POPULATION AND ENVIRONMENT
SOCIOLOGY
485/585
COMMUNITY DEVELOPMENT 585
COURSE
SYLLABUS
SUMMER I 2006
SOC 485 Syllabus: Printer Friendly Version |
Text in blue indicates a hyperlink |
Course Objectives |
Course Readings |
Learning Opportunities SOC 485 |
Learning Opportunities SOC/COD 585 |
Grading |
Policies and Expectations |
Course Outline |
Additional Resources |
Announcements:
Course
Information:
Meeting Place: 209
Bailey Hall
Meeting Times: Monday–Friday, 11:50 am–1:35 pm
May 30–June 30, 2006
Instructor Information:
Instructor: Dr. Alan Barton | |
Office: 201F Kethley | |
Telephone: (662) 846-4097 | |
E-mail: abarton@deltastate.edu | |
Webpage: http://ntweb.deltastate.edu/vp_academic/abarton/ | |
Office Hours: The instructor holds regular office hours Monday–Friday, 9:45–10:15 am and 11:15–11:45 am. If you cannot make one of these times, use the above contact information to set up an appointment. |
Course Webpage:
The most up-to-date information on the course can be found on the course webpage:
http://ntweb.deltastate.edu/vp_academic/abarton/SOC485SU06/SOC485Syllabus.htm
Course Overview:
This course introduces students to demography, the study of population
structure and change, and to causes and consequences of demographic conditions. The course
highlights demographic concepts, such as fertility, mortality, migration and
population momentum;
demographic topics, such as population change, overpopulation, and
urbanization; and demographic
relations, such as the nexus between population growth and agricultural production,
environmental deterioration, and public health. Population processes are situated in the context of sustainable
development, to understand the interactions between population change and
broader social and environmental change.
Prerequisite: SOC 101 or permission of instructor.
Students that successfully complete this course will be able to:
(1) Define important demographic concepts and calculate demographic measures.
(2) Explain how population structure has changed through history, and provide reasons why population structure has changed.
(3) Explain the connections between population structure, population change, and food production.
(4) Explain the connections between population structure, population change, and various environmental issues.
(5) Identify and discuss current issues, and how they are shaped by population structure and change.
These objectives contribute to overall course goals:
(1) Developing critical thinking
skills. The class discussions, readings,
writing assignments and quizzes are designed to encourage you to develop and
use higher-order thinking skills, including analytical, synthetic and applied
thinking.
Click here for more information on thinking critically.
(2) Understanding the social structures and processes that condition our
lives. A basic goal of all sociology courses is to help you understand
the nature and workings of these social structures, and how they open
opportunities and impose constraints on individuals operating within these
structures. C. Wright Mills called this using your "sociological
imagination;" activities in this course are designed to encourage you to use
your sociological imagination.
Click
here for more information on the sociological imagination.
Course Organization and Approach:
This course uses a participatory, learner-centered, adult education approach. An adult education approach recognizes that YOU are responsible for your own learning. The professor can only provide opportunities to learn, but cannot force you to learn. You are expected to work hard in this course, meaning that for every hour of class time, you should spend at least two to three hours outside of class preparing by doing readings, assignments, studying for quizzes and exams, and thinking about the course material.
You are expected to take responsibility
for the success of the course, that is, you should take an active interest not
just in the course material, but in the course itself, making it a success for
all participants. Factors such as interest, motivation, creativity, and
initiative are important elements in evaluating your performance in the course
and assigning a grade.
Course material is presented in several formats, including articles from
scientific journals, pamphlets from government agencies and social service
organizations, videos, lecture, and student-led class discussions. The
course material combines basic demographic concepts and tools, which are
applied to historic and topical social and environmental policy issues.
The readings for this course are all available on-line. The
Course
Outline below lists the reading assignments for each class meeting; you should do
the assigned reading BEFORE the class meeting for which it is assigned.
Click here for
tips on how to study the course readings.
Overview Texts:
Kenneth Johnson. 2006. Demographic Trends in Rural and Small Town America.
