Understanding Community Power Structures
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Society, Community, and Development: a Tale of Two Regions
Michael Storper, Lena Lavinas and Alejandro Mercado- Célis Society, community, and development: a tale of two regions Book section Original citation: Originally published in Polenske, Karen, The economic geography of innovation. Cambridge, UK : Cambridge University Press, 2007, pp. 310-339. © 2007 Cambridge University Press This version available at: http://eprints.lse.ac.uk/4882/ Available in LSE Research Online: May 2008 LSE has developed LSE Research Online so that users may access research output of the School. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LSE Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. You may freely distribute the URL (http://eprints.lse.ac.uk) of the LSE Research Online website. This document is the author’s submitted version of the book section. There may be differences between this version and the published version. You are advised to consult the publisher’s version if you wish to cite from it. 0 SOCIETY, COMMUNITY AND DEVELOPMENT:1 A Tale of Two Regions Michael Storper Lena Lavinas Alejandro Mercado Célis Storper: Institut d’Etudes Politiques de Paris and London School of Economics Lavinas : Institute of Economics, Federal University of Rio de Janeiro ([email protected]) Mercado : Universidad Nacional Autónoma -
Common Course Outline for SOCL
Common Course Outline SOCL 101 Introduction to Sociology 3 Credits Community College of Baltimore County Description SOCL 101 – 3 credits – Introduction to Sociology examines social interactions and the use of sociological perspectives to explain the individual relationships , as well as interactions among the groups and societies that shape them. It covers basic concepts such as culture, socialization, social inequality, social power, deviance, social control, institutions, and global issues. 3 credits Prerequisites: ACLT 052 or ACLT 053 Overall Course Objectives Upon completion of this course students will be able to: 1. assess the sociological perspective and its development in studying human behavior; 2. compare and contrast the macro and micro sociological approaches in examining social structure and social interaction; 3. evaluate the importance of social institutions including marriage, family, the media, educational, political and economic structures in a diverse and global society; 4. evaluate major sociological theories by focusing on the main concepts, ideas and critical assessment of each theory from a historical, social and political context; 5. apply the sociological perspective when using technology to evaluate and validate information; 6. find, evaluate, use, and cite appropriate academic resources related to sociological topics; 7. apply the steps in the scientific research process, utilizing technology and appropriate academic resources, to analyze or design a sociological study; 8. examine the nature of culture, subcultures, social norms, ethnocentrism, and cultural relativism with a focus on diversity appreciation and ethical awareness; 9. describe the theories and processes of socialization on the development of the self and lifelong learning; 10. assess patterns of social interaction using the concepts: status, role, primary group, and secondary group; 11. -
Human Services and Community Justice
BACHELOR OF SCIENCE IN MAJOR HUMAN SERVICES AND COMMUNITY JUSTICE DEPARTMENT OF COUNSELING AND HUMAN SERVICES 524 West 59th Street, New York, NY 10019 ¢ New Building, 8.65.26 ¢ 212-393-6883 www.jjay.cuny.edu/department-counseling-human-services See all major requirements at: www.jjay.cuny.edu/human-services-and-community-justice-major-resources WHAT WILL YOU LEARN IN THIS MAJOR? The Human Services and Community Justice (HSCJ) major is designed to train students in the practice and theory of human services. Students in the major will progress through a series of required core courses, designed to prepare them to be self-reflective, competent and compas- sionate practitioners, change agents, advocates, and community lead- ers. Students will examine issues of social, racial, and economic injustice, and the challenges encountered by diverse and underserved populations in society. Through multidisciplinary coursework, students will develop a rich appreciation for diverse human systems and interventions, justice and advocacy, and policy and administration, promoting a “just” society. IN THIS MAJOR YOU WILL nnn FIRST COURSES IN THE MAJOR nnn Read journal articles and textbooks. CHS 150: Foundations of Human Services Understand human services values, attitudes and Counseling ethics and their appropriate application in practice to AFR 145: Introduction to Community Justice culture, ethnicity, race, class, gender, religion/spiritual- in Human Systems ity, ability, sexual orientation, and other expressions of AFR 227: Community Based Approaches diversity. to Justice Engage with diverse faculty and social and advocacy CHS 230: Culture, Direct Services & Community groups, examining the dynamics of power, values Practice and equity of public service, civic activism and CHS 235: Theories of Assessment and transformational organizational change. -
What Is Social Capital?
