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Sociology 3329G

570

Winter 2016-2017

Special Topics: Canadian Social Trends & Public Policy

D. Kerr

dkerr@uwo.ca

4438

DL 312

Tuesday's 9:30 - 10:15 and 1:30 - 4:00 Or by appointment

Tuesday's 10:30 - 1:30 PM KC 005

This course examines social change and public policy. In so doing, it seeks to demonstrate the relevance of sociology to work done outside of academia, particularly by persons engaged in policy reform and the planning and provision of basic social services.

1.0 from Sociology courses at the 1000 level or permission of the Department

N/A

KING'S UNIVERSITY COLLEGE at Western University Special Topics in Sociology: Canadian Social Trends and Public Policy Spring 2017 SOCIOLOGY 3329G SECTION 570 – TUESDAYS 10:30AM – 1:30PM IN ROOM KC005 1.0 COURSE DESCRIPTION This course examines social change and public policy. In so doing, it seeks to demonstrate the relevance of sociology to work done outside of academia, particularly by persons engaged in policy reform and the planning and provision of basic social services. In teaching this course, I shall draw from my own sociological background as a “demographer”. Demography is defined broadly as the science of population. This course is designed as an 3000 level seminar on sociology/demography, with a particular emphasis upon population change in the Canadian context. Demography is concerned with virtually everything that influences, or can be influenced by, population size, its distribution and characteristics. In drawing from this subdiscipline, we shall examine how the “demographics” of Canadian society has been evolving as of late, and some of the consequences of this change. Among other things, demographers are very much interested in the impact of immigration on Canadian Society, as well as natural increase (births minus deaths), population aging, internal migration and the resultant patterns of population growth both over time and across geographic space. These changes have implications for a number of areas, including population health and the delivery of health services, household formation, the labor force, the distribution of income and wealth, marriage and divorce, care for the elderly, crime, poverty, urbanization, and environmental degradation. Prerequisite(s): Sociology 1020 or 1021E and 3rd or 4th year standing in the Sociology or Criminology programs, or with permission of the course instructor. Please note: Students must ensure that their course selections are appropriate and accurately recorded, that all course prerequisites have been successfully completed. Consult an academic counselor to clarify if needed. If students do not have the prerequisites for a course (and no written special permission from the Dean to enroll in the course), then the University reserves the right to cancel their registration in the course. This decision may not be appealed. The normal financial and academic penalties will apply to a student who is dropped from a course for failing to have the necessary prerequisites. 2.0 COURSE INFORMATION Professor: Dr. Don Kerr Office: DL 312 (3rd floor of Dante Leanardon). Phone: 433-3491 ext. 4438 E-mail: dkerr@uwo.ca Office Hours: Tuesday 9:30 a.m. – 10:15 p.m.; 1:30 p.m. – 4:00 p.m. (or by appointment) WEBSITE: http://dkerr.kingsfaculty.ca/teach/ I shall also be using OWL on occasion.

3.0 TEXTBOOKS The text for this course is available at the University Bookstore. Canada’ s Population In A Global Context (Required) Author: Trovato Publisher: Oxford. 2nd edition required: Published 2015. Other assigned readings will be made available free of charge via journals and our library (details forthcoming). 4.0. COURSE REQUIREMENTS: (i) Class participation (20%) (ii) Class seminar (20%) (iii) One in-class test (30%) (iv) One 6 page essay (30%) COURSE EVALUATION i. Class Participation (20%): Students will receive a basic class participation mark for showing up to class on a regular basis (10% out of a total of 20% for perfect attendance). Students are expected to attend the seminars and to participate accordingly. This includes reading all assigned readings ahead of time, which allows for class participation in our regularly scheduled “class seminars” (for the remaining 10%). It is easily possible to get 20/20 on your participation grade!! Participation will be evaluated broadly to include seminar attendance, speaking, active listening, asking thoughtful and relevant questions and expressing ideas in seminars. Your comments and questions should be based on insights from the assigned readings. Therefore, you are required to have done all the readings of the week before coming to the seminar on Monday. More specifically:

- A grade of 10/20 is given for perfect attendance, yet “silence” and no evidence of preparation in coming to class.

- A grade of 13/20 or 14/20 implies perfect attendance, yet with infrequent, yet at times, knowledgeable contribution.

- A grade of 17/20 or higher implies perfect attendance, where you consistently come to class well-prepared, having read all the assigned readings, and actively engage your fellow students.

