way we teach. 1. Describing the Millennials 2. Teaching Millennials 3. Millennials as Law Students
The Sociology of the Life Course 2- childhoodbrunogiegerich
This series of presentations are an accompaniment to terrific textbook 'Sociology, 7th edition' by Giddens and Sutton (2013). There is a very strong focus on visuals, with many additional short activities designed to foster interaction between teachers and students.
The text from Giddens and Sutton is usually paraphrased and reworded to aid the comprehension of students, particularity those of lower language ability than Giddens and Sutton had in mind.
The sociology of the age and the life course is the perfect embodiment of contemporary sociology as a whole, and a branch of the discipline with direct relevance to every individual in late-modern capitalist industrial societies.
Sociology is the study of how the structure of any particular society largely dictates how individuals must live; the analysis of the plight of the modern individual in a rapidly changing world. By using this frame of reference, we often reveal social phenomena previously regarded as "natural" and eternal as -in actual fact- "social constructions" that are completely dependent on the socio-historical era for their own existence.
The sociology of the life course looks at how the meanings attached to something as fundamental as a "stage of life" (e.g. childhood) change across time and space; in other words, in different historical eras and -still today- in different places around this complex and diverse planet, the expectations attached to -say- being pre-teen, a teenager, or someone over the age of 50 are products of capitalist, industrial modernity and therefore very, very recent developments in our 800,000 year human history.
This series begins with an introduction to the different aspects of ageing, with an emphasis on the development of social self (looking-glass self), which is something all humans do regardless of time and space; it is part of the psychological process of growing up in all societies.
We then establish what social ageing is; the fundamentals of the sociology of ageing.
Later chapters of the series analyze the different stages of life, in turn, in socio-historical perspective; beginning with what we would today call "childhood" (pre-teen), before looking at "youth", "young adulthood", "mature adulthood" and finally "later life".
The Sociology of the Life Course 4- Young Adulthood and the Demographic Trans...brunogiegerich
This series of presentations are an accompaniment to terrific textbook 'Sociology, 7th edition' by Giddens and Sutton (2013). There is a very strong focus on visuals, with many additional short activities designed to foster interaction between teachers and students.
The text from Giddens and Sutton is usually paraphrased and reworded to aid the comprehension of students, particularity those of lower language ability than Giddens and Sutton had in mind.
The sociology of the age and the life course is the perfect embodiment of contemporary sociology as a whole, and a branch of the discipline with direct relevance to every individual in late-modern capitalist industrial societies.
Sociology is the study of how the structure of any particular society largely dictates how individuals must live; the analysis of the plight of the modern individual in a rapidly changing world. By using this frame of reference, we often reveal social phenomena previously regarded as "natural" and eternal as -in actual fact- "social constructions" that are completely dependent on the socio-historical era for their own existence.
The sociology of the life course looks at how the meanings attached to something as fundamental as a "stage of life" (e.g. childhood) change across time and space; in other words, in different historical eras and -still today- in different places around this complex and diverse planet, the expectations attached to -say- being pre-teen, a teenager, or someone over the age of 50 are products of capitalist, industrial modernity and therefore very, very recent developments in our 800,000 year human history.
This series begins with an introduction to the different aspects of ageing, with an emphasis on the development of social self (looking-glass self), which is something all humans do regardless of time and space; it is part of the psychological process of growing up in all societies.
We then establish what social ageing is; the fundamentals of the sociology of ageing.
Later chapters of the series analyze the different stages of life, in turn, in socio-historical perspective; beginning with what we would today call "childhood" (pre-teen), before looking at "youth", "young adulthood", "mature adulthood" and finally "later life".
The Sociology of the Life Course 1 - An introduction to the sociology of agei...brunogiegerich
This series of presentations are an accompaniment to terrific textbook 'Sociology, 7th edition' by Giddens and Sutton (2013). There is a very strong focus on visuals, with many additional short activities designed to foster interaction between teachers and students.
The text from Giddens and Sutton is usually paraphrased and reworded to aid the comprehension of students, particularity those of lower language ability than Giddens and Sutton had in mind.
The sociology of the age and the life course is the perfect embodiment of contemporary sociology as a whole, and a branch of the discipline with direct relevance to every individual in late-modern capitalist industrial societies.
