DOCSLIB.ORG

Sociology & Anthropology

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Sociology & Anthropology SOCIOLOGY & | ANTHROPOLOGY NYC FACULTY Ida Dupont (PhD in Criminal Justice, City University of New York). Professor Dupont’s research and teaching interests focus on gender, crime and violence, and structures of the family. Amy Foerster (PhD in Sociology, Cornell University). Professor Foerster’s The Sociology and Anthropology department on Pace University’s New York City research and teaching interests focus campus offers a combined Bachelor of Arts degree in Sociology/Anthropology, as on immigration, popular culture well as a minor. The minor is offered on both New York City and Pleasantville campuses. and the sociology of organizations. Judith Pajo (PhD in Anthropology, Sociology is the study of the impact of structural and cultural forces upon individuals University of California, Irvine). and groups in contemporary society. Anthropology is the ethnographic, holistic and Professor Pajo’s research and teaching comparative study of one’s own society and that of other societies throughout the interests focus on environmental world. The disciplines of sociology and anthropology have many commonalities: anthropology, the anthropology of both investigate the social world we inhabit and explain how human behaviors Europe, and political and economic relate to culture and society. Once limited to the study of small-scale communities in anthropology. non-industrial societies, the field of anthropology has expanded its scope to now include a variety of communities and cultures such as ethnic groups in the Roger Salerno (PhD in Sociology, United States, factory workers in Europe, brokers on Wall Street, indigenous New York University). Professor Salerno’s research and teaching groups in South America, and tribes in the Kalahari desert. Contemporary interests focus on social psychology, sociological research has shed light on racial bias in mortgage lending, the mating sociological and psychoanalytic and dating habits of city residents, the global development of the industrial theory and the history of sociology. food system, and how and why revolutions occur. Andrea Voyer (PhD in Sociology, Our program offers a breadth of focus; students can choose from a broad spectrum of University of Wisconsin, Madison). classes ranging from consumer behavior in American society to the sociology Professor Voyer’s research and of torture, from ethnography in the city to forensic anthropology. The blend of teaching interests focus on immigration intriguing coursework, challenging research, and rewarding internships and integration, race and ethnicity, provide students with a dynamic and practical understanding of the diverse social urban sociology and sociological theory. and cultural world in which we live. Marie Werner (MA in Sociology, SOCIOLOGICAL AND ANTHROPOLOGICAL PRACTICE Fordham University; MSW in Social Work, Columbia University; EdD Sociologists and anthropologists are involved in a wide variety of applied fields: Teachers’ College, Columbia University). social work; city planning; labor organizing; museum management; Professor Werner’s research and human resource management; grants development; police and legal services teaching interests focus on race and public health work. They can be found in human rights groups and ethnicity, social class and human and community-based service organizations such as Amnesty International, services/social work. CARE, the Parks Council and a host of advocacy groups around the world. Some even write marketing strategies for McDonald’s restaurants! www.pace.edu/dyson/socanthro SOCIOLOGY & | ANTHROPOLOGY NYC CLASSROOM EXPERIENCE Students in introductory-level classes conduct systematic observation, and work in small groups to analyze and present their findings. Students in upper-level classes conduct Many sociology/anthropology graduates off-campus outings per semester. individualized research using choose to pursue graduate degrees. The department also hosts events different anthropological and Those with master’s degrees are typically featuring guest speakers and filmmakers. sociological methods. Combined qualified to teach at the secondary/ Other times, when facing the stress with faculty presentations, lectures high-school level, or in community of finals week or midterms, we just and case studies, our classrooms colleges. Those with PhDs can teach go to the movies together. These provide a mix of techniques and at four-year colleges and universities, activities are free for students. methods that appeal to many and normally are required to maintain different learning styles. an active research agenda. Many of the most famous sociology SOCIOLOGICAL AND and anthropology “teachers,” however, ANTHROPOLOGICAL never held the title of professor: RESEARCH community organizer Saul Alinksy, civil rights pioneers Ralph Abernathy, Government agencies, for-profit W.E. B. DuBois, Dr. Martin Luther King, corporations, and not-for-profit Jr., Jesse Jackson and Roy Wilkins all organizations employ large numbers held degrees in sociology, as do of researchers with training Congresswoman Maxine Waters and in sociology or anthropology. former U.S. Congresswoman Shirley These organizations include Chisholm. HANDS-ON EXPERIENCE international governing bodies like the United Nations, as well as We believe that our sociology and In cooperation with the Career Services federal, state, and local governments. anthropology program offers students office at Pace University, the department The field of medicine is also open the opportunity to acquire unique offers academic credit for most to those with training in sociology skills that make for highly competitive internship placements. Students or anthropology. Many medical candidates on the job market. have been appointed to internships anthropologists can be found in at esteemed institutions such as the the Brazilian rain forest doing CO-CURRICULAR American Museum of Natural History, research on traditional treatments the United Nations, Planned Parenthood, and cures for modern illnesses. The Sociology and Anthropology Black Entertainment Television, the department provides a rich co-curricular New Shul, the Henry Street Settlement, environment, typically offering several and many more. www.pace.edu/dyson/socanthro.
