Semester 1 Course Offerings

This is an introduction to the study of contemporary cultures and languages and to the methods of ethnographic fieldwork.

This is an introduction to the study of contemporary cultures and languages and to the methods of ethnographic fieldwork.

This is an introduction to the study of contemporary cultures and languages and to the methods of ethnographic fieldwork.

An introduction to the study of humans as a biocultural species. The focus of this course is on human evolution, human variation and genetics, nonhuman primates, and the work of physical anthropologists.

Ethnographic and ethnological study of the culture of South America. Prerequisite: ANTH 1013.

Ethnographic and ethnological study of the culture of aboriginal experiences in cities. Prerequisite: ANTH 1013 or with permission of the instructor.

This course will introduce students to past cultural expressions in North and Central America based on archaeological data. The peopling of the region, complex hunter-gatherers and the rise of chiefdoms, and the development of early states will be considered. Past cultural diversity as well as the process that gives rise to it will be examined in different geographical settings. A time span of more that 14,000 years will be covered during the academic term. Prerequisite: None.

This course will study human biological diversity in the context of the interaction of biology and culture in different environments. The goal is to understand why biological variations exist and how these variations help populations adapt to varying environments. The course will examine many of these human variations such as distribution of eye, hair and skin colour, blood groups, thermal acclimatization, and disease adaptations. The format of the course will be a combination of in-class lab work/exercises and lectures. Prerequisite: ANTH 1023.

This course examines culture both conceptually and in its diverse forms ranging from foraging to peasant and industrial societies. Both non-Western and Western value systems and their social expression in political, economic, and ideological institutions will be studied from cross-cultural and historical perspectives. The study of non-Western societies will also be used in a critical examination of contemporary Western industrial societies. Prerequisite: ANTH 1013.

This is a course in reading ethnographic literature. It emphasizes reading comprehensively and profoundly in order to gain a fuller appreciation of different cultures, and it examines issues of translating cultures into the terms of our own Western understanding. Reading examples range from classic ethnographies to recent experimental designs in writing culture. Prerequisite: None.

This course is an intensive reading and seminar discussion on selected recent anthropological theories. Students will read and analyze original works from the second half of the 20th century to the present in an attempt to evaluate their explanatory value and their consequences in the development of anthropology as an academic discipline. Prerequisite: ANTH 1013 and one area ethnography course.

There are two main goals in this course. The primary one is to familiarize students with some of the basic research methods that anthropologists use to construct ethnographic case studies. In the course, the student will gain experience in gathering, recording, interpreting, and presenting qualitative research material. At the same time, we will consider the close relationship between data collection and ethnographic writing. In relation to the latter, students will carry out exercises designed to aid them in developing a clear and concise style of both more formal writing and less formal note taking. The overall goal of the class will be to learn to collect, analyze, and clearly present ethnographic data. Prerequisite: ANTH 1013 and one area ethnography course.

This is an advanced course in anthropological theory which focuses on an issue or set of issues that are of particular concern in anthropology today. The course will be oriented around intensive reading and discussion of theoretical materials drawn from anthropology and allied disciplines. Possible issues include the dialectic between structure and agency, the commensurability and translation of cultures, power and knowledge, and the writing of ethnographic texts, among others. Honours students may be required to fulfill separate course requirements from majors. Prerequisite: ANTH 3806 or permission of the instructor.

The focus of this course is the analysis of specific cases in forensic anthropology, demonstrating how the various components of the law enforcement agencies become involved, and at what stage. The class will analyze the skeletal material associated with each case and do background research as a means of solving the case. This will involve learning about legislation in New Brunswick, court room use of anthropological materials, etc. The format of the course will be mainly in-class lab work accompanied by extensive research and off-campus visits. Limited enrollment. Prerequisite: ANTH 3443 and permission of the instructor.

An introduction to the range and variety of literature in English, to the practice of critical reading, and to writing about ideas and texts in conventional academic language and forms. The course concentrates on the central genres of literature.

An introduction to the range and variety of literature in English, to the practice of critical reading, and to writing about ideas and texts in conventional academic language and forms. The course concentrates on the central genres of literature.

An introduction to the range and variety of literature in English, to the practice of critical reading, and to writing about ideas and texts in conventional academic language and forms. The course concentrates on the central genres of literature.

An introduction, through lecture, reading of original sources, and discussion, to the origins and development of western philosophy. The first part of the course studies this tradition from its beginnings in ancient Greece through the Christian Middle Ages. Authors read include Plato, Aristotle, St. Augustine, and St. Thomas Aquinas. Themes include the nature of reality, the nature of human being and human knowledge; moral and political philosophy; the existence and nature of God. The latter part of the course continues the survey of developments in western philosophy, from the early modern period to contemporary discussion. The focus is on rationalism, empiricism, idealism, and the reactions these provoked.

An introduction, through lecture, reading of original sources, and discussion, to the origins and development of western philosophy. The first part of the course studies this tradition from its beginnings in ancient Greece through the Christian Middle Ages. Authors read include Plato, Aristotle, St. Augustine, and St. Thomas Aquinas. Themes include the nature of reality, the nature of human being and human knowledge; moral and political philosophy; the existence and nature of God. The latter part of the course continues the survey of developments in western philosophy, from the early modern period to contemporary discussion. The focus is on rationalism, empiricism, idealism, and the reactions these provoked.

This course is normally taught as part of the Aquinas Programme. Through the study of a small number of core texts, it provides an introduction to some of the key questions at the centre of political life. The course provides students with a solid foundation in the history of political thought. It also concentrates on the development of the skills in logical analysis, writing, and political argument necessary for upper-level courses in the discipline.

A thematic, issues-oriented introduction to the study of religions. While each section of the course is different because it is taught by a different professor, the issues and themes are common to all. Some of the themes and issues encountered are prejudice, sexuality, death and after death, the long search, evil and suffering, music and religion. The data to illustrate these themes and issues are drawn from the religious traditions of the world. Fundamental to the course, methodology is the identification of focal questions. The intention of the course is to foster in students an active appreciation of the religious dimension of life and to share with them the tools to think critically about it.

[Arabic]This course assumes no prior knowledge of Arabic. The course provides an introduction to standard Arabic writing and sound systems. It aims to provide basic proficiency in speaking, reading, writing and understanding the language.

[IV. Scientific and Mathematical]This course introduces students to the study of life. Topics include the scientific method, biological molecules, cell structure and function, energy flow, respiration, and photosynthesis.

An introduction to the Catholic tradition through a consideration of what it means to be Catholic, and how this experience has been expressed historically and culturally in philosophy, theology, prayer, literature, personal and social morality, and art.

An exploration of literature from the early Middle Ages to the later Renaissance that reflects Catholic teachings, traditions, and attitudes. Readings may include The Dream of the Rood, medieval poetry, mystery and morality plays, mystical and devotional writings, and authors such as Augustine, Chaucer, Langland, Skelton, More, Southwell, and Cranshaw.

The course will explore the birth of modern public relations in North America, with particular attention to the innovative work of Edward L. Bernays (1891-1995). Bernays was a social scientist who studied the way the public processes information and forms opinions. The communications strategies he developed, from the media event to the message track, are still in use today. This is the foundation course for students pursuing an Interdisciplinary Major in Communications. 3 credit hours. Prerequisites: JOUR 1013, JOUR 1023.

This course explores the management of information by political organizations and in the broader public sector, including NGOs and citizens groups. Topics include the use of polling data, the development of strategic messages, the use of language to shape political campaigns and the influence of strategic communications in the modern political world, and the influence of digital technology in political communications. 3 credit hours. Prerequisites: JOUR 1013, 1023.

This course is designed to introduce the student to two broad topic areas. The first is the discipline of criminology: its origins, the nature of disciplinary debates, the role criminology plays in both formulating and critiquing criminal justice policy and a sampling of theoretical and methodological issues. The second is a critical look at the nature of the criminal justice system: the role of the state in maintaining a criminal justice system, and the creation of policies through the passing of bills, legislation, and statutes pertinent to the interpretation of the Criminal Code. This course also introduces the student to core topics covered in electives in the second year: courts, young offenders, police, corrections, and victimology. This introductory course is a prerequisite for all upper-level courses.

This course is designed to introduce the student to two broad topic areas. The first is the discipline of criminology: its origins, the nature of disciplinary debates, the role criminology plays in both formulating and critiquing criminal justice policy and a sampling of theoretical and methodological issues. The second is a critical look at the nature of the criminal justice system: the role of the state in maintaining a criminal justice system, and the creation of policies through the passing of bills, legislation, and statutes pertinent to the interpretation of the Criminal Code. This course also introduces the student to core topics covered in electives in the second year: courts, young offenders, police, corrections, and victimology. This introductory course is a prerequisite for all upper-level courses.

This course is designed to introduce the student to two broad topic areas. The first is the discipline of criminology: its origins, the nature of disciplinary debates, the role criminology plays in both formulating and critiquing criminal justice policy and a sampling of theoretical and methodological issues. The second is a critical look at the nature of the criminal justice system: the role of the state in maintaining a criminal justice system, and the creation of policies through the passing of bills, legislation, and statutes pertinent to the interpretation of the Criminal Code. This course also introduces the student to core topics covered in electives in the second year: courts, young offenders, police, corrections, and victimology. This introductory course is a prerequisite for all upper-level courses.

This course is designed to introduce the student to two broad topic areas. The first is the discipline of criminology: its origins, the nature of disciplinary debates, the role criminology plays in both formulating and critiquing criminal justice policy and a sampling of theoretical and methodological issues. The second is a critical look at the nature of the criminal justice system: the role of the state in maintaining a criminal justice system, and the creation of policies through the passing of bills, legislation, and statutes pertinent to the interpretation of the Criminal Code. This course also introduces the student to core topics covered in electives in the second year: courts, young offenders, police, corrections, and victimology. This introductory course is a prerequisite for all upper-level courses.

This course is designed to introduce the student to two broad topic areas. The first is the discipline of criminology: its origins, the nature of disciplinary debates, the role criminology plays in both formulating and critiquing criminal justice policy and a sampling of theoretical and methodological issues. The second is a critical look at the nature of the criminal justice system: the role of the state in maintaining a criminal justice system, and the creation of policies through the passing of bills, legislation, and statutes pertinent to the interpretation of the Criminal Code. This course also introduces the student to core topics covered in electives in the second year: courts, young offenders, police, corrections, and victimology. This introductory course is a prerequisite for all upper-level courses.

This course is designed to introduce the student to two broad topic areas. The first is the discipline of criminology: its origins, the nature of disciplinary debates, the role criminology plays in both formulating and critiquing criminal justice policy and a sampling of theoretical and methodological issues. The second is a critical look at the nature of the criminal justice system: the role of the state in maintaining a criminal justice system, and the creation of policies through the passing of bills, legislation, and statutes pertinent to the interpretation of the Criminal Code. This course also introduces the student to core topics covered in electives in the second year: courts, young offenders, police, corrections, and victimology. This introductory course is a prerequisite for all upper-level courses.

This course is designed to introduce the student to two broad topic areas. The first is the discipline of criminology: its origins, the nature of disciplinary debates, the role criminology plays in both formulating and critiquing criminal justice policy and a sampling of theoretical and methodological issues. The second is a critical look at the nature of the criminal justice system: the role of the state in maintaining a criminal justice system, and the creation of policies through the passing of bills, legislation, and statutes pertinent to the interpretation of the Criminal Code. This course also introduces the student to core topics covered in electives in the second year: courts, young offenders, police, corrections, and victimology. This introductory course is a prerequisite for all upper-level courses.

This course is designed to introduce the student to two broad topic areas. The first is the discipline of criminology: its origins, the nature of disciplinary debates, the role criminology plays in both formulating and critiquing criminal justice policy and a sampling of theoretical and methodological issues. The second is a critical look at the nature of the criminal justice system: the role of the state in maintaining a criminal justice system, and the creation of policies through the passing of bills, legislation, and statutes pertinent to the interpretation of the Criminal Code. This course also introduces the student to core topics covered in electives in the second year: courts, young offenders, police, corrections, and victimology. This introductory course is a prerequisite for all upper-level courses.

The purpose of this course is to introduce students to qualitative research methods. Students will learn the theoretical and epistemological foundations of qualitative methods and explore a number of data collection methods inherent to qualitative research, as well as critically evaluate and make appropriate use of secondary information sources. Prerequisite: CRIM 1006.

This course is designed to provide students with an introduction to social science research methods and statistics as they apply to criminology and criminal justice issues. It aims to help students understand the fundamentals of the scientific method, including research design, sampling methodologies, measurement strategies, statistics, and data collection techniques, while assisting them in the development of the necessary critical thinking skills to critique and evaluate criminal justice research. Prerequisite: CRIM 1006.

This course provides an introduction to criminal law - what it is, how it came into being, and the various elements of offences and forms of defence within Canada's criminal law system. Possible topics include: sources of criminal law in Canada; duty to act; voluntariness; negligent homicide; causation; strict and absolute liability; attempts; and a variety of criminal defences, including mental disorder, mistake of fact, consent, provocation, and necessity. Prerequisite: CRIM 1006.

This course provides an introduction to criminal law - what it is, how it came into being, and the various elements of offences and forms of defence within Canada's criminal law system. Possible topics include: sources of criminal law in Canada; duty to act; voluntariness; negligent homicide; causation; strict and absolute liability; attempts; and a variety of criminal defences, including mental disorder, mistake of fact, consent, provocation, and necessity. Prerequisite: CRIM 1006.

This course will examine theories of juvenile delinquency in historical and contemporary perspectives. A review of Canadian legislation concerning young offenders will be done to illuminate the official response to juvenile delinquency in light of the theories noted above. Special attention will be given to the Young Offenders Act, juvenile justice in Canada, the disposition of young offenders, and the rights of young adults. Prerequisite: CRIM 1006.

This course is designed to examine the social and political role of the police and police practices in the contemporary Canadian society. The topics that will be discussed include the functions and objectives of modern policing, police discretion, police powers, and structures of accountability. Pa rticular attention will be given to an examination of the context of police - community relations and crime prevention initiatives. Prerequisite: CRIM 1006.

This course will provide a comprehensive review of the theories and history of corrections together with their implementation in Canada. Particular attention will be devoted to contemporary issues such as the trend from incarceration to community-based treatment, the diversion of young offenders, and electronic surveillance. Prerequisite: CRIM 1006.

This course offers a historical overview of various conceptions of and responses to crime and deviance within western history. Included in the course will be a consideration of the influences that various social and political movements and schools of thought have had on both the definitions of crime and deviance and on the evolution of punishment and penal methods. Specific emphasis will be given to an examination of class, race, and gender differences in punishment and social control over time. Prerequisite: CRIM 1006.

This course offers a historical overview of various conceptions of and responses to crime and deviance within western history. Included in the course will be a consideration of the influences that various social and political movements and schools of thought have had on both the definitions of crime and deviance and on the evolution of punishment and penal methods. Specific emphasis will be given to an examination of class, race, and gender differences in punishment and social control over time. Prerequisite: CRIM 1006.

Cultural criminology places deviance and control in the context of culture. Through ethnography and cultural analysis, deviance and control are viewed as cultural products -- creative constructs to be read in terms of the meanings and emotions they embody. Students are challenged to question normative boundaries, and how cultural space is appropriated by power and challenged by transgression. Topics include modern anxiety, visual signifiers and emotion, found in such forms as graffiti, drug subcultures, base-jumping, street-racing or dumpster diving. Prerequisities: 1006 or permission of the instructor.