Sociology is the study of how the structure of any particular society largely dictates how individuals must live; the analysis of the plight of the modern individual in a rapidly changing world. By using this frame of reference, we often reveal social phenomena previously regarded as "natural" and eternal as -in actual fact- "social constructions" that are completely dependent on the socio-historical era for their own existence.
The sociology of the life course looks at how the meanings attached to something as fundamental as a "stage of life" (e.g. childhood) change across time and space; in other words, in different historical eras and -still today- in different places around this complex and diverse planet, the expectations attached to -say- being pre-teen, a teenager, or someone over the age of 50 are products of capitalist, industrial modernity and therefore very, very recent developments in our 800,000 year human history.
This series begins with an introduction to the different aspects of ageing, with an emphasis on the development of social self (looking-glass self), which is something all humans do regardless of time and space; it is part of the psychological process of growing up in all societies.
We then establish what social ageing is; the fundamentals of the sociology of ageing.
Later chapters of the series analyze the different stages of life, in turn, in socio-historical perspective; beginning with what we would today call "childhood" (pre-teen), before looking at "youth", "young adulthood", "mature adulthood" and finally "later life".
The sociology of the life course 6 later life with emphasis on vietnam and t...brunogiegerich
This series of presentations are an accompaniment to terrific textbook 'Sociology, 7th edition' by Giddens and Sutton (2013). There is a very strong focus on visuals, with many additional short activities designed to foster interaction between teachers and students.
The text from Giddens and Sutton is usually paraphrased and reworded to aid the comprehension of students, particularity those of lower language ability than Giddens and Sutton had in mind.
The sociology of the age and the life course is the perfect embodiment of contemporary sociology as a whole, and a branch of the discipline with direct relevance to every individual in late-modern capitalist industrial societies.
Sociology is the study of how the structure of any particular society largely dictates how individuals must live; the analysis of the plight of the modern individual in a rapidly changing world. By using this frame of reference, we often reveal social phenomena previously regarded as "natural" and eternal as -in actual fact- "social constructions" that are completely dependent on the socio-historical era for their own existence.
The sociology of the life course looks at how the meanings attached to something as fundamental as a "stage of life" (e.g. childhood) change across time and space; in other words, in different historical eras and -still today- in different places around this complex and diverse planet, the expectations attached to -say- being pre-teen, a teenager, or someone over the age of 50 are products of capitalist, industrial modernity and therefore very, very recent developments in our 800,000 year human history.
This series begins with an introduction to the different aspects of ageing, with an emphasis on the development of social self (looking-glass self), which is something all humans do regardless of time and space; it is part of the psychological process of growing up in all societies.
We then establish what social ageing is; the fundamentals of the sociology of ageing.
Later chapters of the series analyze the different stages of life, in turn, in socio-historical perspective; beginning with what we would today call "childhood" (pre-teen), before looking at "youth", "young adulthood", "mature adulthood" and finally "later life".
Overcoming ageism through education for the third age (2017)Georgi Stankov
Article, published in the volume of reports from AIUTA conference, Bratislava, Slovakia.
The paper is on Academia.edu: https://goo.gl/dcEBLk
The presentation from the conference is accessible here: https://www.slideshare.net/dunyata/overcoming-ageism-through-education-for-the-thirdage
VINTAGE. Re-Thinking Age.
When we talk about Vintage products we denote something from the past of high quality, something that represents the best of its kind. We acknowledge its value and believe in its potential to make a comeback. But why do we appreciate age when it comes to handcrafts, clothing, wine and whiskey, and not when it comes to people?
In my talk, I want to share my thoughts and learnings from the last couple of months with you. I will tell you stories about people who don’t want to be called old, give you examples that might change your mind about age and stop you from being worried about growing older. But, I will also talk about the uncomfortable truth about an ageing population and the consequences, about loneliness, suicide and poverty among elderly. All of it with one goal: to start thinking about age as a value instead of a burden.
A look at how college/grad school "Millennial Generation" students are changing the way we teach. 1. Describing the Millennials 2. Teaching Millennials 3. Millennials as Law Students
The Sociology of the Life Course 2- childhoodbrunogiegerich
This series of presentations are an accompaniment to terrific textbook 'Sociology, 7th edition' by Giddens and Sutton (2013). There is a very strong focus on visuals, with many additional short activities designed to foster interaction between teachers and students.
