ࡱ>  v7bjbj 7xx;/,,ooooo8d^2h(111eee22222223h62oeeeee2oo1142a#a#a#eo1o12a#e2a#a#*+1з'vq u+1.20^2o+b6"64+6o+eea#eeeee22a#eee^2eeee6eeeeeeeee, 5: l a k e h e a d u n i v e r s i t y department of sociology sociology 2455 fa computers and society fall term 2012 wednesdays 7:00 - 10:00 p.m., sn-1015 sociology web-page address:  hyperlink "http://sociology.lakeheadu.ca" http://sociology.lakeheadu.ca instructor: walid chahal office: uc 0037 phone: 343-8426 e-mail: wchahal@lakeheadu.ca course focus: in this course, we will critically examine the social construction of computer culture, computer user identity, and consumer demand. we will discuss their links to software production and development, as well as to advertising and marketing strategies. we will also analyze the impact of new computer technologies on employment, education (especially children's early education), class, gender and ethnic relations in the context of the organization of work and the global economy. we will include in our examination recent technological advances, such as artificial intelligence, robotics, nanotechnology and surveillance. we will draw on case studies from around the world and use a variety of sociological perspectives. required reading materials: there is one required textbook and one course reading package for this course. 1) winston, morton & ralph edelbach. 2012. society, ethics, and computer technology, revised 4th edition (custom publication). toronto: nelson education ltd. 2) reading package for sociology 2455fa--computers and society. course topics: required & recommended readings 1. introduction winston, "children of invention revisited" (pp: 1-25) 2. the use of computer technology in our children's early education & computer use armstrong & casement, chapter 10 learning, the natural world & computer use armstrong & casement, chapter 11 3. the future of canadian education & computer technologiessee the future of education: reboot required q & a: don tapscott (cbc news, august 12, 2010): http://www.cbc.ca/news/story/2010/08/11/f-school-tapscott.html 4. employment & the development of the new computer technologyrifkin, chapter 5 visions of technological utopian rifkin, chapter 3 womens work in the it scott-dixon, introduction & chapter 1 (pp:30-40) employment & the global economy heather menzies, (pp:3-19) 5. theorizing about womens work choices in it & structural relations of gender, class & racescott-dixon, chapter 2 (pp: 63-81) great promises versus material realities case study: scott-dixon, chapter 3 [reserve] new work versus same old & the inequity of the labor marketcase study: scott-dixon, chapter 4 [reserve] looking ahead case study: scott-dixon, chapter 5 [reserve] 6. perspectives on the information society recommended: castells (pp:xvii-xliv) globalizing the social economy rifkin, chapter 18 globalization & economic developmentwinstonj. stiglitz, "making globalization work" (pp: 174-181) 7. international forum on globalization, "what should be off-limits to globalization"winston (pp: 182-195) the impact of globalization on developing countriespendakur & harris (p & h)--r. harindranath (pp:56-64) 8. the mythology of computer use rose, chapter 1 (pp:15-42) 9. the history of computing case study: rose, chapter 2 [reserve] the origin of the user as a social concept sociology, science & computer technology recommended: bauchspies et al, preface & chapter 1 recommended: pendakur & harris (p & hpp:19-32)[reserve] the culture of software production case study: rose, chapter 3[reserve] 10. the roots of digital culture millar, chapter 1 current theorizing about digital technology& race, class, & gendermillar, chapter 2 11. computer consumer & the user case study: rose, chapter 4 [reserve] the impact of advertising film (background material): the ad & the ego (part 1-4)  hyperlink "http://www.youtube.com/watch?v=1wzgb1kx6ce" http://www.youtube.com/watch?v=1wzgb1kx6ce children & advertising on the net recommended: armstrong & casement, chapter 8 computer users & technical knowledge case study: rose, chapter 5 [reserve] scholarly analyses of computer anxiety, technostresscase study: rose, chapter 6 [reserve] the youthful user & the mythology of computer usecase study: rose, chapter 7 [reserve] the future user & responsible action case study: rose, conclusion [reserve] 12. citizenship & democracy computers, information & surveillance technologywinstonj. stanley & b. steinhardt, "bigger monster, weaker chains (pp: 222-235) resistance to world trade talks p & hm. lemire (pp:310-321) cyber-activism across national borders p & hk. oneill (pp:322-335); case study: how facebook changed the world: the arab spring (parts1-4) http://www.youtube.com/watch?v=koeelmuypeq&feature=related 13. artificial intelligence, robotics & nanotechnologywinstonrodney brooks, "us and them" (pp: 249-262); nanoscience, nanotechnology & ethics: promise & perilwinstonray kurzweil (pp:301-309) 14. biotechnology & nanotechnology &weapons of mass destructionwinstonb. joy, "why the future doesnt need us" (pp: 285-300) biotechnology & genetic engineering: winstonc. cummings, "trespass" (pp: 340-351) course requirements: there are three (3) requirements for this course. 1. one presentation.......................................................................................................20% 世界杯2022赛程表淘汰赛 need to work together in groups and divide the work evenly among the members of their group for this assignment. every group will consist of two 世界杯2022赛程表淘汰赛 , and every group is required to do the following: (a) in-class article-presentation every group will be provided with (or will be asked to choose) an article dealing with one of the areas of computers & society from specific social science journals or books. the group is expected to present at least one article. the presenters should not only sum up the main argument(s)/viewpoint or idea(s) of the article, but also provide analyses of the article by making use of the concepts, theories and other material covered in class. it is important that the presenters understand their article well and effectively communicate its content to the rest of the 世界杯2022赛程表淘汰赛 .the presenters should be prepared to lead the discussion and answer questions regarding their topic. they may use overheads or any other prop that will improve their presentation. (b) short film--in addition to the article, 世界杯2022赛程表淘汰赛 may choose to include a short film, or parts of a film (up to 5 minutes) in order to facilitate understanding of a particular part of their topic. 2. two in-class tests: october 17th & november 21st (2 @ 35% each). .70% the tests consist of short-answer and essay questions and may include multiple-choice questions. the tests cover all class work, lecture, student presentations, and reading material to date. it is not the instructors aim to reproduce the same material that is covered in the assigned reading. the lecture material and discussions will complement, expand, and shed more light on those issues that are covered in the textbook and reading package. 3. class participation & critical reflection................10% class attendance is expected: in order to do well in this course, you must attend class on a regular basis. there will be substantial in-class discussions and much of the material covered in lectures will not be found in the reading. in order to participate in class discussions, it is important that you do the readings before coming toclass. you must come to class ready to contribute to discussion in a thoughtful way, to ask questions, as well as critically reflect on the assigned readings. 