Bachelor of Social Science (Honours) in Sociology

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• This course provides a framework for understanding the relationship between media and society. It focuses on the sociology and professionalism of mass media, communicators, audience, mass media contents and the issue of cultural imperialism of media dependency, internal dynamic and control. Students will learn about and understand mass media in their social, political, economic, cultural and technological contexts. The course emphasizes power relationships within a social system model that helps explain how mass media industries operate.

References

• . Noam Chomsky. 2002. Media Control: The Spectacular Achievements of Propaganda. Second Edition. Open Media Series/Seven Stories Press, New York. ISBN: 1583225366.
• . David R. Croteau and William Hoynes. 2002. Media/Society: Industries, Images, and Audiences. Third Edition. Sage Publications, Thousand Oaks, CA. ISBN: 9780761987734.
• Jean Kilbourne. 2000. Can't Buy My Love: How Advertising Changes the Way We Think and Feel. Free Press, New York. ISBN: 0684866005
• Robert McChesney. 2004. The Problem of the Media: U.S. Communication Politics in the Twenty-First Century. Monthly Review Press, New York. ISBN: 1583671056
• Eric Klinenberg. 2007. Fighting for Air: The Battle to Control America's Media. Metropolitan Books, New York. ISBN: 0805078193.

Outcomes

• • Demonstrate comprehensive understanding of the key issues related to communication in health care and health policy settings.
• • Develop critical thinking skills by investigating and engaging health issues relevant to individuals and society.
• • Articulate the ways in which different models of healthcare affect and reflect health communication
• • Analyze and describe how sociohistorical, social, political, and cultural factors affect health communication and healthcare.
• • Able to identify communication strategies that promote and sustain health for individuals, families, communities, and societies.
• • Develop the ability to evaluate the effectiveness of health communication programs, design appropriate health communication interventions
• • Use acquired knowledge to propose health promotion campaigns and communication‐based interventions.

References

• Andrew Prestwich, Jared Kenworthy, and Mark Conner (2018), Health Behavior Change: Theories, Methods and Interventions, 1st edition, Routledge
• Claudia F. Parvanta et al. (2011), Essentials of Public Health Communication, Jones & Bartlett Learning, LLC.
• Claudia Parvanta, Sarah Bauerle Bass (2020), Health Communication: Strategies and Skills for a New Era, Jones & Bartlett Learning, LLC
• Regina E. Lundgren and Andrea H. McMakin (2018), Risk Communication: A Handbook for Communicating Environmental, Safety, and Health Risks, 6th edition, John Wiley & Sons, Inc.
• Renata Schiavo (2014), Health Communication: From Theory to Practice, 2nd edition, Jossey-Bass.
• Stanley J. Baran (2019), Introduction to Mass Communication: Media Literacy and Culture, 10th edition, McGraw-Hill Education.
• CDC (2014), Crisis and Emergency Risk Communication, Centers For Disease Control and Prevention, USA.
• Pamela Walaski (2011), Risk and Crisis Communications: Methods and Messages, John Wiley & Sons, Inc.
• Jens O. Zinn (2008), Social Theories of Risk and Uncertainty: An Introduction, Blackwell Publishing Ltd.
• Deborah Lupton. (2013), Risk, 2nd edition, Routledge
• Ulrich Beck (2007), World at Risk, Polity Press.

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• At the end of the semester, students will be able to critically analyze and assess the impact of diasporic/migrant communities on the nation state and on the formation of ethnic, racial, gendered and national identities.

References

• Koser, Khalid. 2007. International Migration: A Very Short Introduction. Oxford: Oxford University Press.
• Cohen, Robert. 2008. Global Diasporas: An Introduction. London: Routledge. Dufoix, Stephane. 2008. Diasporas. California: University of California Press.
• Brinkerhoff, Jennifer M. 2009. Digital Diasporas, Published in the United States of America by Cambridge University Press, New York

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• To develop an understanding of social as phenomena that is socially constructed

References

• Day, R.J.F 2005. Gramsci is Dead: Anarchist Currents in the Newest Social Movements. London: Pluto Press. Page 46-88. Doherty, Brian and Marius de Geus 1996.
• .Democracy and Green Political Thought: Sustainability, rights and citizenship. London: Routledge Eschle, C. 2001
• Global Democracy, Social Movements, and Feminism. Oxford: Westview Press. Motta, Sara C. and Alf Gunvald Nilsen 2011.
• Social Movements in the Global South: Dispossession, Development and Resistance. Hampshire: Palgrave Macmillan. Page 83-101. Porta, D.D. and M. Diani 2006
• Malden MA: Blackwell Publishing. Snow, D.A., S.A. Soule and H. Kriest ed. 2004. The Blackwell Companion to Social Movements. Malden, MA: Blackwell Publishing. Page 1-11. van de Donk, Wim, Brian D. Loader, Paul G.Nixon, and Dieter Rucht 2004. Cyberprotest: New media, citizens and social Movements. London and New York: Routledge

Outcomes

• Attempts are made to relate Western experience and sociological theories to understand Bangladesh poverty. During the course work, the students are expected to write a research report on any aspects of poverty in Bangladesh society. The research report involves Bangladeshi primary data on a selected topic covered by poverty research, such as feminization of poverty, consensual poverty, normative deprivation, social exclusion of the ethnic and religious minorities, comparative analysis of zakat and micro-credit in poverty reduction and etc.

