The material on this page is from the 2000-01 catalog and may be out of date. Please check the current year's catalog for current information.

Professor: Sylvester; Associate Professor: Kane, Chair; Assistant Professors Johnson (on leave, winter semester) and Duina The curriculum in sociology is designed to introduce students to a sociological perspective, which explores social structures and their intersections with individual lives. Courses address a wide range of social phenomena, from patterns of everyday interaction to social and political revolutions. Sociology as a discipline focuses on recognizing and analyzing social determinants that shape our lives. That focus offers a unique potential not only for understanding society, but also for social action and social change. The courses offered in sociology include a variety of 100- and 200-level courses introducing sociology and many of the specific topics and issues addressed by sociologists. Most 200-level courses are open to first-year students and have no prerequisites. The 300- level courses are more specialized, and include the core courses for the major and secondary concentration. These core courses focus on developing the skills and tools necessary for a more advanced application of a sociological perspective. The methods and substantive areas of sociology provide an excellent background for a wide range of careers in fields such as government, public policy, law, social research, community work, social activism, human services, social work, counseling, education, business, personnel, advertising, and market research, as well as a strong foundation for graduate study in sociology and a variety of applied or related areas (including law, social work, business, public policy and public administration, urban and community planning, health care administration, education, survey research administration, and journalism). A handbook describing the major and secondary concentration in greater detail, including additional career information, is available from the department chair. Major Requirements. Students majoring in sociology must complete eleven courses: two courses in sociological research methods (Sociology 305 and 306); one course in sociological theory (Sociology 311 or 411); a senior thesis (Sociology 457 or 458); and any seven additional courses in the department (up to two Short Term units in the department may be substituted for up to two of these seven additional courses; one independent study course can normally be applied to the major). In addition, majors have the option of specializing in a subfield of sociology by taking at least three of their seven additional courses within one of the department's designated subfields (shown below) and completing their senior thesis on a topic related to that subfield. Majors are also welcome to design their own subfield, including at least three courses and the thesis, in consultation with their advisor and with the approval of the department. Pass/Fail Grading Option. Pass/fail grading may not be elected for courses applied toward the major. Secondary Concentration in Sociology. The requirements for the secondary concentration are: one course in sociological research methods (Sociology 305 or 306); one course in sociological theory (Sociology 311 or 411); and any four additional courses in the Department of Sociology (a Short Term unit in the department may be substituted for one of these four additional courses). Students completing the secondary concentration have the option of specializing in a subfield of sociology by taking at least three of their four additional courses within one of the department's designated subfields. Pass/Fail Grading Option. Pass/fail grading may not be elected for courses applied toward the secondary concentration. Designated Subfields. The designated subfields offered by the Department of Sociology represent the teaching and research specialties of its faculty. Majors and secondary concentrators have the option of specializing in one of these subfields, designing their own subfield in consultation with department faculty, or choosing courses from across subfields for a broader overview of the discipline. The subfields currently available, and the courses associated with each, are as follows: Child and Family Studies (220, 270, 285, 380, s20), Criminology and Law (216, 217, 224. 314, s27, s35), Economic Sociology (160, 260, 316), Globalization and International Sociology (160, 241, 316, 325), Political Sociology and Social Movements (140, 160, 256, 285, 316, 340, 380, s25), Social Inequality (120, 231, 240, 242, 270, 285, 304, 325, 345, s20, s22, s25), and Social Psychology (210, 245, 310, 345). General Education. Two options are available for completing a department-designated set: 1) any 100-level course plus one other course at the 200 level or above; or 2) any two courses (or one course and one unit) within one of the designated subfields noted above. Any short term unit in the Department of Sociology can be used as a third course in the social science education requirement. The quantitative requirement may be satisfied through Sociology 305. Courses 101. Principles of Sociology. The course is concerned with social behavior, social institutions, and with the characteristics of sociology as a discipline that studies such behavior and institutions. Students become familiar with the use of such basic concepts in sociology as norms, values, roles, socialization, stratification, power and authority, deviance and control, social conflict, and social change. Enrollment limited to 60. Staff. 