世界杯2022赛程表淘汰赛 are strongly encouraged not to engage in private conversations during class lectures. please note: plagiarism will not be tolerated and will be dealt with according to the university regulations. for more information, see university regulations section ix academic dishonesty, 阿根廷vs墨西哥竞猜 calendar 12/13: http://calendar.lakeheadu.ca/current/contents/regulations/univregsixacdishon.html further, the student will be given additional information concerning course topics, course requirements, evaluation procedures and other relevant material on the first day of class. reading package for sociology 2455--computers and society armstrong, allison & charles casement. 1998. the child and the machine: why computers may put our children's education at risk (chapters: 10 & 11, pp: 167-199). toronto: key porter books. bauchspies, wenda, jennifer croissant & sal restivo. 2006. science, technology and society: a sociological perspective (preface & chapter 1, pp: vii-xi;1-18). malden, ma, usa: blackwell publishing. castells, manuel. 2010. the information age: economy, society, and culture, vol. i- the rise of the network society (2nd ed.) (pp:xvii-xliv). malden, ma, usa: blackwell publishing. menzies, heather. 1996. whose brave new world? the information highway & the new economy (pp: 3-19). toronto: between the lines. millar, melanie stewart. 1998. cracking the gender code: who rules the wired world (chapters: 1 & 2, pp: 28- 43; 53-68)? toronto: second story press. pendakur, manjunath and roma harris. 2002. citizenship and participation in the information age (pp: 56-64; 300- 335). aurora, ontario: garamond press. rifkin, jeremy. 1995. the end of work: the decline of the global labor force and the dawn of the post-market era (chapters: 3, 5, & 18, pp: 42-56; 69-80; 275-293). new york: tarcher & putnam. rose, ellen. 2003. user error: resisting computer culture (chapters: 1, pp: 15-42). toronto: between the lines. scott-dixon, k. 2004. doing it: women working in information technology (intro & chapters: 1 & 2, pp: 11-29; 31-40;63-81). toronto: sumach press.     page 1 $<klmncdhrs}~Ϳ}voeym>2>hz5cj\ajhhc hc 5cj\ajhhc hc 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zlser identity, and consumer demand. we will discuss their links to software production and ',!2,20,22,22'3n,!2,n,22_,h2',2''2,!22'2'2!h,!,2!222,22,22!"  txn 8 /@@x ?ldevelopment, as well as to advertising and marketing strategies2,2,22n,2,'h,,'2,22,!'21,22n,!3,21'!,-1,'tx9 n j /@@9 lp. t k n  /@@k lwe will also analyze the impact _,h,'2,2,/-,3,n2,,!"  tx 2 /@@x "lof new computer technologies on em2!2,h,2n22-!,,22221,'22,nt   2 2 /@@  lployment, education (especially 230n,2,32,,22!,'2-,,0t`3 2 /@@3  ltchim,2t 2 /@@  lldren's early education), 2",2',,!0,22,,22!!"  t|x4  /@@x ]lclass, gender and ethnic relations in the context of the organization of work and &" wmfc pthe global ,,''2,22,!,22,22,",,22'22,,22,32!2,2!2,2-,222!h2!2,222,122,!"  tx  /@@x l`economy. |,,222p0t   /@@ #lwe will include in our examination _,h2,22,222!,3,n2,22tx % /@@  2lrecent technological advances, such as artificial !,,-2,,22221-,,22,3,-''2,2,',!!,,!"  % % % tx ( /@@xt ldintelligence2,1,2,,t) m /@@)t l, robotics, nanotechnology!222,'2-22,,222230ttn g /@@nt lp tdh  /@@ht ltand ,22t  /@@ t lhsurveillance.'2!2,,2,,% % % tt * ! /@@ t lp % % % t"   /@@" t "lwe will draw on case studies from _,h2!,h22-,','22,'!!2n!"  t,x 3 /@@x %laround the world and use a variety of,!22222,h2!2,222'-,2,!,02!tt* b /@@* lp tc & /@@c ldsociological'3,221-,tt' @ /@@' lp ta y /@@a llperspectives. 