References

• Ahmed, A. I. Mahbub Uddin. 2019. “The Ethno-Class Formation and Contemporary National Identity in Bangladesh.” P. N. Mukherjee et al. (eds.), Understanding Social Dynamics in South Asia. (Singapore: Springer). Ch.14: 213-240 Ahmed, A. I. Mahbub Uddin. 2004. “Sociodemographic correlates of rural poverty in Bangladesh: A Case Study of Tanore and Ganbandha Sadar Upazilas.” Bangladesh e-Journal of Sociology 1(2) July: 50-66. Ahmed, A. I. Mahbub Uddin. 2007. “Consensual poverty in Britain, Sweden and Bangladesh: a comparative study.”
• Bangladesh e-Journal of Sociology 4(2) July: 56-77. Ahmed, A. I. Mahbub Uddin and Mondol, Lipon. 2009. “Normative Deprivation in Urban Bangladesh: A Case Study of Uttara, Dhaka.” Bangladesh e-Journal of Sociology 6(1) January: 5-26. Ahmed, A. I. Mahbub Uddin and Mondol, Lipon. 2013. “Inequality, Poverty and Liquid Marginality in Urban Bangladesh: A Study on Sweeper Community in Ganaktuli, Dhaka.” Social Science Review 30:199-214. Beyers, J. 2014
• “The effect of religion on poverty”. HTS Teologiese Studies/ Theological Studies 70(1), Art. #2614. Chossudovsky, Michel. 2003. The Globalization of Poverty and the New World Order. Second Edition. Pincourt (Québec): Global Research. Ch.11: 159-166. Government of Bangladesh. 2018. Household Income and Expenditure Survey 2016-2017: Bangladesh, 2016 – 2017. Dhaka: Bangladesh Bureau of Statistics (BBS). Karim, L. 2008. “Demystifying Microcredit: The Grameen Bank, NGOs, and Neoliberalism in Bangladesh”, Cultural Dynamics, 20(1):5-29. Petras, James. 1999. “NGOs: In the service of imperialism. “ Journal of Contemporary Asia. 29(4): 429-440. Sen, Amartya. 1981. Poverty and Famines: An Essay on Entitlement and Deprivation. Oxford: Clarendon Press. World Bank. 2013. Bangladesh Poverty Assessment: Assessing a decade of Progress in Reducing Poverty, 2000- 2010. Dhaka: World Bank

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Outcomes

• Compare and contrast ancient civilizations. Interpret historical sources from different cultural backgrounds. Trace the development and dispersal of major religions. Trace the origins of intellectual ideas. Evaluate the impact of the environment on human history. Locate historical places on maps.

References

• . J.E. Swain, A History of World Civilization
• T. Waiter Wall Bank and A.M. Taylor, Civilization: Past and Present,
• John B. Harrison, Richard E. Sullivan & Dennis Sherman, A Short History of Western Civilization,
• Wallbank, Thomas W. and Alastair MacDonald Taylor. 1 992.Civilizations: Past and Present.
• History - Western Civilization

Outcomes

• At the conclusion of the course, successful students will be able to: • Outline the major subfields of anthropology and the importance of social and cultural anthropology within the broader perspective on humanity offered by the discipline. • Define key terms and concepts in social and cultural anthropology and claim experience in applying them to discussions of historical and contemporary research in the discipline. • Discuss the core methods in social and cultural anthropology. • Identify and reflect upon the ethical obligations of pursuing research involving human subjects both living and deceased. • Appreciate cultural diversity and comprehend a wide variety of social problems around the world. • Use anthropological concepts and gain skills for critically reading and visually analyzing the world around us.

References

• • Barnard, Alan (2004). History and Theory in Anthropology, Cambridge University Press. • Barnouw V. (1980) – An Introduction to Anthropology, The Dorsey Press. • Bernard, H. Russell (2006), Research Methods in Anthropology: Qualitative and Quantitative Approaches, AltaMira Press. • Ember, Carol R. and Ember Melvin R. (2014), Anthropology, 14th edition, Pearson. • Eriksen , Thomas Hylland and Nielsen, Finn Sivert (2001), A History of Anthropology, PLUTO Press. • Just, Peter (2000), Social and Cultural Anthropology: A Very Short Introduction, Oxford University Press. • Kottak, C. Phillip (2011), Cultural Anthropology: Appreciating Cultural Diversity, McGraw-Hill. • Kottak, C. Phillip (2011), Window on Humanity: A Concise Introduction to Anthropology, McGraw-Hill Humanities. • Nanda, Serena and Richard L. Warms. (2007). Cultural Anthropology, Ninth Edition, Thomson Wadswort. • Tylor, E B (2015). Anthropology: An Introduction to the Study of Man and Civilization (Classic Reprint), Forgotten Books.