120. Race, Gender, Class, and Society. An introduction to the sociological perspective, this course explores the basic concepts of sociology, and some of its major subfields through an examination of social inequalities. Among the topics considered are culture, socialization, social control, social movements, power and authority, the family and education as social institutions, and demography/population studies. All of these are introduced through application to issues related to inequalities of race, class, gender, and sexuality, primarily in the United States but also internationally. Enrollment limited to 40. E. Kane. 130. Mass Media: A Sociological Perspective. The course focuses on understanding the sociological perspective through its use in the study of mass media. Issues addressed include the role of mass media in society, analysis of media content, and the organization of the mass media industry. Enrollment limited to 40. Staff. 140. Social Problems. The course examines selected social problems including poverty, urban deterioration, race and gender inequality, abortion clinic violence, media censorship and control, and United States military intervention in the Third World, among others. The social construction of these problems is analyzed from several ideological perspectives in order to identify the relationship between the causes and solutions proposed by each perspective. Students are required to critically analyze the proposed causes and solutions utilizing sociological concepts and research. Enrollment limited to 40 per section. V. Johnson. 150. Social Control and Deviance. The course considers the nature of rules and norms in society, from smaller systems such as taking turns and queuing to state legal systems, and the part each contributes to social control. The course also deals with the consequences of violating norms, including the process by which individuals are defined as deviant. Open to first-year students. S. Sylvester. 160. Globalization: Sociological Perspectives. Globalization occurs in a series of distinct—though related—arenas, including the economy, politics, culture, the environment, the law, and others. Sociology can offer a unique perspective on the driving causes, means, and consequences of this process. Salient current events and topics, such as the 1999 World Trade Organization's meeting in Seattle, the role of the United Nations, global warming, the unpredictable flow of international investment capital, the North American Free Trade Agreement, the formation of new nation states, consumerism, and the Internet, inform this course's exploration of sociological perspectives on globalization. Open to first-year students. Enrollment is limited to 40. F. Duina. 204. Conceptual Foundations of Sociology. Theories of society are used in a variety of ways to make sense of the worlds in which we live. This course examines the evolution of sociological theory, and the history of sociology as a discipline. Major schools of social theory are compared and analyzed, with emphasis on their role as foundations of sociology. Prerequisite(s): one prior course in sociology. Not open to students who have received credit for Sociology 311 or 411. S. Sylvester, V. Johnson. New course for 2001-2002. 205. Research Methods for Sociology. This course is a practical introduction to the research methods used by sociologists, including survey research, content analysis, participant observation and field research, qualitative interviewing, and comparative historical research. The assumptions of various approaches to social science research are considered, along with application of methods of collection and analysis for both qualitative and quantitative data. Prerequisite(s) or corequisite(s): Sociology 204. Not open to students who have taken: Sociology 305. E. Kane. New course for 2001-2002. 210. Social Psychology. A study of people in social settings. Topics covered include group composition and structure, conformity, self-identity, interpersonal attraction, and attitude formation and change. Theoretical principles are applied to such social phenomena as social conflict, sex-role behavior, competition, and leadership. Prerequisite(s): Psychology 101. This course is the same as Psychology 210. Open to first-year students. Enrollment limited to 50. M. Sargent. 216. Criminology I: The Analysis of Criminal Behavior. The course considers the nature of the criminal act and how some wrongs are defined and prosecuted as crimes by the legal system. It is concerned with the variety of criminal behaviors as products of individual differences and social circumstances, with the techniques available for the description and measurement of crime, and with the nature and validity of the explanations of crime provided by criminological theories. Open to first-year students. S. Sylvester. 217. Criminology II: The Treatment of Criminal Offenders. The course considers the social role of police and law enforcement, the criminal-justice system and the problems of criminal prosecution, the philosophy and effectiveness of various types of punishment and alternatives to punishment, and the scope of criminological research in testing the effectiveness of criminal policy. Prerequisite(s): Sociology 216. Open to first-year students. S. Sylvester. 220. Family and Society. This course offers an introduction to family sociology, exploring the history and structure of the family as a social institution, primarily in the United States. Attention is given to contemporary patterns of family life (e.g., patterns of marriage, divorce, cohabitation, parenting, and household labor); how the family has changed in response to social and economic change; how race, ethnicity, class, gender, and sexuality shape family structure and ideologies of family; patterns of family violence; and trends in family-related public policy. Open to first-year students. Enrollment limited to 40. E. Kane. 224. Sociology of Law. The course examines law as a system of behavior within a social, cultural, and historical context and as a body of knowledge within the sciences of human behavior. The course considers the relationship between the law and other institutions of contemporary society such as politics, the economy, education, and science. Not open to students who have received credit for Sociology 324. S. Sylvester. 