Semester 2 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 North America. Prerequisite: ANTH 1013.

This course will introduce students to past cultural expressions in different parts of the world. Following a general introduction to archaeological methods and techniques and the nature of archaeological record, this course will proceed to discuss multiple archaeological cases related to the ways of life of hunter-gatherers and complex societies ? chiefdoms and states - as well as the rise and fall of these forms of social and political organization. Past cultural practices and the processes that give rise to cultural change will be examined in different locations around the globe. Prerequisite: None.

This course is a study of the current knowledge and scientific debate regarding the origins and development of the human species. Fossil evidence and evolutionary theory from a historical and modern perspective are emphasized. Not open to first-year students. Prerequisite: ANTH 1023.

The focus of this course is on osteology, the study of skeletal anatomy, in the context of forensic anthropology. Students will learn the details of both the human and nonhuman skeleton in a concentrated lab format. Not open to first-year students.

This course examines the role of sport cross- culturally in both Western and non-Western societies. It will focus on the role of sport in politics, religion, economics and mass media, surveying such issues as socialization, the social construction of identity, class, gender, ethnicity, ideology, power, representation and ritual. These issues will be addressed through in-class activity and fieldwork involving sporting events. 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.

ANTH 4453A - Celtic Musics in Atlantic Canada (Toner) This course examines the musical traditions of the Irish and Scottish diasporas in Atlantic Canada. The course materials consider the historical context of Irish and Scottish migration to Atlantic Canada in the 18th and 19th centuries, contact and cross-fertilization with other musics in the region, the development of locally-specific musical traditions (related to, but not the same as, Irish and Scottish musics), folk revivalism in the second half of the 20th century, and contemporary musical genres and practices. This course is intended for fourth-year students. Prerequisite: ANTH 3913, or permission of the instructor. ANTH 4453B - Environmental Racism: Canada's Dirty Little Secret(s) (Votour) The objective of this course is to motivate students to question history and authority, expand their view of race, ethnicity, gender, class and the environmental to a global scale and perspective. Students will explore the impact that environmental degradation has on the planet as well as the ways in which environmental damage can affect the health, lives, traditional practices, languages and cultural pathways of indigenous populations. Participants will examine the role that Canada and Canadians play in the destruction (and preservation) of some of the planet's most fragile ecosystems. Since the linking of social and environmental justice movements is a relatively young theoretical perspective this course will be an exciting opportunity to work as a multi-disciplinary group to clarify and promote the issues surrounding the environmental justice movement. Students from all disciplines are encouraged to register. Prerequisites: Enrolment limited to students in their third or fourth year of study, or by permission of the instructor.

ANTH 4453A - Celtic Musics in Atlantic Canada (Toner) This course examines the musical traditions of the Irish and Scottish diasporas in Atlantic Canada. The course materials consider the historical context of Irish and Scottish migration to Atlantic Canada in the 18th and 19th centuries, contact and cross-fertilization with other musics in the region, the development of locally-specific musical traditions (related to, but not the same as, Irish and Scottish musics), folk revivalism in the second half of the 20th century, and contemporary musical genres and practices. This course is intended for fourth-year students. Prerequisite: ANTH 3913, or permission of the instructor. ANTH 4453B - Environmental Racism: Canada's Dirty Little Secret(s) (Votour) The objective of this course is to motivate students to question history and authority, expand their view of race, ethnicity, gender, class and the environmental to a global scale and perspective. Students will explore the impact that environmental degradation has on the planet as well as the ways in which environmental damage can affect the health, lives, traditional practices, languages and cultural pathways of indigenous populations. Participants will examine the role that Canada and Canadians play in the destruction (and preservation) of some of the planet's most fragile ecosystems. Since the linking of social and environmental justice movements is a relatively young theoretical perspective this course will be an exciting opportunity to work as a multi-disciplinary group to clarify and promote the issues surrounding the environmental justice movement. Students from all disciplines are encouraged to register. Prerequisites: Enrolment limited to students in their third or fourth year of study, or by 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.

This course will introduce students to a range of works of print and broadcast Journalism to allow them to understand the scope, purpose, and influence of stories in the journalistic tradition. Students will respond to these works in writing and post their responses in an online discussion forum.

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]Arabic is an important language with a rich cultural history. More than 150 million people speak Arabic today, and most of them reside in the Middle East and North Africa. However, Arabic speakers also constitute a wider global community since Arabic is the language of the Qu'ran (Koran), the holy book of the world's roughly 1.5 billion Muslims. In addition, Arabic has had considerable linguistic influence since many other tongues have adopted its script, including Persian, Urdu, Malay, and (until the 1920s) Turkish.

[IV. Scientific and Mathematical]This course examines mitosis, meiosis, and genetics. Surveys the structure, function, and evolution of the kingdoms of life. Discusses the basics of ecology, culminating in ecological interactions and the impact of humans on the planet.

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.

This course traces the shifts in practice and the development of ideas which shape the story of the seven sacraments. This will be complemented by a focus on the features in sacramental thought that serve the spiritual life.

This course introduces students to the essential skills of the communications industry, with a particular emphasis on writing. Students learn the importance of writing skills in developing and executing communications plans, which may include a number of formats, such as news releases, backgrounders for new conferences, political speeches and other information-driven events. Students will interpret and learn to communicate research data, including polling results and other measures of public opinion. Students will also explore the ethical issues involved in shaping public opinion. Prerequisite: COMM 2013.

This course will explore information management in the business and corporate worlds. Topics include the manner in which corporations respond to public issues and events, both positive and negative, and the influence of digital technology in communications and corporate communications. 3 credit hours. Prerequisites: JOUR 1013, 1023.

This is a required capstone course that will require students majoring in Communications to either write a substantial Communications case study under the supervision of a faculty member, or complete a supervised internship with a professional Communications agency, or nongovernmental organization and complete a detailed exit report. 3 credit hours. Prerequisites: COMM 3013, 3023.

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 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 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 will provide an analysis of the concept of at-risk children and youth from a theoretical and practical application. Considering the question of risk from an ecological framework as well as a constructionist perspective, individual and social factors which have an impact on children?s and youth ability to cope with threats to their development will be critically evaluated. The literature on resilience in the context of both individual and social justice paradigms will also provide students an opportunity to consider various interventions designed to promote healthy development. Topics may include: youth homelessness, children of incarcerated parents, the impact of poverty on children and families, school drop outs, substance abuse, sport and leisure as crime prevention, bullying. Prerequisite: CRIM 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 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 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 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 builds upon the introduction to criminal law offered in CRIM 2123: Criminal Law, focusing on some of the more complex aspects of Canada?s criminal legal system, including examinations of modes of participation in criminal offending as well as various available defences to criminal charges. Topics may include: aiding and abetting, conspiracy, self-defence, intoxication, entrapment, duress, mistake, and consent. There will also be some comparative analyses of international crimes such as genocide, war crimes, crimes against humanity, torture, and terrorism.

This course builds upon the introduction to criminal law offered in CRIM 2123: Criminal Law, focusing on some of the more complex aspects of Canada?s criminal legal system, including examinations of modes of participation in criminal offending as well as various available defences to criminal charges. Topics may include: aiding and abetting, conspiracy, self-defence, intoxication, entrapment, duress, mistake, and consent. There will also be some comparative analyses of international crimes such as genocide, war crimes, crimes against humanity, torture, and terrorism.

The objective of this intensive writing course is to prepare students for the fourth year Honours Programme. Students are required to complete a number of thesis related assignments, such as preparation of an annotated bibliography, develop a research design and preliminary research proposal. This limited enrolment seminar is a required pre-requisite for application to the Honours Programme in Criminology. Prerequisites: CRIM 2253, 2103, 3103.

