Students explore why different types of sneakers are used in a variety of common sports, and how engineers analyze design needs in sneakers and many other everyday items. The goal is for students to understand the basics of engineering associated with the design of athletic shoes. The design of footware based on how it will be used involves bioengineering. Students analyze the foot movements in a variety of sports, develop design criteria for a specific sport, and make recommendations for requirements for the sneakers used in that sport.

Engineers work in many fields associated with precipitation. Engineers study glaciers to better understand their dates of formation and current demise. They deal with issues of pollution transport and water yield, and they monitor reservoirs and dams to prevent flooding.

Students review what they know about the 20 major bones in the human body (names, shapes, functions, locations, as learned in the associated lesson) and the concept of density (mass per unit of volume). Then student pairs calculate the densities for different bones from a disarticulated human skeleton model of fabricated bones, making measurements via triple-beam balance (for mass) and water displacement (for volume). All groups share their results with the class in order to collectively determine the densities for every major bone in the body. This activity prepares students for the next activity, "Can It Support You? No Bones about It," during which they act as biomedical engineers and design artificial bones, which requires them to find materials of suitable density to perform as human body implants.

Students learn about the properties of solutions—such as ion interactions, surface tension and viscosity—as they make their own soap and shampoo and then compare their properties. Working as if they are chemical engineers, they explore and compare how the two surfactants behave in tap water, as well as classroom-prepared acidic water, hard water and seawater using four tests: a “shake test” (assessing the amount of bubbles produced), a surface tension test, a viscosity test, and a pH test. Then they coalesce their findings into a recommendation for how to engineer the best soap versus shampoo. The activity may be shortened by using purchased liquid soap and shampoo from which students proceed to conduct the four tests. A lab worksheet and post-quiz are provided.

To experience the three types of material stress related to rocks — tensional, compressional and shear — students break bars of soap using only their hands. They apply force created by the muscles in their own hands to put pressure on the soap, a model for the larger scale, real-world phenomena that forms, shapes and moves the rocks of our planet. They also learn the real-life implications of understanding stress in rocks, both for predicting natural hazards and building safe structures.

Flying kites is a popular hobby in Malaysia and very much part of the culture. This lesson looks at kite flying science to introduce basic ideas related to the dynamics of kite flying and can be used as an extension of a physics lesson, especially after the students have learned about forces. It will focus on some of the concepts such as weight, thrust, lift and drag. It is a fun way to introduce the forces acting upon a kite and the scientific principles that allow a kite to fly. The lesson is suitable for students in secondary school. It will help students relate to the effect of forces and gives an introduction to the science of flight. As an added value, the video will also share some information about Malaysian kites which are “tailless”. The Malaysian kite is called “Wau” (pronounced “wow”), and there are many distinctive designs since each Malaysian state has its own official Wau. Malaysia has 14 states. The break activities included are to be conducted in the classroom, and students are to work in small groups on the questions given in the lesson. Students are to carry out two simple experiments to study how air flows on a kite.

Social media can be a place to connect, learn, and, most of all, share. But how much do kids know about what they're sharing -- and not just about themselves but each other? Help students think critically about their digital footprints on social media.

Social media plays a big role in most teens' lives, and research shows that it causes intense feelings -- both positive and negative. But not all media use is the same. There are many benefits that come with both active and passive media use. For better social and emotional well-being, encourage students to become creators of digital media, not just consumers.

In this activity, students analyze documents to arrange events on a timeline of women's suffrage. The timeline and documents will help students understand the intersection of social movements and constitutional change. This activity can be modified by reducing the number of documents. An optional Smartboard Notebook file is included to facilitate the activity.

Subject explores why people join mass political organizations and social movements; what accounts for the ultimate success or failure of these organizations; how social movements have altered political parties and institutions. Critically considers a range of theoretical treatments and a variety of national cases. Graduate students are expected to pursue the subject in greater depth through reading and individual research. This course seeks to provide students with a general understanding of the form of collective action known as the social movement. Our task will be guided by the close examination of several twentieth century social movements in the United States. We will read about the U.S. civil rights, the unemployed workers', welfare rights, pro-choice / pro-life and gay rights movements. We will compare and contrast certain of these movements with their counterparts in other countries. For all, we will identify the reasons for their successes and failures.