Carsey Institute Reports on Rural America, Vol. 1, No. 1, University of New
Hampshire, Durham, NH. Available at
http://www.carseyinstitute.unh.edu/documents/Demographics_complete_file.pdf
Joseph A. McFalls, Jr. 2003. Population: A Lively Introduction, Fourth
Edition. Population Bulletin, Vol. 58, No. 4, Population Reference Bureau,
Washington, DC. Available at
http://www.prb.org/pdf/populationlivelyintro.pdf
UNFPA. 2001. Footprints and Milestones: Population and Environmental Change.
The State of the World Population 2001, United Nations Population Fund, New
York. Available at:
http://www.unfpa.org/swp/2001/pdf/index.html
Topical Readings:
John-Manuel Andriote. 2005. HIV/AIDS and African Americans: A 'State of
Emergency.' Population Reference Bureau, Washington, DC. Available at:
http://www.prb.org/Template.cfm?Section=PRB_Country_Profiles&template=/ContentManagement/ContentDisplay.cfm&ContentID=12267%20
Ester Boserup. 1965. The Conditions of Agricultural Growth: The Economics of
Agrarian Change Under Population Pressure. Aldine Publishing Co., Chicago.
Introduction, pp. 11–14; Chapters 4 & 5, pp. 35–55. Available in the course reading packet.
John C. Caldwell. 2000. Rethinking the
African AIDS Epidemic. Population and Development Review 26(1):117–135.
Available from the
DSU Library Full-Text Electronic Journals
Barry Commoner. 1971. The Environmental Crisis, from
The Closing Circle: Nature, Man and Technology.
Random House, New York. Chapter 1. Available at
http://www.geocities.com/RainForest/3621/COMMONER.HTM
Kingsley Davis. 1945. The World Demographic Transition.
The Annals of the American Academy of Political and Social
Science 237:1–11. Available in the course reading
packet.
Emile Durkheim. 1893. The Causes, from The Division of Labor in Society.
The Free Press, New York (1933). Book II, Chapter Two, pp. 256–282. Available
in the course reading packet.
Paul R. Ehrlich. 1968. The Problem, from The Population Bomb. Ballantine
Books, New York. Chapter 1, pp. 3–44. Available in the course reading packet.
Friedrich Engels. 1844. The Myth of Overpopulation, from Outlines of a
Critique of Political Economy. Reprinted in Ronald L. Meek (ed.), Marx
and Engels on the Population Bomb, Ramparts Press, Berkeley, CA (1971).
Available in the course reading packet.
Jason Fields. 2004. America's Families and Living Arrangements: 2003.
Current Population Reports, P20-553, U.S. Bureau of the Census, Washington,
DC. Available at
http://www.census.gov/prod/2004pubs/p20-553.pdf
Jack A. Goldstone. 2002. Population and Security: How Demographic Change Can
Lead to Violent Conflict. Journal of International Affairs 56(1):3–21.
Available from the
DSU Library Full-Text Electronic Journals
Dudley Kirk. 1996. Demographic Transition Theory. Population Studies
50(3):361–387. Available from the
DSU Library Full-Text Electronic Journals
Thomas Malthus. 1798. An Essay on the Principle of Population.
Preface, Chapters 1 & 2. Available
at
http://www.ac.wwu.edu/~stephan/malthus/malthus.0.html
Marc J. Perry. 2006. Domestic Net Migration in the United States: 2000 to
2004. Current Population Reports, U.S. Census Bureau, Washington, DC.
Available at
http://www.census.gov/prod/2006pubs/p25-1135.pdf
Julian Simon. 1994. Population Growth is Not Bad for Humanity, from Norman Myers
and Julian Simon, Scarcity or Abundance? A Debate on the Environment.
W.W. Norton, New York. Chapter 2. Available at
http://www.uwmc.uwc.edu/geography/malthus/NORTON02.txt
Warren S. Thompson. 1929.
Population. American Journal of Sociology 34(6):959–975.