Wrongful convictions undermine the legitimacy premise that accused persons are innocent until proven guilty under the law. This course focuses on reasons and factors contributing to wrongful convictions: eyewitness identification, jailhouse informants; and looks at outcomes and legislations that have been enacted to prevent and remedy these legal/social injustices. This course explores how police, expert witnesses, prosecutors, defence lawyers, juries, trial judges and defendants contribute to wrongful convictions; and how that can be remedied. Prerequisite: CRIM 1006, 2123, 2253, and one of 3143, 3223, or permission of the Instructor.

This course provides a survey of issues related to terrorism and global conflict wherein students will be able to discuss social, political, economic and cultural roots of terrorism. In particular, this course will develop an appreciation of the complex motivations producing terrorism, as well as the unusual character and significant trade-offs that are induced by governments to minimize the impact of terrorism. Prerequisites: CRIM 1006, 2253, 3013, 3023.

This interdisciplinary course focuses on the implementation of articles of the UN Convention on the Rights of the Child, specifically provision rights (e.g., health care, education), protection rights (e.g., from abuse, neglect, exploitation), and participation rights (e.g., in families, schools) with a particular emphasis on the implementation of these articles in Canada. Prerequisites: CRIM 2223, HMRT 2003.

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 seminar course compares criminal justice systems in a variety of jurisdictions and examines the development of international criminal law. The course is designed to provide students with a better understanding of the different legal and institutional approaches to crime. Topics include an analysis of reactions to crime, criminal behaviour, correctional philosophies, and the role of international legal bodies in the area of extraordinary criminal offences. Prerequisites: CRIM 2213, 3133.

The focus of this seminar will be a critical analysis of the interplay between government initiated programming and social policy for children and youth and the ideological foundations upon which they are based. The content of the course will reflect current controversies as well as faculty and student interests. Topics may include: social control theory and juvenile justice; an assessment of theories of rehabilitation; the legal philosophy of the young offenders legislation and its impact on juvenile justice; and an evaluation of zero tolerance policies, anti-bullying campaigns, curfews, school codes of conduct, and other policies which lead to more state intervention in the lives of young people. Students will select a key area of youth policy and programming to conduct an applied research project. Prerequisites: CRIM 2223, CRIM 3013,CRIM 3023, either CRIM 3103 or CRIM 3113, and permission of the instructor.

This seminar course will examine classical and contemporary ethnographic work in criminology and criminal justice. It will address qualitative research in general and how ethnographic research challenges common perceptions of crime, criminals and criminal behaviour. Prerequisites: CRIM 2103, 3103, 3013, or permission 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.

A study of the uses and development of sound technologies, from the phonograph, invented in 1877, to early twentieth-century radio and sound-on-film, magnetic audio tape and surveillance, synthesizers, cell phones, and online audio communications of today. Artists and writers were among the first to work out the implications of the technological isolation of sound and to explore sound as a material for new forms of composition. The course traces the development of sound works chronologically through the twentieth-century as mutually-shaping of users and conductors of technology and culture.

[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 an understanding of the basic techniques of macroeconomic analysis. Elements of the course include aggregate supply, aggregate demand, and the role of money, interest rates, and the price level. The nature of economic growth, business cycles, and the conditions for economic stability are examined.

The course examines the spatial organization of global economic activity and the social processes which have contributed to and continue to alter that landscape.

[1. Economics Courses]This is a seminar course examining, in depth, selected topics on the political economy of women. Potential topics include women as paid workers, domestic labour, and women and poverty.

[1. Economics Courses]This course will critically examine the role of women in the Third World. It will concentrate largely on the changes in these roles and their correspondence with the transition from traditional to new forms of economic organization, production, and power.

[1. Economics Courses]A continuation of the study of microeconomic theory. Topics will include an analysis of factor markets, technological change, partial and general equilibrium, and an analysis of the limitations of neoclassical microeconomic theory. Prerequisite: ECON 2103. It is strongly recommended that MATH 1013 & 1023 be taken prior to this course or concurrently.

[1. Economics Courses]An introduction to the theory and method of Marxian economics with the reading and study of Marx's Capital, Volume I. The course will examine the basic elements of Marx's economic theories.

[1. Economics Courses]This course focuses on the nature of public sector choices and decision-making processes. Topics include government expenditure choices, cost-benefit analysis, tax policy issues, and federal-provincial relations.

[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]This course begins with an examination of traditional roles expected of the principal as a school leader. Students will then examine the requirements for school improvement and the disjunction between current leadership and improvement goals. The cultural, social and institutional barriers that prevent teachers from building leadership capacity in schools will be discussed and students will analyze reciprocal learning processes that build the authentic relationships required to develop sustainable, self-renewing schools.

[2. Methods Courses and Electives]This course introduces pre-service teachers to the basic forms, processes and vocabulary used in fine arts education so that they may comfortably enrich their classroom activities with arts-related experiences, something now expected of all elementary teachers. Discussions will focus on how the arts may be used to deepen and extend learning in the elementary classroom; topics will include the importance of a non-judgmental classroom climate, the process product debate, the difference between teaching about the arts and teaching through the arts, the challenges of assessment, and the conflicting messages school sends about the value of arts education. Existing curricula in music, visual arts and drama will be also be examined.

[2. Methods Courses and Electives]This course introduces pre-service teachers to the basic forms, processes and vocabulary used in fine arts education so that they may comfortably enrich their classroom activities with arts-related experiences, something now expected of all elementary teachers. Discussions will focus on how the arts may be used to deepen and extend learning in the elementary classroom; topics will include the importance of a non-judgmental classroom climate, the process product debate, the difference between teaching about the arts and teaching through the arts, the challenges of assessment, and the conflicting messages school sends about the value of arts education. Existing curricula in music, visual arts and drama will be also be examined.

[2. Methods Courses and Electives]This course introduces pre-service teachers to the basic forms, processes and vocabulary used in fine arts education so that they may comfortably enrich their classroom activities with arts-related experiences, something now expected of all elementary teachers. Discussions will focus on how the arts may be used to deepen and extend learning in the elementary classroom; topics will include the importance of a non-judgmental classroom climate, the process product debate, the difference between teaching about the arts and teaching through the arts, the challenges of assessment, and the conflicting messages school sends about the value of arts education. Existing curricula in music, visual arts and drama will be also be examined.

[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]The nature and purpose of science education are explored. Effective use of minimal time allotted to this discipline at the elementary level is the main focus. One of the primary tasks to be undertaken is the construction of discovery-based learning centres as well as appropriate assessment tools. Students will be given the opportunity to experience the dynamics of constructivist science learning with a special emphasis to cross-curricular extensions. Additional time will be spent exploring student record keeping strategies which compliment a guided inquiry-based approach.

[2. Methods Courses and Electives]The course introduces participants to the various rights, instruments, and issues relevant to the classroom and provides opportunities for teachers and others to increase their knowledge in the human rights field. This course is offered for pre-service teachers, practicing teachers, and professionals in related fields. Note: If taken during Education Summer Institute the course cannot be counted towards the 60 credit hour St. Thomas University B.Ed..

[2. Methods Courses and Electives]This course presents the theoretical foundations of teaching French as a second language at the kindergarten to grade eight levels. The focus will be on the project-based multidimensional curriculum advocated by the National Core French Study. Students will work in groups and make presentations based on an exploration of relevant materials.

[2. Methods Courses and Electives]Students will be introduced to three experiential methods of music education: the Orff, Kodaly and Dalcroze methods. Elements of musical expression will be actively explored through singing, playing instruments, moving, improvising, composing, and directed listening. Participants will develop a basic music literacy and learn how to sequence rhythmic and melodic material for teaching purposes. The potential of global or world music to teach the Elementary Music Curriculum will be examined.