OECD Insights: Human Capital What is social capital? The concept of social capital became fashionable only relatively recently, but the term has been in use for almost a century while the ideas behind it go back further still. “Social capital” may first have appeared in a book published in 1916 in the United States that dis- cussed how neighbours could work together to oversee schools. Author Lyda Hanifan referred to social capital as “those tangible assets [that] count for most in the daily lives of people: namely goodwill, fellowship, sympathy, and social intercourse among the individuals and families who make up a social unit”. That gives some sense of what’s meant by social capital, although today it would be hard to come up with a single definition that sat- isfied everyone. For the sake of simplicity, however, we can think of social capital as the links, shared values and understandings in society that enable individuals and groups to trust each other and so work together. In recent years, the term entered the popular imagination with the publication in 2000 of Robert Putnam’s bestseller, Bowling Alone: The Collapse and Revival of American Community. Putnam argued that while Americans have become wealthier their sense of commu- nity has withered. Cities and traditional suburbs have given way to “edge cities” and “exurbs” – vast, anonymous places where people sleep and work and do little else. As people spend more and more time in the office, commuting to work and watching TV alone, there’s less time for joining community groups and voluntary organ- isations, and socialising with neighbours, friends and even family. -
An Adaptation and Expansion of Robert Terry's
An Alternative Method to Investigate Organizational Effectiveness: An Adaptation and Expansion of Robert Terry’s Model G. R. Bud West Regent University In this study, I present a theoretical model developed by Robert Terry as an alternative resource to traditional methods for analyzing organization effectiveness. The model consists of the constructs of mission, power, structure, and resources. These categories permeate the current literature, as researchers have tied each of them individually to organizational effectiveness. Terry broadened some of the definitions, and I explain and adapt his somewhat different arrangement of power as a mediator between mission and structure, where traditional models have typically implied structure as the mediator. These differences offer not only a different approach, but also a fuller description of some techniques that can result in enhancing organization effectiveness. In the early 1980s, Dr. Robert W. Terry, formerly the director of the Reflective Leadership Center of the Humphrey Institute at the University of Minnesota, developed a descriptive theoretical model of organizational effectiveness for the U.S. Navy’s Human Resource Management School. At that time more than ever before, members of the Navy’s leadership group were focusing their efforts on ensuring equal opportunity throughout the Navy. Dr. Terry’s previous work in that area for both the public and private sectors commended him for the job of helping the Navy work through that difficult time in its history. Terry’s (1982) stated intention for this mode, as discussed in raw notes from the Navy was to use the resulting matrix “for a diagnostic in descriptive purposes to start with—later it forms the foundation for the normative or ethical work” (p. -
Social Networking: a Guide to Strengthening Civil Society Through Social Media
Social Networking: A Guide to Strengthening Civil Society Through Social Media DISCLAIMER: The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Counterpart International would like to acknowledge and thank all who were involved in the creation of Social Networking: A Guide to Strengthening Civil Society through Social Media. This guide is a result of collaboration and input from a great team and group of advisors. Our deepest appreciation to Tina Yesayan, primary author of the guide; and Kulsoom Rizvi, who created a dynamic visual layout. Alex Sardar and Ray Short provided guidance and sound technical expertise, for which we’re grateful. The Civil Society and Media Team at the U.S. Agency for International Development (USAID) was the ideal partner in the process of co-creating this guide, which benefited immensely from that team’s insights and thoughtful contributions. The case studies in the annexes of this guide speak to the capacity and vision of the featured civil society organizations and their leaders, whose work and commitment is inspiring. This guide was produced with funding under the Global Civil Society Leader with Associates Award, a Cooperative Agreement funded by USAID for the implementation of civil society, media development and program design and learning activities around the world. Counterpart International’s mission is to partner with local organizations - formal and informal - to build inclusive, sustainable communities in which their people thrive. We hope this manual will be an essential tool for civil society organizations to more effectively and purposefully pursue their missions in service of their communities. -
Chapter 4 : Developing a Community Profile
CHAPTER 4 : DEVELOPING A COMMUNITY PROFILE The community profile is a summary of baseline conditions and trends in a community and study area. It establishes the context for assessing potential impacts and for project decision-making. Developing a community profile involves identifying community issues and attitudes, locating notable features in the study area, and assessing social and economic conditions and trends in the community and region that have a bearing on the project. Preparing a community profile is often an iterative process. Although some information can be collected early project development, other important information about the community may not be uncovered until later in project development or production. Information can be collected both from primary sources, such as interviews or field surveys, and secondary sources, such as comprehensive plans or newspaper articles. The nature of the data collection effort and the level of documentation required will vary according to the project. For major or controversial projects, information on the community might feed into the Baseline Conditions section of the CIA technical report. For other less extensive projects, a brief summary of key issues and baseline data could be included in the project files. This chapter provides a general process for developing a community profile (see Figure 4-1). It addresses major elements for consideration, where and how to get the information, and suggestions on documenting the information. A checklist, summarizing the various elements of a community profile, appears at the end of this chapter. It is intended as a guide for collecting relevant data, recognizing that not all of this information will be relevant for every project. -
Can Mentoring As a Mutually Developmental Relationship Exist in Organizations?