If shy, try to get over it (and speak up!!) It’s good practice.. and the more you do so, the easier it gets. ii. Class Seminar (20%): One hour of class time each week (starting the third week of the term) will be devoted to a “student lead class seminar”. Each student will be responsible for coordinating “one class seminar”. Depending upon numbers, it may be necessary for 2 students to collaborate in coordinating the seminar. This includes providing a “critical” summary

of the readings as assigned for that week as well as leading a discussion on relevant issues pertaining to these readings. Powerpoint presentations are actively encouraged. On the day of your “class seminar”, you must also prepare summary notes for your specific articles to be distributed to the class (minimum one page). While students are permitted to use multimedia (internet, film, television, audio recording, etc.) in coordinating their session, no recording or video clip longer than 15 minutes is considered acceptable. In preparing for these presentations, I suggest that you begin by reading the assigned chapter from the Trovato text for that week. This textbook is meant to provide you with general background material useful in making sense of the more detailed assigned readings that are discussed in your seminar. After reading Trovato, you should carefully read the 2 or 3 short articles that I have assigned (they all relate to topics of importance to this course and to Canadian society in general). In terms of your actual presentation, you can begin by briefly reviewing the main ideas as associated with each of the assigned readings. Secondly, you should try to expand upon and animate what you consider to be important in these articles. For example, do the articles supplement or contradict each other? Is there anything that you consider to be particularly important or surprising or controversial? Do you disagree or agree with certain key ideas? In preparing your presentation, feel free to draw from other material (beyond the assigned readings or what is covered in this course) if you so choose. With this in mind, in leading class discussion for a day, you should conclude by preparing at least 1 or 2 general questions that you could then ask the class (with the goal of promoting class discussion). This is where all students can gain marks by adding or contributing to the general discussion. Let’s make it enjoyable to everyone, by doing the required readings ahead of time. If you would like to discuss your presentation ahead of time, feel free to drop by my office during office hours. iii. In-Class Test (30%): There will be one 2.5 hour “in-class test”; on Tuesday March 28, 2017. The test will cover all lectures, materials and readings between Jan 5th and thru March 21st. A portion of the test (worth 30 per cent) will relate exclusively to the assigned readings and will be multiple choice. The remaining will be essay questions relating directly to class lectures. More details will be forthcoming the week prior to the test. THERE IS NO PROVISION FOR A MAKE-UP TEST IN THIS CLASS. FOR AN UNEXCUSED ABSENCE FROM A TEST, A ZERO WILL BE RECORDED. IF YOU ARE SERIOUSLY ILL, I MUST BE INFORMED BEFORE THE TEST AND WRITTEN DOCUMENTATION IS PROVIDED. IN THE INTEREST OF FAIRNESS TO ALL STUDENTS, AND IN PARTICULAR, TO THOSE THAT ADHERE TO THESE GUIDELINES, NO EXCEPTIONS WILL BE MADE. IF YOU CANNOT TAKE THE TEST (DUE TO ILLNESS) ON THE DAY IT IS SCHEDULED, YOU MUST CONTACT ME BEFORE THE TEST (IN PERSON, EMAIL OR BY TELEPHONE: 24 MESSAGE SERVICE IS PROVIDED). IF YOU DO NOT CONTACT ME BEFORE THE SCHEDULED TEST, YOU RECEIVE A GRADE OF ZERO.

iv. Term Essay (30%): Each student will complete an essay on a selected topic provided by your Professor (you shall have a few options; details forthcoming). Administrative information and the paper’s format, will be provided in class (due on the last day of classes, April 4th, 2017). The required “minimum” length for the paper shall be 6 pages (excluding references, tables and title page). Less than the minimum will be penalized. IN THE INTEREST OF FAIRNESS FOR ALL STUDENTS, THE FINAL ESSAY IS DUE IN CLASS APRIL 4TH. LATE ASSIGNMENTS WILL ONLY BE ACCEPTED WITHOUT PENALTY WITH APPROPRIATE DOCUMENTATION. ASSIGNMENTS RECEIVED AFTER THE DUE DATE WILL HAVE THEIR GRADE REDUCED BY A RATE OF 10% DAILY. 5.0 Course Readings and Topics:

January 10th Course logistics; Introduction to the Study of Population January 17th Population Growth in Canada: Past, present and future Readings: Trovato: Chapter 1 & 3 January 24th Population Data: Their Sources and Nature Reading: Trovato: Chapter 2 1. Class seminar: The 2011 Long Form Census Controversy Four short commentaries on the 2011 Long Form Census Controversy: What was this controversy all about, and what are some of the implications for Canadian society and social science?

1. Debra Thompson, The Politics of the Census: Lessons from Abroad Canadian Public Policy 36.4: 377-382.

2. Green, David A; Milligan, Kevin. The Importance of the Long Form Census to Canada Canadian Public Policy 36.3 (Sep 2010): 383-388.