This course will examine this specialized field of criminology which is related to the study of victims of crime and factors connected to the victim. A historical perspective on the study of victimology, theories related to the explanation of victimization, the modern evolution of victim rights, and the development of victim services will be examined. Specific victim groups, provincial and federal legislation related to victims, the United Nations Charter of Victims Rights will be addressed, as well as the delivery of services to victims involved in the criminal justice system. Prerequisite: CRIM 1006.

This course will be a survey course of classical theories in criminology. Classical theories will include the influences of work by early criminologists such as Bentham, Beccaria, Lombroso, Quetelet, and Durkheim in the development of theory and the history of theories of punishment. This course will build on the historical roots of crime and criminological theory in pre-20th century criminological theory. Prerequisite: CRIM 2253 or permission of the instructor.

This course will introduce students to 20th century criminological theories such as the Chicago School, strain theory, differential association theory, labelling theory, and critical criminology. The student's knowledge of classical, positive, and critical criminology will be applied to issues of social control and crime reduction.

This course seeks to deepen students' understanding of qualitative research methods, such as research ethics in qualitative research, qualitative research design, interviewing, focus group interviews, participant observation and qualitative content analysis. Prerequisite: CRIM 2103.

This course is designed to provide students with an advanced look at applied social science research methods and statistics in criminology and criminal justice using SPSS. The course aims to help students develop practical skills in the design and execution of criminal justice research and to strengthen essential statistical understanding and data analysis skills.

This course is designed to provide an overview and analysis of contemporary controversies and issues pertinent to the criminal justice system and Canadian crime policy. Specific emphasis will be given to an examination of the influence that changes in social policy and shifting public sentiments about crime control have on both the structure and operation of various components of the criminal justice system. Prerequisite: 6 credit hours from CRIM 2213, 2223, 2233, 2243, 2943.

This course is an advanced look at the Canadian Charter of Rights and Freedoms. Particular attention will be devoted to the effects of the Charter on criminal law making and its enforcement with reference to specific examples such as abortion, obscenity, pornography, capital punishment, unreasonable search and seizure, and pre-trial and detention rights. Prerequisite:CRIM 2123 or permission of the instructor.

This course involves the analysis of crime in the media, focusing on such vehicles as television crime shows, newsmagazine documentaries, newspaper reports and the worldwide web. Methodological and theoretical approaches to be used include discourse and content analysis, triangulation, critical criminology, social constructionism, and critical contextual analysis. Topics include terrorism, gendered violence, hate crime, crime waves, serial homicide, police crime, and youth crime. Prerequisites: CRIM 1006, 2253.

This course will explore popular and primarily American film from a criminological perspective, paying particular attention to how we understand crime through film. Such themes as what is a crime film?, criminology in crime films, police films, court room films, and prison films will be explored. At the conclusion of this course, students should be able to critically evaluate film and the relationships between crime and society portrayed through popular film.

This course will explore three approaches to crime prevention - primary, secondary and tertiary, that reduce the likelihood of crime and/or fear of crime in society. Using both academic and policy documents to explore ways in which agents of the criminal justice system and the community embark on strategies to reduce crime, students will evaluate the effectiveness of such strategies as crime prevention through environmental design, crime mapping, target hardening, deterrence, crime prevention through social development and public education. Topics may include: identity theft, cyberbullying, bioviolence. Prerequisite: CRIM 1006, CRIM 2103/2113 or permission of the instructor.

This course consists of an in-depth analysis of a specific topic in the field of criminology or criminal justice. The purpose is to provide a more detailed analysis of the topic by integrating theoretical and research applications. The course will be organized around the special interests of full time and visiting faculty to capitalize on the research and theoretical interests of the Department complement. Prerequisites: CRIM 3023, 3103, 3133, and permission of the instructor.

This course provides a collaborative work forum for those students who have been formally accepted into the Honours Programme. The course has two components. The first is a series of special topics taught by faculty on such issues as professional ethics, special topics in theory and methods, writing a research report, and passing ethics review. In addition, a number of thesis related assignments will guide the student through the research process: preparing a formal bibliography, research proposal with research design, and a peer presentation on their proposed research. Prerequisite: CRIM 2253, 3253 and formal acceptance into the Honours Programme.

This course is designed to provide a critical look at the phenomenon of organized crime. The appearance of organized crime in place and time, its various definitions, and the forms it takes, such as Mafias, triads, posses, cartels, and biker gangs, will be examined. Organized crime will be situated in the larger socio-cultural context where its institutional assessment and media portrayal will be analyzed. Prerequisite: CRIM 3023.

This course is an in-depth analysis of policy issues related to policing, courts, and corrections. Through an alalysis of contemporary issues facing the criminal justice system in Canada, students will examine the links between the police, politics, law, and the administration of justice. Further, students will explore the roles and responsibilities of various government departments and agencies, non-government agencies, and community organizations affiliated directly and indirectly with the criminal justice system to gain a greater understanding of how to access resources and services for persons affected by the criminal justice system. This is a required course for students enrolled in the Bachelor of Applied Arts in Criminal Justice but is open to students in Criminology. Prerequisities: CRIM 1006, Registration: BAACJ or persmission of the instructor.

This course is designed as an opportunity for students in the BAA (Criminal Justice) to engage in debate, dialogue, and critical analysis. To this end, students in the course will be required to critically evaluate contrasting views, alternative arguments, and policy issues with respect to the various sectors in the criminal justice system. The police, courts, corretions, community agencies, and other non-governmental organizations affiliated with the criminal justice system will form the broad framework for analysis, debate and reflection.

This course aims to provide to students the critical and conceptual tools to begin to question culture, to look upon the world and to make sense of its enormous power to shape how we think, and who we are. We will, then, conceive of the world?s ?texts? in the broadest sense possible, compelling us to direct our critical attentions to everything from video games and fashion magazines, to popular film, advertising, television, and the internet. And along the way, we will encounter thinkers whose work has been vital in helping us understand how culture works, with a special focus as the course unfolds on the thought of the Frankfurt and Birmingham schools. By approaching culture both practically (i.e., through an analysis of everyday material culture, from coffee to cars) and theoretically (i.e., through the encounter with important thinkers who have shaped and defined how it is we understand the social, economic, and political realities of culture itself), this course will give students an experience of their cultural milieu that trips up everyday understandings of what we believe culture to be, and will challenge them to the see a very different everyday world.

This course introduces students to a number of the key theoretical texts that have shaped the emergence of Cultural Theory. Cultural Theory focuses on questions concerned to interrogate what culture means, how culture works, and how culture changes as malleable relations of power organize, and reorganize, themselves. It asks students to step back and think critically about the lessons learned, the gains made, and indeed, the losses accrued, when the frameworks we create for understanding the world reify as organizing principles, beliefs, behaviours, and identities.

[1. Economics Courses]This course, which is equivalent to one half of ECON 1006, examines the behaviour of consumers and producers in a market economy. Among the issues discussed will be environmental protection, wealth and poverty, and the extent of corporate power.(Credit will not be given for both ECON 1006 and ECON 1013.)

[1. Economics Courses]This course, which is equivalent to one half of ECON 1006, examines the behaviour of consumers and producers in a market economy. Among the issues discussed will be environmental protection, wealth and poverty, and the extent of corporate power.(Credit will not be given for both ECON 1006 and ECON 1013.)

[1. Economics Courses]This course, which is equivalent to one half of ECON 1006, analyzes the Canadian economy and how it works. It includes a discussion of output, unemployment, growth, money, international trade, and finance. (Credit will not be given for both ECON 1006 and ECON 1023.)

[1. Economics Courses]This course, which is equivalent to one half of ECON 1006, analyzes the Canadian economy and how it works. It includes a discussion of output, unemployment, growth, money, international trade, and finance. (Credit will not be given for both ECON 1006 and ECON 1023.)

[1. Economics Courses]A theory course which develops the basic techniques of microeconomic analysis. Topics will include theories of consumer demand, production costs, the behaviour of producers under different market conditions, and the functioning of commodity markets.

[1. Economics Courses]This is a course in economic policy analysis. The course will examine selected economic issues and analyze a range of policy responses.

[1. Economics Courses]This course deals with the strategies of multinational corporations, the scope and impact of international trade, and the structure of international trade agreements.

[1. Economics Courses]An introduction to the history of economic thought from the period of Adam Smith to the present. The course will emphasize some of the great economic thinkers, and concentrate on reading parts of their original works rather than textbook summaries. The works of Adam Smith, Ricardo, Malthus, Say, Marx, Jevons, Walras, and Keynes will be included.

[1. Economics Courses]An examination of the relationship between the ecological system, economics, and institutions. Topics covered may include such issues as technological choice, steady state economics, limits to growth, the adequacy of the market mechanism, world food supplies, the economics of conservation, and alternative futures.

[1. Economics Courses]This course will examine the structure of the New Brunswick economy, analyze some of its major problems, and discuss various approaches to economic development.

[1. Core Compulsory Courses]The internship consists of five days of school visitation and two different teaching placements. The first and second teaching placements involves two seven weeks direct teaching experience in the field. Placement is made by the Department in accordance with the Policy on Placement in the B.Ed. Internship. This policy is given to all members of the B.Ed. class. Students in this first and second internships are offered placements at all levels (K-12).

[1. Core Compulsory Courses]This course examines the major issues related to schools that function in a complex society. Both local and global aspects of the schooling will be addressed from a philosophical and sociological perspective. Gender issues, economic factors, human rights, multiculturalism, peace, social justice, and the environment will be studied to understand their impact on education and vice versa.

[1. Core Compulsory Courses]This course examines the major issues related to schools that function in a complex society. Both local and global aspects of the schooling will be addressed from a philosophical and sociological perspective. Gender issues, economic factors, human rights, multiculturalism, peace, social justice, and the environment will be studied to understand their impact on education and vice versa.

[2. Methods Courses and Electives]The purpose of this course is to provide pre-service education in the teaching of reading and language arts at the elementary and middle levels. This course examines current curriculum materials and methodologies including phonics and whole language methods in the teaching of literacy. Through class discussions, activities, and research the connections between theoretical foundations and practical application will be evident. Reading, observations, and planning mini-lessons will provide a knowledge base about literacy and effective language arts instruction.

[2. Methods Courses and Electives]This course continues the development of the pre-service teacher's knowledge base with regard to designing the language arts programme in the elementary and middle level. Topics include the comprehension and response to literature, content area reading, study skills, and making connections between reading and writing. This course provides a framework for the beginning teacher upon which to base logical reflective decisions concerning learning experiences, instructional techniques, and assessment strategies.

[2. Methods Courses and Electives]Elementary mathematics is an introduction to the context and strategies of elementary mathematics (K-8). This course does not require a strong mathematics background. The emphasis will be on content as well as on doing mathematics. Students will be encouraged to be involved in problem solving and exploring mathematical concepts by developing ideas from the concrete to the abstract level, and by developing multiple representations of mathematical ideas. Content topics include pre-number concepts, numeration and place value, whole number operations, number theory, and geometry.

[2. Methods Courses and Electives]The vision of the health program for Atlantic Canadian schools is that the students will leave public education both understanding and practicing wellness, by making wise life-style choices which contributes to both a healthy caring individual and to the community. The course will provide a detailed examination of the curriculum for Health Education in our schools: outcomes for knowledge, skills and attitudes, suggestions for learning and assessment activities, and resources. The intent of this module is to provide you an understanding of the health program that you are obligated to teach to elementary level students.

[2. Methods Courses and Electives]This course presents methods that are used to teach French in the middle and secondary schools. Particular attention will be devoted to the development of pedagogical materials that reflect the multidimensional curriculum and other communicative approaches to language teaching. The course will also include discussion of the individual and social factors that affect language learning success among adolescents.

[2. Methods Courses and Electives]This course is an introduction to instructional strategies and methods for teaching social studies. The course intends to help pre-service teachers integrate their knowledge of social studies with educational best practices. The areas of social studies focus are geography, history, political science, and economics.

[2. Methods Courses and Electives]An introduction to curricula and methods of instruction appropriate for the middle and early high school levels are provided. Principles of science education explored with particular emphasis on the constructivist learning model, the effective use of discrepant events, and the development of STSE materials. A science background is an asset but is not essential.

[2. Methods Courses and Electives]Teaching approaches and curricula materials prescribed for grades 6 to 10 mathematics courses are explored. A strong emphasis is placed on problem solving and effective use of manipulatives suggested by most curricula documents. A variety of active learning strategies essential to successful teaching in mathematics is extensively explored and developed by course participants. A math background is an asset but not an essential.

[1. Core Compulsory Courses]This course will explore both general approaches and concrete strategies used by teachers to structure activities and behaviour in a classroom setting. Topics will include social intelligence, body language, emotional awareness, classroom routines, grouping strategies, and procedures for starting or finishing a class. Examples of typical problems will be discussed, and common disciplinary actions that are taken in schools will be critically examined.

[1. Core Compulsory Courses]This course will explore both general approaches and concrete strategies used by teachers to structure activities and behaviour in a classroom setting. Topics will include social intelligence, body language, emotional awareness, classroom routines, grouping strategies, and procedures for starting or finishing a class. Examples of typical problems will be discussed, and common disciplinary actions that are taken in schools will be critically examined.

[1. Core Compulsory Courses]This course examines the legal responsibilities for teaching in the public school. Topics to be addressed include: a) the Canadian Constitution, b) the NB Education Act & pertinent regulations and policies, and c) pertinent sections of the Family Services Act. Students will be expected to work collaboratively in class and to examine and present a legal case based on a component of the course curriculum.

[1. Core Compulsory Courses]This course examines the legal responsibilities for teaching in the public school. Topics to be addressed include: a) the Canadian Constitution, b) the NB Education Act & pertinent regulations and policies, and c) pertinent sections of the Family Services Act. Students will be expected to work collaboratively in class and to examine and present a legal case based on a component of the course curriculum.

[1. Core Compulsory Courses]The intent of this course is to develop comprehensive skills, knowledge and understanding of current educational technologies. Opportunities for teams to integrate technology while developing basic technical skills will result in resources for teaching in a particular subject area. Individuals will also develop an electronic portfolio to showcase their professional growth and development.

[1. Core Compulsory Courses]The intent of this course is to develop comprehensive skills, knowledge and understanding of current educational technologies. Opportunities for teams to integrate technology while developing basic technical skills will result in resources for teaching in a particular subject area. Individuals will also develop an electronic portfolio to showcase their professional growth and development.

[1. Core Compulsory Courses]An overview of issues related to special education and various exceptionalities will be examined including: learning disabilities, speech and language differences, pervasive development disorders, hearing impairments, and neurological disabilities. An emphasis will be placed on strategies to assist teachers in addressing the special education needs of pupils in the classroom and the psychology of exceptional learners.

[1. Core Compulsory Courses]An overview of issues related to special education and various exceptionalities will be examined including: learning disabilities, speech and language differences, pervasive development disorders, hearing impairments, and neurological disabilities. An emphasis will be placed on strategies to assist teachers in addressing the special education needs of pupils in the classroom and the psychology of exceptional learners.

[1. Core Compulsory Courses]The purpose of this course is to help pre-service teachers to develop other visions of how classrooms generate as open-minded teaching and learning environments. Differentiated instruction strategies enable the teacher to plan for academic diversity to reach every learner. The course is designated as a professional development workshop. Through reading, discussion, video case studies, activities and assignments the course focus is to increase understanding of issues of learning and thinking and to develop strategies related to differentiation. Interactive workshops will be used to address the following themes: a) curriculum mapping, b) matrix planning, and c) flexible methods of grouping, assessing, and managing for the differentiated classroom.