Available from the
DSU Library Full-Text Electronic Journals
Recommended Readings:
Lester R. Brown, Gary Gardner and Brian Halwell. 1998. Beyond Malthus:
Sixteen Dimensions of the Population Problem. Worldwatch Paper No. 143,
Worldwatch Institute, Washington, DC. Available at
http://www.worldwatch.org/pubs/paper/143/
Roger-Mark De Souza, John S. Williams, and Frederick A.B. Meyerson. 2003.
Critical Links: Population, Health, and the Environment. Population
Bulletin, Vol. 58, No. 3, Population Reference Bureau, Washington, DC.
Available at http://www.prb.org/pdf/CriticalLinksPHE_Eng.pdf
Arthur Haupt and Thomas T. Kane. 2004.
Population Handbook, Fifth Edition. Population Reference Bureau,
Washington, DC. Available at
http://www.prb.org/pdf/PopHandbook_Eng.pdf
Frank Notestein. 1945. Population: The Long View. In Food for the World,
edited by Theodore W. Schultz. University of Chicago Press, Chicago, IL.
Available in the course reading packet.
U.S. Bureau of the Census. 2001. Population Profile of the United States,
1999: America at the Close of the 20th Century. Current Population
Reports/Special Studies, Washington, DC. Available at
http://www.census.gov/prod/2001pubs/p23-205.pdf
Teaching About Research (SOC/COD 585):
Topic | Article | Availability |
Demographic Issues: | ||
Ethics | Daniel Goodkind. 1999. Should Prenatal Sex Selection Be Restricted? Ethical Questions and Their Implications for Research and Policy. Population Studies 53(1):49–61 | DSU Library Full-Text Electronic Journals |
Fertility | Amy Ong Tsui. 2001. Population Policies, Family Planning Programs, and Fertility: The Record. Population and Development Review 27 (Supplement):184–204 | DSU Library Full-Text Electronic Journals |
Mortality | James Vaupel. 2001. Demographic Insights into Longevity. Population 13(1):245–259 | DSU Library Full-Text Electronic Journals |
Migration | Diane C. Bates. 2002. Environmental Refugees? Classifying Human Migrations Caused by Environmental Change. Population and Environment 23(5):465–477 | Course Reading Packet |
Demographic Transition | John Bongaarts and Rodolfo A. Bulatao. 1999. Completing the Demographic Transition. Population and Development Review 25(3):515–529 | DSU Library Full-Text Electronic Journals |
Urbanization | Tim Dyson. 2003. HIV/AIDS and Urbanization. Population and Development Review 29(3):427–442 | DSU Library Full-Text Electronic Journals |
Environmental Issues | ||
Soils | Pay Drechsel, Dagmar Kunze and Frits Penning de Vries. 2001. Soil Nutrient Depletion and Population Growth in Sub-Saharan Africa: A Malthusian Nexus? Population and Environment 22(4):411–423 | Course Reading Packet |
Land Use | Paul E. Waggoner and Jesse H. Ausubel. 2001. How Much Will Feeding More and Wealthier People Encroach on Forests? Population and Development Review 27(2):239–257 | DSU Library Full-Text Electronic Journals |
Pollution | Kevin Riley. 2002. Motor Vehicles in China: The Impact of Demographic and Economic Changes. Population and Environment 23(5):479–494 | Course Reading Packet |
Energy | Richard C. Duncan. 2001. World Energy Production, Population Growth, and the Road to the Olduvai Gorge. Population and Environment 22(5):503–522 | Course Reading Packet |
Natural Resources | Bonnie Kranzer. 2003. Everglades Restoration: Interactions of Population and Environment. Population and Environment 24(6):455–484 | Course Reading Packet |
Biodiversity | C.Y.C. Chu and R.R. Yu. 2002. Population Dynamics and the Decline of Biodiversity: A Survey of the Literature. Population and Development Review 28(Supplement):126–143 | DSU Library Full-Text Electronic Journals |
Learning Opportunities, SOC 485:
All students taking the course for undergraduate (SOC 485) credit must complete the following assignments:
(1) Reading, Attendance and Participation
in Class Discussions (20 points)
• You are expected to do all of the assigned readings and attend all class sessions
• You are expected to engage in classroom discussions, reflecting on the topic and readings
• In class discussions, the quality of your contributions is more important than the quantity of contributions
• Participation
in class discussions is not graded based on whether what you say is “right” or “wrong;”
rather, you are expected to engage the material critically, and demonstrate an
understanding and ability to apply the course material in productive ways
Additional Resources:
•
Click here for tips
on taking effective class notes
•
Click here for tips
on getting the most out of class sessions
•
Click here for more
tips on getting the most out of class sessions
•
Click here for
tips on how to study the course readings
(2) Midterm
Exam (20 points)