[2. Methods Courses and Electives]This course focuses on investigating elementary school (K-5) social studies teaching methods. The course intends to help pre-service teachers articulate a conception of social studies education and its goals. The main areas of social studies focus are geography, history, political science, and economics. The course design assumes that all teachers strive to engage students in meaningful experiences that bridge the study of social studies concepts with the community of learners in the classroom.

[2. Methods Courses and Electives]Methods and strategies of teaching history at the secondary level are the focus of the course. A strong emphasis is on awareness of the place of history teaching in the curriculum. Course participants explore and develop a variety of active learning activities. A history background or broad historical knowledge is an asset.

[2. Methods Courses and Electives]This course will familiarize participants with the outcomes of the Atlantic Provinces English Curriculum guides for grades 9 through 12. The class will explore a variety of teaching strategies that can address these outcomes while actively engaging students in learning. Provincial assessment in Language Arts will also be examined.

[2. Methods Courses and Electives]The overarching purpose of the course is to explore writing practices that are informed by the critical and multiple perspectives of an interdisciplinary approach. The course will examine a range of rhetorical modes of writing, which inform, persuade, explain, instruct and direct. Participants will explore writing samples and exemplars and the structural features of various genres. The course also provides many opportunities to write and to plan for teaching effective writing in all disciplines. The course stresses the importance of communicating ideas and information. By examining and teaching forms and genres of text, the various purposes and intended audiences, the course will enable you to demonstrate and model good writing across the curriculum.

[2. Methods Courses and Electives]This course is an introduction to curricula and methods of instruction appropriate for high school science. Among the curricula to be examined will be those currently in use in the Atlantic region. Integrated science units as well as specific instructional techniques suitable for the high school setting will be examined. Primarily intended for science majors.

[2. Methods Courses and Electives]Secondary Math Curriculum prepares students to teach Math courses at the high school level with a focus on grades 10 to 12. The approach to the course will be a predominantly project and presentation format. The emphasis will be on the Provincial Educational Foundation curriculum documents and the core texts currently used to teach in our high schools. You will examine the NCTM standards for high school courses and transfer these standards to the Math curriculum for seven of the courses articulated by the Atlantic Canada Mathematics Curriculum guides. Calculator technology and differentiated instruction will be incorporated into the curriculum where appropriate.

[1. Core Compulsory Courses]This course is designed to prepare students to fairly, accurately and effectively assess student achievement and to transform this data into valid inferences for certifying and improving student learning. Students will unpack curriculum documents to produce lesson objectives and create assessment items that can be used for both formative and summative evaluation. Item types will include those required for selected response, constructed response, performance and product assessment.

[1. Core Compulsory Courses]This course is designed to prepare students to fairly, accurately and effectively assess student achievement and to transform this data into valid inferences for certifying and improving student learning. Students will unpack curriculum documents to produce lesson objectives and create assessment items that can be used for both formative and summative evaluation. Item types will include those required for selected response, constructed response, performance and product assessment.

[1. Core Compulsory Courses]This is a course designed to examine the psychology of learning. Topics include: Cognitive/Sociocultural Development, Moral Development, Behavioural Perspective of Learning. Social Learning Theory, Cognitive Views of Learning and Motivation.

[1. Core Compulsory Courses]This is a course designed to examine the psychology of learning. Topics include: Cognitive/Sociocultural Development, Moral Development, Behavioural Perspective of Learning. Social Learning Theory, Cognitive Views of Learning and Motivation.

[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 ]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 Romantic Period to the present day. Prerequisite: English 1006.

[2. Intermediate Course ]A survey of literature representative of the major historical periods of English literature from the Romantic Period to the present day. Prerequisite: English 1006.

[2. Intermediate Course ]A survey of literature representative of the major historical periods of English literature from the Romantic Period to the present day. Prerequisite: English 1006.

[2. Intermediate Course ]A survey of literature representative of the major historical periods of English literature from the Romantic Period to the present day. Prerequisite: English 1006.

[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 pertaining to being writers in the world, for example, writing organizations and supports, publication and other markets, 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 2103. (Categories: Genres, Creative and Performative).

[2. Intermediate Course ]Using as focal texts scripts actually produced locally, participants in this course explore the experience of theatre. Each participant has the opportunity to learn about the process by which a script becomes a production, about reading plays and imagining productions, about research techniques, about writing for public purposes, and about understanding and appreciating the theatre. (Categories: Genres, Creative and Performative).

[2. Intermediate Course ]Continued 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 further 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-2213.

[2. Intermediate Course ]A chronological presentation of texts by women writers, from the ancient past to the 21st century, discussing developments in cultural attitudes toward women as both writers of and characters in novels, poetry, essays, and letters throughout Western literary history. (Categories: Authors and Authorship, Cultural Studies).

[2. Intermediate Course ]An introduction to the major examples of Medieval English Drama: Liturgical drama, Cycle drama, Morality plays, and secular drama. We also study Medieval stagecraft, and perform selections from cycle dramas. (Categories: Genres, Creative and Performative).

[3. Advanced Course]An advanced course for students who have discovered an affinity for scriptwriting. Along with discussions on various aspects of the craft, history and aesthetics of scriptwriting - for both the stage and the screen - this course will provide an opportunity for students to rewrite past scripts, and generate new work. 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 at least a week before course registration (Category: Creative and Performative).

[3. Advanced Course]An introduction to the development, influence and major trends of art cinema in the 20th century. Prerequisite: either ENGL 2723 or ENGL 2733. (Categories: Genres, Cultural Studies).

[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]A study of the cinema of some of the major auteurs of the 20th century. Among the artists considered are Sergei Eisenstein, Jean Renoir, Howard Hawks, Alfred Hitchcock, Luis Bunuel, Ingmar Bergman, Federico Fellini, Mike Leigh, Jean-Luc Godard, Martin Scorsese, and David Cronenberg. Prerequisite: either ENGL 2723 or ENGL 2733. (Categories: Authors and Authorship, National or Regional).

[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 Indian Subcontinent. The two major genres studied are the novel and short fiction, 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]An exploration of primary concepts and texts in contemporary theatre. We read and discuss one or two plays a week ranging from playwrights as diverse as Albee, Wilson, Churchill, Mamet, Parks, Kushner, and Stoppard. We work in a lecture and discussion format with, where available and applicable, viewings of film versions of the texts. Prerequisite: ENGL 3583.(Categories: Authors and Authorship, Creative and Performative).

[3. Advanced Course]A survey of the literary treatment of political themes, from classical times to the present, in fiction, drama, poetry, essays, and film. The various themes explored include the conflict between the family and the state, nationalism, imperialism, totalitarianism, the post-colonial world, and the relationship between artist and politics. (Categories: Authors and Authorship, Cultural Studies).

[3. Advanced Course]An introduction to key thinkers of the 20th century whose thought has shaped humanist inquiry across a host of disciplines. We engage these thinkers in terms of the manner in which they have re-shaped our perceptions of, and ability to engage, power and authority. Prerequisite: ENGL 3823. (Categories: Literary Theory and Method).

[3. Advanced Course]As the capstone course in the Drama Concentration, this seminar is designed to further develop an understanding of the methodologies of text analysis and practical aspects of staging theatre productions. Students engage in readings of plays, secondary critical analyses, and exercises that explore stage composition. The semester culminates in a public performance of a short play or scene directed by each student. Students not pursuing the Major with a Concentration in Drama will be admitted only with the permission of the instructor. Pre- or co-requisites: ENGL 3216 and fourth-year standing. (Categories: Creative and Performative).

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 explores how society has attempted to understand the social origins of environmental degradation and the changes necessary in society to end human disruption of the environment. This involves a review of the different perspectives within the environmental movement, and of the attempts by the social sciences and the humanities to understand the social origins of environmental degradation. Prerequisite: ENVS 1013, or permission of the instructor.