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• Students will be able to produce functional English for everyday life. They will develop fluency in reading and writing to communicate massage with clarity.

References

• Liz and John Soars.: New Headway Intermediate Level Students’ Book
• L. Sue Baugh: How to write first class business correspondence.
• Cambridge IELTS (book 4-6)

Outcomes

• After completion of the course, the students will - Be able to provide an effective speech for different contexts - Improve posture, voice, diction and mechanics of speech - Develop speech presentation and persuasion techniques, audience awareness and self-awareness - Cultivate poise and confidence

References

• Presentation Skill Handbook, Suzy Siddons
• Talk Like Ted, Carmine Gallo
• Business Communication, Lesikar, Pettit
• Google Scholar
• Oxford Academia
• Youtube Channel
• Toastmasters Int.
• Blogs and Websites
• Oxford Online English
• Express to Impress, Darren Tay

Outcomes

• • Students can distinguish between macro level and micro level sociological perspectives and can specify the theoretical components of each perspective
• • Students can define the processes of social research, distinguish between the requirements and limitations of the various methodologies used in the social sciences, and identify various modes of design for data collection.
• • Students can distinguish the basis of different types of societies, can order and sequence the socialization processes and cognitive developments over a life span.
• • Students become familiar with multiple types of social institutions (family/marriage, education, religion, health, leisure, criminal justice and political systems, and economic systems) and their evolution over time.
• Students can explain the sociological significance of social groups and the processes group creation; determine the historical and contemporary levels of social conflict and/or cooperation between various social identity groups.

References

• 2. Anthony Giddens (2006) Sociology [5th Edition], Cambridge: Polity Press.
• 3. Little,W & McGivern,R (2011) Introduction to Sociology [1st Canadian edition] Toronto :Open Stax College
• 1. Martin Albrow (1999) Sociology: The Basics [1st Edition], Routledge.

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• First of all
• Secondly
• Thirdly
• Finally

References

• Sargent, Stansfeld. S. & Williamson, Robert C. Social Psychology, The Robert Press Company, New york
• Franklin, Clyde W. 1982. Theoretical Perspective in Social Psychology. Boston: Little, Brown
• Edwin, Hollander P. 1981. Principles and Methods of Social Psychology. Oxford: Oxford University Press.
• Schultz, Duane P. and Sydney Ellen Schultz. 2012. Theories of Personality. Boston: Cengage Learning.
• Johnson, Goodwin and David L. Watson. 1972. Social Psychology: Issues and Insights. Boston: Cengage Learning.

Outcomes

• After the successful completion of the course, students will be able
• to make themselves acquainted with the basic concepts of physiographic, demographic and economic, political, socio-cultural spheres; and
• to get some idea with regard to the past and present challenges of Bangladesh and realize the potentials for future development

References

• Sirajul Islam (ed.), Banglapedia, Vol.-all, Dhaka: Asiatic Society of Bangladesh, 2002
• Akbar Ali Khan, Dynamics of Bangladesh Economics, The University Press Limited (2006)
• Michael P. Todaro & Stephen C. Smith, Economic Development, (Eigth edition, 2003)
• Khan, Shamsul Kabir & Khanam, Daulatun Nahar, Bangladesh Studies, Chaity Chayon Prokashani, Dhaka-1205, (1998).

Outcomes

• After the completion of this course students will be able to think critically, logically, and morally. They will also be able to make differences between right and wrong, good and bad, moral and immoral. These ideas and theories will help them to be a good citizen and moral person very consciously.

References

• 1. An Introduction to Ethics by William Lillie. 2. Ethics for Life by Judith A. Boss. 3. How are We to Live by Peter Singer

Outcomes

• Analyze an understanding of a variety of sociological theories of marriage and family and their application to current trends and events.
• Identify research methods used by sociologists to study marriage and family.
• Examine historical changes in the institutions of marriage and family.
• Analyze the role of love and intimate relationships in society.
• Analyze the impact of gender, race, ethnicity, class, and sexual orientation on family dynamics.
• Examine child-rearing practices and parenting trends.
• Examine the dynamics of power, violence, and abuse within intimate and family relationships.
• Analyze the effect of social policies on marriage and family.
• Develop interpersonal skills which strengthen marital and family relationships

References

• Benokraitis Nijole V. (2015), Marriages and Families, 8th Edition, Pearson.
• David H . Olson , John DeFrain, Linda Skogrand (2014), Marriages Families: Intimacy, Diversity, and Strengths, 8th edition, McGraw-Hill Companies, Inc.
• Bryan Strong, Christine DeVault, and Theodore F. Cohen (2011), The Marriage and Family Experience: Intimate Relationships in a Changing Society, Eleventh Edition, Linda Schreiber-Ganster.
• David Knox and Caroline Schacht (2010), Choices in Relationships: An Introduction to Marriage and the Family, Tenth Edition, Wadsworth, Cengage Learning.
• Mary Ann Schwartz and BarBara Marliene Scott (2018), Marriages and Families: Diversity and Change, 8th Edition, Pearson Education, Inc.