3. Dillon, Lisa. The Value of the Long Form Canadian Census for Long Term National and International Research Canadian Public Policy 36.3 (Sep 2010): 389-393

4. Veall, Michael R. 2B or Not 2B? What Should Have Happened with the Canadian Long Form Census? What Should Happen Now? Canadian Public Policy 36.3 (Sep 2010): 395-399. January 31st Age Structure Reading: Trovato: Chapter 4 Age and Sex Structure 2. Class seminar: Population Aging: A pending disaster or no big deal? There is considerable debate as to the consequences of population aging for Canadian Society,

particularly over the longer term. Are these potential difficulties overstated? 5. Ansley J. Coale How a Population Ages or Grows Younger, Pp. 98-103. 6. Wolfgang Lutz, Warren Sanderson, and Sergei Scherbov: The Coming Acceleration of Global Population Aging Pp. 104-109. 7. Ellen M. Gee. Misconceptions about Population Aging Pp. 243-251.

8. Naoko Muramatsu and Hiroko Akiyama, 2011. Japan: Super-Aging Society Preparing for the Future. The Gerontologist 51:425-432.

February 7th Fertility Reading: Trovato: Chapter 6 Fertility 3. Class Seminar: Below Replacement Fertility What does “below replacement really mean for Canadian society, and what are some of the most important factors responsible for this situation? How does Canada differ from the United States in terms of family life and childbearing? 9. John Bongaarts and Robert G. Potter: Fertility, Biology, and Behavior: An Analysis of the Proximate Determinants Pp 171-182. 10. Barbara Boyle Torrey and Nicholas Eberstadt The Northern America Fertility Divide Population and Development Review. February 14th Mortality Reading: Trovato Chapter 7 Mortality and Population Health 4. Class seminar: Will future life expectancy reach 100? There is considerable debate in the literature as to the potential for future gains in “life expectancy”. Some argue that we may over the next century achieve life expectancies in the order of 100 years at birth. Others suggest that past gains are coming to an end, and that in fact, younger cohorts of North Americans may very well end up living shorter lives then their parents. Where are we likely to end up, over the longer term? 11. Samuel H. Preston: Human Mortality throughout History and Prehistory pp. 243-247. 12. James Vaupel: Aging Populations: The Challenges Ahead 248-269.

13. S. Jay Olshansky et al. 2005 A Potential Decline in Life Expectancy in the United States in the 21st Century N Engl J Med 2005; 352:1138-1145

February 21st Study week

February 28th Mortality Continued 5. Class seminar: Mortality differentials and the social determinants of health Why are Americans with higher mortality and a shorter life expectancy than Canadians? How are the social determinants of health relevant to some of these differences as documented? How is this relevant in explaining mortality differentials in the Canadian context? 14. Michael Marmot: Social Determinants of Health Inequalities pp.270-279 15. A Comparison of U.S. and Canadian Mortality in 1998 — Barbara Boyle Torrey and Carl Haub. Pp. 117-226. March 7th International Migration Reading: Trovato: Chapter 9 International Migration 6. Class seminar: Immigration and Canadian society Canada is more impacted by immigration than most other societies, including the United States and most of Europe. What are some of the difficulties currently associated with immigration in the Canadian context, and how might we improve on Canada’s immigration policy to better serve Canada’s future? 16. Alan G. Green What Is the Role of Immigration in Canada’s Future? Pp 171-180. 17. Garnett Picot and Authur Sweetman: The Deteriorating Welfare of Immigrants and Possible Causes. Pp181-196. March 14th Population and Resources Readings: Chapter 11 Population and Resources 7. Class seminar: “overpopulated” or “underpopulated”. Is the concept of “overpopulation” particularly meaningful in the Canadian context? Some argue that “overpopulation” is a fundamental problem, particularly when we consider the international situation or consider specific regions of the country. Others argue that Canada is far from being “overpopulated”, if anything, we might consider the country as being “underpopulated”. 18.Joel Cohen There are too many people on the earth. Pp.64-68. 19. Julian Simon. There is an impending shortage of people. Pp. 69-74. 20. David E. Bloom, David Canning, and Jaypee Sevilla: The Debate over the Effects of Population Growth on Economic Growth Pp. 353-362

21. Doug Saunders, 2012. What would a Canada of 100 million feel like? More comfortable, better served, better defended - The Globe and Mail

March 21st Population Policy Readings: Trovato, Chapter 12 8. Class seminar: Public policy and population change. How might public policy be relevant to Canada’s demographic evolution? Demography has policy implications, just as policy can be used to modify demographic trends. How might policy be used to modify fundamental demographic trends in Canada (fertility, immigration)? What would you recommend, in a context of slowing growth and accelerating “population aging”. 22. Larry S. Bourne and Demaris Rose The Changing Face of Canada: The Uneven Geographies of Population and Social Change Pp. 255-268 23. Gauthier, A. The impact of family policies on fertility in industrialized countries: a review of the literature. Population Research and Policy Review 26.3: 323-346,

24. Ley, David and Daniel Hebert. Immigration policy as Population Policy. Canadian Geographer. March 28th In-class test (2.5 hours) April 4th Wrap up (Final Paper Due) 9. Class seminar: What are some of the implications of Canada’s evolving demographic situation to our “Crime” rate (and vise versa?) 25. South and Messner, 2000. Crime and Demography: Multiple Linkages, Reciprocal relations. American Review of Sociology 26. Fox, James and Alex Piquero, 2003. Deadly Demographics: Population Characteristics and Forecasting Homicide Trends. Crime and Delinquency 49(3).

