Introduces the study of aging, its implications for individuals, families, and society, and the background for health policy related to older persons. Presents an overview on aging from different perspectives: demography, biology, epidemiology of diseases, physical and mental disorders, functional capacity and disability, health services, federal and state health policies, social aspects of aging, and ethical issues in the care of older individuals.

This course introduces the basic elements of population studies, including: population size, composition, and distribution, and the causes and consequences of changes in these characteristics. An overview of demographic processes and measures used to assess them is presented. The course also focuses on reproductive health issues important in the context of Sub-Saharan Africa. The impact of population policies and programs on population change will be analyzed for different countries. Current issues and problems in program design, implementation, and evaluation will be outlined with the help of several case studies.

This lesson discusses population growth, both in the United States and in the world. Topics include factors that influence population growth, such as government policy, religion, education or economic levels, and energy use per capita.

The textbook for this course discusses cross-cultural variations in household structure, as well as changes across time in household structure in the United States. The purpose of this exercise is to examine variations in household structure in the United States according to race and historical period.

European history from the fourteenth through the sixteenth century. Consideration of political, social, artistic, and scientific developments during this period of transition to the modern world. Examines the connections between Renaissance Humanism and the Protestant and Catholic reform movements of the sixteenth century. Studies works by Petrarch, Machiavelli, Brunelleschi, Leonardo, Erasmus, More, Luther, and Montaigne. The "Renaissance" as a phenomenon in European history is best understood as a series of social, political, and cultural responses to an intellectual trend which began in Italy in the fourteenth century. This intellectual tendency, known as humanism, or the studia humanitatis, was at the heart of developments in literature, the arts, the sciences, religion, and government for almost three hundred years. In this class, we will highlight the history of humanism, but we will also study religious reformations, high politics, the agrarian world, and European conquest and expansion abroad in the period.

Examines different types of historical writing: political, social, cultural, demographic, biographical, and comparative. Includes discussion of historical films, fiction, memoirs, and conventional history. Particular attention given to works which have broken new ground in terms of their methodology and approach. Required writing includes brief weekly response papers and a substantial research paper (including proposal, first draft, and final draft), in conjunction with a formal oral presentation. Weekly discussion of readings include periodic student-led discussion and/or presentations. Open to all students, but required of history majors and minors in junior year. This course is designed to acquaint students with a variety of approaches to the past used by historians writing in the twentieth century. The books we read have all made significant contributions to their respective sub-fields and have been selected to give as wide a coverage in both field and methodology as possible in one semester's worth of reading. We examine how historians conceive of their object of study, how they use primary sources as a basis for their accounts, how they structure the narrative and analytic discussion of their topic, and what are the advantages and drawbacks of their various approaches.

The sociologist, Melvin Kohn, argued that people's locations in social structures, particularly the occupational structure, influenced the values they would stress for their children because variations in structural locations exposed them to different experiences.

Objectives of this first data exercise are: to discover how the present-day US population is distributed across these various census categories; to discover how the distribution has changed over time; and, to see how some of the social characteristics of people who live in cities, suburbs and non-metro areas.

Students will explore trends in marriage from 1950-2000. The purpose of this assignment is to give some familiarity with how sociologists use datasets to both describe and analyze the social world.

In this assignment you will use U.S. census data to get an overview of housing patterns (ownership and types of housing) and living arrangements as a way of understanding more about one example of what Weber referred to as life chances (or, basically, the ability to access to resources we need to live a good life).

In the first part of this exercise, students will learn (1) how to do preliminary data analysis using the General Social Survey (GSS); and (2) how to examine relationships between social constructs empirically. To carry out this study, whey will follow the basic procedures in social research and apply the concepts and techniques that have been discussed in class.

This unit is a teaching and learning resource for anyone interested in Welsh history. It contains study materials, links to some of the most important institutions that contribute to our understanding of the history of Wales, and a pool of resources that

In this module, students will explore the dissimilarity index in American cities.

In this assignment, we will perform a simple analysis of poor households in the United States, considering whether certain kinds of households are more likely to be poor and what sorts of households make up the largest proportion of the poor. Students will be looking at three characteristics that may be associated with poverty: race, age, and family type.