• You will be given a take-home midterm exam on Tuesday, June 13; the exam is due on Friday, June 16
• The midterm exam consists of one short essay (1-2 pages) and one long essay (3-4 pages)
• The questions will be broad and test your ability to synthesize course material
• You should draw on a variety of course material in preparing your essay, including readings, lectures, films, and discussions
• Make sure you are aware of the course policies pertaining to assignments, below (i.e. paper must be typed, late work will not be accepted)
(3) Final
Exam (20 points)
• You will be given a take-home final exam on Tuesday, June 27; the exam is due on Friday, June 30
• The final exam follows the same format as the midterm; one short essay (1-2 pages) and one long essay (3-4 pages)
• The questions are similar to the midterm, and emphasize material in the second half of the course (since the midterm exam)
• You should draw on a variety of
course material in preparing your essay, including readings, lectures, films,
and discussions
• Make sure you are aware of the course policies pertaining to assignments,
below (i.e. paper must be typed, late work will not be accepted)
(4) Case Studies (30 points)
• You will prepare and submit a
five-page research paper, due on Monday, June 26
• The paper will present case studies of demographic and environmental change
in two countries; Use the link below for instructions on how to prepare this
assignment
• You will present the results of your paper to the class on Friday, June 23
• Your paper
should be typed, 10 or 12 point font, 1 inch margins, double spaced
• You are expected to do your own work on this project and paper; the course policy on
plagiarism and cheating will be enforced with no exceptions.
Assignments:
•
Click here for
guidelines on preparing the SOC 485 case studies paper and presentation
•
Click here for a list of paper topics selected by
individual class members
Additional Resources:
•
Click here for tips on writing papers for this course
• Click here for
the course policy on plagiarism and cheating
•
Click here for the Delta State Library's guide to plagiarism prevention
(5) "Demography in the News" Discussions
(10 points)
• You will lead one 30 minute discussion on a topic of current interest pertaining to demography, population change, food production and/or the environment; The discussion will be on Wednesday, June 14
• Select an article from a current newspaper or news magazine that pertains to your topic
• Submit your article to the professor two days before your discussion, along with a list of discussion questions; your article will be photocopied and shared with other students in the class
• You will then facilitate a class discussion on the topic, encouraging participation by all members of the class
• You should get other students talking about
the topic, mediate the contributions of other students to keep the discussion
focused, and guide the discussion to ensure that the social and policy issues
are covered
Additional Resources:
•
Click here for
tips on leading a discussion
(6) Course
Engagement (±10 points)
• The instructor will evaluate your performance based on factors such as the motivation, interest, and improvement over the course of the semester
Learning Opportunities, SOC/COD 585:
All students taking the course for graduate (SOC 585) credit must complete the following assignments:
(1) Reading, Attendance and Participation
in Class Discussions (20 points)
• You are expected to do all of the assigned readings and attend all class sessions
• You are expected to engage in classroom discussions, reflecting on the topic and readings critically, and demonstrating an understanding and ability to apply the course material in productive ways
• In class discussions, the quality of your contributions is more important than the quantity of contributions
(2) Current Issues in Demography (30 points)
• Select a current issue related to demography that has been in the news recently (e.g. immigration debates/legislation; the pitfalls of an aging population; declining birthrates in industrialized countries)
• Collect news articles on the specific issue, as well as scientific articles on the general topic; you should have at least three of each type of article
• Prepare a paper in which you analyze the topic using insights from demographic research
• Your paper should be 8 to 10 pages
• You will give a brief (app. 20 minutes) presentation on your findings on June 29 or 30
Assignment:
• Click here for guidelines on preparing the paper
Additional Resources:
•
Click here for tips on writing papers for this course
• Click here for
the course policy on plagiarism and cheating
•
Click here for the Delta State Library's guide to plagiarism prevention