231. Social Stratification. An introduction to sociological theory and research on social inequality. The course examines the causes and consequences of the unequal distribution of wealth, power, and prestige in society. Classical theories on social stratification and recent developments in class theory are discussed. The course analyzes the relationships among class, race, and gender, and examines the concrete impact of class, race, and gender on people's lives. Open to first-year students. Enrollment limited to 40. V. Johnson. 240. Race and Ethnicity in the United States. The course examines the construction and dynamics of race and ethnicity in American life. Relevant sociological concepts are examined (e.g., assimilation, pluralism, identity, class) as well as dominant group policies toward racial and ethnic groups. Students are expected to propose and discuss solutions to problems, issues, and perceptions that have resulted from racial and ethnic differentiation. Open to first-year students. Staff. 241. Anthropological Approaches to the Study of Religion. As human societies change, so do the religious beliefs and practices these societies follow. The course examines the symbolic forms and acts that relate human beings to the ultimate conditions of their existence, against the background of the rise of science. Emphasis is upon both Western and non-Western religions. This course is the same as Anthropology 241 and Religion 262. Open to first-year students. S. Kemper. 242. Race, Cultural Pluralism, and Equality in American Education. Through historical, judicial, and philosophical lenses this course explores the question: What would equal educational opportunity look like in a multicultural society? The course compares divergent approaches to the education of distinct racial/ethnic groups within the United States — namely African Americans, Asian Americans, European Americans, Hispanics, and Native Americans. In light of contextual perspectives in educational thought, the course confronts contemporary debates surrounding how the race/ethnicity of students should affect the composition, curriculum, and teaching methods of schools, colleges, and universities. Specific issues explored include bilingual education, college admissions, curriculum inclusion, desegregation, ebonics, ethnic studies, hiring practices, and tracking. A thirty-hour field experience is required. Recommended background: Education 231. This course is the same as Education 242. Open to first-year students. Enrollment limited to 25. S. Smith. 245. Sociological Approaches to Social Psychology. An introduction to the everyday details of how people create, maintain, and respond to social structures and social relationships. Topics considered include the social construction of the self, socialization, social structure and personality, emotions, social interaction, intergroup relations, and the role of social locations in structuring individual consciousness. Open to first-year students. Enrollment limited to 40. E. Kane. 256. Social Movements. Social movements have changed political policies, cultural values, and the way we live our everyday lives. This course examines theories of social movement emergence and various aspects of the social movement process: mobilization, strategy and tactics, ideology, organization, effects, and decline. The focus is predominantly on reform movements in the United States, including the civil rights movement, the labor movement, the women's liberation movement, Students for a Democratic Society (SDS), the religious right, and the peace movement. Open to first-year students. Enrollment limited to 40. V. Johnson. 260. Economic Sociology. Most, if not all, economic activity — whether it takes place at the level of individuals, organizations, or markets — requires rules, norms, and institutions. Efficiency alone cannot account for the existence and nature of those rules, norms, and institutions. Beliefs, values, power structures, perceptions of self-interest, political structures, history, and numerous additional factors hold explanatory potential as well. This course investigates these factors. In the process, students explore some of the most important theoretical frameworks in sociology and political science, such as rational choice theory, historical institutionalism and statist theory, and some key substantive topics in sociology, such as development and modernization. Open to first-year students. Enrollment limited to 40. F. Duina. 270. Sociology of Gender. This course focuses on the social construction of gender through a consideration of a series of interrelated social institutions and practices central to gender stratification: family, employment, sexuality, reproduction, and beauty. Emphasis is placed on the ideologies surrounding each of these social institutions/practices and the ways in which those ideologies structure gender relations, as well as on the complex intersections between gender inequality and inequalities of race/ethnicity, class, and sexual orientation. Recommended background: one or more courses in the social sciences and/or women's studies. Open to first-year students. Enrollment limited to 40. E. Kane. 285. Protest and the Welfare State. The course examines the evolution and function of the American welfare state. The provision of social welfare is analyzed as part of larger dynamics involving the labor market, social protest, and political policies. Course goals are to 1) analyze class, race, and gender stratification in the systemic production of "surplus workers" in America; 2) understand the connections between labor market needs, periods of heightened social protest among the poor, and the expansion and contraction of the welfare state; and 3) explain why the American welfare state is underdeveloped in comparison with other industrialized nations. Open to first-year students only by written permission of the instructor. Enrollment limited to 40. V. Johnson. 