The text from Giddens and Sutton is usually paraphrased and reworded to aid the comprehension of students, particularity those of lower language ability than Giddens and Sutton had in mind.
The sociology of the age and the life course is the perfect embodiment of contemporary sociology as a whole, and a branch of the discipline with direct relevance to every individual in late-modern capitalist industrial societies.
Sociology is the study of how the structure of any particular society largely dictates how individuals must live; the analysis of the plight of the modern individual in a rapidly changing world. By using this frame of reference, we often reveal social phenomena previously regarded as "natural" and eternal as -in actual fact- "social constructions" that are completely dependent on the socio-historical era for their own existence.
The sociology of the life course looks at how the meanings attached to something as fundamental as a "stage of life" (e.g. childhood) change across time and space; in other words, in different historical eras and -still today- in different places around this complex and diverse planet, the expectations attached to -say- being pre-teen, a teenager, or someone over the age of 50 are products of capitalist, industrial modernity and therefore very, very recent developments in our 800,000 year human history.
This series begins with an introduction to the different aspects of ageing, with an emphasis on the development of social self (looking-glass self), which is something all humans do regardless of time and space; it is part of the psychological process of growing up in all societies.
We then establish what social ageing is; the fundamentals of the sociology of ageing.
Later chapters of the series analyze the different stages of life, in turn, in socio-historical perspective; beginning with what we would today call "childhood" (pre-teen), before looking at "youth", "young adulthood", "mature adulthood" and finally "later life".
Generational values in organizationa behaviorMilton Kumar
Generational values in Organizational behavior, Different generations like Traditional, baby boomers, generation X, generation Y, Similarities and dissimilarities of different generational values.
This is a presentation that I gave to the National Parachute Association Conference on the Gold Coast. It looked at what different generations want from their recreation experience and why activities such as sky diving as becoming so popular.
Supporting vulnerable families to prevent children being taken into careFEANTSA
Presentation given by Dann Kenningham, ATD Fourth World (U.K.) at the 2013 FEANTSA conference, "Investing in young people to prevent a lost generation: policy and practice in addressing youth homelessness"
http://feantsa.org/spip.php?article1596&lang=en
This May 1, 2015 presentation to Democracy for Monroe County in Bloomington, Indiana examines the heavy price we pay for tolerating extreme inequality -- and explores how linking pay at the top to pay at the bottom just might start trimming our plutocracy down to democratic size.
Generational values in organizationa behaviorMilton Kumar
Generational values in Organizational behavior, Different generations like Traditional, baby boomers, generation X, generation Y, Similarities and dissimilarities of different generational values.
This is a presentation that I gave to the National Parachute Association Conference on the Gold Coast. It looked at what different generations want from their recreation experience and why activities such as sky diving as becoming so popular.
Supporting vulnerable families to prevent children being taken into careFEANTSA
Presentation given by Dann Kenningham, ATD Fourth World (U.K.) at the 2013 FEANTSA conference, "Investing in young people to prevent a lost generation: policy and practice in addressing youth homelessness"
http://feantsa.org/spip.php?article1596&lang=en
This May 1, 2015 presentation to Democracy for Monroe County in Bloomington, Indiana examines the heavy price we pay for tolerating extreme inequality -- and explores how linking pay at the top to pay at the bottom just might start trimming our plutocracy down to democratic size.
KAFKAS ÜNİVERSİTESİ/KAFKAS UNIVERSITY
SOCIOLOGY
Course
LECTURE NOTES AND POWER POINT PRESENTATIONS
Prof.Dr. Halit Hami ÖZ
Kars, TURKEY
hamioz@yahoo.com
Presentation by Sheila Webber for the Critical Approaches to Libraries Conference 2020 held online, on 13 May 2020. A version was also given for the Virtual Worlds MOOC (in Second Life) . References at https://docs.google.com/document/d/14F9sEHZ8Fq0wI5gZ1IVkPGP-I88bOcWm02D7n8Vu1cg/edit?usp=sharing
The Golden Veil Of Globalization- The Seen And The Hiddenuniquebird
we all suck from inflation,recession,greedy companies and "not always healthy" products. but do we always understand their integration?
the big picture? which connects all of them.. it is 21st century- Globalization.
explore how much do we get to SEE and how many things are HIDDEN?
An Eden Project Field Guide to working with older peopleEdenProjectWebTeam
The UK has an ageing population. There are more people over 65 than there are people under 16.