Can Mentoring As A Mutually Developmental Relationship Exist In Organizations? Katherine L. Eggert and Jamie L. Callahan Texas A&M University Most literature portrays mentoring as a means to enhance or maintain organizational stability. Thus, mentoring is viewed as a mechanism to achieve organizational goals. From this perspective, HRD scholars may be ignoring an elementary aspect of mentoring – a deeply personal, developmental relationship between two individuals. This paper explores the reciprocal nature of mentoring as a means of achieving mutual emancipation with the possibility of diminishing impediments such relationships might encounter in organizations. Keywords: Mentoring, Leadership Development, Critical Perspective Mentoring is featured prominently in the theory, research, and practice of human resource development and, as such, it is worth exploring the orientations used to describe the process and report the results of these partnerships as depicted in HRD literature. Typically scholars and practitioners structure their discussions from participants’ standpoints (i.e., the mentor, the protégé, or the dyad) in terms of the relationship and its mechanics; yet the ultimate purpose is ostensibly to optimize organizational returns on investment accrued from fostering mentoring programs. Through mentoring interventions geared toward promotion, assimilation, or greater skills-based competencies of its membership, organizations report the following benefits: • Enhancing leadership development (Darwin, 2000); • Facilitating managerial -
The Problem of Social Class Under Socialism Author(S): Sharon Zukin Source: Theory and Society, Vol
The Problem of Social Class under Socialism Author(s): Sharon Zukin Source: Theory and Society, Vol. 6, No. 3 (Nov., 1978), pp. 391-427 Published by: Springer Stable URL: http://www.jstor.org/stable/656759 Accessed: 24-06-2015 21:55 UTC REFERENCES Linked references are available on JSTOR for this article: http://www.jstor.org/stable/656759?seq=1&cid=pdf-reference#references_tab_contents You may need to log in to JSTOR to access the linked references. Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at http://www.jstor.org/page/ info/about/policies/terms.jsp JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. Springer is collaborating with JSTOR to digitize, preserve and extend access to Theory and Society. http://www.jstor.org This content downloaded from 132.236.27.111 on Wed, 24 Jun 2015 21:55:45 UTC All use subject to JSTOR Terms and Conditions 391 THE PROBLEM OF SOCIAL CLASS UNDER SOCIALISM SHARON ZUKIN Posing the problem of social class under socialismimplies that the concept of class can be removed from the historical context of capitalist society and applied to societies which either do not know or do not claim to know the classicalcapitalist mode of production. Overthe past fifty years, the obstacles to such an analysis have often led to political recriminationsand termino- logical culs-de-sac. -
Community and Environmental Sociology 1
Community and Environmental Sociology 1 COMMUNITY AND DEGREES/MAJORS/CERTIFICATES • Community and Environmental Sociology, B.S. (http:// ENVIRONMENTAL guide.wisc.edu/undergraduate/agricultural-life-sciences/community- environmental-sociology/community-environmental-sociology-bs/) SOCIOLOGY • Food Systems, Certificate (http://guide.wisc.edu/undergraduate/ agricultural-life-sciences/community-environmental-sociology/food- Sociologists study human social behavior and how societies are systems-certificate/) organized. The Department of Community and Environmental Sociology’s focus is on the relationship between people and their natural environment and with the communities in which people live, work, and play. PEOPLE A major in Community and Environmental Sociology is good preparation for jobs that involve an understanding of social issues, require knowledge PROFESSORS of the functioning and organization of communities and the relationship Michael Bell (chair), Katherine Curtis, Nan Enstad, Randy Stoecker between people and the natural environment, and involve data collection or data analysis. Community and Environmental Sociology graduates ASSOCIATE PROFESSORS may be employed in nongovernmental organizations (NGOs) that Samer Alatout, Noah Feinstein, Monica White focus on a number of issues