Example topics for practical work and seminars: 1. Political ideologies: the reconstruction of political ideologies based on the analysis of political programs and leaflets of parties and movements. 2. The totalitarian ideology and cinema. Viewing and discussion of fragments of the films "Circus", "Chapaev", "Release of Berlin" (1949), "Kuban’s Cossacks", "Lenin in October", "Shining path", etc. 3. Ideology and music. Listening to the songs and ideological analysis of "Soar fires" (взвейтесь кострами синие ночи), "Do not part with the Young Communist League, не расстанусь с комсомолом", "The armor is strong and our tanks are fast," etc. 4. Reflection of ideology in art. Discussion on visits of Tretyakov Art Gallery on the Crimean Val (Halls of Modern Art). 5. Commercial advertising and ideology: an analysis of advertising texts, posters and movies through discourse analysis and methods of visual anthropology. 6. Television news as ideologically-oriented product (comparison of RTR news stories, CNN, Al-Jazeera and the Euro-News). 7. Science and ideology. Discussion on the results of reading the transcripts of Agricultural Sciences Sessions 1948. Recommended - discussion of selected articles from the "Short Philosophical Dictionary", ed. By M. Rozental and P. Yudin (second and fourth editions, 1952-1954). 8. Corporate ideologies. Discussion on the results of the study of corporate documents (mission, philosophy, ethics codes, anthems, oaths, declarations, etc.). 9. Reflection of ideology in literary discourse. Ideological analysis of plays by B. Brecht, "The Threepenny Opera", etc. 10. Ideology, collective memory, nostalgia. "The Soviet renaissance" in contemporary Russia: a reflection in the media, bloggs, political discourse and everyday narratives. 11. Ideology as embodied in stone. Stalin's "Great Style". Speer’s ideas of of Berlin during the Third Reich. Italian architectural fantasies of fascism and other forms of architectural ideology.
Recommended: Янин С.В. Факторы социальной напряженности в армейской среде // Социальные исследования, 1993. № 12 Scheff T.J. Emotions, the social bond and human reality. Cambridge: Cambridge University Press, 1997 Theme 3. Semiotic approaches in the study of anthropology: dominant hierarchical relationships Here we will review the symbolization of violence in a system of social adaptability; dominant hierarchical resource allocation; semiotic projection of images of formal and informal resources from a status-symbolic perspective; status-symbolic reinterpretation of physiology; as well as sociality and sexuality in ethological, sociological and semiotic terms. Required readings: Жирар Р. Насилие и священное. М., 2000. Бутовская М. Л. Этология человека: история возникновения и современные проблемы исследования // Этология человека на пороге XXI века. М. 1999 Тендрякова М.В. Мужские и женские возрастные инициации // Этнографическое обозрение, 1992, №4.
2. Thematic Plan № Title of the topic Total hours on discipline Lecture Hours Seminar and Practice sessions Self-reliant work 1 Sample, basic concepts 16 2 2 12 2 Simple random sample 16 2 2 12 3 Stratified sample 16 2 2 12 4 Systematic selection 17 2 3 12 5 Cluster sample 5a Clusters of equal size 7 1 1 5 5b Clusters of unequal size. Selection with probability proportional to the size of a cluster (PPS) 16 2 2 12 5c Systematic selection with probability proportional to the size of a cluster. Too big and too small clusters. 20 2 3 15 5d Optimal size of a subsample in cluster; designing a cluster sample 16 2 2 12 6 Designing the Russian sample 17 3 2 12 7 Weighting of data 20 2 3 15 wide
Theme 1. Sample: basic concepts Sample studies. The concept of a population: a studied population and a sample population. Probability and nonprobability sampling. Sample estimates. Biased and unbiased samples, the confidence interval. Required literature: Kish L. Survey Sampling. N. Y.: John Wiley and Sons, 1965. P. 330 (Chapter 1). Кокрен У. Методы выборочного исследования. М.: Статистика, 1976. С. 15–31 (глава 1). Recommended: Kish L. Sampling Methods for Agricultural Surveys. Rome: FAO, 1989. P. 11–13 (Sec. 2.2). Kish L. The Hundred Years’ Wars of Survey Sampling // Statistics in Transition. 1995. Vol.2, No.5 (December). P. 813–830. Theme 2. Simple random sample A definition. Methods of creating a random sample. Sample estimates, correction of a final population. Estimation of shares. Determining a sample size required to achieve a given accuracy of the estimates. Confidence intervals, normal and binomial approximation. Required literature: Kish L. Survey Sampling. N. Y.: John Wiley and Sons, 1965. P. 35–47, 49–53 (Sec. 2.0–2.4, 2.6). Кокрен У. Методы выборочного исследования. М.: Статистика, 1976. С. 33–43, 64–69, 71–74, 86–90 (разделы 2.1–2.7, 3.1–3.4, 3.6, 4.1–4.4). Recommended: Кокрен У. Методы выборочного исследования. М.: Статистика, 1976. С. 48–60, 91–95 (разделы 2.10–2.14, 4.5–4.6).