Load more

Recommended publications
  • Harvard University
    The Peck School CORNELL UNIVERSITY Colleges and Number of Attendees 2011-2015 Northeastern Harvard University 9 Johns Hopkins University 3 University University Villanova University 9 University of Delaware 3 Boston College 8 University of Richmond 3 of Pennsylvania of University Lafayette College 6 Yale University 3 Princeton University 6 Boston University 2 Colorado Boulder Colorado University of Pennsylvania 6 Emory University 2 Johns Hopkins University Dame Notre of University Duke University 5 Gettysburg University 2 Stanford University New York University 5 Lehigh University 2 Lafayette College Washington & Lee University 5 Massachusetts Institute of Technology 2 Brown University 4 Northeastern University 2 Lehigh Bowdoin College University Dartmouth College 4 Stanford University 2 Connecticut College Georgetown University 4 Syracuse University 2 Middlebury College 4 University of Colorado Boulder 2 of Technology Massachusetts Institute Southern Methodist University 4 University of Michigan 2 Dartmouth Colby College 3 University of Notre Dame 2 Colgate University 3 University of St. Andrews, Scotland 2 Fairfield University 3 Vanderbilt University 2 Gettysburg University Gettysburg College DELIVERING Wesleyan University Bowdoin College, Bryant University, Bryn Mawr College, College of Charleston, on the Syracuse University Syracuse College of the Holy Cross, Connecticut College, Cooper Union, Cornell University, Denison University, Dickinson College, Elon University, Fordham University, promise University of Franklin & Marshall College,
    [Show full text]
  • New York University Bulletin
    New York University Bulletin Steinhardt School of Culture, Education and Human Development New York University Washington Square New York, New York 10003 NOTICES About this Bulletin The policies, requirements, course offerings, schedules, activities, tuition, fees, and calendar of the school and its departments and programs set forth in this bulletin are subject to change without notice at any time at the sole discretion of the administration. Such changes may be of any nature, including, but not limited to, the elimination of the school or college, programs, classes, or activities; the relocation of or modification of the content of any of the foregoing; and the cancellation of scheduled classes or other academic activities. Payment of tuition or attendance at any classes shall constitute a student’s acceptance of the administration ‘s rights as set forth herein. Fieldwork Placement Advisory Be advised that fieldwork placement facilities that provide training required for your program degree, and agencies that issue licenses for practice in your field of study, each may require you to undergo general and criminal background checks, the results of which the facility or agency must find accept able before it will allow you to train at its facility or issue you a license. You should inform yourself of offenses or other facts that may prevent you from obtaining a license to practice in your field of study. NYU Steinhardt will not be responsible if you are unable to complete program requirements or cannot obtain a license to practice in your field because of the results of such background checks. Some fieldwork placement facilities in your field of study may not be available to you in some states due to local legal prohibitions.