Outcomes

• After the successful completion of this course – Students will be able to develop basic knowledge of the discipline of social statistics, its principle concepts (population vs. sample, sampling distribution) and applications in social science
• Students will be able to summarize numeric data by computing descriptive statistics (e.g., mean, variance) and by creating tables and graphs.
• Students will be able to demonstrate the differences among various statistical techniques and identify an appropriate technique for a given set of variables and research questions.
• Students will be able to excel how to deal with descriptive statistics and non- parametric methods.
• Students will be able to compute various inferential statistics (e.g., t-score) using statistical methods.

References

• Walsh, Anthony. 1990. Statistics for the Social Sciences with Computer Applications. New York: Harper and Row Publishers.
• Hinton, Rerry R. 2004. Statistics Explained. New York: Routledge.
• Kirk, Roger E. 1999. Statistics: An introduction. New York: Harcourt Brace College Publishers.
• Gibbons, Jean D. 1993. Nonparametric Statistics: An Introduction. London: Sage.

Outcomes

• By the end of the course, the participants are expected to: a) Maintain social contact in different social situations, greet people, b) using French expressions for day-to-day life c) Introduce themselves and others d) Ask information about a person. e.g. (name, age, nationality, profession, address, telephone number etc.) e) Speak about their likings and preferences f) Write letters to new Francophone friends with self and family description g) Describe, show and locate objects; describe bedrooms, apartment etc h) Describe a person (physique, clothes, colours etc.) i) Converse with seller, asking price, likings, size etc j) Describe house, rooms, apartment; locate places, rooms in a layout k) Listen to and understand French used in different social / daily situation l) Read and understand texts at a reasonably beginners level m) Write effectively ( email, descriptive letter, completing form etc) n) Speak with moderate pronunciation and accuracy respecting social language

References

• Le nouveau Taxi, Niveau 1

Outcomes

• After completion of the course, the students will be able: 1. To understand the sociology of economic life; 2. To have basic understandings of sociological perspectives of economic life; 3. To explore the contributions of classical sociologists to the field of economic sociology; 4. To explore the contributions of contemporary sociologists to the field of economic sociology; 5. To have basic understandings of Economic Organization; 6. To explain the Economic and Sociological Approaches to Markets; 7. To understand the Sociology of Labor Markets and Trade Unions; 8. To have basic understandings of Sociology of Work and Occupations; 9. To explain the relationship between Politics and the Economy; 10. To explain the relationship between Law and the Economy; 11. To explain the relationship between Culture and the Economic Development; 12. To explain the relationship between Culture, Trust and Consumption; 13. To explain the relationship between Gender and the Economy; 14. To explain the relationship between Education and the Economic Development; and 15. To explain the relationship between Environment and Economy.

References

• Richard Sweberg. Principles of Economic Sociology. 2007
• Smelser, Neil J. and Richard Sweberg. The Handbook of Economic Sociology. 2005
• Polanyi, Karl. 1957. The Great Transformation

Outcomes

• at the end of the class, the students of sociology would get to know issues like environment, climate change, global warming, biodiversity conservation etc

References

• Recommended Readings: 1. Ensor, J., Berger, R., and Huq, S. (2014). Community-Based Adaptation to Climate Change, Emerging Lessons, Practical Action, Dhaka. 2. Gain, P. ed. (1998). Bangladesh, Environment Facing the 21st Century, Society for Environment and Human Development (SEHD), Dhaka. 3. Haque, M. (2013). Environmental Governance: Emerging Challenges for Bangladesh, AHDPH, Dhaka. 4. Mallick, B., Etzold, B. (2015). Environment, Migration and Adaptation, Evidence and Politics of Climate Change in Bangladesh. A.H. Development Publishing House, Dhaka. 5. Shaw, R., Mallick, F., Islam, A (2013). Climate Change Adaptation Actions in Bangladesh. Springer, Japan. 6. Course Materials (Photocopy of scholarly articles)

Outcomes

• • Interpret historical conditions that have led to the development of current education systems and institutions.
• • Analyze the relationships between educational institutions and wider social structures.
• • Compare and contrast different sociological and theoretical perspectives regarding the schooling experiences and outcomes of different social groups.
• • Learn about the contemporary challenges facing education systems and policies.