(3) Teaching About Research
on Population and Environment (30 points)
• Select two of the research articles
listed above under
"Teaching About Research";
one article should be about a demographic issue (ethics, fertility, mortality,
migration, demographic transition, urbanization) and one should be about an environmental
issue (soils, land use, pollution, energy, natural resources, biodiversity)
• Notify the instructor in writing (either by e-mail or by a
note in class) when you select your articles; only one student will be
assigned to each article, and they will be assigned on a first-come,
first-served basis
• Prepare a lesson plan detailing how you would teach the topic of your articles to a group of elementary or high school students; your lesson plan should cover both the demographic and the environmental topic, and should teach about the interrelationships between them
• Submit the
lesson plan on Wednesday, June 21
• Teach the lesson to the class on Thursday, June 22 or Friday, June 23; You
will have 30 minutes for your lesson, and you can specify what grade level the
class will represent
Assignments:
• Click here for guidelines on preparing the lesson plan
• Click here for a list of "Teaching About Demographic Research" articles and teachers
(4)
Final Exam (20 points)
• You will be given a take-home final exam on Tuesday, June 27; the exam is due on Friday, June 30
• The final exam consists of one short essay (2 pages) and one long essay (4 pages)
• You should draw on a variety of
course material in preparing your essay, including readings, lectures, films,
and discussions
• Make sure you are aware of the course policies pertaining to assignments,
below (i.e. paper must be typed, late work will not be accepted)
(5) Course
Engagement (±10 points)
• The instructor will evaluate your performance based on factors such as motivation, interest, and improvement over the course of the semester
There are a total of 100 points available for the semester. Your final score is simply the sum of all points earned over the semester. If you accumulate 90 or more points over the course of the semester, you will get an “A” in the course. If you accumulate 80 to 89 points, you will get a “B,” for 70 to 79 points you will get a “C,” and for 60 to 69 points will get a “D.” If you total less than 60 points, your final grade will be an “F.” Note that you start with zero and earn points; you do not start with 100 and lose points.
If you comply with all course requirements
and submit all of the assignments satisfactorily and on time, you can expect a
“C” in this course. To receive a higher grade, you must demonstrate a
superior grasp of course material and an ability to apply the material in
productive ways. It is also helpful to show an interest in the course
material and in learning, and an achievement-based orientation.
Your final grade in this course represents an evaluation of your performance in the class. It is not an assessment of you as a person, nor of your knowledge and abilities in general. If you want to get a higher grade in this course, you should focus on meeting all of the course requirements and doing well on the assigned coursework.
Responsibility:
YOU are responsible for learning the course material and
for your progress in the course.
You are expected to attend class
regularly and complete all of the assignments. You are expected to know all material presented during class
sessions, whether you attended the class or not. If you miss a
class session, you should check with another student to see what you missed. “I didn’t know” is NEVER a valid excuse. If you don’t know something,
it is your job to find out.
Assignments:
You are responsible for completing all of the assignments in this course in a
timely fashion. Assignments are due at the time specified; no late assignments will be
accepted, and missed assignments cannot be made up. If you miss
class or an assignment, you are making a choice that prioritizes other
activities above the class. If you miss an assignment, you will receive a
grade of zero for that assignment.
ALL work that you submit (except in-class work) should be typed.
If you submit a paper with more than one sheet, please attach all sheets with a
staple or paper clip BEFORE you bring the assignment to class to turn in.
If you must miss a presentation or other in-class activity, it is up to you to
arrange to trade with another student before the event. Please notify the
instructor of such changes.
If you miss a scheduled presentation, you are affecting the entire class, and points will be deducted from your
grade for the assignment (i.e. you will get a grade that is below zero).