This course explores how alternative visions of the future translate into political action at the international, national, provincial, community, and personal levels. This involves an analysis of alternative theories of the nature of social change. A component of this course may be service learning. Prerequisites: ENVS 1013 and ENVS 1023, or permission of the instructor.

This is a required course for the Major in Environment & Society which is designed to integrate the entire programme of study. The seminar will focus on developing a multidisciplinary understanding of a selection of environmental issues as determined by student and faculty interests. Issues considered will include ecological damage, social origins, and alternative approaches to addressing problems. Prerequisites: ENVS 3013 and ENVS 3023 or permission of the instructor.

[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 and debating. 6 hours per week. Prerequisite: ESL 1033 or Director's permission. Co-requisite: ESL 1023.

[2.Integrated Courses]Students will read a representative selection, in the original English or in translation, of short stories, poems and excerpts from novels and plays from major voices of the Maritimes, including First Nations, Acadians, Anglophones and multicultural communities. Challenges posed by writing and translating regional dialects and the languages of other groups will be examined. Students will also study films, visual art and music. They will investigate the category of identity and the tensions between regional/national and inclusion/exclusion within the production of Maritime culture.

[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 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.

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 in various media. Pre-requisite: FNAR 1333, Drawing and Sketching I or FNAR 1113, Practical Introduction to Art Fundamentals.

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 Spring, Music: Harmony and Counterpoint II is the continuation of Music: Harmony and Counterpoint I. These two courses, which should be taken back-to-back, comprise 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. Prerequisite: FNAR 1053 with a grade of B or better, or permission by the instructor. Recommended co-requisite: FNAR 1041.

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

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

This course focuses on some major ideas in art, art theory, and aesthetics since 1945. Students explore subject matter through lectures, readings, projects, excursions and written assignments relating practical applications with theoretical ideas. Subject matter will consider major visual artists and movements such as Abstract Expressionism, Pop, Minimalism and Conceptual art.

This course investigates some of the concepts, issues and developments crucial to understanding painting and its place in the arts. Notions of form, illusion, beauty, representation and abstraction are explored through slide lectures, readings, writing and assigned studio projects.

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

Is music a language? Do musical works have meaning? Is there universality in the semantics of music? Are there universal ways to represent love, anger, or sadness? This course explores various types of music (folk, classical, film, TV) and helps the student develop a critical aural and analytical habit. Prerequisites: Any 1000- or 2000-level course in music 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.

Analysis and Composition II is the continuation of FNAR 3073- Composition Seminar I, The course provides practical technical training in music composition. 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. Prerequisite: FNAR 3073, 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 poétique peut être source de plaisir, de motivation à la lecture et à l'écriture. En examinant la combinaison de sons et de sens qu'est la poésie, l'étudiant arrivera à apprécier les qualités poétiques des poètes établis.

[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]Dans ce cours il s'agira d'amener l'étudiant à parfaire ses compétences au plan de l'écrit. À partir d'un choix de textes modèles tirés d'un corpus francophone, on invitera l'étudiant à produire des travaux écrits. Un souci particulier sera accordé à la révision et à la maitrise des aspects linguistiques du discours écrit, à savoir la phrase complexe, l'usage idiomatique de la langue, et les niveaux de langue. Cours préalable: FREN 2326 ou l'approbation du professeur.

[Module 1: Langue francaise]Ce cours a pour but d'approfondir les connaissances linguistiques et grammaticales déjà acquises. À travers un choix de textes variés et de vidéos et films du monde françophone, l'étudiant apprendra à approcher le texte littéraire de façon plus analytique. Cours préalable: FREN 2306 ou FREN 2113/2123.

[Module 2: Civilisation du monde francophone|Foundation Courses] Ce cours se propose de mieux faire connaître la production culturelle des pays européens francophones, notamment la France, la Suisse et la Belgique. A travers le roman, le film, la nouvelle, la poésie et la chanson nous explorerons divers grands thèmes tels que la mort, l'exil, l'aliénation, l'amour et la réconciliation. Prérequis: FREN 2306, ou FREN 2113/2123, ou la permission du professeur.

[Module 2: Civilisation du monde francophone|Foundation Courses] Ce cours présente un survol de la production culturelle d'expression française en Amérique du Nord. Par le biais de films, de romans, de pièces de théâtre, de nouvelles, de chansons, d'essais et de poésie du Canada français (Québec, Acadie, Ontario, l'Ouest canadien, etc.) et de la Louisiane nous examinerons la diversité de cette population pour qui la langue française demeure une composante essentielle de l'identité. Prérequis: FREN 2306, ou FREN 2113/2123, ou la permission du professeur.

[Module 2: Civilisation du monde francophone|Theme Courses] Un examen de la représentation de la famille (traditionnelle, monoparentale, reconstituée, adoptive, dysfonctionelle, etc.), dans une sélection de romans, de nouvelles, de pièces de théâtre et de films.

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.

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 consider the complexity and interrelatedness of various dimensions of adult development and aging, and what this state of affairs suggests for research and practice. Topics of discussion will include selected theories of adult intelligence, personality, and social aging. Further, the multidisciplinary nature of intervention will also be considered in relation to such areas as health care, death and dying, and work and retirement.

Various aspects of aging and health will be addressed in this course. Important topics to be considered are: normal vs. pathological changes with age, principles of survival and the preservation of quality of life, and antecedents to physical, mental, social and spiritual health. The course will also analyze current conceptions of health and health care in an aging population, including ethical implications of these approaches. Prerequisite: GERO 2013 + 2023.

This lecture-seminar course examines the process of aging and human development from a spiritual perspective. This objective is carried out by means of an exploration of: (a) an emerging theoretical and empirical literature which focuses on spiritual aspects of aging and which originates in diverse traditions, (b) the practical and ethical issues that arise from an explicit acknowledgement of human spirituality in research and practice in gerontology, and (c) the importance of considering one's personal images and stereotypes of both aging and spirituality. In this regard, the course includes an experiential, dialogical dimension.

This course is intended for third-year honours students who are considering using qualitative analysis in the research for their honours thesis. It will address theoretical foundations of qualitative analysis, research ethics for qualitative researchers, and provide hands-on experience in developing a research question and collecting and analyzing data using basic qualitative techniques including observation, in-depth interviewing, and unobtrusive measures.

The course investigates both normal and abnormal influences that pose challenges to the individual and social functioning of middle-aged and older adults. Topics of study include such relatively common events and transitions as menopause, retirement, relocation, loss of spouse, caring for an ailing parent or spouse, as well as pathological changes such as depression, substance abuse, terminal illness, and dementia. Emphasis is placed on changes in response to these influences and on the individual's coping strategies.

This seminar course will examine the phenomenon of nursing homes from an ethnographic and critical point of view and will include both sociological and anthropological perspectives. Prerequisite: GERO 2013.

This course is intended for students in the final semester of the programme. It will consist of a multidisciplinary lecture-seminar format. Selected topics in aging research and intervention will be discussed. The purpose of this course is to ensure that students have a comprehensive background in the field of aging, including an understanding of ethics. Prerequisites: GERO 2013, 2023, and 4013.

This course will study the way in which diverse thinkers have considered the question of human nature. This question will be sharpened with a consideration of the way in which human beings considered as natural beings use and are affected by technology. Texts will vary from year to year, but may include works such as: Aeschylus' Prometheus Bound, Bacon's New Atlantis, Swift's Gulliver's Travels, Grant's Technology and Empire, Miller's A Canticle for Leibowitz, Heidegger's The Question Concerning Technology, Shelley's Frankenstein, Gaskell's North and South, Achebe's Things Fall Apart, and Sterling's Holy Fire. Prerequisites: GRID 2006 and 2106.