[1. Core Compulsory Courses]The purpose of this course is to help pre-service teachers to develop other visions of how classrooms generate as open-minded teaching and learning environments. Differentiated instruction strategies enable the teacher to plan for academic diversity to reach every learner. The course is designated as a professional development workshop. Through reading, discussion, video case studies, activities and assignments the course focus is to increase understanding of issues of learning and thinking and to develop strategies related to differentiation. Interactive workshops will be used to address the following themes: a) curriculum mapping, b) matrix planning, and c) flexible methods of grouping, assessing, and managing for the differentiated classroom.

[1. Introductory Course]An introduction to the range and variety of literature in English, to the practice of critical reading, and to writing about ideas and texts in conventional academic language and forms. The course concentrates on the central genres of literature.

[1. Introductory Course]An introduction to the range and variety of literature in English, to the practice of critical reading, and to writing about ideas and texts in conventional academic language and forms. The course concentrates on the central genres of literature.

[1. Introductory Course]An introduction to the range and variety of literature in English, to the practice of critical reading, and to writing about ideas and texts in conventional academic language and forms. The course concentrates on the central genres of literature.

[1. Introductory Course]An introduction to the range and variety of literature in English, to the practice of critical reading, and to writing about ideas and texts in conventional academic language and forms. The course concentrates on the central genres of literature.

[1. Introductory Course]An introduction to the range and variety of literature in English, to the practice of critical reading, and to writing about ideas and texts in conventional academic language and forms. The course concentrates on the central genres of literature.

[1. Introductory Course]An introduction to the range and variety of literature in English, to the practice of critical reading, and to writing about ideas and texts in conventional academic language and forms. The course concentrates on the central genres of literature.

[1. Introductory Course]An introduction to the range and variety of literature in English, to the practice of critical reading, and to writing about ideas and texts in conventional academic language and forms. The course concentrates on the central genres of literature.

[1. Introductory Course]An introduction to the range and variety of literature in English, to the practice of critical reading, and to writing about ideas and texts in conventional academic language and forms. The course concentrates on the central genres of literature.

[1. Introductory Course]An introduction to the range and variety of literature in English, to the practice of critical reading, and to writing about ideas and texts in conventional academic language and forms. The course concentrates on the central genres of literature.

[1. Introductory Course]An introduction to the range and variety of literature in English, to the practice of critical reading, and to writing about ideas and texts in conventional academic language and forms. The course concentrates on the central genres of literature.

[1. Introductory Course]An introduction to the range and variety of literature in English, to the practice of critical reading, and to writing about ideas and texts in conventional academic language and forms. The course concentrates on the central genres of literature.

[1. Introductory Course]An introduction to the range and variety of literature in English, to the practice of critical reading, and to writing about ideas and texts in conventional academic language and forms. The course concentrates on the central genres of literature.

[2. Intermediate Course ]An introduction to the discipline and practice of English; specifically, the use of research and scholarly sources in academic writing. Prerequisite: ENGL 1006. Co-requisite: ENGL 2023.

[2. Intermediate Course ]An introduction to the discipline and practice of English; specifically, the use of research and scholarly sources in academic writing. Prerequisite: ENGL 1006. Co-requisite: ENGL 2023.

[2. Intermediate Course ]An introduction to the discipline and practice of English; specifically, the use of research and scholarly sources in academic writing. Prerequisite: ENGL 1006. Co-requisite: ENGL 2023.

[2. Intermediate Course ]An introduction to the discipline and practice of English; specifically, the use of research and scholarly sources in academic writing. Prerequisite: ENGL 1006. Co-requisite: ENGL 2023.

[2. Intermediate Course ]A survey of literature representative of the major historical periods of English literature from the Middle Ages to the end of the 18th century. Prerequisite: English 1006. Co-requisite: ENGL 2013.

[2. Intermediate Course ]A survey of literature representative of the major historical periods of English literature from the Middle Ages to the end of the 18th century. Prerequisite: English 1006. Co-requisite: ENGL 2013.

[2. Intermediate Course ]A survey of literature representative of the major historical periods of English literature from the Middle Ages to the end of the 18th century. Prerequisite: English 1006. Co-requisite: ENGL 2013.

[2. Intermediate Course ]A survey of literature representative of the major historical periods of English literature from the Middle Ages to the end of the 18th century. Prerequisite: English 1006. Co-requisite: ENGL 2013.

[2. Intermediate Course ]A course for students interested in writing poetry, prose, and/or scripts. Along with work shopping each other's creative work in class, students give presentations on topics that will help them develop writing skills, for example, effective metaphor, writing dialogue, creating a story outline, etc.. Enrolment is restricted to those who have received permission, based on a 5-10 page sample of work submitted to the instructor at least a week before registration OR who have successfully completed ENGL 2123. (Categories: Genres, Creative and Performative).

[2. Intermediate Course ]An initial exploration of the fundamental elements that combine to create theatre. Through improvisations, exercises, monologues, and scenes, students learn the techniques of acting and stagecraft to develop their awareness of the process of performance. Enrolment is restricted to those who have received permission of the instructor. (Categories: Creative and Performative). Co-requisite: ENGL-2233

[2. Intermediate Course ]This course will examine various kinds of technological change, from the invention of the printing press to the advent of the Web. We will consider how these changes have shaped our fears, expectations, and understandings of self and culture. The course will emphasize print literature while recognizing and evaluating new media. (Categories: Cultural Studies, Literary Theory and Method).

[2. Intermediate Course ]An introduction to the related genres of manga, global manga, and graphic novels. Particular attention will be paid to the narrative strategies of manga and graphic novel creators. Works of fantasy and science fiction, as well as more realistic texts, will be explored. Prerequisite: English 1006.

[2. Intermediate Course ]An exploration from Greek theatre to contemporary works of the theatrical conventions, significant trends, playwrights and performers that inform and construct the social practice of theatre. Emphasis is placed both on close textual study of the works and the realities of staging productions. (Categories: Genres, Creative and Performative).

[2. Intermediate Course ]An investigation of the plurality of women's writing by examining contemporary poetry, fiction, drama, and theory written by women. We begin locally, with writers from the Fredericton area, and move outward through examples of regional, national, continental, and world literature by women. (Categories: Authors and Authorship, Cultural Studies).

[2. Intermediate Course ]An exploration of literature from the early Middle Ages to the later Renaissance that reflects Catholic teachings, traditions, and attitudes. Readings may include The Dream of the Rood, medieval poetry, mystery and morality plays, mystical and devotional writings, and authors such as Augustine, Chaucer, Langland, Skelton, More, Southwell, and Cranshaw. (Categories:Cultural Studies).

[2. Intermediate Course ]A study of novels, short fiction, drama, and film as narrative. Students are introduced to, among other things, the major narrative techniques and innovations in the history of cinema.(Categories: Genres, Cultural Studies).

[2. Intermediate Course ]An examination of selected writers who have made a significant contribution to Canadian literature. (Categories: Authors and Authorship, National or Regional).

[3. Advanced Course]An advanced course for students who have discovered an affinity for poetry. As well as discussions on various aspects of the craft, history, and aesthetics of poetry in contemporary Western culture, this course provides the opportunity for students to rewrite past poems and generate new ones. Enrolment is restricted to those who have successfully completed ENGL 2103 or ENGL 2123, or who have permission of the instructor. Applications and a 5-10 page portfolio should be submitted to the instructor a week before course registration. (Category: Creative and Performative).

[3. Advanced Course]A course which focuses on learning to read a play as a script for performance rather than solely as written literature. Examples of the work of major dramatists from various historical periods and geographic areas are studied to understand the differing themes, natures of production and performance demands of the various forms. The focus is on the text as a performance vehicle written not only for readers but more immediately for actors, directors, and designers. The study of the history of staging and performance is an integral part of the course. There is a public production at the end of the year. In-class presentations are also a major component of the course. Limited enrollment. Prerequisites: ENGL 2216 Drama Production and ENGL 2523 Introduction to Drama. (Category: Creative and Performative).

[3. Advanced Course]An introduction to the literature and language of the 14th-15th centuries. Genres studied include estates satire, fabliau, dream vision, drama, romance, chronicle, travelogue, lyric and beast fable. Major authors may include Chaucer, Gower, the Gawain-poet and Mallory. (Categories: Genres, Cultural Studies).

[3. Advanced Course]A study of plays of Shakespeare, his predecessors, and contemporaries such as Marlowe and Johnson. (Categories: Genres, Authors and Authorship).

[3. Advanced Course]An investigation of poetry, prose fiction, and nonfiction between 1660 and the French Revolution, and the intellectual and social context of the important writers and their work.(Categories: Genres, Literary Theory and Method).

[3. Advanced Course]An introduction to the basics of Old English language, literature, and culture. We will read several poems including The Wanderer, The Seafarer, Wulf, The Dream of the Rood and selections of Beowulf in Old English. (Categories: Genres, National or Regional).

[3. Advanced Course]A study of the major authors of nineteenth and twentieth century American Literature.(Categories: Authors and Authorship, National or Regional).

[3. Advanced Course]An introduction to the range of literary expressions of writers from the non-Western cultures of the West Indies and Africa. The major genre studied is the novel, though poetry and essays are also examined. The focus of the course is to study the concerns of the colonized, those who were swept up by British expansion in the 18th and 19th centuries. (Categories: National or Regional, Cultural Studies).

[3. Advanced Course]A study of native Irish culture and the culture of the Irish diaspora. Students view films of high realist auteurs as well as adaptations of novels, short stories, and plays to the big screen. (Categories: National or Regional, Cultural Studies).

[3. Advanced Course]Through critical analysis and interpretations of dramatic texts from Oscar Wilde to Tennessee Williams, this course explores plays, playwrights, and major aesthetic movements in the theatre from the late 19th century to the mid-20th century. (Categories: Authors and Authorship, Creative and Performative).

[3. Advanced Course]An introduction to the historical texts and sources for contemporary literary theory, which explores the manner in which the questions that shape contemporary inquiry in the human sciences are precisely those that humanity has been asking for the last 3000 years. Prerequisite: EENG 3833.(Categories: Authors and Authorship, Literary Theory and Method).

This course introduces students to the nature of ecological problems and the relationships between human activities and environmental deterioration. The course examines the nature of the biosphere: how living plant, animal and microbial communities and their supporting air, water and soil cycles function.

This course introduces students to the nature of ecological problems and the relationships between human activities and environmental deterioration. The course examines the nature of the biosphere: how living plant, animal and microbial communities and their supporting air, water and soil cycles function.

Building upon familiarity with the major perspectives within the environmental movement, the course will examine various approaches to resolving environmental problems such as: bioregionalism, sustainable growth, deep ecology, rightsizing economic activity, etc. Students will explore how alternate visions of the future would translate into public policy. Prerequisites: ENVS 1013 and ENVS 1023, or permission of the instructor.

[1.ESL Courses]This course helps students whose first language is not English develop the reading and writing skills required in university studies. The reading techniques to be taught will include skimming, previewing, predicting and in-depth analyzing. The types of writing practiced will be summaries, paraphrases and essays (expository, and comparison and contrast). Vocabulary-building and grammar will also be important components of the course. Co-requisite: ESL 1033.

[1.ESL Courses]This course will help students whose first language is not English further develop academic reading and writing skills. The reading techniques to be improved will include skimming, previewing, predicting and in-depth analyzing. The types of writing practiced will be summaries, paraphrases and essays (cause and effect, and persuasive). Vocabulary-building and grammar will also be important components of the course. Students will also develop their ability to conduct library-based research and to synthesize information for writing assignments. Prerequisite: ESL 1013 or Director's permission. Co-requisite: ESL 1043.

[1.ESL Courses]This course helps students whose first language is not English to develop the speaking and listening skills required in university studies. The basic elements of oral expression and comprehension will be studied: sounds, word and sentence stress, rhythm, intonation, comprehension of weak forms, and connected speech. Listening skills will include intensive, selective and interactive tasks, such as note-taking. Speaking functions will include presenting information, asking questions, debating. 6 hours per week. Co-requisite: ESL 1013.

[1.ESL Courses]This course helps students whose first language is not English to develop the speaking and listening skills required in university studies. The basic elements of oral expression and comprehension will be studied: sounds, word and sentence stress, rhythm, intonation, comprehension of weak forms, and connected speech. Listening skills will include intensive, selective and interactive tasks, such as note-taking. Speaking functions will include presenting information, asking questions and debating. 6 hours per week. Prerequisite: ESL 1033 or Director's permission. Co-requisite: ESL 1023.

[2.Integrated Courses]Students will learn the salient points of the geography, history, government, economics and social makeup of the Maritimes. The contributions and struggles of diverse groups living in the region will be examined, including First Nations, Acadians, English, Irish, Scottish and multicultural communities. In this interdisciplinary course, students will gain insight into the issues, problems and debates that inform Maritime society. They will also analyze the perceived status of the Maritimes within Canada and trends in the migration of Maritimers across the country.

[1.ESL Courses]This course is designed to assist ESL students in meeting the language-related expectations of university courses. The primary focus will be on academic writing skills. Attention will also be devoted to listening, speaking, reading, grammar, and vocabulary acquisition. Language skills will be linked to academic content from a number of disciplines. The course is intended for students whose first language is not English and whose TOEFL scores are between 550 and 599 (or a recognized equivalent). Prerequisite: ESL 1023 or Director's permission.

[1.ESL Courses]This course is designed to assist ESL students in further developing their ability to meet the language-related expectations of university courses. The emphasis will be on refining writing skills. Attention will also be devoted to listening, speaking, reading, grammar, and vocabulary acquisition. Students will explore how the various language skills are interconnected in the university context. The course is intended for students whose first language is not English and whose TOEFL scores are between 550 and 599 (or a recognized equivalent). Prerequisite: ESL 2213 or Director's permission.

This course explores classical guitar technique and interpretation across a wide range of styles, with an emphasis on 20th- and 21st-century repertoire and performance practices. The course is designed to improve student performance both within and beyond the classical tradition; to foster a deeper understanding and mastery of the technical, interpretive and pedagogical challenges underlying successful guitar performance; and to expand students? knowledge of the repertoire available to the contemporary guitarist. The course earns one credit per semester. A series of sequential courses follow this course and the prerequisite for each is the preceding course in the sequence.

The course examines the basic elements of music (notation, intervals, keys, scales, chords, meter) from a practical, hands-on perspective and introduces music theory and performance. Assignments include recognizing notes and rhythms on the staff, singing, and playing instruments. Please note that previous music experience is welcome but not required for this course.

The course examines the basic elements of music (notation, intervals, keys, scales, chords, meter) from a practical, hands-on perspective and introduces music theory and performance. Assignments include recognizing notes and rhythms on the staff, singing, and playing instruments. Please note that previous music experience is welcome but not required for this course.

The St. Thomas Singers is a no-audition choir, open to students and the academic community at large. Rehearsals take place once a week; with at least two concert performances per year towards the end of each term. The course earns one credit per year. A course fee may be required for the purchase of scores and other performance expenses. No previous knowledge of music is necessary.

This course is a practical introduction to concepts, basic materials, processes and the vocabulary of art and design delivered through slide lectures, readings and assigned projects. The concepts introduced in this course are applicable to a wide range of art and design practices. There are special presentations including visiting artist presentations, film screenings and trips to art galleries.

This course is a practical introduction to concepts, basic materials, processes and the vocabulary of art and design delivered through slide lectures, readings and assigned projects. The concepts introduced in this course are applicable to a wide range of art and design practices. There are special presentations including visiting artist presentations, film screenings and trips to art galleries.