surrounding community development, environment, and advocacy, governmental planning or social service ASSISTANT PROFESSORS agencies, agricultural or environmental organizations, and cooperative Josh Garoon, Sarah Rios or agribusiness enterprises. A major in Community and Environmental Sociology also provides excellent preparation for careers in international EMERITUS PROFESSORS development, law, and further academic work in sociology or other social Jane Collins, Glenn Fuguitt, Jess Gilbert, Gary Green, Tom Heberlein, sciences. Daniel Kleinman, Jack Kloppenburg, Gene Summers, Leann Tigges, Paul Voss The Department of Community and Environmental Sociology offers a wide range of courses for both beginning and advanced students. -
Strengthening Social Capital: Examples
Strengthening Social Capital: Examples Communities can improve their social capital by strengthening their residents trust and engagement within three types of networks: bonding, bridging and linking. Here are some examples of efforts to strengthen each type of network. Strengthening Bonding Networks Bonding networks are made of close ties, usually with family, friends and neighbors. These connections provide security and help people get by in times of need. New York Mills community garden A local team recognized that those who are struggling to make ends meet are feeling the pinch of increased prices at the grocery store and gas pumps. A new community garden was formed that benefits gardeners (fun hobby), would-be-gardeners (new skill) and those needing to stretch a dollar (reduced grocery bill). Plots are offered free on a first come basis to civic groups, church groups or service groups wanting to challenge their green thumb skills and provide for the needy. The project offers neighbors the opportunity to come together out of a common love of gardening as well as a common interest in food security. Social capital learning circles Learning circles are made up of people who meet on a regular basis in neighborhood groups to gain information and share wisdom to improve their lives. Extension’s “community glue” program has not only provided a topic for members of community learning circles to learn, but it has been a topic that honors the concept of why those groups exist. Social Capital: The Glue That Holds Communities Together, has been used by more than 200 groups (2100+ members) to learn about and set personal goals for strengthening their community, starting with the very personal actions they take to reach out and help neighbors. -
An Orientation to Organizational Communication
01-Papa-45411.qxd 10/11/2007 4:38 PM Page 1 CHAPTER 1 An Orientation to Organizational Communication Chapter Outline ORGANIZATION AND COMMUNICATION The Concept of Organization The Concept of Communication Studying Organizational Communication Understanding Organizations Awareness of Skills Career Opportunities Development of the Field Relationship to Other Fields PERSPECTIVES ON ORGANIZATIONAL COMMUNICATION The Traditional Perspective The Interpretive Perspective The Critical Perspective Feminism Status of the Field ORGANIZATION AND COMMUNICATION The Concept of Organization Human beings organize in the simplest sense to get things done. We define and arrange positions or roles, then we engage in concerted action with one another by coordinating these roles to accomplish some purpose. But this idea is just the proverbial tip of the orga- nizational iceberg. Organizations often are very elaborate and complicated forms of human 1 01-Papa-45411.qxd 10/11/2007 4:38 PM Page 2 2 ORGANIZATIONAL COMMUNICATION endeavor. They are not only vehicles for clear, cooperative action, but also sites of conflict and confusion. An organization may have a singular mission but many different reasons for its actual existence, and these varying reasons and the forces arising from them may not enjoy a peaceful coexistence. Unless you are literally a hermit, organizations affect many aspects of your life, and you affect the lives of others through your own involvement with organizations. Even if you work alone or in a so-called independent business, you are enabled and constrained by human organizations around you. The clock radio that jolted you into action this morning most likely was produced by an organization, i.e., in the factory of some electronics com- pany.