291. Consumer Capitalism and Advertising. More than ever before, we live in a symbolic environment constructed through mass media. Much of this symbolic material involves advertising that associates imagery, such as sex, independence, and popularity, with buying products. This course examines the historical transition of the United States from a production- to a consumption-based economy, and the ways that advertisers have constructed messages to both create insecurity and "need" fulfillment. Students study the theories of Saussure, Barthes, and others to decode the messages implicit in magazine advertisements and television commercials. The course concludes with debates about the impact of "consumer capitalism" on society and the environment. Prerequisite(s): two courses in sociology. Not open to students who have received credit for Sociology s24. Enrollment is limited to 30. V. Johnson. New course for 2001-2002. 304. General Strikes in Comparative Perspective. In this course comparative methods are applied to empirical case studies of general strikes — a form of collective action in which a region is systematically shut down through the noncooperation of the labor force. Students examine the distinctive features of comparative sociology, especially its case-oriented tradition. Methodological issues include attention to the complexity and particularity of individual cases, an emphasis on interpretative questions and specific historical outcomes and processes, and limited databases. Students research and compare historical and international general strikes to identify the trajectories, dynamics, and outcomes of this unusual form of collective action. Prerequisite(s): two courses in sociology, anthropology, or history. Enrollment limited to 20. V. Johnson. 305. Quantitative Research Methods. This course is a practical, "hands-on" introduction to quantitative research methods used by sociologists, especially survey research and quantitative content analysis. Topics addressed include: the assumptions underlying various approaches to social science research; the logic of quantitative research; specific methods of quantitative data collection (including questionnaire construction, sampling, and content analysis); and methods of data analysis for quantitative data (including descriptive statistics, bivariate and multivariate analysis using contingency tables, and multiple regression). Prerequisite(s): one course in sociology. E. Kane. 306. Qualitative Research Methods. This course is a practical introduction to qualitative research methods used by sociologists, including participant observation and field research, qualitative interviewing, comparative historical research, and qualitative content analysis. The assumptions underlying various approaches to social science research, especially interpretive approaches, are considered, along with "hands-on" application of methods of data collection in qualitative research. Methods for the analysis of qualitative data are also presented, including the use of computer programs for storing and analyzing text-based data. Prerequisite(s): one course in sociology. E. Kane. 310. Advanced Topics in Social Psychology. This seminar allows students to explore particular areas of social psychology in depth. The primary goal is to help students deepen their understanding of human social behavior, through extensive study of social psychological theory and research, class discussion, and student projects. Topics vary with each offering of the course, but may include the following: the self, stigma, stereotypes, and persuasion. Prerequisite(s): Psychology 210 and either Psychology 261 or 262. Enrollment limited to 20. M. Sargent. 311. Social Theory and Critique. We all use social theory to make sense of the worlds in which we live. In this course students look at the evolution of sociological theory and how differing analysts have made sense of their social worlds. Students begin by studying classical social theory, then look at successive developments of new theoretical schools that both critique and build upon previous ones. Approaches include classical, multicultural, critical, postmodern, and feminist theory. Linkages among theoretical approaches and the experiences of daily life are emphasized. Recommended background: two courses in the social sciences. Enrollment limited to 20. V. Johnson. 314. Forensic Sociology. The course considers the use of sociological data and their interpretation in decisions made by courts and other agencies of the judicial system and the role of the sociologist as an expert witness. Areas considered may include profiling in law enforcement and corrections, unlawful discrimination, spousal abuse, pornography, toxic torts, and premises liability. Emphasis is given to the relationship between the standards of validity and reliability in sociology and the rules of evidence. S. Sylvester. 316. The European Union and the Nation-State. The European Union (EU) is the oldest and the most prominent attempt to create a single capitalist market extending across several national economies. Since its inception, generations of academics have passionately argued over the extent to which the EU challenges the authority of the nation-state. This course first examines the structure and history of the EU, and then evaluates the premises and arguments pertinent to various schools of thought. Students examine the arguments of institutionalists, neo-functionalists and others who try to demonstrate that the EU acts with autonomy and against the interests of nation-states, and those of intergovernmentalists, rational choice theorists and others who argue for the continuing strength of nation-states. In the process, students consider the merits and shortcomings of each approach and understand with some depth the various institutions (like the Commission), treaties (like the Maastricht Treaty) and areas of activity (like the Monetary Union and expansion) that make up the EU. The course concludes with a brief comparative review of South America's Mercosur and Southeast Asia's ASEAN. Enrollment limited to 15. F. Duina. 