Illnesses and Emergencies:
Illnesses and emergencies MUST be documented.
If you must miss class due to illness or another personal emergency, notify the instructor BEFORE the
missed class period either by e-mail or telephone. If you cannot notify
the instructor in advance, bring a note from a doctor or other professional to the next class meeting.
Illnesses and emergencies pertain
only to the student, not to the student’s
family, friends or others.
University
Activities:
If you must miss class for an official
university activity, you should make arrangements with the instructor BEFORE the missed class.
Appropriate documentation is required.
If you miss a quiz or an assignment due to an illness, emergency or official
university activity, this will count as your drop grade.
Absences:
If you are absent, and do not notify the instructor or bring a note, it will
count as one full absence. If you notify the instructor before the
absence, the missed class will count as one-half absence. If you bring a
note from a doctor or other professional, the first two missed classes will
count as excused, and will not count as an absence. After two
excused absences, each additional excused absence counts as one-half absence.
Each absence will result in a one-point deduction from your attendance grade,
and may also affect your participation and course engagement grades.
You are responsible for all material presented in all classes, even during an
excused absence. You should get class notes from another student for all
class sessions you miss.
It is in your interest to provide the instructor with written
notification (e.g. a note or e-mail) to document any missed classes. It is
risky simply to tell the instructor and expect him to remember.
Make sure that you sign the roll sheet at each class meeting.
Class Participation:
Class participation is an important element in this course. The purpose of
class discussions is to provide you with an opportunity to practice thinking skills
in a safe environment. In discussions, you are encouraged to explore
ideas presented in the readings and lectures, to think about and apply concepts,
and to develop arguments and evaluate evidence.
If you repeatedly engage in disruptive behaviors during class
discussions, you will be asked to leave the classroom.
• You must demonstrate appropriate respect for the opinions and ideas of other students during class discussions. It is acceptable (and encouraged) to disagree with the perspectives of other students or the instructor, but you should phrase this to show disagreement with the idea or opinion, not with the person presenting the idea or opinion. If you repeatedly show disrespect for other class members, you will be asked to leave the classroom. |
|
• Class discussions are NOT a time to chat with other students
about topics not related to the course. Talking privately with other students
while the rest of the class is trying to carry on a discussion is disruptive,
bothersome, and disrespectful to other students and to the professor. If
you repeatedly speak when you do not have the floor, you will be asked to
leave the classroom. |
|
• Class is NOT a time to catch up on your sleep. If you are not prepared to stay awake and participate in class discussions and other activities, you should not come to class. If you continually fall asleep during class sessions, you will be asked to leave the classroom. |
If you are asked to leave the classroom for disruptive or disrespectful
behavior, you
cannot make up any work that you miss as a result.
Electronic Devices (Cell Phones,
Pagers, etc.):
Please make sure that all cell phones, pagers, and similar electronic devices are turned off
during class time. If your phone or pager repeatedly interrupts class, you
will be asked to leave the classroom.
DO NOT bring cell phones or other portable
communication devices to class during quizzes, exams, or in-class assignments.
If the instructor sees a cell phone or other device during a quiz, exam or
in-class assignment, you will receive a grade of zero on the quiz, exam or
in-class assignment, and you will be
asked to leave the classroom.
If you must have a cell phone or pager (e.g. if you are a volunteer fireman or
emergency responder), you MUST make arrangements with the
instructor in advance.
Academic Honesty:
You are expected to comply with all academic standards and ethics as
defined in the DSU Bulletin and Handbook. You are expected to do your own work in this course. Plagiarism
and other forms of cheating will NOT be tolerated.
You should be fully aware of the
Course Policy on
Plagiarism and Cheating. If you are caught cheating in this
course, you will be dismissed from the course with a grade of "F." In
addition, a report will be filed with the university's Vice President for
Academic Affairs.
IT IS YOUR RESPONSIBILITY TO UNDERSTAND THESE GUIDELINES. Make sure
you know what constitutes plagiarism and cheating BEFORE turning in any
assignments. Once you turn in an assignment, you are representing it as
your own work. If you are suspected of committing plagiarism, pleas of “I
didn’t know what plagiarism was” will not be accepted.