Faculty Office Hours:

Faculty office hours can be found on King’s homepage under the menu heading Current Students (http://www.kings.uwo.ca/current-students/courses-enrolment/program-and-course-planning/faculty-office-hours/) and are also posted on the bulletin board across from the Administrative Assistants Office on the second floor of Dante Lenardon Hall. Policy on Accommodation for Medical Illness: (http://uwo.ca/univsec/pdf/academic_policies/appeals/accommodation_medical.pdf). Student Medical Certificate (SMC) http://www.uwo.ca/univsec/pdf/academic_policies/appeals/medicalform.pdf Tests/Examinations:

Students are responsible for seeking accommodation with appropriate documentation, prior to writing tests/examinations, if they are of the view that their performance may be affected by extenuating circumstances. Support Services:

Students who are in emotional/mental health distress should refer to Mental Health@Western: http://www.uwo.ca/uwocom/mentalhealth/ for a complete list of options about how to obtain help. University Students Council provides many valuable support services for students (including the health insurance plan) http://westernusc.ca/services/ Information about Counselling and Student Development, including Services for Students with Disabilities at King’s is available at http://www.kings.uwo.ca/about-kings/who-we-are/administrative-departments/dean-of-students/ For emotional/mental health assistance see specifically: http://www.kings.uwo.ca/current-students/campus-services/student-support-services/personal-counselling/ The website for Academic Services at King’s University College www.Kings.uwo.ca/academic-support/ Statement on Use of Electronic Devices:

Use of Electronic Devices: You are not allowed to have a cell phone, or any other electronic device, with you during tests or examinations.

Use of Laptops in the Classroom: King’s University College at The University of Western Ontario acknowledges the integration of new technologies and learning methods into the curriculum. The use of laptop computers can contribute to student engagement and effective learning. At the same time, King’s recognizes that instructors and students share jointly the responsibility to establish and maintain a respectful classroom environment conducive to learning. The use of laptops by students during lectures, seminars, labs, etc., shall be for matters related to the course at hand only. Students found to be using laptops for purposes not directly related to the class may be subject to sanctions under the Student Code of Conduct. See https://www.kings.uwo.ca/kings/assets/File/currentStudents/studentLife/conduct/code_of_conduct_2003.pdf Inappropriate use of laptops [or smart phones] during lectures, seminars, labs, etc., creates a significant disruption. As a consequence, instructors may choose to limit the use of electronic devices in these settings. In addition, in order to provide a safe classroom environment, students are strongly advised to operate laptops with batteries rather than power cords.” Statement on Academic Offences:

King’s is committed to Academic Integrity. Scholastic offences are taken seriously and students are directed to read the appropriate policy, specifically, the definition of what constitutes a Scholastic Offence, at the following Web site: http://www.uwo.ca/univsec/pdf/academic_policies/appeals/scholastic_discipline_undergrad.pdf All required papers may be subject to submission for textual similarity review to the commercial plagiarism detection software under license to the University for the detection of plagiarism. All papers submitted for such checking will be included as source documents in the reference database for the purpose of detecting plagiarism of papers subsequently submitted to the system. Use of the service is subject to the licensing agreement, currently between The University of Western Ontario and Turnitin.com http://turnitin.uwo.ca/. Computer-marked multiple-choice tests and/or exams may be subject to submission for similarity review by software that will check for unusual coincidences in answer patterns that may indicate cheating.

Mailbox re Submission of Late Essays/Assignments ONLY:

Only late essays/assignments not submitted in class may be dropped off in the chute designated for late assignments, located in the front foyer of the Cardinal Carter Library. The chute will be clearly labeled and available for use beginning in September, 2016, and will only be accessible during Library hours of operation which are posted on the Library home page (http://www.kings.uwo.ca/library/). Essays deposited into the chute will be picked-up twice per day: once in the morning (9:30 a.m.) and once in the afternoon (4:00 p.m.). All essays dropped off after 4:00 p.m. on a Friday will be date-stamped the following Monday. Assignments placed in the chute should clearly indicate your name, student ID, and your instructor’s name. Class Cancellations: All reported class cancellations are posted at: http://www.kings.uwo.ca/current-students/outages-service-interruptions/