This course will examine the nature of freedom in the context of human life and community. Questions to be addressed will include: To what extent are human beings free by nature? Should political communities promote freedom? What might be appropriate limitations on our freedom? Texts may include Sophocles' Oedipus Rex, Plato's Crito, Aquinas' On Free Will, Shakespeare's Coriolanus and Hegel's The Philosophy of Right. Prerequisite: GRID 2006 and GRID 2106.

The capstone seminar in Great Ideas will be an author/work specific course in which students spend an extensive period of time studying the text(s) of a thinker who has greatly influenced the shape of the western world. The author or 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.

[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)]An introduction to modern European civilization from the era of the French Revolution to the twentieth century. The course follows History 2033 chronologically but has no prerequisite. All sections require written assignments and emphasize acceptable methods of historical research and writing.

[1. World]This course examines developments in world history since the Second World War, such as the emergence of the Cold War, decolonization, the growth of American power and struggles for human rights. It also explores the consequences of urbanization, demographic growth, technological change, and environmental degradation.

[2. Regions (Africa)]This is a course on the history of Northeast Africa, with a focus on Ethiopia, the most populous country in the region. Northeastern Africa, commonly known as the Horn of Africa, consists of Somalia, Djibouti, Eritrea, Ethiopia, and Sudan. Designed with history and non-history majors in mind, the course will explore major landmark events in the history of this region from antiquity to the present.

[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.

[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.

[7. State, Nation, and Locality (The Americas)]This course examines the historical roots of many of the key issues in contemporary Canadian society. In addition to providing students with a narrative framework of Canadian history since the mid-19th century, the course will emphasize the historical dimensions of many of the most controversial issues facing Canada today, such as Quebec separatism, Aboriginal Land Claims, Western Alienation, Canada-US relations, etc. Students who have taken HIST 2806 (1806) or HIST 2823 (1823) are excluded from this course.

[8. State, Nation, and Locality (Asia)]Mohandas K.Mahatma Gandhi (1869-1948) is a towering figure in the history of India, but he is curiously global too. He lived on three continents, his ideas and practices combined influences and experiences that he gathered from different parts of the world via global networks, and his impact has long extended beyond the subcontinent's borders. Studying Gandhi's life and legend will allow the class to investigate themes relating to nationalism, colonialism, pacifism, non-violence, 'alternative modernity' and other topics or issues. The course will also explore Gandhi's fascinating legacy in postcolonial India and around the globe. Prerequisites: HIST 1006-World History, HIST 2183-History of Modern India, or permission of the instructor.

[1. World]This course examines social movements of the post World War II period, such as struggles of national liberation, movements against racism, militarism, and the proliferation of nuclear weapons, the emergence of a youth counter-culture, struggles for women's rights, indigenous people's rights, grassroots democracy, on behalf of the poor and disempowered, in defence of the environment, and against neo-liberal globalization. The course considers the historical roots of various movements as well as the context of their emergence, their scope, the continuities and discontinuities among them, and their impact on today's world.

[7. State, Nation, and Locality (The Americas)]This course examines the position of immigrants in Canadian society from the arrival of the railway workers after Confederation to the present. The conditions that led immigrants to leave their homeland and the economic and social policies that led to their arrival in Canada will be considered, as well as the nature of immigrant communities and their contribution and adaptation to Canada.

[1. World]This course will examine specific topics in world history. The topics will change from year to year. For information regarding course content students should contact the Chair of the History Department. 3ch. Prerequisite: At least 9ch in History courses at STU or permission of the instructor.

[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 examine the impact of the Charter on rights and freedoms in Canada. After an introductory discussion of the Bill of Rights and the development of the Charter, instruction will focus on a large number of Supreme Court decisions interpreting the meaning of the Charter's provisions.

This course explicates the principal international and regional systems in place for the protection and promotion of human rights, including the Inter-American, European, African, and United Nations systems. Students will study the most important human rights instruments, such as the International Bill of Rights, the European Convention on Human Rights, and the American Convention on Human Rights.

This course will identify and explore the operations of the main non-governmental organizations at the international and domestic levels in the field of human rights. Theoretical consideration shall be given to the role of these organizations in the practice of freedom. The practical work of various human rights groups will be considered. Students will be expected to participate in the work of a given human rights group during the course.

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This course will consist of an in-depth investigation of one or more human rights problems. The specific topic will change from year to year. Students will be expected to examine the issue(s) in light of their knowledge of the basic instruments, institutions, and ideas relevant to human rights as well as their understanding of the fundamental questions of value that surround contemporary social issues. The course is normally reserved for students in their final year of the human rights Major.

This course is intended to provide academic preparation for students who will be participating in an international work/study programme during the coming summer. To ready themselves for living and working in another country, students will read and respond to academic texts about their destination countries and discuss issues of cultural difference.

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.

This course will examine the broad influence of the arts on Ireland through the history of Irish poetry, painting, drama, music, architecture, religion, fiction, and film. Prerequisite: IRSH 2006 or permission of the instructor.

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.

A continuation of IRSH 2173. This course will follow ón from the first semester, building ón students knowledge of the Irish Language so far. The course will focus more ón topics practical to students to practise their Irish here in Canada and also if they find themselves in a real-life situation in Irish-speaking Ireland (e.g. Making enquiries, Interests, Sport, Food & Drink, asking Directions). The course will focus on the four skills of Speaking, Writing, Reading and Listening. Students will develop their speaking ability as well as their ability to converse. Students will continue to learn more about Irish culture on this topic by topic basis throughout. Prerequisite: IRSH 2173

This course is an introduction to specific topics in Irish Cultural History. Topics will vary from year to year and may include immigration, women in Irish society, popular culture, consumerism, the diaspora, music and the arts, etc.

[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.

This course will introduce students to a range of works of print and broadcast Journalism to allow them to understand the scope, purpose, and influence of stories in the journalistic tradition. Students will respond to these works in writing and post their responses in an online discussion forum.

This course will introduce students to a range of works of print and broadcast Journalism to allow them to understand the scope, purpose, and influence of stories in the journalistic tradition. Students will respond to these works in writing and post their responses in an online discussion forum.

This course will introduce students to a range of works of print and broadcast Journalism to allow them to understand the scope, purpose, and influence of stories in the journalistic tradition. Students will respond to these works in writing and post their responses in an online discussion forum.

This course will introduce students to a range of works of print and broadcast Journalism to allow them to understand the scope, purpose, and influence of stories in the journalistic tradition. Students will respond to these works in writing and post their responses in an online discussion forum.

This course will introduce students to storytelling in the broadcast medium. Topics include a critical examination of broadcast stories, story focus and structure, visual storytelling, an introduction to the camera and the manipulation of light, an introduction to gathering sound for stories, and the fundamentals of editing. 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.

This course is the foundation reporting course for the Journalism Programme at St. Thomas. All stories of Journalism contain some relation to political and social issues in our communities. This course is designed to immerse students in current events, which they will be required to place in a broader historical context. Topics include finding and focusing story ideas in the community, exploring how journalists report on the agenda of governments and social groups, and how journalists set their own agendas. The class will require students to attend and report on public events in the community. 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.

This course will introduce students to the freedoms and responsibilities of journalists in Canada. Topics include press freedom and the Canadian Charter of Rights and Freedoms, publication bans, defamation, confidentiality of sources, investigative reporting and the law. Students will be introduced to the fundamentals of court reporting. Prerequisite: JOUR 2023.

This course will focus on enterprise reporting in the television medium. Topics include how to find original story ideas, how to develop sources, how to find the focus in stories, and how to explore universal ideas in particular stories. 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: two of either JOUR 3013, 3023, or 3033.

This course will focus on enterprise reporting in the radio medium. Topics include how to find original story ideas, how to develop sources, how to find the focus in stories, and how to explore universal ideas in particular stories. 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: two of either JOUR 3013, 3023, or 3033.