318. Markets and Culture: International Perspectives. This course explores the dynamic relationship between markets and culture. How do markets influence culture? How does culture influence markets? To explore these questions, the course first considers the writings of theorists such as Adam Smith, Weber, Marx, and Habermas. The course then turns to several case studies from around the world: nations (such as Japan, the United States, France, England, Italy, Korea, Taiwan, and Brazil), local trading sites (such as bazaars in Morocco), and supranational trading blocks (such as NAFTA and the EU). Recommended background: Some background in Economics, and social theory. F. Duina. New course for 2001-2002. 325. Ethnicity, Nation, and World Community. The course explores the means by which social identities are constructed as ethnicity and nations. It focuses on how representations taken from categories of everyday life — such as "race," religion, gender, and sexuality — are deployed to give these group loyalties the aura of a natural, timeless authority. This inquiry into ethnicity and nation as cultural fabrications allows for exploration of the possibility of global community not simply in its institutional dimensions, but as a condition of consciousness. Prerequisite(s): any course in anthropology, political science, or sociology. This course is the same as Anthropology 325. C. Carnegie. 340. Political Sociology. The course examines power relationships among states, elites, and popular groups through a study of the ways that states maintain legitimacy, are challenged, and are transformed. Theories of the state, political control, and mass media and political behavior are discussed. Students explore the conditions under which societies are vulnerable to popular protest, general strikes, and revolution, as well as the social, political, and economic processes that maintain state legitimacy. Prerequisite(s): one course in the social sciences. Not open to students who have received credit for Sociology 290. V. Johnson. 345. Beliefs about Social Inequality. This course focuses on the belief systems surrounding social inequality, particularly race, class, and gender inequality, and inequality based on sexual orientation. Topics include the role of beliefs in structuring social inequality, the nature of beliefs as a social psychological construct, and an examination of the research literature on beliefs about inequality in the United States. Emphasis is on quantitative public opinion literature from sociology, psychology, and political science, though consideration is also given to qualitative studies. Prerequisite(s): Sociology 305 or 306. Enrollment limited to 20. E. Kane. 360. Independent Study. Designed for the student who may have particular interests in areas of study that go beyond the regular course offerings. Proposals for independent study must be approved by the faculty advisor and the chair prior to registration. Students are limited to one independent study per semester. Staff. 365. Special Topics. A course or seminar offered from time to time to small groups of students working on special topics. Written permission of the instructor is required. Staff. 371. Prejudice and Stereotyping. Two issues that have long held the interest of social psychologists and that are of great social importance are prejudice and stereotyping. This course explores traditional and contemporary social psychological research on unconscious and covert forms of prejudice, as well as the relationship between stereotyping and self-esteem. Prerequisite(s): Psychology 261 or 262. Enrollment is limited to 50. This course is the same as Psychology 371. M. Sargent. 380. Education, Reform, and Politics. The United States has experienced nearly two centuries of growth and change in the organization of private and public education. The goals of this course are to examine 1) alternative educational philosophies, practices, and pedagogies and 2) contemporary issues and organizational processes in relation to the constituencies of schools, learning, research, legal decisions, planning, and policy. The study of these areas includes K–12, postsecondary, graduate, and vocational schools, as well as home schooling. Examples of specific areas of study are school choice (e.g., charter schools, magnet schools, and vouchers), school funding, standards and assessment, teacher effectiveness and accountability, and parental involvement. A research-based field component is required. Recommended background: one or more courses in education and sociology. This course is the same as Education 380. Enrollment limited to 15. Written permission of the instructor is required. Not open to students who have received credit for African American Studies/ Education/Sociology 280. S. Smith. 411. History of Sociological Theory. The development of sociology as a discipline within the context of Western social, political, and intellectual history. Students analyze and compare the major schools of sociological theory. S. Sylvester. 