For a course description, see FNAR 1021. Pre-requisite: FNAR-1021 Guitar Performance I or permission by the instructor.

A practical course in the fundamentals of two-dimensional art practice with an emphasis on outdoor drawing and sketching. Students are introduced to a variety of drawing media including the use of pencil, charcoal, and ink. Landscape, figure and non-representational drawing practice are addressed. No prior experience is necessary.

Piano Master Class meets three hours a week to explore issues of piano technique and interpretation. Students are required to actively participate by regularly performing for the group and by developing and refining collaborative performance projects outside of class time. The course earns one credit per semester. A course fee may be required, and enrolment is limited to 18 participants. A series of sequential courses follow this course.

For a course description, see FNAR 1021. Pre-requisite: FNAR-1121 Guitar Performance II or permission by the instructor.

The St. Thomas Singers is a no-audition choir, open to students and the academic community at large. Rehearsals take place once a week; with at least two concert performances per year towards the end of each term. The course earns one credit per year. A course fee may be required for the purchase of scores and other performance expenses. No previous knowledge of music is necessary.

Offered in the Fall, Music Harmony and Counterpoint I is the first part of a year-long, hands-on study of the grammar of tonal music, with a particular focus on harmony and counterpoint. Assignments include exercises in four-voice harmony in choral and keyboard styles, exercises in two- and three-voice species counterpoint, the composition of original pieces for small chamber combinations, as well as frequent formal analyses of standard masterpieces from the literature. Students are required to sing and/or play their assignments in class. Prerequisites: FNAR 1023 with a grade of B or better, FNAR 1002 with a grade of B or better, FNAR 1203 with a grade of B or better, or permission by the instructor. Recommended co-requisite: FNAR 1031.

For a course description, see FNAR 2001. Prerequisites: FNAR-2001 Piano Class I or permission by the instructor.

To better understand the impact of art on everyday life, this course investigates the nature and meaning of aesthetic experience. Students explore the history of mark making, philosophical approaches to art and beauty, and forms and uses of imagery from ancient to modern times. The language of art and the elements and principles of design are applied to critical analysis of art history iconography.

For a course description, see FNAR 1021. Pre-requisite: FNAR-2021 Guitar Performance III or permission by the instructor.

For a course description, see FNAR 2001. Prerequisites: FNAR-2101 Piano Class II or permission by the instructor.

For a course description, see FNAR 1021. Pre-requisite: FNAR-2121 Guitar Performance IV or permission by the instructor.

The St. Thomas Singers is a no-audition choir, open to students and the academic community at large. Rehearsals take place once a week; with at least two concert performances per year towards the end of each term. The course earns one credit per year. A course fee may be required for the purchase of scores and other performance expenses. No previous knowledge of music is necessary.

Composition Seminar I provides practical technical training in music composition. The course is ideally taken back-to-back with Composition Seminar II. Activities include the exploration of idiomatic writing for solo instrument and standard ensembles, the analysis of relevant works of the contemporary repertoire with a special focus on the first half of the 20th Century, and the composition and performance of original works. Prerequisites: FNAR 3063, or permission by the instructor.

For a course description, see FNAR 2001. Prerequisites: FNAR-3001 Piano Class III or permission by the instructor.

For a course description, see FNAR 1021. Pre-requisite: FNAR-3021 Guitar Performance V or permission by the instructor.

For a course description, see FNAR 2001. Prerequisites: FNAR-3101 Piano Class IV or permission by the instructor.

For a course description, see FNAR 1021. Pre-requisite: FNAR-3121 Guitar Performance VI or permission by the instructor.

The St. Thomas Singers is a no-audition choir, open to students and the academic community at large. Rehearsals take place once a week; with at least two concert performances per year towards the end of each term. The course earns one credit per year. A course fee may be required for the purchase of scores and other performance expenses. No previous knowledge of music is necessary.

For a course description, see FNAR 2001. Prerequisites: FNAR-4001 Piano Class V or permission by the instructor.

For a course description, see FNAR 1021. Pre-requisite: FNAR-4021 Guitar Performance VII or permission by the instructor.

[French Curriculum]The aims of this course are listening comprehension, basic oral expression, elementary reading, writing, and grammar. This course is not open to high school graduates of the Atlantic Provinces. Four hours per week.

[French Curriculum]This course develops active and passive French language skills: grammar, reading, writing, and oral expression. For students who have completed the New Brunswick Grade 12 core French Programme or its equivalent.

[Module 1: Langue francaise]Course designed for students who have completed FREN 1206. The course will include grammar review, oral and written practice, reading of French and Francophone authors.

[Module 1: Langue francaise] Ce cours se destine aux étudiants ayant fait leurs études en langue française en immersion (précoce, moyenne, ou tardive). Il mettra l'accent sur la compréhension du français écrit par le moyen de textes littéraires de la Francophonie. Il comportera en outre une révision des structures linguistiques, des traductions, et de la pratique orale et écrite.

[Module 1: Langue francaise] Ce cours se destine aux étudiants ayant fait leurs études en langue française en immersion (précoce, moyenne, ou tardive). Il mettra l'accent sur la compréhension du français écrit par le moyen de textes littéraires de la Francophonie. Il comportera en outre une révision des structures linguistiques, des traductions, et de la pratique orale et écrite.

[Module 1: Langue francaise] Ce cours se destine aux étudiants ayant fait leurs études en langue française en immersion (précoce, moyenne, ou tardive). Il mettra l'accent sur la compréhension du français écrit par le moyen de textes littéraires de la Francophonie. Il comportera en outre une révision des structures linguistiques, des traductions, et de la pratique orale et écrite.

[Module 2: Civilisation du monde francophone] Parce qu'il mobilise l'imaginaire et l'esprit de découverte, le texte littéraire peut être source de plaisir, de motivation à la lecture et à l'écriture. Ce cours de lecture est centré sur la prose narrative: la nouvelle et le roman. En examinant les éléments de l'intrigue, du développement des personnages, et des thèmes, on réussira à apprendre du vocabulaire, à améliorer l'expression écrite et orale.

[Module 1: Langue francaise] Ce cours se destine aux étudiants ayant terminé FREN 1506 ou FREN 1556. Il cherche à approfondir et à étendre les connaissances de base acquises. Par un choix de lectures variées, le cours vise à améliorer la compréhension de textes écrits, à faciliter l'apprentissage du vocabulaire, et à familiariser les étudiants avec le monde et les cultures de la Francophonie.

[Module 1: Langue francaise] Révision des conjugaisons et des formes des verbes, à partir du présent. Étude de la structure des phrases, de l'ordre des mots et des parties grammaticales de la phrase. Deux semestres, 3 heures/sem.

[Module 1: Langue francaise]Destiné aux étudiants ayant une bonne connaissance des rudiments de la grammaire française, ce cours vise à développer des compétences dans le domaine de la rédaction et de la révision de textes et de travaux écrits. L'étudiant apprendra à structurer et à nuancer sa pensée à l'aide de modalités rhétoriques et de stratégies argumentatives mises en application. Seront privilégiées les pratiques discursives suivantes: le portrait, la description, la narration, l'essai, l'article journalistique, la dissertation classique, l'explication de texte, le compte rendu et la correspondance. Il est fortement recommandé aux étudiants de suivre en même temps le cours FREN 2316. Cours préalable : FREN 1506 ou FREN 1556.

[Module 1: Langue francaise] Ce cours a pour but d'améliorer la capacité auditive et l'expression orale de l'étudiant pour fins académiques. Travaux pratiques, documents authentiques sonores et vidéo, programmes assistés par ordinateur, théâtre et autres techniques interactives, y compris l'emploi d'interlocuteurs francophones. 6ch. Six heures par semaine. Deux semestres.

[Module 1: Langue francaise]Ce cours s'adresse à ceux qui sont soucieux de la pureté de la langue française, dont les très nombreux pièges et subtilités suscitent souvent l'embarras du locuteur. Il s'agit en l'occurrence d'un point de vue normatif qui, identifiant les tours fautifs et les constructions incorrectes aboutissant à quelque impropriété, consacre le bon usage tout en permettant de saisir le subtil. On y fera la synthèse des recommandations des meilleurs grammairiens contemporains en vue d'aboutir à l'usage d'une langue claire. Cours préalable : FREN 2316 ou l'approbation du professeur.

[Module 1: Langue francaise]Ce cours est consacré au perfectionnement des competences orales et rédactionnelles. Cours préalable: 12 heures de credits en français au niveau 2000 ou l'approbation du professeur.

[Module 2: Civilisation du monde francophone|Theme Courses] Ce cours a pour objet d'examiner les thèmes récurrents dans la littérature écrite par des femmes ou traitant de problèmes d'importance capitale pour les femmes dans leurs sociétés respectives. Cet examen se fera à travers des nouvelles, des extraits de romans et d'autres documents du 19e au 21e siècles choisis dans la Francophonie.

This is the introductory course to the interdisciplinary field of Women's Studies and Gender Studies. The basis of femininity, masculinity and women's inequality are examined in the context of wider social relations, including the historical subject, literary voice and the women's movement.

[IV. Scientific and Mathematical]The course introduces various elements of basic science using the Earth as its laboratory. Earth Science is well suited for this purpose. Topics are varied and include: the origin of the Earth; gravity, density and seismic waves and what they can tell us about the Earth; physical properties of minerals and what they can tell us about atomic structure; energy sources; water resources; wastes; life in the context of creationism and evolution. Lectures are augmented by online and hands-on exercises and a self-lead fieldtrip.

This introductory course is multidisciplinary in nature and considers selected basic information about aging and older persons that derives from biology, psychology, sociology, demography, and the humanities. In addition to relating this information and scientific findings about aging, an attempt will be made to discuss the difficulties involved in establishing facts about aging and older persons.

This course will explore the comparative situation of older women and men in different cultures and different historical periods within western societies. The cultural and social-structural determinants of their changing status will be examined through alternative theoretical perspectives within sociology. The social construction of 'elderly' as a status will be explored through how older people are perceived, described, talked about, and interacted with within everyday behaviour, and how these relations may be 'negotiated' by the elderly themselves. The political economy of aging focuses upon disparities of income, and the determinants and effects of poverty on the lives of older people. Prerequisite: GERO 2013 or SOCI 1003.

This course explores a wide range of topics in the area of death and dying. As a fundamental issue for human beings, these phenomena require investigation from a variety of perspectives. The course considers aspects of death and dying that are religious, philosophical, psychological, and sociological in nature. Further, the course is concerned with both practical and theoretical issues that arise from the relationship between aging, and death and dying.

The course provides an introduction to psychological aspects of aging faced by middle and oldaged persons as they adapt to life events. Topics of study include: demographical studies, theories and models of aging, psychological assessment of elderly persons, personality in adulthood, changes in vision and audition, memory processing, learning, and intellectual functioning. Prerequisite: GERO 2013/ PSYC 1013.

This lecture-seminar course will explore the meaning of leisure and the role it plays in the lives of older adults. It is designed to familiarize students with the process of aging as related to leisure, recreation, and lifestyle. The theoretical aspects of aging and their implications for leisure will be the primary focus, while the practical aspects of recreation program development, delivery, and facilitation for both community-based and institutional-based older persons will also be examined. Prerequisite: GERO 2013.

This seminar-style course considers the theoretical and practical implications for gerontology of the narrative root metaphor, or life as story. Against the background of the narrative turn in the human sciences generally, and of specific practices in geriatric care like life review and reminiscence, the course will use basic story elements such as plot, character, point of view, genre, and style to explore the dynamics of continuity and change in the course of autobiographical aging. Through assignments and classroom activities, students will be encouraged to apply such elements to understanding their own development and to their involvement in the storytelling-storylistening exchange that is part of their work as care givers to seniors.

This course examines a variety of issues regarding aging and the family. It considers historical and demographic trends as well as theoretical frameworks in family gerontology. The course covers a number of relationships including those of couples, siblings, and grandparents and grandchildren. It also looks at late-life transitions such as retirement, widowhood, and divorce, that affect family structures and relationships.

Tai Chi is a mind-body-spirit intervention that contributes to the maximization of quality of life for both frail and well adults. This course explores the philosophy and principles that form the basis of the art of Tai Chi. The course will also review research that demonstrates a range of health benefits of Tai Chi to adults of all ages, physical and psychological. Participants in the course will learn basic Tai Chi movements, and be introduced to guidelines for designing a program based on Tai Chi, for implementation in a variety of settings. The course will be of interest to students contemplating a career in gerontology, recreation, social work, education, or fine arts. The course is introductory and does not assume any experience on the part of the students.

This seminar course consists of an in-depth analysis of a specific problem or issue in the field of aging. Students have their chosen topic area approved and supervised by the course instructor. The purpose of this course is to integrate a student's theoretical and practical understanding of a specific area by way of a combination of a major paper, presentations, and/or other research. Prerequisites: GERO 2013 + 2023 and 50 hours of work and/or volunteer experience with older persons.

This course is designed to approach the perennial issue of The Quest for the Good Life through the thoughtful reading of some of the greatest works in a variety of disciplines. The texts will include ancient and modern, all selected because they speak to and illuminate this theme. Texts will vary from year to year but will include works such as Aristotle's Ethics, the Bible, Machiavelli's Prince, and Camus' The Plague.

This course will explore the relationship between philosophy, or the search for wisdom, and art. In particular, it will examine the relationship of human reason and imagination and the degree to which art can serve as a vehicle for truth. Texts may include Euripides' Bacchant, Plato's Protagora's, Aristotle's Poetics, Book of Revelation, Sidney's Defence of Poetry, and Hegel's Aesthetics. Prerequisite: GRID 2006 and GRID 2106.

This seminar will be centred on the intensive study of the text(s) of a thinker who has greatly influenced the shape of the western world. The texts may be ancient or modern, and may be literary, historical, philosophic, and/or political in nature.

[1. World]This course provides an overview of world history, from earliest times to the present. Major themes include human relationships with the environment, cultural exchanges between peoples, and the interconnectedness of the human experience.

[1. World]This course provides an overview of world history, from earliest times to the present. Major themes include human relationships with the environment, cultural exchanges between peoples, and the interconnectedness of the human experience.

[1. World]This course provides an overview of world history, from earliest times to the present. Major themes include human relationships with the environment, cultural exchanges between peoples, and the interconnectedness of the human experience.

[1. World]This course provides an overview of world history, from earliest times to the present. Major themes include human relationships with the environment, cultural exchanges between peoples, and the interconnectedness of the human experience.

[1. World]This course provides an overview of world history, from earliest times to the present. Major themes include human relationships with the environment, cultural exchanges between peoples, and the interconnectedness of the human experience.

[10. Special]This mandatory course for History Majors and Honours students provides an introduction to the discipline of History. The course examines a variety of historiographical and methodological approaches to History, as well as the history of History. It encourages students to re-examine their assumptions about History, but it will also help students develop their basic historical research and writing skills. Exploring History provides a foundation for upper-year History courses and students are strongly encouraged to take it before their third year. Prerequisite: At least 6 credit hours in History courses at St. Thomas University.

[6. Regions (Europe)]This course provides an introduction to early modern European history from the end of the so-called Middle Ages to the era of the French Revolution (more or less the 15th to the 18th centuries). Students will study social, cultural, political, economic and other developments in order to better understand how societies we recognize today evolved from the rather different world of the late Middle Ages. The course traces themes and topics such as religious belief, absolutist politics, interactions between majorities and minorities, the changing status of women, and Europe's place in an increasingly global setting.

[1. World]This course examines themes in world history through the use and study of material objects. Histories of everyday materials and objects allow us to examine diverse issues such as the environment, history, technology, and culture. In general, historians have relied primarily on text-based sources and this course will explore the role and use of material objects in doing history. We will examine theoretical approaches to material history as well as survey the historical literature of this branch of study.