References

• Alex Moore (Eds.), 2006, Schooling, Society and Curriculum, Routledge.
• H. Ballantine & F. M. Hammack (Eds.), The Sociology of Education: A Systematic Analysis (Sixth ed). Upper Saddle River, NJ: Pearson.
• Michael W. Apple, Stephen J. Ball and Luis Armando Gandin (Eds.), 2010, The Routledge International Handbook of the Sociology of Education, Routledge.
• Walter Feinberg, Jonas F. Soltis (2009), School and Society, Teachers College-Columbia University.
• Anthony Giddens, 2009, Sociology, 6th edition, UK, Polity Press.

Outcomes

• Students will be able to list key questions that are important to sociology of religion
• Students will be able to describe core theoretical concepts
• Students will be able to in the field provide an overview of current debates in the field
• Students will be able to go for constructive debates through own research and teaching

References

• Michele Dillon (2003) Handbook of the Sociology of Religion, Cambridge University Press.
• R. Hinnells (2005) The Routledge Companion to the Study of Religion John, USA and Canada: Routledge
• Emile Durkheim Translated by Karen (1995) Elementary Forms of Religious Life, The Free Press, New York
• Ken Morrison (1995) Marx, Durkheim, Weber: Formations of Modern Social Thought, Sage Publications, London. Thousand Oaks. New Delhi
• Malcom Hamilton (1995) The Sociology of Religion, 2nd edition
• Inger Furseth, Pal Repstad (2006) An Introduction to the Sociology of Religion, Classical and Contemporary Perspectives

Outcomes

• Students will be able to identify the structure and dynamics of organizations
• Students will be able to develop an understanding of the major theoretical models of organizational analysis
• Students will be able to enhance the understanding of the impact of complex organizations on modern society
• Students will be able to develop an understanding of the impact of complex organization on our personal lives

References

• Clegg, Stewart R. Cynthia Hardy and Walter R. Nord. 1996. Handbook of Organization Studies. London: Sage.
• Handel, Michael J. 2002. The Sociology of Organizations: Classic, Contemporary, and Critical Readings (Theory, Culture & Society). London: Sage.

Outcomes

• Attempts are made to relate these classical sociological theories to understand Bangladesh reality. During the course work, the students are expected to write a research report on the application of any of these theories in Bangladesh society. The research report involves Bangladeshi primary data on a selected topic covered by classical theorists, such as alienation, anomie, suicide, class conflict, sexual repression and circulation of elites, to demonstrate their familiarities with theories discussed in the course. I expect that this will be a useful cognitive tool to enable you to develop a more sophisticated understanding of your social world

References

• Ashley, David and Ornstein, David. (1998) Sociological Theory: Classical Statements. Boston: Allyn & Bacon. 4th ed

Outcomes

• After the successful completion of the course, students will be able:a) Describe social inequalities in Irish society and compare that with the situation in other advanced industrial societies;b) Critically discuss and evaluate the evidence for theories of causes of social inequality;

References

• Bottero, Wendy. Stratification: Social division and inequality, Routledge is an imprint of the Taylor & Francis Group: Madison Ave, New York, NY 10016
• Butler, Tim and Watt, Paul Understanding Social inequality (1st edition) SAGE PublicationsEngels,
• Friedrich. 2012. The Condition of Working Class in England. New York: Create Space Independent Publishing Platform;

Outcomes

• After the completion of this course students will be able to think critically, logically, and ethically. They will also be able to make differences between the right and wrong, good and bad, morality and immorality. These ideas may help them to be a good citizen and moral person very consciously.

References

• An Introduction to Ethics by William Lillie, 2. Ethics for Life by Judith A. Boss, 3. How are We to Live by Peter Singer

Outcomes

• Students will be able to understand the nature of rural Society and its problems.
• Students will be able to demonstrate the latest urbanization and the scenario of Bangladesh.
• Students will be able to clarity about the rural people and places along with both the advance and developing countries issues related with the rural factors.
• Students will be able to analyze the developing countries about their natural resources, income and the critical issues as economic growth, poverty alleviation and the good governance.
• Students will be able to learn about the attempt of NGO for the development in Asia and Africa in concern of rural development.

References

• Chitambar, J.B. (1993), Introductory Rural Society India. (9th addition); Wiley Eastern Ltd, New Delhi
• Karim, Nazmul, Changing Society in India. Pakistan and Bangladesh
• Karim. Nazmul; The Dynamic of Bangladesh Society Long
• Norman (1982), An Introduction to Sociology of Rural Development. Tavistock Publication Ltd. 11 Fetter Lane, London U.K.

Outcomes

• • Provide a broad overview of the field of medical sociology
• • Understand the links between social factors and health
• • Appreciate how age, sex, race/ethnicity, social class, and other sociodemographic characteristics shape health and illness over the life-course
• • Explain major historical and current issues related to medical institutions, the medical professions, and health care in Bangladesh

References

• • Barkan, Steven E., 2017, Health, Illness, and Society: An Introduction to Medical Sociology, Rowman & Littlefield.
• • Bradby, Hannah. 2009, Medical Sociology: An Introduction, 1st Edition, SAGE Publications Ltd.
• • Cockerham, William C., 2017, Medical sociology, 14th edition, New York, NY, Routledge.
• • Germov, John, 2014, Second Opinion: An Introduction to Health Sociology, 5th edition, Oxford University Press.
• • Maykovich, Minako K. 1980, Medical Sociology. California: Alfred Publishing.

