This module discusses the causes and consequences of human aggression and violence. Both internal and external causes are considered. Effective and ineffective techniques for reducing aggression are also discussed.

This course introduces the ethnographic study of politics, i.e., what anthropologists understand to be "political" in various social and economic systems, from small-scale societies to liberal democratic states. It examines politics across three contemporary contexts: electoral politics, public spheres, bureaucracies and humanitarian governance. Students consider and analyze how questions of authority, coercion, and violence have been theorized to relate to the political, and how some aspects of social life are regimented in explicitly non-political ways.

This course focuses on novels and films from the last twenty-five years (nominally 1985–2010) marked by their relationship to extreme violence and transgression. Our texts will focus on serial killers, torture, rape, and brutality, but they also explore notions of American history, gender and sexuality, and reality television—sometimes, they delve into love or time or the redemptive role of art in late modernity. Our works are a motley assortment, with origins in the U.S., France, Spain, Belgium, Austria, Japan and South Korea. The broad global era marked by this period is one of acceleration, fragmentation, and late capitalism; however, we will also consider national specificities of violent representation, including particulars like the history of racism in the United States, the role of politeness in bourgeois Austrian culture, and the effect of Japanese manga on vividly graphic contemporary Asian cinema.
We will explore the politics and aesthetics of the extreme; affective questions about sensation, fear, disgust, and shock; and problems of torture, pain, and the unrepresentable. We will ask whether these texts help us understand violence, or whether they frame violence as something that resists comprehension; we will consider whether form mitigates or colludes with violence. Finally, we will continually press on the central term in the title of this course: what, specifically, is violence? (Can we only speak of plural "violences"?) Is violence the same as force? Do we know violence when we see it? Is it something knowable or does it resist or even destroy knowledge? Is violence a matter for a text's content—who does what, how, and to whom—or is it a problem of form: shock, boredom, repetition, indeterminacy, blankness? Can we speak of an aesthetic of violence? A politics or ethics of violence? Note the question that titles our last week: Is it the case that we are what we see? If so, what does our obsession with ultraviolence mean, and how does contemporary representation turn an accusing gaze back at us?

Bureau of Justice Statistics offers dynamic data analysis tools allows you to generate tables and graphs of arrest, recidivism, federal case processing among other data.

This collection uses primary sources to explore school desegregation in Boston. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Chapter 19 Social Revolution is a chapter out of a text book being used at a community college for a 100 level college history course.

This course's aims are two-fold:

to offer students the theoretical and practical tools to understand how and why cities become torn by ethnic, religious, racial, nationalist, and/or other forms of identity that end up leading to conflict, violence, inequality, and social injustice; and
to use this knowledge and insight in the search for solutions

As preparation, students will be required to become familiar with social and political theories of the city and the nation and their relationship to each other. They also will focus on the ways that racial, ethnic, religious, nationalist or other identities grow and manifest themselves in cities or other territorial levels of determination (including the regional or transnational). In the search for remedies, students will be encouraged to consider a variety of policymaking or design points of entry, ranging from the political- institutional (e.g. forms of democratic participation and citizenship) to spatial, infrastructural, and technological interventions.

Conversations host Harry Kreisler welcomes Harvard historian Niall Ferguson for a discussion of his book ŇThe War of the World.Ó Ferguson analyzes the role of ethnic conflict, economic volatility, and the decline of empires in making the twentieth century the most violent one in human history. (57 min)

Students will discuss current events, world and local news, as well as dangerous weather and climates. In this activity, students will learn to talk about current events and describe an event in (target language), acting as a television news reporter.

This course is premised on the belief that emotions are a fundamental part of human nature. Accordingly, understanding emotions and incorporating emotions into our research can help us better explain variation in important political phenomena. Research on emotions and how emotions can influence decision-making has dramatically increased over the past two decades. This class aims to pick up on new findings from psychology and other disciplines and marshal this knowledge toward the most important issues of political science.

Global Women’s Issues and the Beijing Platform for Action. This book is based on the 12 critical areas of concern identified at the Beijing Conference: 1 The persistent and increasing burden of poverty on women 2 Inequalities and inadequacies in and unequal access to education and training 3 Inequalities and inadequacies in and unequal access to health care and related services 4 Violence against women 5 The effects of armed or other kinds of conflict on women, including those living under foreign occupation 6 Inequality in economic structures and policies, in all forms of productive activities and in access to resources 7 Inequality between men and women in the sharing of power and decision- making at all levels 8 Insufficient mechanisms at all levels to promote the advancement of women 9 Lack of respect for and inadequate promotion and protection of the human rights of women 10 Stereotyping of women and inequality in women’s access to and participation in all communication systems, especially in the media 11 Gender inequalities in the management of natural resources and in the safeguarding of the environment 12 Persistent discrimination against and violation of the rights of the girl child

This collection uses primary sources to explore the Homestead Strike. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Immigrant and Refugee Families: Global Perspectives on Displacement and Resettlement Experiences uses a family systems lens to discuss challenges and strengths of immigrant and refugee families in the United States. Chapters address immigration policy, human rights issues, economic stress, mental health and traumatic stress, domestic violence, substance abuse, family resilience, and methods of integration.

This collection uses primary sources to explore Incidents in the Life of a Slave Girl by Harriet Jacobs. Digital Public Library of America Primary Source Sets are designed to help students develop their critical thinking skills and draw diverse material from libraries, archives, and museums across the United States. Each set includes an overview, ten to fifteen primary sources, links to related resources, and a teaching guide. These sets were created and reviewed by the teachers on the DPLA's Education Advisory Committee.

Provides statistical information pertaining to homicides, rapes, robberies, and assaults committed by intimates.

Students warm-up with 2 videos that we interpret and discuss as a class. Students then read a news article (A reads a different article then B) and identify the most important information from the article. A and B partner to talk about what they read and ask/answer questions about the others' article. Students then record a short, live report on the article they read.

Derek Chauvin has been charged in the murder of George Floyd and the prosecution and defense are using two very different tactics to highlight their cases. This lesson plan has students analyze the facts of the Derek Chauvin trial as well as any potential stereotypes used in the case and the racial undertones thereof.

This course explores the social relevance of neuroscience, considering how emerging areas of brain research at once reflect and reshape social attitudes and agendas. Topics include brain imaging and popular media; neuroscience of empathy, trust, and moral reasoning; new fields of neuroeconomics and neuromarketing; ethical implications of neurotechnologies such as cognitive enhancement pharmaceuticals; neuroscience in the courtroom; and neuroscientific recasting of social problems such as addiction and violence. Guest lectures by neuroscientists, class discussion, and weekly readings in neuroscience, popular media, and science studies.

This course explores the issue of human trafficking for forced labour and sexual slavery, focusing on its representation in recent scholarly accounts and advocacy as well as in other media. Ethnographic and fictional readings along with media analysis help to develop a contextualized and comparative understanding of the phenomena in both past and present contexts. It examines the wide range of factors and agents that enable these practices, such as technology, cultural practices, social and economic conditions, and the role of governments and international organizations. The course also discusses the analytical, moral and methodological questions of researching, writing, and representing trafficking and slavery.

Students will discuss current events, world and local news, as well as dangerous weather and climates. In this activity, students will learn to talk about current events and describe an event in Spanish, acting as a television news reporter.