457, 458. Senior Thesis. Individual and group conferences in connection with the writing of the senior thesis. Students register for Sociology 457 in the fall semester and for Sociology 458 in the winter semester. Majors writing an honors thesis register for both 457 and 458. Staff. Short Term Units s20. Gender and Childhood. Research has documented that adult observers often perceive gender differences in newborn babies even when no such differences exist. This unit explores the social construction of gender from infancy through the childhood years. The unit examines physical, cognitive, and emotional differences that actually exist between boys and girls but focuses more on differences that are constructed through social interaction and social influences. How does the process of constructing these differences take place? What social institutions and social actors are involved? How do children work to accommodate and resist gendered social expectations? Recommended background: one or more courses in the social sciences and/or women's studies. Open to first-year students. E. Kane. s22. Race, Gender, Class, and Popular Culture. This unit offers an exploration of popular culture through the lens of race, gender, sexuality, and class. Students are introduced to sociological approaches to these interlocking forms of social inequality, as well as to popular culture. After this introduction, the unit focuses on how television — as one particular form of popular culture — represents, shapes, and is shaped by inequalities of race, gender, sexuality, and class. These issues are explored through readings as well as individual case studies completed by students. Recommended background: at least one course or unit in the social sciences addressing issues of race, class, gender, and/or sexuality. Open to first-year students. Enrollment limited to 20. E. Kane. s23. Cultural Sociology: Analyzing the Workplace. What beliefs and values legitimate the organization of the workplace? How are power relations communicated through language, clothing, and spatial arrangements? Why are daily rituals enacted in the workplace? To answer these questions, students examine the various ways that culture is understood in the social sciences and the research questions and empirical data that result from contrasting viewpoints. The unit reviews different theories of culture, which students apply to an analysis of the workplace. To obtain data it is necessary that students are either 1) working part-time or 2) participating in an internship during the Short Term. Prerequisite(s): two courses in sociology, anthropology, political science, and/or the humanities. Enrollment limited to 30. V. Johnson. s24. Consumer Capitalism and Advertising. More than ever we live in a symbolic environment constructed through mass media. Much of this symbolic material involves advertising that associates imagery—such as sex, independence and popularity—with buying products. This unit looks at the historical transition of the United States from a production- to a consumption-based economy and the ways that advertisers have constructed messages to both create insecurity and "need" fulfillment. Students study the theories of Saussure, Barthes, and others to decode the messages implicit in magazine ads and television commercials. The unit concludes with debates about the impact of advertising for individuals and society. Recommended background: Sociology 311, 340 or 411. Recommended background for this unit changed 2/1/01. Enrollment is limited to 20. V. Johnson. s25. Cultures of Labor Protest. The United States has a history of militant, protracted, and often violent labor struggles. The economic and political conditions leading to many of these strikes have been analyzed by historians and sociologists. But less attention has been paid to the political cultures out of which these strikes emerged. This unit studies the political cultures of several of the most militant labor organizations in American history: the Knights of Labor, the Industrial Workers of the World, and the International Longshoremen and Warehousemen's Union. Students identify the political culture out of which the 1937 Lewiston strike emerged, searching for primary and secondary historical sources in the Lewiston community. Approaches include interviews, going to local historical societies, visiting factories, and analyzing newspapers and other archival documents. Recommended background: one course in sociology or labor history. V. Johnson. s27. Studies in Crime Prevention. Current efforts to deal with crime consist principally of law enforcement and punishment. Punishable offenses increase and punishments become more severe with, some argue, little effect on the overall state of crime. An alternative effort is to prevent crimes. The unit explores the variety of crime prevention practices, from those that direct attention to offenders' behavior to those that — taking into account that most crimes involve not only an offender but also a victim and a situation surrounding both — seek to alter that critical situation. Major topics include community policing, crime analysis, and crime prevention through environmental design. Enrollment limited to 20. S. Sylvester. s28. Capitalism and Happiness. Thinkers have long proposed that the rise of capitalism prior to the twentieth century and its continued expansion as the dominant form of economic activity thereafter has somehow influenced the happiness of members of society. Arguments have greatly varied in their nature, ranging from very pessimistic to optimistic. To date, few efforts have been made to examine, compare, and contrast the various existing strands in a systematic fashion. The unit undertakes such an exercise. Students study closely selected works by writers such as Chuang Tzu, Aristotle, Adam Smith, Hobbes, Locke, Rousseau, Marx, Weber, Durkheim, Nietzsche, Freud, Ortega Y Gassett, Sartre, Hitler, Habermas, Friedman, Bellah, and others. They examine the assumptions, logic, and implications of their arguments, paying attention and evaluating the reasonableness of their prescriptive visions. Recommended background: some familiarity with social theory and philosophy. Open to first-year students. F. Duina. s35. Research in Criminology. Directed research in selected areas of the analysis of criminal behavior and the treatment of offenders. Prerequisite(s): Sociology 216 and 217. S. Sylvester. s50. Individual Research. Registration in this unit is granted by the department only after the student has submitted a written proposal for a full-time research project to be completed during the Short Term and has secured the sponsorship of a member of the department to direct the study and evaluate results. Students are limited to one individual research unit. Staff.