Social Problems: Continuity and Change by Steve Barkan is a realistic but motivating look at the many issues that are facing our society today. As this book’s subtitle, Continuity and Change, implies, social problems are persistent, but they have also improved in the past and can be improved in the present and future, provided that our nation has the wisdom and will to address them.

It is easy for students to read a social problems textbook and come away feeling frustrated by the enormity of the many social problems facing us today. Social Problems: Continuity and Change certainly does not minimize the persistence of social problems, but neither does it overlook the possibilities for change offered by social research and by the activities of everyday citizens working to make a difference. Readers of Steve Barkan’s book will find many examples of how social problems have been improved and of strategies that hold great potential for solving them today and in the future.

You will find several pedagogical features help to convey the “continuity and change” theme of this text and the service sociology vision in which it is grounded: Each chapter begins with a “Social Problems in the News” story related to the social problem discussed in that chapter. These stories provide an interesting starting point for the chapter’s discussion and show its relevance for real-life issues. Three types of boxes in each chapter provide examples of how social problems have been changed and can be changed.

Every society faces problems that are more than just individual troubles. In this course we will use a sociological perspective to critically examine the bases of social inequality and the resultant problems in society. We will explore concerns related to families, education, the workplace, the media, poverty, crime, drug abuse, health issues, war and terrorism, the environment and global concerns. We will also look at social action and possible solutions to these problems through both individual and community efforts.

This course examines interpersonal and group dynamics, considers how the thoughts, feelings, and actions of individuals are influenced by (and influence) the beliefs, values, and practices of large and small groups. Learning occurs through a combination of lectures, demonstrations and in-class activities complemented by participation in small study groups and completion of homework assignments.

In this activity students explore how Progressive Era reforms did not apply universally, but rather varied depending on issues like race and class. Students watch the 30-minute filmHeaven Will Protect the Working Girland read an article that explains tensions among immigrants and African Americans in the Progressive Era.

This book is intended for lower-division social science students in their first research methods course. It may also be used as a gentle refresher for more advanced students as a desk reference for basic concepts. This book is designed to introduce the student to the highly interrelated skills of research and writing in the social sciences. It is intended to provide a solid foundation in research in a less intimidating way than more traditional texts on the subject. In our effort to accomplish this, we have broken many of our own rules on good writing. To create a high degree of comfort in the reader, we have adopted a very informal style. We use the first person, and we address you, the reader, directly. Nevertheless, we think that this is appropriate because this isn’t a scientific paper, it’s a book about science.

The design of this text is different from most research texts in that it divides the field into thirty discrete modules rather than the traditional longer chapters. There are several reasons for this. The first is that the student more easily digests discrete topics. Another important reason is that it allows the professor to prioritize, selecting the most important information for inclusion in a course when time inevitably runs short. It also provides convenient breakpoints to conduct classroom exercises, such as demonstrating how to use important electronic databases.

This book is designed to introduce doctoral and graduate students to the process of scientific research in the social sciences, business, education, public health, and related disciplines. This book is based on my lecture materials developed over a decade of teaching the doctoral-level class on Research Methods at the University of South Florida. The target audience for this book includes Ph.D. and graduate students, junior researchers, and professors teaching courses on research methods, although senior researchers can also use this book as a handy and compact reference.

This book is designed to introduce doctoral and graduate students to the process of scientific research in the social sciences, business, education, public health, and related disciplines. This book is based on my lecture materials developed over a decade of teaching the doctoral-level class on Research Methods at the University of South Florida. The target audience for this book includes Ph.D. and graduate students, junior researchers, and professors teaching courses on research methods, although senior researchers can also use this book as a handy and compact reference.

Discusses social, ethical and clinical issues associated with the development of new biotechnologies and their integration into clinical practice. Basic scientists, clinicians, bioethicists, and social scientists present on four general topics: changing political economy of biotech research; problems associated with the adaption of new biotechnologies and findings from molecular biology for clinical settings; the ethical issues that emerge from clinical research and clinical use of new technologies; and the broader social ethics associated with investigations of population genetics and social problems. Use of cases and recent literature.

Intensive reading and analysis of key works in the theory and methods of the social study of science and technology. Aims at understanding the different questions and methods social scientists have posed and used in exploring how social context and norms influence the work of scientists and engineers. Students read studies of science labs, science policy, Internet culture, and science in popular culture.

This course covers major theorists and theoretical schools since the late 19th century. Marx, Weber, Durkheim, Bourdieu, Levi-Strauss, Geertz, Foucault, Gramsci, and others.