3 Culture, Media, & Framing 20 0 4 16 4 Participation, Infrastructure, & Collective Identity 20 0 4 16 5 Tactics, Dynamics, & Institutions 20 0 4 16 6 Political & Beneficiary Consequences 20 0 4 16 Total 140 28 112 5. Grading Grades for the course are assigned according to two sets of criteria: classroom activities and a paper. 1. Classroom activities account for 50 percent of the final grade. This portion is broken into five parts. The five parts include attendance, participation, responses to readings, reactions to responses, and research presentation attendance. Attendance will be taken each time the course meets and will account for ten percent of the final grade. Attendance will be measured as a Fibonacci sequence, Fn = Fn-1 + Fn-2, with F1 = 0 and F2 = 1. A student’s attendance grade will equal 10 * (Fa-1 + Fa-2) / F7, where a equals the number of classes attended and F7 is the theoretical maximum attendance equal to 8. Students with perfect attendance will receive a 10 (10*8/8), students who miss one day will receive a 6.25 (10*5/8), students who are absent for two classes will receive an attendance grade of 3.75 (10*3/8), and so forth. Students who miss more than 30 minutes of class will not have their attendance recorded for the meeting. Attendance accounts for fifteen percent of the final grade. Participation is a subjective assessment that includes responding to questions and asking insightful comments. High participation marks indicate that the student regularly engages with his or her peers in class. Low participation marks characterize students who “free ride” in seminar by avoiding contributions to the discussion at hand. Participation accounts for fifteen percent of the final grade. Each of the course readings will require a student to give a brief response to it. Responses should include a synopsis (very brief), evaluation, and application for future research. Responses will be assigned at the end of the previous week’s seminar. Should a student fail to offer a response after an assignment, due to either absence or negligence, the student will lose
This thematic unit additionally tackles the concept of how social movements use resources to support their mobilization efforts. Further, it introduces the concept of Social Movement Organizations, a key component to mobilization. Discussion should include an evaluation as to the strengths and weaknesses of resource mobilization theory. Students should have a firm grasp on the implications of resource scarcity and competition on social movements. Further, students should understand the types of inferences from documents. Required Reading: Cress and Snow (1996); Dibble (1963); Maher (2010); McCarthy and Zald (1977); Meyer (2004); Skocpol and Somers (1980) Total pages (including bibliographies, tables, figures): 138 Additional: Clemens and Minkoff (2004); Jenkins and Klandermans (eds) 1995; Edwards and McCarthy (2004); Laslett (1980); McAdam (1982), Ch. 3 “The Political Process Model;” Meyer and Minkoff (2004); Meyer and Staggenborg (1996); McCammon, Campbell, Granberg, and Mowery (2001); Minkoff (1997); Robnett (1996); Skocpol (1984); Soule and King (2008); Staggenborg (1988) Theme 3. Culture, Media, and Framing Discursive forms and venues constitute the basis of this thematic unit. These include the media, memory, and framing techniques. Students should consider the ways social movements reach broader audiences. Additionally, this unit should include a discussion regarding the historical contingencies of such means. Required Reading: Amenta, Caren, Olasky, and Stobaugh (2009); Armstrong and Crage (2006); Ghaziani and Baldassarri (2011); Mariampolski and Hughes (1978); Roscigno and Danaher (2001); Snow (2004) Total pages (including bibliographies, tables, figures): 145
Vladimir Kaganskiy kaganskyw@mail.ru Moscow, 2013 This current syllabus cannot be used elsewhere in the university or at other universities without the expressed permission of the department or the author. 1. Goals and objectives of the discipline The course covers two related questions: - What are the main types of cultural landscapes in modern Russia? - How can we relate specific geographical and social situations? This course systematically examines the social geography of contemporary Russia in theoretical terms. Specific regional situations are used as a “field material” for this course. The course uses numerous examples of actual research practice from the instructor and his travels. At the conclusion of the course students should: • Understand the basic concept of cultural landscape; know the main types of Russian landscapes. • Be able to apply these concepts to the analysis and presentation of regionally-specific social situations. • Possess analytic skills that include specific regional information and an assessment of relevant methods. 2. Thematic plan for the academic discipline № Title of the topic Total hours on Lecture Hours Self-reliant work Seminar and Practice
*Horkheimer, Max, and Theodor W. Adorno (2002). Dialectic of Enlightenment: Philosophical Fragments. Translated by E. Jephcott. xi-34, 94-136. *Bauman, Z. (2000). “The Uniqueness and Normality of the Holocaust”. Modernity and the holocaust. Ithica, NY: Cornell University Press. pp.83-116. Lesson 5. ‘Second’ Modernization: Reflexivity and Risk 15 February 2013, 18:10-21:00 Required Readings *Beck, U. and E. B.-G. Beck (2002). Losing the Traditional: Individualization and 'Precarious Freedoms'. In (Ed.), Individualization: Institutionalized Individualism and its Social and Political Consequences (pp.1-21). London: Sage. *Giddens, A. (1991). Modernity and Self-Identity. Cambridge: Polity Press. pp.181-208. *Atkinson, Will (2007). „Beck, individualization and the death of class: a critique.“ The British Journal of Sociology, 58 (3): 349-366. *Beck, U. (2005). „Risk Society Revisited“, in The Risk Society and Beyond: Critical Issues for Social Theory (ed. B. Adam). pp. 211-229.
№ Title of the topic Total hours on discipline Lecture Hours Seminar and Practice sessions Self-reliant work 1 Starting points for urban studies 21 2 2 17 2 Modes of urban perception 21 2 2 17 3 Structuring of a city: space, time, materiality, an event 21 2 2 17 4 Mobility and a rhythm of a city 21 2 2 17 5 A city as a field of everyday practices: communication, management and everyday resistance 21 2 2 17 6 Experience of a bodily engagement in a city. Urban emotional landscapes 20 2 2 16 7 Performativity and categorizing of urban space 19 2 2 15 Total 144 14 14 116 3. Grading Essay (3 thousand words) (40%) Seminar presentation on the essay (30%) Participation in discussions on seminars and making a 300-500 word report in seminar (30%) 4. Course Contents Theme 1. Starting points for urban studies Сonceptualization of a city in urban studies: universalism vs uniqueness. Universalist approach: the paradigm of modernism and postmodernism (a city as a system, a mechanism vs. a city as a collage). A city as a starting point of theorizing. The uniqueness of the city. About a possibility of