Outcomes

• At the end of the course, the students would come to know terminology like ethnicity, ethnic groups, indigenous groups of Bangladesh and India; various challenges they are facing; the question of assimilation or isolation etc.

References

• Recommended Readings: 1. Adnan, S. (2004). Migration, Land Alienation and Ethnic Conflict, Causes of Poverty in the Chittagong Hill Tracts of Bangladesh. Research & Advisory Services, Dhaka. 2. Alam, S.M.N. (2002). Contemporary Anthropology: Theory and Practice. UPL, Dhaka. 3. Barakat, A., Hoque, M., Halim, S., Osman, A. (2009). Life and Lands of Adibashis, Land Dispossession and Alienation of Adivashis in the plain Districts of Bangladesh. HDRC & Pathak Shamabesh, Dhaka. 4. Bodley, J.H. (2008). Victims of Progress. Fifth Edition, Altamira Press, UK. 5. Haque, M. (1997). Ethnic Insurgency and National Integration: A Study of Selected Ethnic Problems in South Asia. Lancer, New Delhi. 6. Islam, Z, Shafie, H., Mahmood, R. (2017). Culture, Adaptation and Resilience: Essays on Climate Change Regime in South Asia, Bangladesh Climate Change Trust and Department of Anthropology, University of Dhaka. 7. Islam, Z. and Shafie, H. (2017). Anthropology of Climate Change, Culture and Adaptation in Bangladesh. Bangladesh Climate Change Trust and Department of Anthropology, University of Dhaka. 8. Schendel, W, Mey, W and Dewan, A.K. (2001). The Chittagong Hill Tracts, Living in a Borderland. The University Press Limited, Dhaka. 9. Sekhsaria, P and Pandya, V. (2010). The Jarawa Tribal Reserve Dossier, Cultural and Biological Diversities in The Andaman Islands, Kalpavriksh and UNESCO, Paris. 10. Course Materials (Photocopy of scholarly articles)

Outcomes

• BUP has identified six university-wide learning outcomes that it believes are critical for preparing graduates for workplace success and a life of continuous learning. These outcomes are: Thinking Skills; Communication; Information Access and Retrieval; Ethical Reasoning; Group Effectiveness and Computer Literacy. All courses offered at the university attempt to emphasize one or more of these university-wide outcomes.
• Lastly, the course is designed to fine-tune skills which will enhance your attractiveness in the job market (a goal of any higher education), no matter your eventual major. Employers seek individuals who can 1) speak well, 2) write clearly and effectively, 3) apply logic and higher-level thinking skills to pressing problems. This course will aid your development in all three areas, while also helping you keep organized and gain self-awareness of your strengths and weaknesses.

References

• Urban Sociology Images and Structure (Fifth Edition)
• The New Urban Sociology
• The Transformation of Cities: Urban Theory and Urban Life
• Urban Sociology, Capitalism and Modernity
• American Sociological Association

Outcomes

• • Identify the major issues shaping the study of aging
• • Critically apply core theoretical frameworks/concepts to social aspects of aging.
• • Relate core sociological concepts and research to real-life transitions in mid and later life.
• • Describe what factors influence an individual as s/he ages over the life course
• • Apply a multi-level perspective which relates the political and economic environment, structured social relations (e.g., age, gender, class), social institutions (e.g., work and family), interpersonal relationships (especially with family members) and individual experience to one another.
• • Critically analyze major “problems” facing older adults and identify solutions
• • Link personal experiences and knowledge about aging to course concepts, research, and theories

References

• Hooyman, Nancy R. and Kiyak, H. Asuman, 2018, Social Gerontology: A Multidisciplinary Perspective, 10th Pearson Education, Inc.
• Hooyman, Nancy R., 2015, Aging Matters: An Introduction to Social Gerontology, Pearson Education, Inc.
• Quadagno, Jill S., 2018, Aging and the Life Course: An Introduction to Social Gerontology, 17th edition, McGraw-Hill Education,
• Victor Christina R., 2005, The Social Context of Ageing, 1st edition, London and New York, Routledge.

Outcomes

• explain key research concepts and issues
• Identify basic methodological approaches and describe the general role of methods in building sociological knowledge.
• read, comprehend, and explain research articles in their academic discipline.
• Demonstrate an understanding of the differences among the basic methodological approaches for gathering data.
• Design a research study in an area of choice and explain why various decisions were made.
• Students can demonstrate an understanding of data collection and analysis techniques that sociologists use to gather and evaluate empirical data. Students will develop the ability to critically evaluate sociological research.