    [Show full text]
  • Upper School Programs About Prepare Inc
    UPPER SCHOOL PROGRAMS ABOUT PREPARE INC. Prepare Inc. is an educational services company that offers comprehensive violence prevention programs and evidence-based programs for personal safety, communication skills, and self-defense. Our school programs are designed to empower students and improve their safety and well-being by simultaneously lowering risk factors and raising protective factors. Prepare is recognized for its ability to communicate with young people and tailor its programs to always be age-appropriate. Since 1992, Prepare Inc. has served over 30,000 young people and adults and provided programs and trainings for over 30 K-12 schools. 9TH -12TH GRADE PROGRAMS Prepare Inc. offers the following programs for Upper School students: • Personal Safety • Healthy Relationships • Health Education Improving the safety of young people is a community- wide effort. Therefore, we highly recommend combining one or more of these programs with the Parent, Caregiver, and Educator Workshop. The workshop encourages and multiplies a community of positive adult role models who are able to reinforce the lessons learned. PREPARE Personal Safety Can students anticipate problems and take actions to avoid danger? Can they use communication skills to clearly set boundaries in friendships and romantic Violence Prevention relationships? Can they resist physical aggression and find safety? The young people you care about need life skills that will help them stay safer. The program provides teens (Grades 8-12) with age-appropriate, com- prehensive, violence prevention education, including personal safety, Healthy Boundaries self-advocacy, and self-reliance. Students learn to distinguish between instincts and bias when assessing threats to their safety. We emphasize the importance of de-escalating situations.
    [Show full text]
  • The NYC RBE-RN @ Fordham University the New York City Regional Bilingual & Education Resource Network
    Graduate School of Education, James J. Hennessy, Ph.D., Dean Center for Educational Partnerships, Anita Vazquez Batisti, Ph.D. Associate Dean/Director The NYC RBE-RN @ Fordham University Fall 2014 The New York City Inside this issue: Regional Bilingual & Education Resource Network Message from Dr. Anita Batisti …………….….p.2 Creating an Environment that Embraces All The NYC RBE-RN at Fordham University welcomes you to Students by Eva Garcia ……………………..…. p.3 the 2014-2015 school year. We are continuing this year with the NY State News: Amendments to Part 154 Collaborative Accountability Initiative to support schools in creat- by Bernice Moro…………..…………….……. p.4 ing professional learning communities centered on the education of The Power of Non-Fiction English language learners. Along with this initiative we will continue by Diane Howitt ……. ………………..…….... p.5 with Regional Professional Development to be offered in the form Talk is the Seed From Which All Writing of institutes, clinics and symposia. Each of the 2014-2015 sessions Germinates by Sara Martinez …………..…..…. p.7 will be dedicated to the alignment of Common Core Learning “Get the Gist”: A Summary Strategy to Improve Standards for English language learners. ……… Reading Comprehension by Aileen Colón…........p.9 Our newsletters will continue quarterly beginning with the cur- ELLs Can Write Using the Writing Process rent RBE-RN Fall Newsletter that focuses on developing reading by Elsie Cardona-Berardinelli ……….…..…. p.11 and writing skills using nonfiction texts. In the articles that follow, Using the Language Frames “Hidden” Behind you will find research-based strategies about how nonfiction texts the Text by Roser Salavert …………..……….p.13 can be incorporated into the lessons to scaffold the learning pro- The Fordham University Dual Language cess of ELL students.
    [Show full text]
  • Joe Salvatore
    JOE SALVATORE Program in Educational Theatre • Department of Music and Performing Arts Professions Steinhardt School of Culture, Education, and Human Development New York University, 82 Washington Square East, Pless Annex, Room 223, New York, NY 10003 Phone: (212) 998-5266 • Fax: (212) 995-4569 • E-mail: [email protected] www.joesalvatore.com EDUCATION University of Massachusetts, Amherst, MA. M.F.A., Dramaturgy / Directing. May 1998. Thesis Topic: “Quinceañera: A Collaborative Workshop Production.” University of Delaware, Newark, DE. Honors B.A., History, May 1995. Honors Thesis Topic: “Bertolt Brecht’s Success in Exile: November 1938 to May 1940.” ACADEMIC POSITIONS Clinical Associate Professor of Educational Theatre, Department of Music and Performing Arts Professions, Steinhardt School of Culture, Education, and Human Development, New York University, September 2014-Present. Clinical Assistant Professor of Educational Theatre, Department of Music and Performing Arts Professions, Steinhardt School of Culture, Education, and Human Development, New York University, September 2011-August 2014. Master Teacher of Educational Theatre, Department of Music and Performing Arts Professions, Steinhardt School of Culture, Education, and Human Development, New York University, September 2003-August 2011. Faculty Fellow in Residence, Office of Residential Life and Housing Services, New York University, 2005-2014. Instructor, Pre-College Program, Barnard College, June-July 2003. Adjunct Instructor, Program in Educational Theatre, Department of Music and Performing Arts Professions, Steinhardt School of Education, New York University, 2002-2003. Associate Adjunct Professor, Department of Communication Studies, Performance Studies, and Theatre, Long Island University, Brooklyn Campus, 2001-2003. Instructor, Department of Theater, University of Massachusetts-Amherst, 1997-1999. Teaching Assistant, Department of Theater, University of Massachusetts-Amherst, 1995-1997.