[2. Regions (Africa)]This course introduces students to the dynamics of African history and cultures, while challenging pervasive stereotypes and misperceptions about Africa. The class is designed to appeal to history and non-history majors alike.

[5. Regions (Asia)]This course surveys the history of Asia from c. 1500 to the present, though it may focus on one part of Asia (East Asia, South Asia, Southeast Asia, etc.) more than another. It examines the richness and complexity of Asian societies and Asian engagement in the making of the modern world.

[8. State, Nation, and Locality (Asia)]The course explores the history of the Indian subcontinent from c. 1500 onward. It considers the Mughals, the 18th-century successor states, British colonialism, Indian nationalism and postcolonial India to the present day.

[6. Regions (Europe)]A survey of the imagined historical period between the fall of the classical Roman/Persian Empires and the emergence of an early modern state system. This course will range widely in its coverage, including glimpses of experience in parts of Africa and Asia as well as Europe. Special emphasis will be placed on social history and the use of primary sources to probe beyond simplified political narratives.

[4. Regions (The Americas)]This course is designed to acquaint students with broad developments in the history of North America. In the course of studying the North American continent, we will examine the experiences of contact between indigenous and immigrant cultures; the transmission of European ideas and institutions to the American hemisphere; the influence of the Atlantic system of commerce on regional economies; and the struggles of various peoples in the Americas to define themselves and others. Students will be asked to draw connections between major events and occurrences, and to try and find coherence in distant, contemporaneous events.

[4. Regions (The Americas)]This course surveys the history of Latin America from post-Independence to the recent past. Major themes include the struggles of early nationhood, modernization, imperialism, twentieth-century social change, and social revolutions.

[3. Regions (Oceans)]This course is designed to introduce students to the main events and themes that unite the societies and cultures of the Sahara, North Africa, and the Sudan/Sahel, from the earliest times to the present with a particular focus on the 15th-19th centuries. The African continent has been central to the development of world history (the Americas, Europe, Middle East, and beyond) and for much of that time, the Sahara has been a key crossroads of trade and intellectual exchange. Key themes to be addressed include trade, intellectual thought, the environment, political change, religion, gender, and colonialism. We will also explore how Saharan societies have affected both European and sub-Saharan African societies and were themselves impacted with this contact.

[1. World]This course examines the significance of water to human history, beginning with early agricultural societies and the development of hydraulic empires in Africa and Asia. It explores how humans have sought to manage water for agriculture, urban consumption, industry, and other purposes, and it considers the social, cultural, political, and environmental consequences of these developments. It gives particular attention to the extraordinary developments of the 20th century and the significance they hold for environmental change, human welfare, and international conflict. Prerequisite: HIST 1006 or permission of the Instructor.

[10. Special]The Workshop provides students with the opportunity to enhance their skills of historical analysis, writing and oral communication through close engagement with an important historical ?event? or issue. The Workshop is recommended for students planning to take 4000-level seminars, as well as students considering an application to graduate programmes or professional schools. Please consult the History Department Handbook, Chair or web page for upcoming Workshop topics. Prerequisite: Permission of the instructor.

[4. Regions (The Americas)]Why did the Cuban revolution set out to create a 'new man'? How did Eva Perón become the world's most powerful first lady? Why have women led most human rights movements in Latin America? These are some of the questions to be explored in this course which examines historical relationships between men and women and ideas about masculinity and femininity in Latin America.

[7. State, Nation, and Locality (The Americas)]This course examines the changing place in the world of the United States, the superpower of the 20th century, and analyses its character as a society. The course surveys political, social, and cultural trends from the role of the US in the 1940s as a military and economic colossus to its decline in the present postmodern, post-industrial world. It deals with such topics as the Cold War, Civil Rights, Vietnam, women's liberation, suburban life, consumerism, the corporations and unions, popular culture, the 1960s counter culture, and the Internet. Prerequisite: 3 credit hours in history.

[1. World] This course considers the diverse ways in which modern global audiences have come to understand histories of religious violence. Our focus will be on academic and popular interpretations of so-called jihad or crusade conflicts from the Middle Ages to the present. Print, electronic and film sources will be examined, reflecting a wide range of often conflicting viewpoints as they have evolved over time.

[1. World] This year-long seminar examines the two world wars of the twentieth century. Students will explore various causes, aspects and outcomes of these conflicts through readings about home fronts and war fronts across the world. They will also do independent research and write a major paper based on a topic related to the course material. At least one previous course on the history of the twentieth century is strongly recommended.

[8. State, Nation, and Locality (Asia)]This seminar proposes an in-depth study of the modern history of Korea from the perspective of its least acknowledged, yet determinant, agent: the people. It examines major social movements which shaped Korean history and democratisation, e.g. the college student and labour movements. It also addresses Korea's geopolitical predicament from the viewpoint of some of its victims, such as the Korean sex slaves under Japanese colonial rule and Korea's political and economic prisoners of the Cold War. Prerequisite: HIST 2173 or HIST 1006 or permission of the instructor.

[1. World]Focusing on twentieth- century World History, this course will examine and compare various wars of genocide across several continents. In doing so, the course will investigate the immediate and long-term factors behind group hate and violence, with particular attention to cultural, religious, and socio-political factors, as well as to institutional and non-institutional actors.

This course will introduce students to the study of human rights by investigating the question what is a human right? The course will proceed primarily through a number of examples and case studies. Students will also be given an overview of the basic instruments, institutions, and ideas relevant to human rights.

This course will introduce students to the study of human rights by investigating the question what is a human right? The course will proceed primarily through a number of examples and case studies. Students will also be given an overview of the basic instruments, institutions, and ideas relevant to human rights.

This course will focus on domestic human rights codes and human rights commissions. Special attention will be given to the New Brunswick Human Rights Code and the New Brunswick Human Rights Commission.

This course will introduce students to philosophical questions concerning the foundations of human rights. What are human rights based on? What makes something a human right? Are human rights universally and permanently valid or is the notion of human rights merely a construct of modern Western culture? The course will familiarize students with alternative theoretical answers to these and other related questions.

This course will examine the historical development of humanitarian law and the relationship with human rights. It will study the principle actors in the administration of humanitarian law and human rights. Students will explore the protection of victims and their fundamental rights in emergency situations, the rights and duties of aid organizations and their personnel, the changing role of humanitarian law in the light of terrorism and international crime. The course will review the enforcement of rights and duties as well as the mechanisms available under general international law, human rights law, and international humanitarian law.

Students in this course will do a research project in human rights under the supervision of the instructor. The course will begin with a general introduction to the aims and methods of research projects. Students will be expected to present periodic reports on the status of their work. The course is normally reserved for students in their final year of the human rights Major.

This course is intended to provide the opportunity for students to reflect critically on their recent living and work experiences abroad as participant in international programmes. Besides reading and responding to academic texts, participants will be expected to respond to journal excerpts and photographs created by individuals during their time in another country.

A general introduction to Irish society and culture. This course will provide an overview of the unique characteristics of the island and its people. Students will have the opportunity to familiarize themselves with aspects of Ireland's land, cultural development, economy, politics, and literature.

Students will study the Irish Language, learning through exercises ón the four language learning skills: Speaking, Reading, Writing and Listening. There will an emphasis ón the Irish spoken currently in Ireland today, supplemented by insights into Modern Irish Society and Culture. Students will also learn about the linguistic composition of Ireland as a bilingual nation and how the Irish-speaking community has survived and continues to survive amidst a large dominant Irish Anglophone majority. Nó previous knowledge of Irish is required.

[Italian]Introduction to the Italian Language. Phonetics, oral training, and conversation. Basic grammar with oral and written exercises. Basic reading and composition. Introduction to Italian civilization with the aid of audio-visual techniques.

Journalism is the art of storytelling. This course will explore the nature of stories, the ways journalists tell stories, and the role these storytellers play in open and closed societies.

Journalism is the art of storytelling. This course will explore the nature of stories, the ways journalists tell stories, and the role these storytellers play in open and closed societies.

Journalism is the art of storytelling. This course will explore the nature of stories, the ways journalists tell stories, and the role these storytellers play in open and closed societies.

Journalism is the art of storytelling. This course will explore the nature of stories, the ways journalists tell stories, and the role these storytellers play in open and closed societies.

This course will introduce students to storytelling in Journalism through an intensive programme of writing instruction and workshops. Students will write news and feature stories, read and respond to literary non-fiction writing. They will develop stories through the process of generating ideas, conducting research, editing, and rewriting. Prerequisites: JOUR 1013, 1023.

This course will introduce students to storytelling in Journalism through an intensive programme of writing instruction and workshops. Students will write news and feature stories, read and respond to literary non-fiction writing. They will develop stories through the process of generating ideas, conducting research, editing, and rewriting. Prerequisites: JOUR 1013, 1023.

This course will introduce students to storytelling in Journalism through an intensive programme of writing instruction and workshops. Students will write news and feature stories, read and respond to literary non-fiction writing. They will develop stories through the process of generating ideas, conducting research, editing, and rewriting. Prerequisites: JOUR 1013, 1023.

All Journalism contains some element of news. Reporting the news of the day is at the heart of the journalistic tradition. This course will focus on reporting the news in the television medium. Topics include how decisions are made about the stories of the day, how to turn an announcement into a story, how to find pictures, how to write to pictures, how to tell stories on deadline. Enrolment is restricted to students admitted to the Major in Journalism in accordance with procedures outlined in Section One, Part F of the University's calendar. Prerequisites: JOUR 2013, 2023, 2033, 2063.

All Journalism contains some element of news. Reporting the news of the day is at the heart of the journalistic tradition. This course will focus on reporting the news in the radio medium. Topics include how decisions are made about the stories that make a newscast, how to turn an announcement into a story, how to find and record sound for radio, how to write a story that incorporates sound, how to tell stories in concise radio language on deadline. Enrolment is normally restricted to students admitted to the Major in Journalism in accordance with procedures outlined in Section One, Part F of the University's calendar. Prerequisites: JOUR 2013, 2023, 2033, 2063.

All Journalism contains elements of news. Reporting the news of the day is at the heart of the journalistic tradition. This course will focus on reporting the news in the print medium. Topics include how decisions are made about what stories a newspaper will cover, how to turn an announcement into a story, how to find sources for stories, how to tell stories that both cover the news and tell a compelling story. Enrolment is normally restricted to students admitted to the Major in Journalism in accordance with procedures outlined in Section One, Part F of the University's calendar. Prerequisites: JOUR 2013, 2023, 2033, 2063.

This course examines the free press both in theory and in action in democratic societies. Specific areas of study include the emergence of the free press, the many faces of censorship, and free expression in contemporary society. Prerequisite: JOUR 2023.

This course is a capstone course in storytelling for Journalism students. The course requires students to either pursue a publishing/producing project, or a special work of Journalism for a professional news organization. The publishing work can either involve an editing role at a student newspaper or work on the Journalism Programme's publishing website, STU Dispatches. Other special projects can be approved by the Director of Journalism. Enrolment is normally restricted to students admitted to the Major in Journalism in accordance with procedures outlined in Section One, Part F of the Universitys calendar. Prerequisites: two of either JOUR 3013, 3023, or 3033; and two of either JOUR 3043, 3053, or 3063.

Focuses on the fundamental structure of Japanese and practice of communication skills. Introduces Hiragana and Katakana, writing systems in Japanese, and practice of reading and writing. Some aspects of Japanese culture are discussed. Not open to native speakers.

This course aims to develop the communicative skills necessary for everyday situations. It focuses on both conversation and writing systems, expanding vocabulary and sentence structures, teaching students to express themselves on a wide range of topics from daily life. One hundred kanji characters are introduced and practiced.

[Latin]This is an intensive introduction to classical Latin for students with no previous background in the language and provides them with an introduction to the basic rules of grammar, vocabulary, and reading skills.

A review of analytic geometry and functions; derivatives of algebraic functions; mean value theorem; fundamental theorem of calculus; applications of differentiation, including extreme values and related rates; integration; differentials. Three hours of lecture and one tutorial per week. Prerequisite: grade 12 mathematics or equivalent.

A review of analytic geometry and functions; derivatives of algebraic functions; mean value theorem; fundamental theorem of calculus; applications of differentiation, including extreme values and related rates; integration; differentials. Three hours of lecture and one tutorial per week. Prerequisite: grade 12 mathematics or equivalent.

Functions, matrices, linear programming, permutations and combinations, probability and statistics, interest and annuities. Prerequisite: Grade 12 mathematics or its equivalent. Three lecture hours and one tutorial hour per week.

A lecture course in which students learn how to identify and evaluate arguments drawn from a wide variety of sources. It will develop informal methods such as the identification of argument structure and informal fallacies. It will also develop formal methods that involve taking arguments in English, symbolizing them in a formal language, and evaluating strengths and weaknesses of the argument forms. Also covered are basic probability theory, inductive logic, and statistical reasoning.

A survey course that introduces students to the discipline of Native Studies. Its purpose is to increase the student's understanding and sensitivity towards the past and present experience of Native peoples. Using both oral and written records, the course will examine pre-contact history and culture, the influences of colonialism in the post-contact era, and contemporary issues.

A survey course that introduces students to the discipline of Native Studies. Its purpose is to increase the student's understanding and sensitivity towards the past and present experience of Native peoples. Using both oral and written records, the course will examine pre-contact history and culture, the influences of colonialism in the post-contact era, and contemporary issues.

This course is designed for students with little or no knowledge of the language. The aims are listening comprehension and basic oral expression.

Surveys various research strategies from Anthropology and Sociology and assesses their applicability to, and compatibility with, Native Studies. Considers special protocol and ethical questions in research on Native peoples. Prerequisite: NATI 1006 or by special permission of instructor.

This course examines Native cosmologies (world views) and ways of thinking, feeling, and knowing as the foundation of indigenous spiritual, political, social, and economic systems. Defines the continuing existence and vitality of traditional Native philosophy and traces its influence on Western knowledge. Prerequisite: NATI 1006 or by permission of instructor.

Suicide is, and has been for nobody knows how long, rampant in indigenous populations in Canada. Despite well-publicized projects targeting specific communities, none of the interventions have been able to demonstrate any positive effect; if anything, the problem continues to worsen. We examine critically the field of Suicidology as it applies to the Native Peoples of Canada and suggest reasons why efforts to prevent suicide have not paid off. We also explore different kinds of interventions that may be more successful.

This core course examines leading theorists on peace, drawing from humanities and social science disciplines. It explores conditions needed for peace to occur and be sustained,and strategies for building peace movements and nonviolent social change in global and local contexts. It examines multiple experiences of conflict and systemic oppression, and efforts to changes these realities, including issues of environmental degradation, poverty, family violence, the sex trades, sweatshops, and militarism.

[1. Introductory]An introduction, through lecture, reading of original sources, and discussion, to the origins and development of western philosophy from its beginnings in ancient Greece through the Middle Ages. Authors read include Plato, Aristotle, Augustine, and Thomas Aquinas. Themes: the nature of reality, the nature of human being and human knowledge; moral and political philosophy; the existence and nature of God.

[1. Introductory]An introduction, through lecture, reading of original sources, and discussion, to the origins and development of western philosophy from its beginnings in ancient Greece through the Middle Ages. Authors read include Plato, Aristotle, Augustine, and Thomas Aquinas. Themes: the nature of reality, the nature of human being and human knowledge; moral and political philosophy; the existence and nature of God.