This course will focus on enterprise reporting in the print medium. Topics include how to find original story ideas, how to develop sources, how to find the focus in stories, and how to explore universal ideas in particular stories. 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: two of either JOUR 3013, 3023, or 3033.

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.

Continuation of JPNS-1013. Focuses on communicative aspects as well as practice of reading and writing in Hiragana and Katakana. Some basic Kanji, the other writing system in Japanese, is introduced. Not open to native speakers.

This course is a continuation of JPNS 2013. More overall language skills are developed. With this course students complete the beginner?s level of Japanese and students are prepared for the Level IV Japanese Proficiency Test offered by the Government of Japan. Prerequisite: JPNS 2013.

[Latin]This course continues the introduction to classical Latin. Prerequisite: LATI 1013 with a minimum grade of C.

Conic sections; transcendental functions and their derivatives; techniques of integration; areas and volumes; Taylor's theorem. Prerequisite: a grade of C or higher in MATH 1013.

Conic sections; transcendental functions and their derivatives; techniques of integration; areas and volumes; Taylor's theorem. Prerequisite: a grade of C or higher in MATH 1013.

This is a study of basic solution techniques and applications of differential equations with attention to concepts and computational efficiency. Topics include equations of the first order and first degree, Bernoulli's equations, orthogonal trajectories, linear differential equations, linear equations with constant coefficients, and nonhomogeneous equations. Prerequisite: a grade of C or higher in MATH 1023. Three hours per week.

This is a course in first-order symbolic logic in its second main branch (predicate logic). The aim is to acquaint students with the formal language of modern deductive logic and to develop the basic techniques of good deductive reasoning. The course will be of interest to philosophy majors in particular (especially those who are planning to do graduate work in philosophy), but will benefit anyone who wants to acquire skills in abstract thinking. A good grounding in sentential logic is presupposed.

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 to facilitate communication in Mi'kmaq at a functional level. It focuses on listening and speaking skills through basic conversation, and the study of grammar, phonics, structure, vocabulary, and word formation. Prerequisite NATI 1103, Beginning Mi'kmaq.

This course will survey archaeological and historical records for traditional economic activities, and focus on the practices and philosophies integral to First Nations forms of life in the Maritimes. It will address the historical, political and social factors that have impacted on those practices, including colonialism, immigration, education, industrialization, capitalism, regulation, and environmental degradation. It will also consider the struggles of First Nations in this region to maintain and/or reclaim access to traditional lands and resources. Prerequisite: NATI 1006, Introduction to Native Studies.

Examines indigenous economic cultures and the impact of western economic culture on traditional social organization and values. Looks closely at the fur trade, capitalism, industry, technology, and their effects on environment and indigenous cultures. Analyzes the development of dependency and the idea of economic development. Alternatives in which Native economic values provide the basis for viable economic endeavours will be considered.

Considers cultural identity and survival within the context of inequality (power, wealth and status). Focuses on the ways in which Native language, group solidarity and community offer cultural completeness, acting as barriers to assimilation. Historic and contemporary Native cultures are presented as dynamic and flexible. Prerequisite NATI 1006 or SOCI 1006.

The indigenous peoples of Canada are often included as an afterthought in academic works on racism, which tend to focus on Black-White relations. However, rather than being marginal to understanding the issues of race and racism, the early encounters between European and Native Americans are central to its proper understanding. The issues which arose from Columbus' explorations remain as central to understanding modern racism as they were to the creation of racist ideology in the first place, and the treatment of indigenous peoples in Canada today is shown to be a direct intellectual descendent of the material need to deny the humanity of other human beings.

An analysis of court decisions affecting questions of the status of Native peoples, Aboriginal rights, family law, treaty rights, and social relations in Canada and the United States. Prerequisite: NATI 3903.

The goal of this course is to familiarize the student with international legal norms and instruments as they relate to Aboriginal peoples. The focus will primarily be on how these instruments impact Aboriginal peoples. The particular locations inquiry will vary but may include: United Nations instruments, domestic interpretations of international law, as well as the history and law of various locations outside Canada such as: Africa, India, Australia, New Zealand, the United States of America, Norway, central and south America and southeast Asia. This course will run seminar style and will allow students to pursue their area of interest through directed research.

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]A continuation of the survey of developments in western philosophy, through lecture, reading of original sources, and discussion, from the early modern period to contemporary discussion. Focus: rationalism, empiricism, idealism, and the reactions these provoked. Prerequisite: PHIL 1013, or permission of the instructor.

[1. Introductory]A continuation of the survey of developments in western philosophy, through lecture, reading of original sources, and discussion, from the early modern period to contemporary discussion. Focus: rationalism, empiricism, idealism, and the reactions these provoked. Prerequisite: PHIL 1013, or permission of the instructor.

[1. Introductory]A continuation of the survey of developments in western philosophy, through lecture, reading of original sources, and discussion, from the early modern period to contemporary discussion. Focus: rationalism, empiricism, idealism, and the reactions these provoked. Prerequisite: PHIL 1013, or permission of the instructor.

[1. Introductory]A continuation of the survey of developments in western philosophy, through lecture, reading of original sources, and discussion, from the early modern period to contemporary discussion. Focus: rationalism, empiricism, idealism, and the reactions these provoked. Prerequisite: PHIL 1013, or permission of the instructor.

[1. Introductory]A continuation of the survey of developments in western philosophy, through lecture, reading of original sources, and discussion, from the early modern period to contemporary discussion. Focus: rationalism, empiricism, idealism, and the reactions these provoked. Prerequisite: PHIL 1013, or permission of the instructor.

[2. History of Philosophy]A lecture course covering the Medieval philosophy of the 13th century (especially Thomas Aquinas), the collapse of the Thomistic synthesis in fourteenth century philosophy, and the beginning of the Modern outlook. Prerequisites: PHIL 1013 and 1023, or permission of the instructor.

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

[3. Moral Philosophy]An investigation, through readings, lectures, and discussion, of contemporary issues and authors in moral philosophy. Topics include: Nietzsche and the transvaluation of values, existentialist ethics, emotivism, Marxism and ethics, the natural law debate, situation ethics, the logic and meaning of ethical discourse. Prerequisite: PHIL 2213 or permission of the instructor.

[5. Themes and Authors]This course will involve a close reading of several Aristotelian works. Prerequisite: PHIL 2113 and 2123, or permission of the instructor.

[5. Themes and Authors]This course will engage and critically assess the views of the two leading figures in 19th century existentialism, Søren Kierkegaard and Friedrich Nietzsche. Prerequisites: PHIL 1013 and 1023, or permission of the instructor.

[5. Themes and Authors]In this course, we will engage in a close reading of selected works by Martin Heidegger. We will consider Heidegger's attempt to raise anew the urgent question of being; specifically, how his development of this question demands a radical assessment of many of our most dearly held assumptions about truth, human nature, knowledge and reality, freedom and responsibility, history and time. Prerequisite: PHIL 3543 or permission of instructor.

[5. Themes and Authors]This is a course in first-order symbolic logic in its second main branch (predicate logic). The aim is to acquaint students with the formal language of modern deductive logic and to develop the basic techniques of good deductive reasoning. The course will be of interest to philosophy majors in particular (especially those who are planning to do graduate work in philosophy), but will benefit anyone who wants to acquire skills in abstract thinking. A good grounding in sentential logic is presupposed.

[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 provides an introduction to the concepts of the regime, authority, the rule of law, citizenship, and political obligation. It does so through a consideration of the institutions of Canadian government and covers the following topics: the framing of the constitution, federalism, parliamentary government, the Charter of Rights, the judiciary, political parties, public opinion, interest groups, and constitutional reform.

[1. Introductory]This course provides an introduction to the concepts of the regime, authority, the rule of law, citizenship, and political obligation. It does so through a consideration of the institutions of Canadian government and covers the following topics: the framing of the constitution, federalism, parliamentary government, the Charter of Rights, the judiciary, political parties, public opinion, interest groups, and constitutional reform.