    [Show full text]
  • Recent Senior Administrative Searches
    RECENT SENIOR ADMINISTRATIVE SEARCHES This sampling of recent senior administrative searches illustrates the broad range of schools we serve and the strength of their appointees. ETHICAL CULTURE FIELDSTON SCHOOL NEW YORK, NY (2018-19) Since its founding in 1878, Ethical Culture Fieldston School has been a beacon of progressive education in America. Known among New York City independent schools as a place where children are simultaneously encouraged to revel in the joys of childhood and confront the challenges presented by the modern world, ECFS emphasizes ethical thinking, academic excellence, and student-centered learning. PRINCIPAL, FIELDSTON UPPER - Nigel Furlonge was Associate Head of School at Holderness School from 2015-2018 before his appointment at ECFS. Previous posts include Admissions Director and Dean of Students and Residential Life at Christina Seix Academy, Academic Dean at The Lawrenceville School, and Director of Studies at St. Andrew’s School (DE). Nigel is a graduate of Boston Latin School and holds a B.A. in American History with a minor in African American Studies from The University of Pennsylvania, an M.A. in American History from Villanova University, and an M.Ed. in Organization and Private School Leadership from Columbia University. PRINCIPAL, FIELDSTON LOWER - Joseph McCauley previously served as Assistant Head of Pre- and Lower School at The Packer Collegiate Institute before joining Fieldston. He joined Packer in 2008 as a fourth-grade teacher. During his time there, he was Director of the Teacher Mentor Program, Leader of Yearlong Staff Development Groups, and a member of the Lower School Curriculum Leadership Team, as well as the Strategic Plan Task Force on Community and Identity.
    [Show full text]
  • Application, Admission, and Matriculation to New York City's
    PATHWAYS TO AN ELITE EDUCATION: APPLICATION, ADMISSION, AND MATRICULATION TO NEW YORK CITY’S SPECIALIZED HIGH SCHOOLS Sean Patrick Corcoran Abstract (corresponding author) New York City’s public specialized high schools have a long Steinhardt School of Culture, history of offering a rigorous, college preparatory education Education, and Human to the city’s most academically talented students. Though im- Development mensely popular and highly selective, their policy of admitting New York University students using a single entrance exam has raised questions about New York, NY 10003 diversity and equity in access. In this paper, we provide a de- scriptive analysis of the “pipeline” from middle school to ma- [email protected] triculation at a specialized high school, identifying group-level differences in application, admission, and enrollment. In doing E. Christine Baker-Smith so, we highlight potential points of intervention to improve ac- Steinhardt School of Culture, cess for underrepresented groups. Controlling for other measures Education, and Human of prior achievement, we find black, Hispanic, low-income, and Development female students are significantly less likely to qualify for admis- New York University sion to a specialized high school. Differences in application and New York, NY 10003 matriculation rates also affect the diversity in these schools, and christine.baker-smith@nyu we find evidence of middle school “effects” on both application .edu and admission. Simulated policies that offer admissions using alternative measures, such as state test scores and grades, sug- gest many more girls, Hispanics, and white students would be admitted under these alternatives. They would not, however, ap- preciably increase the share of offers given to black or low-income students.