[1. Introductory]An introduction, through lecture, reading of original sources, and discussion, to the origins and development of western philosophy from its beginnings in ancient Greece through the Middle Ages. Authors read include Plato, Aristotle, Augustine, and Thomas Aquinas. Themes: the nature of reality, the nature of human being and human knowledge; moral and political philosophy; the existence and nature of God.

[1. Introductory]An introduction, through lecture, reading of original sources, and discussion, to the origins and development of western philosophy from its beginnings in ancient Greece through the Middle Ages. Authors read include Plato, Aristotle, Augustine, and Thomas Aquinas. Themes: the nature of reality, the nature of human being and human knowledge; moral and political philosophy; the existence and nature of God.

[1. Introductory]An introduction, through lecture, reading of original sources, and discussion, to the origins and development of western philosophy from its beginnings in ancient Greece through the Middle Ages. Authors read include Plato, Aristotle, Augustine, and Thomas Aquinas. Themes: the nature of reality, the nature of human being and human knowledge; moral and political philosophy; the existence and nature of God.

[1. Introductory]An introduction, through lecture, reading of original sources, and discussion, to the origins and development of western philosophy from its beginnings in ancient Greece through the Middle Ages. Authors read include Plato, Aristotle, Augustine, and Thomas Aquinas. Themes: the nature of reality, the nature of human being and human knowledge; moral and political philosophy; the existence and nature of God.

[2. History of Philosophy]A lecture course covering Medieval philosophy from its earliest origins, culminating in the Platonism of Augustine, Boethius, John Scotus Eriugena and Anselm. Prerequisites: PHIL 1013 and PHIL 1023, or permission of the instructor.

[2. History of Philosophy]A study, through reading, lecture, and discussion, of Descartes, Spinoza, and Leibniz. Prerequisites: PHIL 1013 and 1023, or permission of the instructor.

[3. Moral Philosophy]A discussion, through lectures and student presentations, of ethical theory through its application in the consideration of such contemporary issues as: pornography and censorship, euthanasia, abortion, punishment, justice and welfare, sexual and racial discrimination. Prerequisite: Phil 2213 or permission of the instructor.

[5. Themes and Authors]A lecture course in which students learn how to identify and evaluate arguments drawn from a wide variety of sources. It will develop informal methods such as the identification of argument structure and informal fallacies. It will also develop formal methods that involve taking arguments in English, symbolizing them in a formal language, and evaluating strengths and weaknesses of the argument forms. Also covered are basic probability theory, inductive logic, and statistical reasoning.

[5. Themes and Authors]In this course, we will investigate and critically assess some of the most influential attempts in the history of philosophy to respond to art and artistic expression. Readings will include selections from a variety of philosophers such as Plato, Aristotle, Kant, Hegel, Heidegger, and Benjamin.

[5. Themes and Authors]This course will involve a close reading of a number of dialogues representing diverse aspects of the Platonic corpus. These will include Laches, Lysis, Ion, Philebus, and others. Prerequisites: PHIL 2113 and 2123, or permission of the instructor.

[5. Themes and Authors]A study of existential thinking, its fundamental structure, and its importance for a contemporary understanding of the human situation. Prerequisite: PHIL 1013 and 1023, or permission of the instructor.

[6. Tutorials and Independent Studies]Students honouring in philosophy will submit, normally in the final semester of their B.A. programme, an extended paper resulting from independent research, and written under the guidance of a director chosen from among the members of the department. 6 credit hours.

[1. Introductory]This course has two objectives. The first is to give students a sense of the meaning and importance of politics. The second is to introduce them to the variety of ways in which politics can be studied. Specific content will vary from section to section. Sample topics may include: political ideas (equality, freedom, democracy); cases studies of particular political problems or debates (domestic or international); comparative analysis of different forms of government; the role of parties and elections; the connection between law and politics; the operation of international institutions such as the United Nations.

[1. Introductory]This course has two objectives. The first is to give students a sense of the meaning and importance of politics. The second is to introduce them to the variety of ways in which politics can be studied. Specific content will vary from section to section. Sample topics may include: political ideas (equality, freedom, democracy); cases studies of particular political problems or debates (domestic or international); comparative analysis of different forms of government; the role of parties and elections; the connection between law and politics; the operation of international institutions such as the United Nations.

[1. Introductory]This course provides an introduction to the concepts of nation and state, sovereignty, forms of government, and political conflict. It does so through consideration of issues in world politics, such as human rights and social justice, ecological imbalance, economic inequalities, war, global governmental institutions and organizations.

[1. Introductory]This course provides an introduction to the concepts of nation and state, sovereignty, forms of government, and political conflict. It does so through consideration of issues in world politics, such as human rights and social justice, ecological imbalance, economic inequalities, war, global governmental institutions and organizations.

[2. Canadian Government and Politics]This course will examine fundamental disagreements at the core of the Canadian polity that have plagued constitutional debate since its creation. Special attention is paid to the constitutional implications of conflicting conceptions of individual, provincial, ethno-linguistic, and multi-national equality.

[3. Comparative Government and Politics]This course introduces students to the comparative study of governments in the developing world. It focuses on such issues as the politics of development, modernization, and the interplay of political and social forces in selected developing nations. Prerequisite: 3 credits in Political Science.

[4. International Relations and Foreign Policy]This course introduces students to International Relations theory, with a focus on the mainstream theories in the field, namely realism and its variants, liberalism and constructivism. These theories are illustrated and developed through the use of case studies and examinations of the institutions and structures of the international system. Prerequisite: POLS 1013 or permission of the instructor.

[5. Political Philosophy]This course will introduce students to seminal texts in political philosophy focussing on the ancient and early medieval period. Texts may include: Plato's Apology, Plato's Republic, Aristotle's Nichomachean Ethics, Aristotle's Politics, Bible, and St. Augustine's City of God.

[2. Canadian Government and Politics]This course examines the idea of federalism in Canada and how those ideas take shape in the practice of Canadian federalism. Attention is paid to the political theory of federalism, the institutions of federalism, and the diversities which underlie the Canadian federal system.

[2. Canadian Government and Politics]The course offers a comparative view of the Canadian provinces. Provincial cabinets, party systems, legislative development, and economic and social issues are considered. Special attention is directed to the problem of Quebec in Confederation.

[3. Comparative Government and Politics]This course examines the national political institutions of the United States of America - Congress, the Presidency, the Supreme Court, and the federal bureaucracy. Political parties, interest groups, elections, and the role of the media will also be studied. Issues surrounding the modern presidency, as well as those involving social and moral issues, will be examined in a debate format.

[4. International Relations and Foreign Policy]This course examines the foreign policy of the United States of America. It examines the roles of the Presidency, bureaucracy, and Congress in the making of foreign policy. The history of American foreign policy will be studied to contextualize present foreign policy and likely future scenarios. The impact of U.S. economic policy in an era of globalization will be explored. Central to the course will be an investigation of the relationship of the U.S. to other major powers and to international institutions.

[4. International Relations and Foreign Policy]This course is a study of Canada and its role in the world. It will focus, in particular, on the historical development of Canada's foreign policy and the continuities between the past and the present. Is Canada a principal power or is it highly constrained by the imperatives of its relationship with the United States? A significant component of the course will be spent in evaluating Canada's role in a post-Cold War and post-9/11 world. Particular attention will be paid to issues related to the question of multilateralism and Canada's evolving approach to this tradition. Prerequisite: POLS 2613 or POLS 2623 or permission of the instructor.

[4. International Relations and Foreign Policy]This course will prepare students for participation in a Model United Nations, either Canadian or American sponsored. In a model UN simulation, students represent an assigned country's foreign policy on assigned issues on the UN agenda. The course will begin with an examination of the UN and its procedures. Subsequent topics will include researching the assigned UN issues and the assigned country's policy on them; preparation of working papers and motions, and strategies for effective conference participation. Fund raising for the trip required: half credit course, but meets first and second terms; limited enrolment.

[6. Honours]The purpose of this course is to afford students who seek to write the Honours thesis an opportunity to develop a thorough thesis proposal, including a substantial annotated bibliography. A small number of classes will be held at the beginning of the course in order to show students how to prepare the proposal. Thereafter, the class will meet only occasionally.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, history of psychology, brain and behaviour, sensation and perception, learning, memory, and cognition.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, history of psychology, brain and behaviour, sensation and perception, learning, memory, and cognition.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, history of psychology, brain and behaviour, sensation and perception, learning, memory, and cognition.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, history of psychology, brain and behaviour, sensation and perception, learning, memory, and cognition.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, history of psychology, brain and behaviour, sensation and perception, learning, memory, and cognition.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, history of psychology, brain and behaviour, sensation and perception, learning, memory, and cognition.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, developmental psychology, intelligence and creativity, personality, abnormal behaviour and therapy, social psychology, and applied topics.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, developmental psychology, intelligence and creativity, personality, abnormal behaviour and therapy, social psychology, and applied topics.

This course will introduce a variety of topics within psychology. Topics to be covered include research methods, developmental psychology, intelligence and creativity, personality, abnormal behaviour and therapy, social psychology, and applied topics.

This course focuses on statistics used by psychologists to describe and analyze research data. Course content will include a comprehensive coverage of descriptive statistics and an introduction to inferential statistics and hypothesis testing procedures. Students must take 2013 in their second year.

This course focuses on statistics used by psychologists to describe and analyze research data. Course content will include a comprehensive coverage of descriptive statistics and an introduction to inferential statistics and hypothesis testing procedures. Students must take 2013 in their second year.

This course focuses on statistics used by psychologists to describe and analyze research data. Course content will include a comprehensive coverage of descriptive statistics and an introduction to inferential statistics and hypothesis testing procedures. Students must take 2013 in their second year.

This course focuses on statistics used by psychologists to describe and analyze research data. Course content will include a comprehensive coverage of descriptive statistics and an introduction to inferential statistics and hypothesis testing procedures. Students must take 2013 in their second year.

This course focuses on methods used by psychologists to conduct research. Course content will include comprehensive coverage of the scientific method, the logic of experimental design, ethics, and report writing. In addition, students will be required to write research papers and may be asked to design and/or conduct their own research projects. Students must take 2023 in their second year.

This course focuses on methods used by psychologists to conduct research. Course content will include comprehensive coverage of the scientific method, the logic of experimental design, ethics, and report writing. In addition, students will be required to write research papers and may be asked to design and/or conduct their own research projects. Students must take 2023 in their second year.

An introduction to the study of sensation. The emphasis will be on vision and hearing. The course will begin with an examination of the stimuli and the structure and function of the receptors. Other topics will include the psychophysical methods, sensory scaling, and a survey of data on several senses. These topics can be varied to suit the interests of the students.

This course provides a general introduction to the physiological processes that underlie selected behaviours. Understanding of these biological processes is fundamental to many areas of psychology, including addictive behaviours and the relationship between stress and health.

The course surveys topics in human sexuality that have attracted the attention of researchers and theorists from many different areas of psychology. Fundamental questions concerning the nature, development, and expression of human sexuality will be addressed along with specific issues of contemporary concern.

The course surveys topics in human sexuality that have attracted the attention of researchers and theorists from many different areas of psychology. Fundamental questions concerning the nature, development, and expression of human sexuality will be addressed along with specific issues of contemporary concern.

Psychology has a bearing on most aspects of the legal process. Increasingly, psychologists are being asked to share their knowledge with those in the judicial system. Topics may include: the reliability of eyewitness testimony, police interview techniques, the use of mug shots, and the use of line-up procedures.

This course will review a variety of topics within social psychology including social cognition and social perception, attitudes and attitude change, understanding the self, interpersonal attraction, persuasion, conformity, prejudice, aggression, and altruism.

This course will review a variety of topics within social psychology including social cognition and social perception, attitudes and attitude change, understanding the self, interpersonal attraction, persuasion, conformity, prejudice, aggression, and altruism.

This course will review a variety of topics within social psychology including social cognition and social perception, attitudes and attitude change, understanding the self, interpersonal attraction, persuasion, conformity, prejudice, aggression, and altruism.

This course will cover various aspects of development including prenatal development, physical development from birth through puberty, motor development, emotional development, and the development of a sense of self and identity.

This course will cover age-related changes in language and cognition as well as the development of gender roles and schemas, moral development, peer relations, and the influence of such factors as families and the media.

This course examines issues in the diagnosis and treatment of the most common psychological disorders in adulthood. Students are introduced to the history of psychopathology, from primitive to modern times, which traces the development of biological, psychodynamic, behavioural, cognitive, and sociocultural models of abnormality. Possible topics include: anxiety disorders, mood disorders, schizophrenia, and personality disorders.

This course examines issues in the diagnosis and treatment of the most common psychological disorders of childhood and adolescence, with a primary focus on children. Following a consideration of different psychological approaches to etiology and treatment, the course examines a broad range of psychological problems. Topics may include mental retardation, pervasive developmental disorders, attention deficit/hyperactivity disorder, learning disorders, conduct problems, and child abuse and neglect.

The course will examine the psychology of criminal behaviour. Topics covered include theories of criminal behaviour, assessment and classification of offenders, prediction of criminal behaviour, and rehabilitation and treatment of offenders.

This course is an introduction to the study of music from the perspective of psychology. Emphasis will be on how people experience, understand, and create music. Possible topics include: meaning and emotion in music; music and the brain; music and language; listening to, performing, and learning music; musical exceptionalities. Prerequisites: PSYC 1013 and PSYC 1023.

This course will examine the many facets of visual perception. The purpose is to expand upon some of the topics covered in Sensation and Perception. Topics may include approaches to perception, perceptual organization and the computation of image and motion. Prerequisites: PSYC 2023, 2113, or permission of the instructor.

This course continues the exploration of the biological basis of behaviour. The material covered in this course is relevant to many areas of psychology. The course content will build directly from PSYC 2153 and cover biological bases of language, and sensation and perception, learning and memory, psychological disorders, and sleep and consciousness. Prerequisite: PSYC 2153.

This course will review a variety of topics within health psychology, including stress, coping and health, pain, chronic illness, the physician-patient relationship and health care, as well as the impact of various health behaviours such as smoking, drinking, and exercise on health status.

This course presents a review of psychological theory and research relating to the interplay between personal and social factors in the context of social influence. Fundamental theories and processes related to social influence, such as compliance, obedience, and the role of cognitive processes in social influence, will be covered. Specific topics, such as social norms, authority, media, cults, the role of moods in influence, and resisting social influence, may be considered. Prerequisites: PSYC 1013, 1023 and PSYC 2413.

This course examines the medicalization of madness and its social, scientific, and political significance. The basic tenets of the biomedical approach to abnormality will be reviewed along with the psychiatric classification system of mental disorders. In addition to considering the therapeutic efficacy and scientific merit of this approach, the course will also explore the sociopolitical dimensions of madness and psychiatry's links to the pharmaceutical and insurance industries. Prerequisite: PSYC 2643 Abnormal Psychology or permission of the instructor.

This course examines current theories and research on the development of language in children. Topics may include the nature of language, the biological basis of language development, the development of different components of language (phonology, semantics, syntax, pragmatics), language development in special populations, and childhood bilingualism. Prerequisites: PSYC 2613 and 2623, or permission of the instructor.

This course focuses on advanced statistical procedures for analyzing psychological data. Topics covered include analysis of variance, post hoc multiple comparisons, correlation, and regression. Prerequisite: PSYC 2013 and 2023.

This course is a general introduction to the history of psychology. We will explore some of the intellectual, social, and institutional reasons that psychology emerged when and where it did. Areas to be investigated include Wundt's contributions, functionalism, and behaviourism. Special attention will be given to the late 19th and early 20th centuries, because decisions were made then that affect us even today. Prerequisites: PSYC 2013 and 2023 or permission of the instructor.