[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.

[3. Comparative Government and Politics]This course introduces students to the comparative study of governments in the industrial and post-industrial societies. It examines the question of how various political systems are classified, dealing with such issues as organization of the state, governance and policy-making, representation, and political legitimacy. Prerequisite: 3 credits in Political Science.

[4. International Relations and Foreign Policy]This course introduces students to the critical and non-mainstream variants of International Relations (IR) theory. These include Marxism, Gramscianism, feminist theories of IR, and other forms of critical theory. These theories are illustrated and developed through the use of case studies and examinations of the institutions and structures of the international system. They are also contrasted with mainstream IR theories. 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 medieval, early modern and modern periods. Texts may include: Aquinas' Treatise on Law, Machiavelli's The Prince, Hobbes' Leviathan, Locke's The Second Treatise on Government, Rousseau's Discourses, Hegel's Introduction to the Philosophy of History. Prerequisite: POLS 2803.

[2. Canadian Government and Politics]This course will focus on the impact our constitution has had on civil liberties in Canada. The course will proceed primarily by means of class discussion of leading constitutional decision and student presentations.

[3. Comparative Government and Politics]This course examines the formation and present politics of the European Union (EU), a unique community of democratic countries that agreed to delegate some of their sovereignty to common institutions. The course will look at the history of European integration, the key institutions and policies of the EU, and ongoing debates about European identity, EU enlargement, and economic developments in the Euro zone.

[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.

[4. International Relations and Foreign Policy]This is a seminar directed primarily at senior Political Science Majors and Honours students. The specific topic of the seminar will change from year to year, but will consider, in depth, an issue or issues in international relations. Students will be expected to do advanced research and to present and defend their work in class. Prerequisite: POLS 2613 or 2623, or permission of the instructor.

[6. Honours]This course is intended to serve as a capstone seminar for majors and Honours students in Political Science. The course is an investigation of the perennial issues involved in the study of politics. We shall examine critically the dominant approaches in Political Science with the aim of understanding how the method utilized affects the substance of any account of political phenomena.

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 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 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 human perception. Emphasis will be on vision but hearing will also be discussed. Topics will include the perception of form, pattern recognition, constancy, attention and perceptual learning. Topics can be selected to meet the interests of the class.

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.

An introduction to the principles of respondent and operant conditioning. In addition to the basic learning paradigms, various conditioning phenomena such as reinforcement schedules, generalization, discrimination, stimulus control, positive reinforcement, and aversive control will be studied with reference to human and animal research.

Introduction to the nature, study, and conceptualization of personality. Historical and contemporary theoretical perspectives of personality will be critically examined, and applications will be discussed.

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.

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 intended for 3rd-year honours students who are considering using qualitative analysis in the research for their honours thesis. It will address theoretical foundations of qualitative analysis, research ethics for qualitative researchers, and provide hands-on experience in developing a research question and collecting and analyzing data using basic qualitative techniques including observation, in-depth interviewing, and unobtrusive measures.

This course will encourage students to critically examine the diverse factors that contribute to how sexuality is conceptualised and represented. Multiple perspectives, including cultural, psychosocial, and biological, will be considered. Possible topics include sexual orientation, varieties in sexual development and expression, attraction, and psychological perspectives on sex as a commodity. Prerequisites: PSYC 2183.

A survey of the application of principles of respondent and operant conditioning derived from laboratory and clinical settings. Behavioural and cognitive-behavioural research on the use of these principles in various settings (e.g., home, schools, institutions) will be discussed. Prerequisite: PSYC 2213.

This course will introduce students to current theories of human mental processes and the methods used to study them. Topics may include attention, short-and long-term memory, representation of knowledge, language comprehension and production, and problem solving.

This course provides exposure to major current issues in the study of social behaviour. Prerequisite: PSYC 2413.

A study of the developmental changes which mark human behaviour during the second decade of life. Physiological, intellectual, emotional, and social aspects of these changes will be explored from an ontogenic point of view. Factors affecting assumption's of sex roles will be considered. Prerequisites: PSYC 2613 and 2623 or permission of the instructor.

This course is designed to prepare students for writing an honours thesis and for overall participation in the honours programme. The course will focus primarily on the written and presentational aspects of a psychological research project, the peer review process, and on various ethical considerations when conducting a study. Discussion of various experimental and non-experimental methods will be embedded within the primary course content. Prerequisites: PSYC 2013, PSYC 2023, and PSYC 3933.

Exploration of theoretical and empirical work in one or more areas of social psychology. Prerequisites: PSYC 2013, 2023, 2413 or permission of the instructor.

This seminar focuses on an advanced understanding of stress and health. Students will be exposed to the theories, research methods, and findings related to stress, as well as the relationship of stress to health and health behaviour, and coping. Topics may include the measurement of stress and health, as well as academic, workplace and relationship stress. Other topics may be explored. This course will focus on the biopsychosocial aspects of stress and health. Prerequisites: Psychology 2013, 2023, or permission of the instructor.

This course is designed to examine women's experiences and the treatment of women in psychological research, theory, and applied practice from a feminist perspective. This will involve analyzing psychological concepts of women and gender, examining the impact of our culture on our understanding of womanhood and femininity, reflecting on our own experiences, developing critical thinking skills, and understanding the diversity of women. Topics may include feminist approaches to research, stereotypes, sexuality, childhood, violence against women, and women and health. Prerequisite: PSYC 2013 and 2023, or permission of the instructor.

This course critically explores the contemporary male and masculine roles in 21st century society. The course is designed to acquaint students with current understandings of men from the psychological perspective and to help students better understand themselves or a male in their lives. Topics may include father-son relationships, mother-son relationships, fathering, relationships with men, relationships with women, husbanding, emotional expressiveness, aggression and war, sexuality, gender differences, work, solitude, sports and rites of passage. No prerequisite.

The content of this course changes from year to year to reflect the special strengths of faculty and the particular needs of students. Prerequisites: PSY 2013 and 2023, 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]The course aims to study how i) women in history and in modern times respond to socio-cultural restrictions and their attempts to create spiritual and social alternatives, ii) how notions of asceticism and sexuality are utilized as liberating and prescriptive modes. It will examine feminist critiques to classical, medieval, and current texts and thinkers. We will closely look at the assumptions that guide both classical texts and modern critiques.

[II The Second Level: The Tools]A continuation of the inquiry begun in Introductory Ritual Studies I.

[III The Third Level: The Streams|5th: Western Christian Traditions]This course will study the gospel of John as one of the four canonical gospels. It will treat such questions as authorship, dating, background, sources, and theology of the gospel. Particular passages will be singled out for more detailed study.

[III The Third Level: The Streams|4th: Ethics]This course considers developments in medicine (human and veterinary) and biology that are raising religious and ethical issues of importance to the human community. The course will show what problems already exist and are likely to exist in the near future, as well as approaches that might be useful with respect to their solutions. Topics will include new technologies in human reproduction, control of the genes and recombinant DNA in life forms, the meaning of personhood in relation to abortion and euthanasia, behaviour control, genetic counselling, the need for legal restraints, and responsibility for formulating laws and regulations. Method will include lectures, group discussions, seminars, essays, and reading recent literature on the subject. This course requires students to have a previous course in ethics or critical theory.

[III The Third Level: The Streams|4th: Ethics]The study of the relationships which shape the nature of human interaction informed by or oriented towards values and specific goals. The role of religious beliefs and communities in analyzing and responding to economic, social, and political problems will be examined.

[IV The Fourth Level:Integration]Designed for students who are considering advanced study, this course will consider a variety of research strategies in the field of Religious Studies. The final project will be an Honours thesis proposal. Normally taken in the second semester of a student's next to final year, this course is required for continuation into the Honours Programme.