    [Show full text]
  • Pathways to an Elite Education: Exploring
    POLICY BRIEF Pathways to an Elite Education: Exploring Strategies to Diversify NYC’s Specialized High Schools Sean P. Corcoran Institute for Education and Social Policy New York University Christine Baker-Smith The Research Alliance for New York City Schools New York University March 2015 1 PATHWAYS TO AN ELITE EDUCATION: EXPLORING STRATEGIES TO DIVERSIFY NYC’S SPECIALIZED HIGH SCHOOLS Introduction New York City’s specialized high schools have a long history of offering a rigorous, college preparatory, public education to some of NYC’s highest-achieving students. Unlike other high schools in the City, these eight schools admit students based solely on their performance on the Specialized High School Admissions Test (SHSAT). In a typical year, about 25,000 8th graders take the SHSAT (which is free), and 5,000 are offered admission to a specialized high school. These admitted students represent about 6 percent of the 80,000 or more 8th graders who participate in NYC’s high school admissions process each year. Despite enrolling only a small fraction of the City’s high school students, the specialized schools have become a This brief is based on a working paper, Pathways powerful symbol in a larger public debate about educational to an Elite Education: equity. For years, these elite schools have served Application, Admission, and Matriculation at New disproportionately low numbers of Black, Latino, and female York City’s Specialized students. In 2013, for example, at the three largest specialized High Schools. Please see th the paper (available at high schools, 57 percent of incoming 9 graders were male, www.ranycs.org/publicatio 64 percent were Asian, and 22 percent were White, while just ns/pathways_to_an_elite_ education) for information 4 percent were Black and 5 percent Latino.
    [Show full text]
  • 2015–16 (Full PDF)
    Bulletin 2015–16 Bulletin The Graduate Center The City University of New York 2015–16 Volume Thirty-Eight / Number ONe 365 Fifth Avenue, New York, NY 10016-4309 www.gc.cuny.edu General: 1.212.817.7000 Admissions Office: 1.212.817.7470 (TDD users should call the New York Relay Center at 1.800.662.1220.) 2015–16 Bulletin, The Graduate Center, City University of New York NOtice Of POssible chaNges The City University of New York reserves the right, because of changing conditions, to make modifications of any nature in the academic programs and requirements of the University and its constituent colleges without advance notice. Tuition and fees set forth in this publication are similarly subject to change by the Board of Trustees of the City University of New York. The Uni- versity regrets any inconvenience this may cause. accreditatiON The City University of New York is registered by the New York State Department of Education: Office of Higher Education and the Professions, Cultural Education Center, Room 5B28, Albany, NY 12230; Telephone: 1.518.474.5851; http://www.nysed.gov/heds/IRPSL1.html. The Graduate Center has been accredited by the Commission on Higher Education of the Middle States As- sociation of Colleges and Schools since 1961, last reaffirmed in 2010. Seehttp://www.gc.cuny. edu/CUNY_GC/media/CUNY-Graduate-Center/PDF/Policies/General/Accreditation.pdf. 2 the graduate ceNter caleNdar / 2015–16 fall 2015 August 6 (Thurs.) ....................... Deadline for filing readmission and last day for non- matriculated, auditor and permit students to file an application for the Fall 2015 semester.