This course will review and critically examine the theory and research in the area of women's mental health. Developed from a feminist perspective, this course will explore women's and girls' experiences of mental health and distress, and the ways in which these experiences have been conceptualized in clinical psychology. Topics include gender and the social determinants of health, problems prevalent among women (e.g., depression, eating disorders, personality disorders), and feminist approaches to intervention. Prerequisites: PSYC 2643 or permission of the instructor.

A critical examination of methods used by psychology in its search for the laws which mark human development. A study of topics and issues being investigated in developmental psychology in the cognitive, affective, social, and linguistic domains. Examination of the current views on the construction of gender concepts and roles. Prerequisites: PSYC 2013, 2023, 2613, and PSYC 2623, or permission of the instructor.

The student will conduct an individual research project with guidance from the Department. Some classes will be held to acquaint Honours candidates with problems in research design. PSYC 2013, 2023, 3933 and 3943 are prerequisites. A minimum grade of B is required in each of these courses.

[I The First Level: Introduction]A thematic, issues-oriented introduction to the study of religions. While each section of the course is different because it is taught by a different professor, the issues and themes are common to all. Some of the themes and issues encountered are prejudice, sexuality, death and after death, the long search, evil and suffering, music and religion. The data to illustrate these themes and issues are drawn from the religious traditions of the world. Fundamental to the course, methodology is the identification of focal questions. The intention of the course is to foster in students an active appreciation of the religious dimension of life and to share with them the tools to think critically about it.

[I The First Level: Introduction]A thematic, issues-oriented introduction to the study of religions. While each section of the course is different because it is taught by a different professor, the issues and themes are common to all. Some of the themes and issues encountered are prejudice, sexuality, death and after death, the long search, evil and suffering, music and religion. The data to illustrate these themes and issues are drawn from the religious traditions of the world. Fundamental to the course, methodology is the identification of focal questions. The intention of the course is to foster in students an active appreciation of the religious dimension of life and to share with them the tools to think critically about it.

[I The First Level: Introduction]A thematic, issues-oriented introduction to the study of religions. While each section of the course is different because it is taught by a different professor, the issues and themes are common to all. Some of the themes and issues encountered are prejudice, sexuality, death and after death, the long search, evil and suffering, music and religion. The data to illustrate these themes and issues are drawn from the religious traditions of the world. Fundamental to the course, methodology is the identification of focal questions. The intention of the course is to foster in students an active appreciation of the religious dimension of life and to share with them the tools to think critically about it.

[III The Third Level: The Streams|1st: Themes and Issues]Many religious traditions display a variety of stances towards the environmental crisis, ranging from indifference to reform. Through critical and comparative study, this course explores religious approaches to ecology in a variety of traditions. Topics may include environmental stewardship, deep ecology, ecoliberation, ecofeminism and ethnic indigenous ecology.

[III The Third Level: The Streams|1st: Themes and Issues]All world religions offer a spirituality to their followers. This course will use categories developed by modern psychology (Erickson, Kohlberg, Fowler, Jung, Keen, and Keegan) to understand the stages in the spiritual life tradition in Christianity. It will then attempt to develop an appreciation of the various schools as well as modern holistic spirituality.

[II The Second Level: The Tools]This course will investigate the history of the growth of the New Testament Canon of twenty seven books and then study two major categories of New Testament books: the Gospels and the Pauline Corpus. Several special questions including the Synoptic Question, the relationship between John and the Synoptics and the authenticity of the Pauline Corpus will be briefly introduced.

[II The Second Level: The Tools]An inquiry into some of the issues in the study of rituals by means of a close investigation of selected religious rites and more secular examples of ritualizing. Examples might include Hindu pilgrimage, Christian liturgy in its many forms, Shinto festivals, rites of passage from childhood to adulthood (Bar Mitzvah in Judaism, sacred thread ceremony in Hinduism, the Isanaklesh Gotal of Apache girls), Taoist death rites, and contemporary behaviour at sporting events and music concerts.

[III The Third Level: The Streams|4th: Ethics]An examination of the theoretical base and the significance of Christian ethics with an analysis of some of its central aspects such as the foundational role of love, critical thought and engagement, conscience and responsibility, and understanding contemporary dilemmas.

[III The Third Level: The Streams|3rd: World's Religions]A survey of the history of the Muslims from Arabia to Central Asia, and from Africa to North America. The course will look at the Qur'an and the life of Muhammad, the belief system of Muslims, the literature and philosophy of Muslim civilization, and images of Islam in the media.

[III The Third Level: The Streams|4th: Ethics]A critical and foundational examination of the role and function of media in Western society, focussing on its formative influence on religion and culture. Issues may include the business of news, entertainment, the nature of advertising, and religion and media. This course requires students to have a background in ethics and/or critical theory.

[IV The Fourth Level:Integration]An in-depth analysis of selected issues in Religious Studies, focusing on the distinctive concerns of the discipline and the furthering of research skills appropriate to it. The course fosters reflection on the variety of methods used in Religious Studies, mindful of the need of senior students to integrate their four years of learnings in the discipline. Enrolment limited to students in fourth year

[Romance Languages] Introduction to the scientific study of language and particularly to the terminology, theory, and practice of linguistic analysis in phonetics, the study of the sounds of human language and phonology, the study of the sound patterns of human languages.

[Romance Languages] This course is compulsory for those students completing an Honours degree in French or Spanish and is designed to prepare the student to develop, research, plan and complete a written project on a literary topic. Students will be introduced to a selection of contemporary approaches that serve as a framework for the analysis of literary texts.

[Undergraduate Courses]This is a survey course for all students interested in social work, curious about the relevance of arts and social science disciplines to social work fields of practice, and/or who wish to explore the profession as a potential career choice. Students will be introduced to the values, ethics, history and requirements of professional social work practice, with particular emphasis on social justice issues. Students will also have an opportunity to explore the various social work fields of practice.

[Post-Degree Courses]The purpose of this course is the development of personal and professional skills that prepare students for professional critical social work practice. This includes a focus on increasing self-awareness and mindfulness as important knowledge for practice; an emphasis on developing skills for experiential learning; an orientation to the values and characteristics of a competent social work professional and social work practice; and the development of beginning competency in generic crisis intervention theory and skills common to all levels of social work practice. Additionally, the course will prepare students for their initial field education experience through the clarification of expectations of students in a field placement that includes an emphasis on preparation of learning contracts.

[Post-Degree Courses]The purpose of this course is the development of personal and professional skills that prepare students for professional critical social work practice. This includes a focus on increasing self-awareness and mindfulness as important knowledge for practice; an emphasis on developing skills for experiential learning; an orientation to the values and characteristics of a competent social work professional and social work practice; and the development of beginning competency in generic crisis intervention theory and skills common to all levels of social work practice. Additionally, the course will prepare students for their initial field education experience through the clarification of expectations of students in a field placement that includes an emphasis on preparation of learning contracts.

[Post-Degree Courses]This is a laboratory course in which students will develop skills in group membership, leadership, and programme design. Practical group experiences and reflection activities are utilized to demonstrate theories of group dynamics and development, and to enhance group assessment and intervention skills. Note: This course is delivered in two separate modules; the first at the beginning of the program, and the second module at the beginning of the second semester.

[Post-Degree Courses]This is a laboratory course in which students will develop skills in group membership, leadership, and programme design. Practical group experiences and reflection activities are utilized to demonstrate theories of group dynamics and development, and to enhance group assessment and intervention skills. Note: This course is delivered in two separate modules; the first at the beginning of the program, and the second module at the beginning of the second semester.

[Post-Degree Courses]This is a laboratory course in which students will develop skills in group membership, leadership, and programme design. Practical group experiences and reflection activities are utilized to demonstrate theories of group dynamics and development, and to enhance group assessment and intervention skills. Note: This course is delivered in two separate modules; the first at the beginning of the program, and the second module at the beginning of the second semester.

[Post-Degree Courses]This is a laboratory course in which students will develop skills in group membership, leadership, and programme design. Practical group experiences and reflection activities are utilized to demonstrate theories of group dynamics and development, and to enhance group assessment and intervention skills. Note: This course is delivered in two separate modules; the first at the beginning of the program, and the second module at the beginning of the second semester.

[Post-Degree Courses]This is a laboratory course in which students will develop skills in group membership, leadership, and programme design. Practical group experiences and reflection activities are utilized to demonstrate theories of group dynamics and development, and to enhance group assessment and intervention skills. Note: This course is delivered in two separate modules; the first at the beginning of the program, and the second module at the beginning of the second semester.

[Post-Degree Courses]This is a laboratory course in which students will develop skills in group membership, leadership, and programme design. Practical group experiences and reflection activities are utilized to demonstrate theories of group dynamics and development, and to enhance group assessment and intervention skills. Note: This course is delivered in two separate modules; the first at the beginning of the program, and the second module at the beginning of the second semester.

[Post-Degree Courses]This is a mandatory course for all students upon entry into the BSW program. It introduces students to the foundations of the BSW program, and provides broad conceptual frameworks for a critical understanding of social work in Canadian contexts. The course is an introduction to the purpose, history, values, ethics, and methods of professional social work practice, and to the social welfare system that influences this practice. The scope of generalist practice with a range of populations in diverse settings will be explored.

[Post-Degree Courses]This is a mandatory course for all students upon entry into the BSW program. It introduces students to the foundations of the BSW program, and provides broad conceptual frameworks for a critical understanding of social work in Canadian contexts. The course is an introduction to the purpose, history, values, ethics, and methods of professional social work practice, and to the social welfare system that influences this practice. The scope of generalist practice with a range of populations in diverse settings will be explored.

[Post-Degree Courses]This is a mandatory course for all post-degree BSW students. A central assumption of this course is that social work as a profession needs to be self-critical in order to guard against continuing and increasing oppression experienced by members of various groups as they access social welfare programmes and social work intervention. Therefore a critical analysis of social welfare, social services and social work practice (primarily in the Canadian context) will be a central focus in the course.

[Post-Degree Courses]This is a mandatory course for all post-degree BSW students. A central assumption of this course is that social work as a profession needs to be self-critical in order to guard against continuing and increasing oppression experienced by members of various groups as they access social welfare programmes and social work intervention. Therefore a critical analysis of social welfare, social services and social work practice (primarily in the Canadian context) will be a central focus in the course.

[Post-Degree Courses]This seminar, which runs parallel with the Social Action Field Placement, enables students to connect practice and practice issues with the theory and concepts of social action and social change. Students will critically analyze practice situations and contexts, the nature of the desired change, and strategies and actions to pursue it. They will collectively explore practice challenges and problem-solve to generate solutions and action plans. Case studies of successful participatory research and social action will be analyzed.

[Post-Degree Courses]This seminar, which runs parallel with the Social Action Field Placement, enables students to connect practice and practice issues with the theory and concepts of social action and social change. Students will critically analyze practice situations and contexts, the nature of the desired change, and strategies and actions to pursue it. They will collectively explore practice challenges and problem-solve to generate solutions and action plans. Case studies of successful participatory research and social action will be analyzed.

[Post-Degree Courses]This course is a continuation of the Field Instruction I course. It will provide practical experience in the field, in an approved setting, two days per week. Students are expected to develop knowledge and skills in small teams utilizing a community based approach to practice under the supervision of faculty liaison. Prerequisite: Field Instruction I. Available to Post-Degree BSW students only.

[Post-Degree Courses]This course is an introduction to the theory and skills of helping individuals and families. The course will focus on understanding the stages of the helping process, ethics, and the acquisition of specific skills in communicating, assessing problems, planning, contracting, implementing change, and terminating the process. In addition, the course will include theory and skills related to practice situations that arise in almost all social work contexts - family interviews, grief work, crisis intervention, and work with people from cultures, religions and orientation other than one's own. The skills of writing social work records will be emphasized.

[Post-Degree Courses]This course is an introduction to the theory and skills of helping individuals and families. The course will focus on understanding the stages of the helping process, ethics, and the acquisition of specific skills in communicating, assessing problems, planning, contracting, implementing change, and terminating the process. In addition, the course will include theory and skills related to practice situations that arise in almost all social work contexts - family interviews, grief work, crisis intervention, and work with people from cultures, religions and orientation other than one's own. The skills of writing social work records will be emphasized.

[Post-Degree Courses]This course introduces students to the theory and practice of community organization. It provides a beginning knowledge base and skills for facilitating social change in the context of community. Content areas include the nature of community, the process of community organizing, strategies such as social action, diversity and social change, and the role of the community worker.

[Post-Degree Courses]This course introduces students to the theory and practice of community organization. It provides a beginning knowledge base and skills for facilitating social change in the context of community. Content areas include the nature of community, the process of community organizing, strategies such as social action, diversity and social change, and the role of the community worker.

[Post-Degree Courses]This course will provide an opportunity for students to develop a beginning awareness, sensitivity, and understanding of the scope and impact of global or international issues on the lives of people in other parts of the world and our own lives, as well as on social policies and social work practice at all levels. As well, this course will explore the efforts of organizations (at the local, national, and international levels) which address international concerns.

[Post-Degree Courses]This course will provide an opportunity for students to develop a beginning awareness, sensitivity, and understanding of the scope and impact of global or international issues on the lives of people in other parts of the world and our own lives, as well as on social policies and social work practice at all levels. As well, this course will explore the efforts of organizations (at the local, national, and international levels) which address international concerns.

[Post-Degree Courses]This course is designed to introduce students to the child welfare system in New Brunswick and Canada, and to examine the policies, procedures, and practices which have been developed to respond to the needs of children and adolescents. As such, another purpose of the course is to critique existing policies, procedures, and practices and to discuss ways in which the child welfare delivery system could be more responsive to the needs of children and their families. Alternative responses and innovative programmes will be examined and students will be challenged to be creative in developing ideas which would lead to evolving the child welfare system in the direction of better meeting children's needs.

[Post-Degree Courses]This course examines mental health issues encountered by the professional with an emphasis on practice and policy implications. Students will have an opportunity to explore the context of practice from an historical perspective and to critically examine the current mental health delivery system in New Brunswick. The role of the professional and professional interventions will be examined.

[Post-Degree Courses]In this course, students will develop an understanding of the components of substance abuse as well as the addictive process. Topics will include the various mood-altering drugs, the components of early identification, assessment and treatment, harm reduction, and health promotion programmes.

[Post-Degree Courses]This is an elective course for all BSW students. This course provides an introduction to social work practice with individuals, families, groups and communities who are coping with the impact of trauma in their lives. The goals of this course involve students developing and demonstrating a critical understanding of trauma theory in its historical, political and social contexts; knowledge of practice approaches to trauma work; application of this knowledge through assessment and beginning intervention skills; and self-awareness in relation to traumatic material. Exploration of trauma theory beyond the dominant individualized, westernized, and medical model will be emphasized in the course. Ethical issues and exploration of personal and professional values, as they pertain to trauma work, will be incorporated into class material.

[Post-Degree Courses]This course will explore the theory and practice of narrative as it relates to social work. Integrating narrative theory with personal and professional experience, the course will provide an opportunity for students to explore how narrative can provide a creative and constructive way of working with service users, both individually and collectively. The course will cover narrative theory, narrative therapy, thinking with stories for personal and professional development and working with narratives in groups and with those who are narratively dispossessed.

A survey course that introduces students to the discipline of sociology with particular reference to Canadian Society. This course examines theories and research concerning the nature of social order and conflict in industrial society; the relations between important structures or elements of society, including the economy, family, education, religion, complex organizations, racial and ethnic groups, and the dynamics of social change. Several major theoretical approaches in sociology are compared throughout the course.