What impact is this having on our communities? How does this affect community projects? This publications explains how older people can make a difference to your projects and how your projects can improve their lives.
This field guide was published by the Eden Project as part of its Big Lunch Extras programme. Find out more at www.biglunchextras.com
Cities and Urban Life: Globalization and the Modern Metropolis. (Urbanization)brunogiegerich
PowerPoint presentation on urbanization, urbanism (city) life and the metropolis in a globalizing world. Covers the rise of mega-cities and some sociological aspects of urban life; with many pictures, themes and key social theorists.
Migration, Globalization and Demographic Changebrunogiegerich
Sociology of Migration, Globalization and Demographic Change: International movement of people in a globalizing world
Possible accompaniment to the superb 'Sociology' Giddens and Sutton (2013) (left) Chapter 16, with an extensive assortment of additional accompanying resources
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
The Sociology of the Life Course 5- Mature Adulthood and the Demographic Transition
1. The Sociology of
the Life Course
5- Mature adulthood and the
demographic transition
Accompaniment
to the superb
Giddens and
Sutton (2013)
(left) Chapter 9,
with an
assortment of
additional
accompanying
resources and
activities
2. Contents
5 The sociology of mature adulthood and the demographic transition
Also in the series…
1 How do people age?
2 The sociology of childhood
3 The sociology of youth and adolescence
4 The sociology of young adulthood and the demographic transition
6 The sociology of later life
3. The life stages in socio-historical perspective:
3- Mature adulthood
and the demographic transition
see Giddens and Sutton 2013:352
4. “Mature adulthood” covers
from around 40 to 60
By this stage, most people have
been ‘settled
down’ for some time, with
dependant
children and a long-term
partner
Activity:
Do you know any over-50s
who have never “settled
down”? How do they seem
to feel about this?
5. Despite the increased
‘liberation’ of young
adulthood from traditions
regarding settling down…
…by 40, most of
those who haven’t done so
generally worry
about it greatly
Activity:
If one is worried about
being childless at 55, do
you think this is
biologically driven, or
socially constructed?
6. However, despite the eternal social norm of –
eventually- settling down…
…the experience of mature
adulthood in late
modernity differs from that
in previous eras in many ways
Activities:
(i) What is late modernity? (Review)
(ii) How might mature adulthood in
late modernity be more diverse
than in previous eras?
7. In pre-modern timesand
spaces, reaching what we now know
as “mature adulthood” (around 40) could
not be as taken for granted
as it is in late-modern(i.e.
“developed”) societies…
Activity:
Why was survival to the 21st
century’s “mature adulthood”
rarer in pre modernity? Is it that
we are evolving as a species in
Darwinian terms? Give reasons
for your answer.
8. …and for this reason, the
experience and
meaningof being e.g. 50 years
of age is very different today
Activity:
Do you already have any ideas as to
how the experience and meaning of
being 50 for the late-modern individual
might be different to that of pre-modernity?
9.
10. In pre-modern settings,
Activity:
Use GapMinder world to
view the relationship
between life expectancy
and development
Those in what we would today call
“mature
adulthood” would be much
nearer the end of their lives, as life
expectancy was much
lower than today.
They would almost always
be
grandparents
already; whereas many today
are still childless!
11. …and womenin
particular were at risk because of
the high rates of
mortality in
childbirth.”
Giddens and Sutton (2013:352)
Being 50in pre- and even early-modern
‘one of the lucky
ones’- death rates for all
age groups were far
higher than today…
Activity:
times meant you were
Do you agree that it is
ironic that, historically
and today, fertility rates
fall at around the point
when it becomes far
less dangerous?
12. Today, people between 40 and 55 are loosely
regarded as “middle-aged”, and
even 60-year-olds can look forward to a few
more healthy decades to
come
Activity:
Do you recognise either of these two
gentlemen (below right)? What is the
connection between them?
13. Knowledge of how to lead a
healthy lifestyle…
Late-modern medicineand
healthcare…
14. …and plastic surgery…
…all help many of today’s
developed-worldover-
60s feel –and look- a lot
healthier; and live a lot longer
than even just a few decades ago
15. However, as our health and
longevity improves, other, more
complex “strains” upon the
individual take their place…
Activities:
(i) What do we mean by a
“strain on the
individual”?