2,!'2,,2,'ttz /@@z lp -!"  ttx q /@@xz lp -!"  % % % txs  /@@x lrequired reading materialsh,88,,8h,2882^2!,,2'' % ldx  x  !??% ( tts 9 /@@ lp: "tt:s o /@@: lp 6!"  % % % ttx w /@@x@ lp -rp @times new roman## `##n2i`#x# #d#n2i`#x# sex#`# ̡{texg*ax times ew romanx##h0e##hze#̡dv% % %  txz  /@@x lthere is one required textbook9.()$-.)).-(.).-..-ttz  /@@ lp tz f /@@ land one course reading package)....))-.#)))-.-.))-)-)ttg z } /@@g lp t~ z /@@~ lpfor this course. ..$).-$(tt z /@@ lp ) ttx +/@@xlp )rp @times new roman## `##n2i`#x# #d#n2i`#x# sex#`# ܢ{texg*ax times ew romanx##h0e##hze#ܢdv% % %  % % % t`x-/@@xlt1) .tt-/@@lp 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**)**)tt)u//@@)lp - % % % tx4d/@@x~>l te4/@@e~lt td4/@@~)lhttp://www.cbc.ca/news/story/2010/08/11/&" wmfc fc)*;<;%*%%%)&;! *(********tt4/@@~lp-tp4/@@~lxschool &)**tt4/@@~lp-kt4y/@@~ lhtapscott.html%+ %*)@ttz4~/@@z~lp % tx /@@x4l4. employment & the development of the new computer *3?*+)@&)@)%<&)%+*?&)+)%<&;7+?+)%t  /@@  l`technology4%%))***(tt  /@@ lp tt $/@@ lprifkin, chapter 57))7)%*%*tt%i/@@%lp % tlxq/@@x>lx tn q/@@>hlvisions of technological utopian rifkin, chapter 3< *) *4%%))***%%<**%)7))7)%*%*tlo  q/@@o >lx tt  q/@@ >lp % tlxs/@@xlx ts/@@7lwomen s work in the it o*?%* o*)))%4t`s/@@lt tts /@@lp tl s /@@ lxscott.%*tt s /@@ lp-t s /@@ lxdixon, introduction & <)*))**)%+)@tt s /@@ lpc7t| s/@@ l\hapter 1)%*%*tts//@@lp tp0s /@@0lx(pp:30**)*tt s$/@@ lp-t`%s/@@%lt40)**ts/@@lt tt sd/@@ lp % tlx/@@xlx tt /@@1lemployment & the global economy 3?*+)@&)@)%<**%3%*)+@(tt  /@@ lp tx  /@@ l\heather<%%)%tt 3 /@@ lp t4 v /@@4  l`menzies, j%)%% ttw  /@@w lp(td ' /@@ ltpp:3***tt( b /@@( lp-txc  /@@c lp19**tt  /@@ lp)tt  /@@ lp 1tx  /@@ lp tt 2 /@@ lp % tpxp/@@x]lx ttp/@@]lp sttp/@@]lp ,ttp/@@]lp ttp/@@]lp %rp @times new roman## `##n2i`#x# #d#n2i`#x# sex#`# {texg*ax times ew romanx##h0e##hze# dv% % % rp @times new romanle[lv #9e@̓oe se4 #<# {te2d g̓ax times ew roman#h #h0e # #hze #dv% % % % % % % %  % % % t<xs2/@@x(l5. theorizing about women s work choices*4)%*%))%**)o+?&) o*)7)*%% % % % tt3sg/@@3lp % % % t8hsg /@@h'lin it & structural relations of gender,)4@.)%*%7%%** *<%)*%tth s| /@@h l$&>wmfcp t} sb/@@}  ldclass & race7& @7%%&ttbs/@@clp stlsa/@@lxscott.%*ttbs\/@@blp-tx]sv/@@]l\dixon, <)*)ttwsk/@@wlp % % % ttls/@@llp + % % % tlx0/@@xlx txr0/@@l\ ts0/@@sel tt 0/@@lp t n 0/@@ lpchapter 2 (pp: 637)%*%)**)*tto i 0/@@o lp-tj 0/@@j cl81) **tp0/@@lx tt0/@@lp %% % 666666666666666666666666666666666666 6 66 6  6 66 6  6 66 6  6 66 6  6 66 6 66666666666666666666  d.@times new roman---  2 hc ,c', 2 1 2  ,''@times new roman--- #2 ucl a k e h e a d        (2 u+cu n i v e r s i t y       2 uc ,c'.2 ecdepartment of sociology     2 ec ,c'@times new roman------"2 ucsociology 2455  2 uvcf 2 u_ca - @ !nw- 2 uhc ,c'@times new roman---@times new roman------+2 ccomputers and societyg - @ !w- 2 mc ,c' 2 cf2 call  2 c 2 ! cterm 2012  2 yc ,c'@times new roman------2 cwednesdays --- 2 c ---2 c7:00  2 (c- 2 ,c 2 / c10:00 p.m.  2 ec, 2 hc 2 kcsn 2 zc-2 ~c1015 2 c @times new roman---------2 csociology web 2 c- 2 cpage address: @times new roman------ 42 1chttp://sociology.lakeheadu.2 cca- @ !1- ---  2 c --- 2 hc ,c'/2 hcinstructor: walid chahal  2 c  2 c # 2 c $2 coffice 2 >c: 2 ecuc 00371  2 qc ,c'2 h cphone: 343 2 c-2 c8426l2 +c  2 ce 2 #c-2 'cmail:3  2 ac )2 dcwchahal@lakeheadu.ca  2 c  2 c $ 2 c $,c' 2 hc $ 2 lc $ 2 c $ 2 c $ 2 c  2 c ,c'---2 h ccourse focus:- @ !ih- 2 c ,c' 2 hc ,c'---/2 hcin this course, we will   2  ccritically h2 >cexamine the social construction of computer culture, computer    ,c' 2 hcu2 nzcser identity, and consumer demand. we will discuss their links to software production and     ,c'j2 (h?cdevelopment, as well as to advertising and marketing strategies  2 (wc. ;2 (} cwe will also analyze the impact   ,c'>2 6h"cof new computer technologies on em   ;2 6 cployment, education (especially  2 6cchil22 6cldren's early education), ,c'2 dh]cclass, gender and ethnic relations in the context of the organization of work and the global  ,c'2 rh ceconomy.  @2 rz#cwe will include in our examination   v2 r'2crecent technological advances, such as artificial ,c'---2 _h cintelligence22 _c, robotics, nanotechnology 2 _c 2 _cand 2 _ csurveillance.--- 2 _sc --->2 _u"cwe will draw on case studies from   ,c'c2 mh%caround the world and use a variety of 2 mc 2 m csociological 2 m7c "2 m:cperspectives.  2 m~c ,c' 2 {hc ,c'---22 hcrequired reading materials - @ !h- 2 c: 2 c ,c'--- 2 hc @times new roman- - - 82 hcthere is one required textbook 2 c 82 cand one course reading package 2 ^c %2 `cfor this course.  2 c  2 hc @times new roman- - - - - - 2 hc1)  2 tc 2 wcwinston1 2 |c, %2 cmorton & ralph ed  2 celbach2 c. 2 c201a 2  c2- - - 2 c. 2 c g2 (csociety, ethics, and computer technology- - - 2 c,  2 c @times new roman- - - - - - - - - 2 hc 2 x crevised 4- - - 2 cth- - - 2 c 52 cedition (custom publication)2  c. 2 ctoronto12 9c: )2 ?cnelson education ltd 2 c. 2 c  2 hc - - - 2 hc2) o"2 tcreading package 2 c 2 cforo- - - 2 c  2 csociology 24552 cfa2 c--+2  ccomputers and society- - - 2 qc. 2 sc ,c'---2 hc --- 2 nc ,c'---2 hccourse 12 octopics- @ !ih- 2 c: ---a2 $c 2 c s---2 crequired  2 cc 2 f c& recommended    2 c 2 creadings- @ !- 2 c ,c'---2 hc  2 tc - - - 2 hc1. ---f2 s'cintroduction 82 c  2 c 2  cwinston,  =2 <!c"children of invention revisited"  2 c 2 c(pp: 2 c  2 c1 2 c-2 c25): 2 c  2 $hc  2 0hc22 0mc. d2 0r&cthe use of computer technology in our  2 0c 2 ;hc nf2 ;t'cchildren's early education & computer u2 ; cse ar+2 ; cmstrong & casement, c 2 ;chapter 10  2 ;c 2 ghc nc2 gt%clearning, the natural world & compute  ;2 g cr use armstrong & casement, c2 g chapter 11 2 gc  2 rhc  @times new roman- @times new roman-   @times new roman-  @times new roman-   @times new roman-  -  2 ^hc32 ^mc. :2 ^rcthe future of canadian educatioc2 ^cn 2 ^ c& computer 2 ^ ctechnologies 2 ^ic 2 ^scsee ng2 ^g(cthe future of education: reboot required 2 ^c @times new roman- - - ---(2 ihc ^2 iw7c 2 ic s)2 icq & a: don tapscott- - - 2 ilc  2 inc(2 ir ccbc news, 2 ic %2 icaugust 12, 2010):t 2 ic ---h2 uh>c (2 uc i2 u)chttp://www.cbc.ca/news/story/2010/08/11/f 2 uc-2 ucschool 2 uc-2 u ctapscott.html 2 uc y2 h4c4. employment & the development of the new computer 2 2 ctechnology 2 bc %2 lcrifkin, chapter 5  2 c 2 hc lw2 thcvisions of technological utopian rifkin, chapter 32 [c l 2 gc 2 hc l^2 t7cwomens work in the it  2  c  2 c 2 cscottl 2 *c-,2 -cdixon, introduction &  2 cc2 chapter 1 2 c 2 c(pp:30 2 c-2 c40):(2 c  2  c 2 hc 0u2 t1cemployment & the global economy  2 c 2 cheather1 2 6c 2 9 cmenzies,   2 _c(2 ccpp:3 2 uc-2 xc19 2 c) 2 c 2 c  2 c 2 hc  2 wc  2 lc $ 2 c  2 c @times new roman- - -   @times new roman--- - - - - - ---g2 h(c5. theorizing about womens work choices  - - - 2 c ---f2 'cin it & structural relations of gender,s 2 c 2  cclass & race 2 c 2 cscott  2 c-2 cdixon, 1 2 c - - - 2 c ---2 hc ,2 tc 1s2 fec  2 c %2 cchapter 2 (pp: 63 2 [c-p2 ^cc81) 2  c  2 c "system?????????????--ccccbbbbbbbbbbbbbbbbbbaaaaaaaaaaaaaaaa՜.+,d՜.+,x4 hp   microsoftu#/ &l a k e h e a d u n i v e r s i t y title headingsl 8@ _pid_hlinksa }5+http://www.youtube.com/watch?v=1wzgb1kx6ce"`uhttp://sociology.lakeheadu.ca/"  !"#$%&'()*+,-./0123456789:;<=>?@abdefghijlmnopqrstuvwxyz[\]^_`abcdefhijklmnopqrstuvwxyz{|}~root entry fpfvqdata c1tablek&7worddocument7summaryinformation(gp#documentsummaryinformation8compobjy  f'microsoft office word 97-2003 document msworddocword.document.89q