A survey course that introduces students to the discipline of sociology with particular reference to Canadian Society. This course examines theories and research concerning the nature of social order and conflict in industrial society; the relations between important structures or elements of society, including the economy, family, education, religion, complex organizations, racial and ethnic groups, and the dynamics of social change. Several major theoretical approaches in sociology are compared throughout the course.

A survey course that introduces students to the discipline of sociology with particular reference to Canadian Society. This course examines theories and research concerning the nature of social order and conflict in industrial society; the relations between important structures or elements of society, including the economy, family, education, religion, complex organizations, racial and ethnic groups, and the dynamics of social change. Several major theoretical approaches in sociology are compared throughout the course.

A survey course that introduces students to the discipline of sociology with particular reference to Canadian Society. This course examines theories and research concerning the nature of social order and conflict in industrial society; the relations between important structures or elements of society, including the economy, family, education, religion, complex organizations, racial and ethnic groups, and the dynamics of social change. Several major theoretical approaches in sociology are compared throughout the course.

A survey course that introduces students to the discipline of sociology with particular reference to Canadian Society. This course examines theories and research concerning the nature of social order and conflict in industrial society; the relations between important structures or elements of society, including the economy, family, education, religion, complex organizations, racial and ethnic groups, and the dynamics of social change. Several major theoretical approaches in sociology are compared throughout the course.

A survey course that introduces students to the discipline of sociology with particular reference to Canadian Society. This course examines theories and research concerning the nature of social order and conflict in industrial society; the relations between important structures or elements of society, including the economy, family, education, religion, complex organizations, racial and ethnic groups, and the dynamics of social change. Several major theoretical approaches in sociology are compared throughout the course.

A survey course that introduces students to the discipline of sociology with particular reference to Canadian Society. This course examines theories and research concerning the nature of social order and conflict in industrial society; the relations between important structures or elements of society, including the economy, family, education, religion, complex organizations, racial and ethnic groups, and the dynamics of social change. Several major theoretical approaches in sociology are compared throughout the course.

A survey course that introduces students to the discipline of sociology with particular reference to Canadian Society. This course examines theories and research concerning the nature of social order and conflict in industrial society; the relations between important structures or elements of society, including the economy, family, education, religion, complex organizations, racial and ethnic groups, and the dynamics of social change. Several major theoretical approaches in sociology are compared throughout the course.

An introduction to the main research techniques used in sociology. The course will include practical experience in research design, methods of data collection, sampling procedures, and analysis of data.

This course is designed as an introduction to the sociological study of Atlantic Canada. The first term focuses on the development of the Maritimes and Newfoundland from mercantile societies to under-developed regions within the centralized Canadian economy. The second term focuses on the contemporary structure, problems, and issues of Atlantic Canadian society.

This course reviews theory and research with a focus on the social basis of deviance, deviance construction, and the consequences of social reactions to selected forms of deviance.

This course is a critical introduction to the social, political, economic, and cultural organization of the Internet. The purpose is to provide media literacy tools to penetrate beneath its commonly experienced surfaces. The focus is on who organizes the Web: its commercialization and the potential for democratization of its users. An important goal is discovering the academic Web as a resource for both Liberal Arts education and lifetime learning.

This course explores the sociology of women and China in recent literature and film, particularly in recent work by women in China and of those Chinese origins in western countries. Topics include the 20th century migration, settlement and early family experiences. The novels focus on three generations of families and illustrate the traditional expectations for women within China and in North America. The films include recent works by Chinese filmmakers that comment on women's place in pre-revolutionary and modern society.

This course explores existing patterns of social inequality and debates concerning the possibility and desirability of greater equality. Taking a theoretical and historical focus, this course examines the changing nature of inequality in contemporary Canadian society in the context of globalization. Throughout, we develop our understanding of how different forms of inequality - particularly social class, gender and race - intersect. One section of the course may have a service learning requirement, where students engage in volunteer work in the community, and then reflect upon their experiences through reading, writing, and discussion.

The various perspectives used by sociologists to examine social problems will be described and evaluated. Concrete social problems will be used as examples of these perspectives.

This course examines theories and descriptions of race and ethnic relations, focussing on the general concepts of the role of race and ethnicity in social organization and stratification. Concrete situations in contemporary social systems will be discussed.

This course will focus on particular aspects of the social processes that shape, and are shaped by female and male social roles such as gender and power, gender and social structure of work, and feminist social movements.

A study of the classical tradition in sociological thought focussing on those theorists whose ideas constitute the foundation of contemporary sociological analysis. This will include a consideration of the work of Marx, Weber, Durkheim, among others.

A study of the classical tradition in sociological thought focussing on those theorists whose ideas constitute the foundation of contemporary sociological analysis. This will include a consideration of the work of Marx, Weber, Durkheim, among others.

This course consists of an analysis of work and socio-economic origins of various work categories as occupations and their relationship to changes in the social organization of production. The relationship of various occupations to the class and power structure of society is examined together with processes of recruitment, socialization, and control.

This course focuses on current concerns, debates, and issues regarding social, economic, and political change in an effort to better understand varying levels of development throughout the world. The course examines different development models, theories, and goals. The course pays particular attention to historical processes and prospects for the future. Topics may include: the debt crisis, food security and GMO foods, over/underconsumption, the social impacts of structural adjustment programmes, and the global economy.

The course explores how major developments in the organization of production, as well as cultural and social changes affected some of the classical debates about the relationship between market and society. The course explores the liberal ideal of private economic agency and its corollary, the collectivized notion of a social economy, which can be ordered in the public interest. This debate remains at the forefront of contemporary attempts to redress the financial and economic crisis.

This course critically examines law from various sociological perspectives, with particular reference to Canada. The course is designed to cover sociological jurisprudence and selected theories of law, as they relate to family, administrative, labour, criminal and other types of law. Prerequisite: SOCI 2313.

The focus of this course will be on the nature of the relationship between school systems and the broader societies of which they are a part. This will be done with two purposes in mind: (1) to determine both the structural configuration and the functions of education in contemporary society and (2) to demonstrate the effects of this relationship on the internal functioning of schools. A variety of theoretical perspectives on conceptualization of the school-society connection are examined. Of particular concern are structural functionalism, cultural reproduction theories, and theories of correspondence. Each is considered in some detail, especially in terms of the constraints and limitations placed on education by the social structure.

This course explores the interaction between society and the body. It begins with an examination of classical and contemporary theories of the body, and then explores special issues with regard to the development of the civilized body, as well as gender, sexuality, marginalization, deviancy, chronic illness and disability.

Employing both classical and contemporary sociological perspectives, this course explores the nature of art in society by looking at how art objects are produced, distributed, and consumed. Theoretical perspectives are related to historical and contemporary examples from a range of artistic media (e.g., pictorial art, film, photography, literature, and music) to expose the interplay between art and society. The relationship between the fine arts and popular culture are examined, as well as the role of technology in the various arts.

The senior seminar is a one-semester course, required for a Major degree in sociology, which is to be taken in the final year of study. The course is organized around substantive issues, with different sections devoted to different topics. The issues are addressed as puzzles or lines of inquiry that explore current concerns. Students are expected to bring the knowledge they have acquired of the competing traditions of sociological inquiry to bear on the theme. This course will be conducted as a seminar, with students taking responsibility for researching, presenting, and discussing material. Regular attendance and active participation will be emphasized. 1st and 2nd semesters. Limited enrolment (approximately 15) in each section.

The senior seminar is a one-semester course, required for a Major degree in sociology, which is to be taken in the final year of study. The course is organized around substantive issues, with different sections devoted to different topics. The issues are addressed as puzzles or lines of inquiry that explore current concerns. Students are expected to bring the knowledge they have acquired of the competing traditions of sociological inquiry to bear on the theme. This course will be conducted as a seminar, with students taking responsibility for researching, presenting, and discussing material. Regular attendance and active participation will be emphasized. 1st and 2nd semesters. Limited enrolment (approximately 15) in each section.

This is a required course for Honours students in their final year. Enrolment is restricted to Honours students. The course is organized around two sets of activities: 1) workshops oriented to the development of knowledge and skills directly applicable to the process of thesis research, covering such topics as ethical decision-making in social research, practical problems in collecting and analyzing research material, writing in social research and 2) student presentations of thesis proposals, progress reports, and final results. Entry of non-Sociology students is with permission of instructor.

A critical examination of selected orientations from contemporary sociological theory. The implications of these perspectives for both the nature of sociological inquiry and the prevailing models of society are considered. Prerequisite: SOCI 3013, 3023.

The beginner's course is designed for students with no previous knowledge of the language. It represents the basic level in the learning of Spanish. Teaching methods and texts will vary from year to year and from instructor to instructor. The aims of the course are the acquisition of (1) listening comprehension, (2) basic vocabulary suitable for everyday conversations, (3) simple grammatical structures, and (4) a knowledge of reading and writing techniques. The basic skills (listening, speaking, reading, writing) are emphasized. In addition, each instructor will introduce the students to selected elements of Hispanic Culture.

The beginner's course is designed for students with no previous knowledge of the language. It represents the basic level in the learning of Spanish. Teaching methods and texts will vary from year to year and from instructor to instructor. The aims of the course are the acquisition of (1) listening comprehension, (2) basic vocabulary suitable for everyday conversations, (3) simple grammatical structures, and (4) a knowledge of reading and writing techniques. The basic skills (listening, speaking, reading, writing) are emphasized. In addition, each instructor will introduce the students to selected elements of Hispanic Culture.

The beginner's course is designed for students with no previous knowledge of the language. It represents the basic level in the learning of Spanish. Teaching methods and texts will vary from year to year and from instructor to instructor. The aims of the course are the acquisition of (1) listening comprehension, (2) basic vocabulary suitable for everyday conversations, (3) simple grammatical structures, and (4) a knowledge of reading and writing techniques. The basic skills (listening, speaking, reading, writing) are emphasized. In addition, each instructor will introduce the students to selected elements of Hispanic Culture.

The beginner's course is designed for students with no previous knowledge of the language. It represents the basic level in the learning of Spanish. Teaching methods and texts will vary from year to year and from instructor to instructor. The aims of the course are the acquisition of (1) listening comprehension, (2) basic vocabulary suitable for everyday conversations, (3) simple grammatical structures, and (4) a knowledge of reading and writing techniques. The basic skills (listening, speaking, reading, writing) are emphasized. In addition, each instructor will introduce the students to selected elements of Hispanic Culture.

This course begins with a review of the first-year course and proceeds to include, in a progressive way, the new components of intermediate grammar. Conversation will be an essential part of the course. Vocabulary expansion will be developed through short readings. The practice of listening, speaking, writing, and reading will give students the opportunity to improve their use of the language. Audio-visual materials will reinforce the student's understanding of Hispanic Culture.

This course begins with a review of the first-year course and proceeds to include, in a progressive way, the new components of intermediate grammar. Conversation will be an essential part of the course. Vocabulary expansion will be developed through short readings. The practice of listening, speaking, writing, and reading will give students the opportunity to improve their use of the language. Audio-visual materials will reinforce the student's understanding of Hispanic Culture.

This course continues with the cultural studies that were introduced in first year. Emphasis is placed on reading and writing assignments. Written Spanish is developed through cultural readings drawn from selected Peninsular Spanish texts. The course contains a basic research component and students will be encouraged to select and develop their own research interests.

This innovative course will provide intense oral practice in Spanish. In addition to traditional oral practices (film, radio, video, discussions, oral presentations, debates), there will be small discussion groups and regular access to sound and video files on the WWW. News items, current newspapers, radio and television news will be accessed regularly on the WWW and specific news items will be followed in some detail. Prerequisite: At least 12 credit hours in Spanish or the equivalent. 6 hours class per week.

Students will develop their reading and analysis skills by an in-depth reading of selected Spanish texts. In addition, they will improve their oral fluency studying the rhythms of Spanish poetry. Oral and written expositions on specific topics which arise from their textual analysis will reinforce the accuracy of the use of Spanish language in all its forms.

This course will review Spanish grammar from a different point of view: that of comparative stylistic analysis. Spanish texts will be placed side by side with texts from English. Emphasis will be placed upon developing written and oral skills with a mastery of all aspects of the subjunctive as one of the principal goals of the course.

This course offers an overview of the contemporary Spanish American short story through the discussion and analysis of some of its most representative literary texts. We will study the evolution of the short story as a literary genre from its first manifestations in Latin America towards the end of the nineteenth century until the present, paying particular attention to the themes, stylistic and technical features, and literary and historical contexts that help give life to each text.

In this course we will study 1) the Independence period with its emphasis on Literature and Nationalism; 2) Romanticism and its relationship to nature; and 3) social changes as seen through the culture and texts of 19th century Spanish America. Emphasis will be placed on modernismo, perhaps the first Spanish American cultural movement to be exported back to Spain.

Science and technology are powerful forces in society today and come with a vast and complicated array of social and ethical issues. In order to make the best decisions about the future, it is important to have some understanding of what science and technology are and how they both influence and are influenced by society, and also to engage in thoughtful analysis of the issues that arise for science and technology. These goals will be achieved by focusing on scientific and technological developments in two main areas: health and medicine, and the natural environment.

This course introduces students to the study of life. Topics include the scientific method, biological molecules, cell structure and function, energy flow, respiration, and photosynthesis.

The course introduces various elements of basic science using the Earth as its laboratory. Earth Science is well suited for this purpose. Topics are varied and include: the origin of the Earth; gravity, density and seismic waves and what they can tell us about the Earth; physical properties of minerals and what they can tell us about atomic structure; energy sources; water resources; wastes; life in the context of creationism and evolution. Lectures are augmented by online and hands-on exercises and a self-lead fieldtrip.

The course introduces various elements of basic science using the Earth as its laboratory. Earth Science is well suited for this purpose. Topics are varied and include: the origin of the Earth; gravity, density and seismic waves and what they can tell us about the Earth; physical properties of minerals and what they can tell us about atomic structure; energy sources; water resources; wastes; life in the context of creationism and evolution. Lectures are augmented by online and hands-on exercises and a self-lead fieldtrip.

This course is designed to introduce students to social and environmental problems raised by science and technology. Specific topics may vary from section to section. Past topics have included the genetic basis for human intelligence, new reproductive technologies, and the politics of fisheries science. The aim of this course is to prepare students to enter into debate over key issues by introducing them to scientific research, technology, legal, and political issues arising from them. Prerequisite: STS 1003.

Examines the transformation of civilizations around the world by technologies such as stone tools, catapults, hydraulic engineering, metallurgy, and gunpowder. Also examines the growth of the abstract, theoretical sciences of astronomy, mathematics, and medicine in various regions including China, the Americas, Egypt and Greece. Aims to understand the social, political, economic, and religious consequences of science and technology from the Paleolithic Era to the mid-16th century.

This course explores the development of modern techniques, technologies, and social systems for the purposes of making war. It also asks how wars change societies, technologically, socially, and structurally. We will pay attention to technology and changes in military strategy, but we will also look at non-combatants as users of technology. Credit cannot be obtained for both STS 1403 and STS 2403.

This course introduces students to the many ways in which science interacts with political interests. This includes the ways in which political considerations from outside of science and elected officials influence the development of science. It also includes the ways in which political interests from within science itself control the development of science and how scientific concerns often guide the development of public policies made by politicians.

This course examines how scientific research, in the late 19th and 20th centuries, has shaped common conceptions of sex behavior and how this scientific knowledge has also been shaped by cultural conceptions of gender roles and normal behavior.