References

• ResearchGate
• Basics of Social Research: Qualitative & Quantitative Approaches
• Social Research Methods: Qualitative & Quantitative Approaches
• Introduction to the Philosophy of Social Research

Outcomes

• To identify and describe the basic concept relating to deviance and crime;
• To explain theoretical perspectives on criminology especially crime and deviance behavior
• To evaluate and understand the functioning of the Police in the Society.
• To identify the different types of crimes committed in the society and the punishments awarded to such offenses.

References

• Adler, Freda. William Laufer and Gerhard O. Mueller
• Siegal, Larry J.
• Schmalleger, Frank
• Richard P. Seiter

Outcomes

• • Use key concepts related to population structures (including population age structure, sex composition, population size, population growth rates, etc.) to describe a population;
• Understand how mortality and fertility have changed over the past two centuries and vary across countries;
• demonstrate an understanding of theoretical differences among the most influential models that have been put forward in demographic research; and
• Identify how demographic changes in Bangladesh and around the globe are relevant to contemporary public policy debates.

References

• Weeks, John R (2007), Population: An Introduction to Concepts and Issues, 10th Edition, Wadsworth Publishing.
• Jennifer Hickes Lundquist, Douglas L. Anderton, David Yaukey (2014), Demography: The Study of Human Population, 4th Edition, Waveland Press, Inc.
• Dudley L. Poston, Jr., and Leon F. Bouvier (2010), Population and Society: An Introduction to Demography, Cambridge University Press.

Outcomes

• • Appraise different types and dimensions of social capital • Prioritize social capital in terms of its impact on societal wellbeing and development • Deconstruct the benefits that accrue to an organisation as a result of inter-sector collaboration • Examine the complexities of social impact • Evaluate the tools and methodologies for measuring social impact • Formulate strategies for inter-sector collaboration • Analyse the societal implications of non-profit projects and services • Demonstrate appropriate use of tools and methodologies for measuring social impact

References

• Robert D. Putnam, Bowling Alone: The Collapse and Revival of American Community (Simon and Schuster, 2000) 2. Robert D. Putnam, Democracies in Flux: The Evolution of Social Capital in Contemporary Society (Oxford University Press, 2002) 3. Robert D. Putnam and Lewis Feldstein, Better Together: Restoring the American Community (Simon & Schuster, September 2003). 4. David Halpern, Social Capital. Polity Press, U.K., 2004. 5. Ahn, T.K., Elinor Ostrom, eds. Foundations of Social Capital: A Reader. Cheltenham, U.K.: Edward Elgar Publishing Ltd. (2003) 6. Elinor Ostrom and James Walker (Editors). Trust and Reciprocity: Interdisciplinary Lessons for Experimental Research. 7. Field, John. Social Capital. (Routledge, 2004) 8. Briggs, Xavier de Souza. "Social Capital and the Cities: Advice to Change Agents." National Civic Review 86, No. 2 (Summer 1997): 111-118. 9. Gladwell, Malcolm. "Six Degrees of Lois Weisberg." January 11, 1999. New Yorker. http://www.gladwell.com/1999/1999_01_11_a_weisberg.htm 10. Patric Overton (Ed.), Rebuilding the Front Porch of America: Essays on the Art of Community Making (1997 11. Michael Barry Winer and Karen Louise Ray, Collaboration Handbook: Creating, Sustaining, an Enjoying the Journey (1994)

Outcomes

• To develop an understanding of development as phenomena that is socially constructed

References

• Myrdal, G. What is Development? Journal of Economic Issues. Thilly, Frank 1931.
• A History of Philosophy. New York: Henry Holt and Company. Brewer, A. 1990. Marxist Theories of Imperialism: A Critical Survey. London and New York: Routledge. Larrain, J. 1989.
• Theories of Development: Capitalism, Colonialism and Dependency. Cambridge: Polity Press. Marx, K. 1959. Capital: A Critique of Political Economy. Volume III. Sawer, M. 1977. Marxism and the Question of the Asiatic Mode of Production. Roxborough, I. 1979.
• Theories of Underdevelopment. New Jersey: Humanities Press. Chandra, R. 1992. Industrialization and Development in the Third World. London: Routledge.

Outcomes

• The students will be able to analyze both descriptive and inferential statistical analysis;
• The students will be familiar with Smart-PLS software to develop structural equation model;
• The students will be able to measure the association between different variables;
• The students will learn how to analyze quantitative data using SPSS software;
• The students will be able to conduct different tests of hypothesis i.e., chi-square, t, z, F etc.;
• The students will be able to develop regression model, path model & PLS structural equation model.