If you are not sure what constitutes plagiarism, see the DSU Library's "Plagiarism
Prevention: A Guide for Students." The
Course Policy on Plagiarism and Cheating also outlines examples of plagiarism. If it is still unclear, see
the instructor.
Special Accommodations:
Appropriate accommodations will be made for students with medical problems or
diagnosed disabilities. Have Dr. Richard Houston at
Reily Student Health Center
(846-4690) contact the course instructor to make arrangements.
Course Outline:
Click on hyperlinks for
notes.
Day/ |
Topic |
SOC/COD 585 |
SOC 485 |
Readings |
Week 1: Introduction to Population Studies |
||||
Tue. May 30 |
•Review Syllabus •Video: “World Population” |
|
|
None |
Wed. May 31 |
|
|
McFalls (2003), p. 3–19 |
|
Thu. Jun. 1 |
|
|
McFalls (2003), p. 19–37 |
|
Fri. Jun. 2 |
•Constructing Population Pyramids |
|
|
Fields (2004) |
Day/ Date |
Topic |
SOC/COD 585 Assignment |
SOC 485 |
Readings |
Week 2: Understanding Demographic Change |
||||
Mon. Jun. 5 |
•Video: “World in the Balance I” |
|
|
Thompson (1929) |
Tue. Jun. 6 |
•Video: “World in the Balance II” |
|
|
Davis (1945) |
Wed. Jun. 7 |
|
|
Kirk (1996) | |
Thu. Jun. 8 |
Durkheim (1893) | |||
Fri. Jun. 9 |
|
|
Perry (2006) |
Day/ |
Topic |
SOC/COD 585 |
SOC 485 |
Readings |
Week 3: Population Change and Food |
||||
Mon. Jun. 12 |
|
|
Malthus (1798) Engels (1844) |
|
Tue. Jun. 13 |
|
Midterm Exam Handed Out |
UNFPA (2001), p. 1–36 |
|
Wed. Jun. 14 |
•Demography in the News |
|
Demography in the News Discussion |
News Articles (Handouts) |
Thu. Jun. 15 |
Johnson (2006) | |||
Fri. Jun. 16 |
•Population Pressure & Technological Change |
|
Midterm Exam Due |
Boserup (1965) |
Day/ Date |
Topic |
SOC/COD 585 Assignment |
SOC 485 |
Readings |
Week 4: Population Change and the Environment |
||||
Mon. Jun. 19 |
•Video: “Paul Ehrlich & the Population Bomb” |
|
|
Ehrlich (1968) |
Tue. Jun. 20 |
|
UNFPA (2001), p. 37–58 |
||
Wed. Jun. 21 |
Lesson Plan Due |
Commoner (1971) Simon (1994) |
||
Thu. Jun. 22 |
•Teaching About Demographic Research |
Teaching/Research Presentation | ||
Fri. Jun. 23 |
•Teaching About Demographic Research
(SOC/COD 585) |
Teaching/Research Presentation |
Case Study Presentations |
Day/ Date |
Topic |
SOC/COD 585 Assignment |
SOC 485 |
Readings |
Week 5: Summary: Causes and Consequences of a Growing Population |
||||
Mon. Jun. 26 |
Current Issues Paper Due |
Case Study |
Caldwell (2000) | |
Tue. Jun. 27 |
•Video: “14 Million Dreams” |
Final Exam |
Final Exam Handed Out |
Andriote (2005) |
Wed. Jun. 28 |
•Video: “Water, Land, People & Conflict” |
|
Goldstone (2002) | |
Thu. Jun. 29 |
•Current Issues in Demography (SOC/COD 585) |
Current Issues Presentation | ||
Fri. Jun. 30 |
•Current Issues in Demography (SOC/COD 585) |
Current Issues Presentation; Final Exam Due |
Final Exam Due |
PREPARATION and PERSEVERANCE are the KEYS to SUCCESS
Be prepared; don’t give up
See what others have to say about preparation
See what others have to
say about perseverance
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