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Intro -- Title Page -- 1 - Introduction -- 2 - Latiya Bay Megatsunami -- 3 - Death Hailstorms -- 4 - Huascaran Avalanche -- 5 - Bengal Famine -- 6 - Spanish Flu Pandemic -- 7 - Minamata Mercury Poisoning -- 8 - USS Indianapolis -- 9 - Hurricane Katrina -- 10 - The Killing Fields -- 11 - Irish Potato Famine -- 12 - Nagasaki Atomic Bomb -- 13 - Hiroshima Atomic Bomb -- 14 - Chernobyl -- 15 - Bhopal Gas Tragedy -- 16 - Hindenburg Disaster -- 17 - Peshtigo Wildfire -- 18 - Russian Heat Wave 2010 -- 19 - Lake Nyos Limnic Eruption -- 20 - Legalisation of Tobacco -- 21 - Malaria -- 22 - Dona Paz Ferry Disaster -- 23 - Tenerife Airplane Collision -- 24 - Cholera -- 25 - Deepwater Horizon Oil Spill -- 26 - The Black Death -- 27 - Empress Sinking -- 28 - Measles -- 29 - The Chungqing & -- Italian Hall Mass Panic -- 30 - Smallpox -- 31 - Typhoon Tip -- 32 - Russian Nuclear Submarine K-219 -- 33 - Subprime Mortgage Crisis -- 34 - Kiangya Passenger Steamship Explosion -- 35 - Kyshtym Russian Nuclear Disaster -- 36 - Queen of the Sea Rail Disaster -- 37 - Ghouta Chemical Weapons Attack -- 38 - Krakatoa -- 39 - Titanic -- 40 - Plurs, Switzerland Avalanche 1618 -- 41 - Agent Orange -- 42 - European Witch Hunts -- 43 - Shaanxi Earthquake -- 44 - 2004 Tsunami and Earthquake -- 45 - Bhola Cyclone -- 46 - Black Saturday Bush Fires -- 47 - The Love Canal -- 48 - Sampoong Department Store Collapse -- 49 - The Storm of the Century 1993 -- 50 - Twin Towers Collapse - 911 -- 51 - Hepatitis C -- 52 - Stock Market Crash 1929 -- 53 - Banqiao Dam Burst -- 54 - Pompeii 79 AD. -- 55 - China Floods 1931 -- 56 - Tunguska Event -- 57 - Cancer -- 58 - Exxon Valdez Oil Spill -- 59 - Vredeford Dome African Asteroid Strike -- 60 - European Heat Wave 2003 -- 61 - AIDS -- 62 - Halabja Chemical Weapons Attack -- 63 - Valvidia Earthquake -- 64 - Deforestation.

Scholars have long emphasized the importance of teacher training in higher education, including in sociology. Such calls have led to modest improvements in opportunities for graduate students to develop teaching-related skills and experience. However, many of these opportunities are not specific to sociology and may lack a teaching component. In this paper, we outline a teaching fellowship model for graduate student teacher training that integrates group training sessions, peer collaboration, and a teaching practicum component under the guidance of a faculty mentor. In the fellowship, graduate student teaching fellows receive a stipend for sharing the development and teaching of an undergraduate course, with supports and feedback throughout. We include data from post-fellowship questionnaires and follow-up data from fellows who went on to teach their own courses to highlight the strengths of the program. The data indicate that the fellowship is an overwhelmingly positive experience for graduate students.

AbstractIn many parts of the world, the rewards attached to a university degree vary significantly according to the name of the institution one attends, particularly in countries with highly stratified postsecondary systems. Because the Canadian higher education system is relatively homogenous and non‐hierarchical, it has been generally accepted that Canadian graduates enter the labour market on equal footing regardless of where they matriculate. We test this assumption through an experimental audit study that compares employers' responses to fictitious matched job applications from equally qualified bachelor's degree recipients from three Ontario universities: Brock, Queen's, and Waterloo. Not all employers make a distinction between the paired applications; but when they do, Waterloo is favoured. In these cases, even though applicants had the same field of study, academic achievement and work experience, employers singled out Waterloo applicants for a response 84% more often than those from Brock. These findings indicate that institutional affiliation matters in Canada, and suggests that graduates from some institutions fare significantly better in the labour market than their equally accomplished peers from other institutions. We conclude that even in relatively non‐hierarchical systems with comparatively minimal structural or resource variation, status hierarchies emerge that privilege some graduates over others.