References

• SOC3626

Outcomes

• The students will learn the scientific study of politics as social construction;
• The students will be familiar with the concepts of politics, socio-politics, government, power as well as socio-economy;
• The students will understand different political institutions;
• The students will be able to explain socio-political phenomena applying sociological theoretical perspectives;
• The students will be able to link socio-political phenomena with social institutions;
• The students will understand the relationship between politics and society;
• The students will be familiar with power as the key concept to the political sociology;
• The students will learn the interplay between socio-politics, culture, and social processes;
• The students will learn the approaches to and forms of political participation;
• The students will be familiar with the globalization discourse in the sociological eyes;
• The students will understand the root causes of social movements;
• The students will be familiar with the interplay between politics and economy;
• To explain the relationship between Law and the politics;
• To explain the relationship between Culture and politics;
• To explain the relationship between everyday life and politics.

References

• Dobratz et al. 2016, Power, Politics, and Society: An Introduction to Political Sociology
• Janoski et al. (2005) The Handbook of Political Sociology
• Nash & Scott (2004) The Blackwell Companion to Political Sociology
• Anthony Giddens et al. 2014, Introduction to Sociology

Outcomes

• Following the completion of this course, students will be familiar with:
• Interviewing techniques
• Ethnographic research
• Participatory and non-participatory observation
• Data collection, organization, and research design
• Data analysis techniques
• Validity, reliability, and ethical concerns in qualitative research
• Writing qualitative research reports

References

• 1. Creswell, John (2007) Qualitative Inquiry and Research Design (2nd edition). London: Sage Publication Ltd.
• 2. Creswell, John (2009) Research design: qualitative, quantitative, and mixed methods approaches (3rd edition). London: Sage Publication Ltd.
• 3. Marvasti, Amir B. (2004) Qualitative research in Sociology. London: Sage Publication Ltd.
• 4. Mayan, Maria J.(2009) Essentials of Qualitative Inquiry. London: Routledge.
• 5. Mack, Natasha et al (2005) Qualitative Research Methods: A Data Collector’s Field Guide. North Carolina: USAID
• 6. Yin, Robert K. (2011) Qualitative Research from start to Finish. New York: The Guilford Press
• 2. Charmaz, K. (2006) Constructing Grounded Theory: A practical Guide through Qualitative Analysis. London: Sage Publication Ltd.
• 4. Flick, U. (2018) The Sage Handbook of Qualitative Data Collection. London: Sage Publication Ltd.
• 5. Gobo, G. (2008) Doing Ethnography. London: Sage Publication Ltd.
• 1. Bloor, M. et al (2002) Focus Groups in Social Research. London: Sage Publication Ltd.
• 6. Have, P. (2007) Doing Conversation Analysis (2nd Edition). London: Sage Publication Ltd.
• 7. Lepper, G. (2000) Categories in Text and Talk. London: Sage Publication Ltd.
• 8. Prior, L. (2003) Using Documents in Social Research. London: Sage Publication Ltd.
• 9. Richards, L. (1999) Using NVivo in Qualitative Research. London: Sage Publication Ltd.
• 10. Saldana, J. (2009) The coding Manual for Qualitative Researchers. London: Sage Publication Ltd.
• 11. Stake, E. (2010) Qualitative Research: Studying How Things Work. New York: The Guilford Press
• 12. Travers, M. (2008) Qualitative Research through Case Studies. London: Sage Publication Ltd.
• 13. Weiss, G & Wondak
• 14. Wodak, R & Meyer, M. (2001) Methods of Critical Discourse Analysis. London: Sage Publication Ltd

Outcomes

• What have been the major findings in this field in the past decade?
• What methodologies have been used to develop these findings?
• Why is this topic of interest to sociologists of sexuality?
• What other fields and disciplines have influenced sociological thinking about this topic?
• What areas of disagreement exist among sociologists working on this topic?
• What remains to be explored in relation to this topiC
• What does this body of knowledge tell us about society and social systems more generally?

References

• Handbook of the Sociology of Sexualities
• Culture, Society and Sexuality: A Reader

Outcomes

• The students will be able to explain the contemporary issues and problems within society in terms of contemporary sociological theories

References

• SOC 4731: Contemporary Sociological Theories

Outcomes

• Global Learning Student Learning Outcome Addressed: • Students will be able to demonstrate knowledge of the interrelatedness of local, global, international, and intercultural issues, trends, and systems. Course Learning Outcome: • Students will be able to demonstrate knowledge of the interrelatedness of international media characteristics as they manifest in various globalized content and localized content.

References

• REFERENCE BOOK: 1. 21st Century Multiculturalism in a Global Society : Peter Kivisto; by Blackwell Publishers Ltd, a Blackwell Publishing company, USA, 2006. 2. Global Civil Society and Its Limits : Gordon Laxer and Sandra Halperin; PALGRAVE MACMILLAN, USA, 2003. 3. Religions in Global Society : Peter Beyer ; Routledge, New York, 2006. 4. Power, Voice and the Public Good : Schooling and Education in Global Societies ; Rodney K. Hopson, Carol Camp Yeaky and Francis Musa Boakari ; Emerald Publishing, UK, 2008. 5. The New Global Society : Globalization , Language and Culture : Richard Lee; Chelsea House Publishers , New York, 2006.

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