(ii) Can you guess any
examples of what they
might be, for today’s
mature adults?
16. Late modernity brings uncertainty,
fluxand entirely new types of risks –not
only for our global society but
also the individual Activities:
(i) What is “empty
nest
syndrome”?
(ii) What (related)
common
phenomenon
do the two
pictures on the
left represent?
17. “…today, there are major
uncertainties in work, personal
relationships and marriage, family life,
and many other contexts….
18. …individuals increasingly have to
‘make’ their own
lives, much more so than in the past”.
Giddens and Sutton (2013)
Arranged
marriages are now
extremely rarein the
developed world, and
divorceis now
socially acceptable.
Today, many mature
adults have children,
parents, siblings and
friends
dispersed
around the
world
19. …in late modernity, the more
affluent one’s society,
the lesspermanentand stable
his or her career, family life,
and geographical
location
And whilst this does liberate the
individual from
traditional
constraints….
Activity:
http://www.bakade
suyo.com/2013/05/
good-old-days/
Have a look at the
review of this book.
What problems
does it mention
concerning mature
adults?
20. “While individual
choice can be
experienced as the
freedomto decide…
…the responsibility to
have to choose imposes its own
pressures.”
Activity:
In your everyday life, do you
ever experience the
insecurity of an obligation to
choose between too many
options?
21. In other words, mature adults can no
longer be guaranteed
stable careers, or a
family…
Activity:
Today, more mature adults work in
the service industry than
“traditional” heavy industry jobs.
These are often much less secure;
and for many, less meaningful.
What can be the consequences of
this for the experience of mature
adulthood?
23. Careersreach dead-ends,
and many come to realize
that they will neverfulfill their
lifelong dreams
Activity:
By what age would you like to
have found your “dream job”, or
job that will most define your
career? How would you feel if you
had never quite found this by age
60?
24. “Yet growing older need not lead to bleak
despair, and , for some, a release from
childhood dreams can actually be
liberating”
Activity:
Create two fictional characters:
(i) A 55-year old suffering from a
‘mid-life crisis’.
(ii) A 57-year-old experiencing
liberation in mature adulthood
25. …whereby those on the older side of “middle
aged” (i.e. around 50) become
more
consumerist, and
even more obsessed with
looking “youthful” than
those in previous times and spaces.
26. Featherstone (1989): we
have now a
“new
middle
age” in
adulthood…
Activity:
Review how the
experience of being
middle aged is more
varied in late-modernity
27. Extension activity:
Would you like to live for 200 years or more?
https://www.youtube.com/watch?v=BsR7L5nnmFY BBC interview
https://www.youtube.com/watch?v=qMAwnA5WvLc TED talk
The SENS Foundation are a scientific organization dedicated to eliminating the “medical
condition” of ageing and death in old age; in other words, they are spending millions of dollars
researching super-longevity i.e. hoping to make people live much, much longer. The
implication is that we can all be prevented from being “old and frail” at 80 or 100 but rather fit
and able to work and play a full, active role in human society; living for hundreds of years
through the constant replacement of “worn out parts”- like a car might.
Their “chief science officer and co-founder” is Aubrey DeGrey (pictured). On this 19-minute
TED talk and 20-minute BBC HardTalk interview with Steven Sakur, DeGrey makes the case
for eliminating ageing and increasing human longevity significantly.
28. Extension Activity: The SENS Foundation
Watch the BBC HardTalk interview with Aubrey DeGrey
1) Would you like to live to 200? 500? 1000?
2) What would it mean to demographics in the 21st and 22nd century, at a time of
(i) “over-population” and (ii) longer-term ageing populations and eventual
population decline?
3) At around 16 minutes, the interviewer asserts that the general public will have
two main worries about the society this technology implies; a lack of (i) R
_________ es and (ii) J__s
4) How does DeGrey respond to the above concerns?
5) An interesting part of the BBC interview is when the interviewer asks DeGrey
“Do you have children yourself?”, to which DeGrey replies “No”. Many viewers
on the YouTube comments thread highlight this. (i) Does his reply surprise you?
Why/why not? (ii) What accusation do you think people will make based on
this?
6) What demographic problems would “people living to 300” potentially solve?
7) What problems might it cause?
8) Will everybody be able to afford such treatment? If not, what might the
implications be for global society?