    [Show full text]
  • 15Th Annual Accounting Summer Camp May 20-21, 2019
    15th Annual Accounting Summer Camp May 20-21, 2019 REGISTERED ATTENDEES *Denotes presenter Aleksander Aleszczyk, London Business School Divya Anantharaman, Rutgers University Jitendra Aswani, Fordham University – PhD Student Tim Baldenius, Columbia University Massimiliano Bonacchi, NYU Stern *Mark Bradshaw, Boston College Francois Brochet, Boston University Matthew Cedergren, University of Pennsylvania Jing Chen, University at Buffalo SUNY Anthony Cho, NYU Stern – PhD Student *Christine Cuny, NYU Stern Masako Darrough, Baruch College, CUNY *Ilia Dichev, Emory University Alex Dontoh, NYU Stern *Yiwei Dou, NYU Stern Svenja Dube, NYU Stern – PhD Student Fabrizo Ferri, Miami Business School Jonathan Glover, Columbia University Ilan Guttman, NYU Stern Mortiz Hiemann, Columbia University Kevin Hsueh, NYU Stern - PhD Student Zeqiong Huang, Yale University Disen Huang, NYU Stern - PhD Student Joon Ho Kang, Fordham University - PhD Student Urooj Khan, Columbia University Jungbae Kim, NYU Stern - PhD Student 15th Annual Accounting Summer Camp 15th Annual Accounting Summer Camp May 20-21, 2019 REGISTERED ATTENDEES *Denotes presenter April Klein, NYU Stern Kalin Kolev, Baruch College, CUNY Changwook Lee, NYU Stern - PhD Student Alina Lerman, University of Connecticut Edward Li, Baruch College, CUNY Joshua Livnat, NYU & QMA Carol Marquardt, Baruch College, CUNY Joseph Micale, Fordham University - PhD Student Arthur Morris, New York University – Shanghai Lin Nan, Purdue University *Valeri Nikolaev, University of Chicago Lin Qiu, NYU Stern - PhD Student
    [Show full text]
  • Nyu-Downloadable-Campus-Map.Pdf
    NEW YORK UNIVERSITY 64 404 Fitness (B-2) 404 Lafayette Street 55 Academic Resource Center (B-2) W. 18TH STREET E. 18TH STREET 18 Washington Place 83 Admissions Office (C-3) 1 383 Lafayette Street 27 Africa House (B-2) W. 17TH STREET E. 17TH STREET 44 Washington Mews 18 Alumni Hall (C-2) 33 3rd Avenue PLACE IRVING W. 16TH STREET E. 16TH STREET 62 Alumni Relations (B-2) 2 M 25 West 4th Street 3 CHELSEA 2 UNION SQUARE GRAMERCY 59 Arthur L Carter Hall (B-2) 10 Washington Place W. 15TH STREET E. 15TH STREET 19 Barney Building (C-2) 34 Stuyvesant Street 3 75 Bobst Library (B-3) M 70 Washington Square South W. 14TH STREET E. 14TH STREET 62 Bonomi Family NYU Admissions Center (B-2) PATH 27 West 4th Street 5 6 4 50 Bookstore and Computer Store (B-2) 726 Broadway W. 13TH STREET E. 13TH STREET THIRD AVENUE FIRST AVENUE FIRST 16 Brittany Hall (B-2) SIXTH AVENUE FIFTH AVENUE UNIVERSITY PLACE AVENUE SECOND 55 East 10th Street 9 7 8 15 Bronfman Center (B-2) 7 East 10th Street W. 12TH STREET E. 12TH STREET BROADWAY Broome Street Residence (not on map) 10 FOURTH AVE 12 400 Broome Street 13 11 40 Brown Building (B-2) W. 11TH STREET E. 11TH STREET 29 Washington Place 32 Cantor Film Center (B-2) 36 East 8th Street 14 15 16 46 Card Center (B-2) W. 10TH STREET E. 10TH STREET 7 Washington Place 17 2 Carlyle Court (B-1) 18 25 Union Square West 19 10 Casa Italiana Zerilli-Marimò (A-1) W.
    [Show full text]
  • New York University
    New York University Response to the Findings and Recommendations of the Community Task Force on NYU Development July 2010 Summary In 2006 Borough President Scott Stringer proposed the idea of a special task force, to be operated out of his office, that would focus solely on NYU’s growth and development with an aim of trying to integrate better community input into the University’s plans. The University readily agreed as did a wide array of community organizations, elected officials and civic groups. The goal of the Task Force was to provide a forum for the University to have a constructive and civil dialogue with its community, to share its plans and think through its options with input from the Task Force members, and to plan for a future that brought the community and NYU to a point where, even if not always agreeing, they at least would better understand one another and search for compromise solutions to difficult issues. The successful work of the Task Force involved time, hard work and commitment by all the parties involved, and a firm but fair and guiding hand from the Borough President’s Office. In the course of the last 40 months the Task Force can look back on a series of major accomplishments: • In over 55 separate meetings, maintaining a flow of candid, even at times difficult discussions between the community and the University, as the University shared its ideas and plans in real time. • The creation by NYU of its first‐ever long‐term strategy for growth, which provides the community with a framework for understanding the University’s growth needs, options for locating growth, and a more transparent and predictable sense of when and how that growth may take place over time.
    [Show full text]