[Romance Languages] Introduction to the scientific study of language and particularly to the terminology, theory, and practice of linguistic analysis in morphology (the study of word structure), syntax (the study of phrase structure), and semantics (the study of meaning).

[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.

[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 post-degree BSW students. The course provides a base for professional practice by introducing the values and ethics of the profession, and theories relevant to social work practice with individuals, groups, and communities. Knowledge drawn from the social sciences and other disciplines will be integrated with methods of intervention. Prerequisites: SCWK 5036.

[Post-Degree Courses]This is a mandatory course for all post-degree BSW students. The course provides a base for professional practice by introducing the values and ethics of the profession, and theories relevant to social work practice with individuals, groups, and communities. Knowledge drawn from the social sciences and other disciplines will be integrated with methods of intervention. Prerequisites: SCWK 5036.

[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]The pursuit of social justice is a core value of both social work education and social work practice. The purpose of this course is to teach students the historical context, the fundamental concepts, and the direct skills necessary for organizing and enacting social change efforts within diverse contexts and with diverse groups. Students will be exposed to various theories of social change, multiple modes of working for social change, and techniques for strategizing for maximum effectiveness in pursuing change efforts. Students will be expected to use their knowledge in an applied manner and will engage in hands on change efforts with diverse groups and in various diverse contexts.

[Post-Degree Courses]The pursuit of social justice is a core value of both social work education and social work practice. The purpose of this course is to teach students the historical context, the fundamental concepts, and the direct skills necessary for organizing and enacting social change efforts within diverse contexts and with diverse groups. Students will be exposed to various theories of social change, multiple modes of working for social change, and techniques for strategizing for maximum effectiveness in pursuing change efforts. Students will be expected to use their knowledge in an applied manner and will engage in hands on change efforts with diverse groups and in various diverse contexts.

[Post-Degree Courses]Concepts in policy planning are studied, along with an examination of the process of planned change from problem identification to programming. Consideration will be given to the political arena, the bureaucracy and roles of the politician, and the public servant. Three hours per week.

[Post-Degree Courses]Concepts in policy planning are studied, along with an examination of the process of planned change from problem identification to programming. Consideration will be given to the political arena, the bureaucracy and roles of the politician, and the public servant. Three hours per week.

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.

An introduction to descriptive and inferential statistics. The main emphasis will be on the use and meaning of the principal statistics used in sociology and social work. Note: This course may not be taken for credit by students who already have received credit for an introductory statistics course in another discipline at STU or from another university.

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 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.

Several current Canadian social problems will be examined from the perspectives used in SOCI 2423. These problems include: poverty, minorities, Canadian identity, the effects of urbanization, and technology, etc. Prerequisite: SOCI 2423.

This course will consider the mass media, (principally print and electronic), its place in, and impact upon Canadian society. Various perspectives and related research will be considered with respect to the control and ownership of the media, the social organization of the production of news, facts, statistics, and other messages; and the themes expressed in the popular culture as conveyed by the media. Underlying concerns are the social construction of what-is-taken-to-be reality and the language that is used in the conveying of messages.

This course focuses on the relations between the beliefs and institutionalized practices that people hold sacred, and contemporary community life. The students explore the contradictory trends of mass secularism and the rise of religious fundamentalism, and the practices through which people collectively mobilize to sustain, challenge, and change religious identities. The question raised by Durkheim is explored: If religion expresses and reinforces community solidarity, how can modern societies accommodate religious diversity? A further question is: How are religions implicated in political struggles, the women's movement, nationalism, and war?

This course will critically examine the role of women in the Third World. It will concentrate largely on the changes in these roles and their correspondence with the transition from traditional to new forms of economic organization, production, and power.

This is a seminar course examining selected topics on the political economy of women. Potential topics include women as paid workers, domestic labour, and women and poverty.

A study of modern developments in sociological theory, focussing on major trends and their interrelationships, and on contemporary theoretical issues and controversies. Prerequisite: SOCI 3013.

A study of modern developments in sociological theory, focussing on major trends and their interrelationships, and on contemporary theoretical issues and controversies. Prerequisite: SOCI 3013.

This course provides experience in designing individual research projects. Participants will review studies across a variety of subject matter and research strategies - surveys, content analysis, discourse analysis, symbolic interaction, institutional ethnography, oral tradition, and the like. Special attention will be given to how sociologists link theoretical questions to empirical evidence. Students will select a subject and research strategy, and design a research proposal. This course is especially recommended for students planning to take Honours in Sociology as it provides an opportunity to develop a thesis research proposal.

This course is intended for 3rd-year honours students who are considering using qualitative analysis in the research for their honours thesis. It will address theoretical foundations of qualitative analysis, research ethics for qualitative researchers, and provide hands-on experience in developing a research question and collecting and analyzing data using basic qualitative techniques including observation, in-depth interviewing, and unobtrusive measures.

What if society was not a thing or a being, but instead consisted of the relation to the other? The course examines the relation to other in selected writings of some of the following: George Herbert Mead, Alfred Schutz, Erving Goffman, Edmund Husserl, Emmanuel Levinas and Jacques Derrida. We also look to film, literature, popular culture and everyday life for instances of the relation to the other.

This course explores the relationship of women to the state and to law. The ways in which criminal and family law influence gender relations in society are analyzed, including the implications of legal intervention and non-intervention in family relations. Sex-specific and sex-related legislation concerning such issues as sexual harassment, rape, pornography, and affirmative action, are also examined. Theoretical concepts and issues, such as the position of women within capitalism, patriarchy, sexuality and reproduction, formal and informal control, are addressed.

This course provides a critical examination of theories of social control highlighting the tension between the requisites of social control on the one hand and the ideals of social justice on the other. Though emphasis will be placed on legal control by means of the criminal justice system, some attention will be devoted to alternate modes of social control such as that realized through the institutional, organizational, and bureaucratic processes associated with professionalization, medicalization, and victimization.

This course combines a number of macro- and micro-sociological perspectives on music. The former refers to the wider socio-cultural context in which music is produced, distributed, and listened to. It includes the social functions and uses of music ranging from rituals and ceremonies to its political-economic organization in cultural industries. Forms of music, such as the functional harmony vs. the Afro-American traditons, area related to forms of society. Micro perspectives analyze how performers create and make music together in terms of the interaction among musicians, audience, and conductor. The practices of improvisation and maintaining synchrony will be examined principally in both classical and jazz contexts. Prerequisite: permission of the course instructor or the Director of the Centre for Musical Arts, UNB.

Discourse analysis is the study of language in use, and is thus distinguished from approaches that treat language formally and structurally, as an abstract system of signs and symbols. We examine instances of written and spoken language that occurs in a wide range of contexts, including: everyday conversations among friends, encounters between professionals and clients, the activities of creating, disseminating and consuming mass-mediated texts, and governmental and corporate settings where policies are established, monitored and changed. Combining a theoretical and practical orientation, the course draws primarily on the work of sociologists, but also includes that done by scholars in disciplines such as sociolinguistics, psychology, anthropology, semiotics and literary studies. A basic premise of the course is that in our so-called information or knowledge-based global society, a critical awareness of discursive practices is becoming a prerequisite for democratic citizenship.

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.

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 is the continuation of Intermediate Grammar I or its equivalent. It begins with a review of the indicative mood and then moves on to coverage of the subjunctive mood. This course will stress conversation, oral exercises, and oral presentations. Written assignments will improve the accuracy of the grammatical structures learned in the oral part of the course. Plays will sometimes be used as a part of the learning language process.

This course is the continuation of Intermediate Grammar I or its equivalent. It begins with a review of the indicative mood and then moves on to coverage of the subjunctive mood. This course will stress conversation, oral exercises, and oral presentations. Written assignments will improve the accuracy of the grammatical structures learned in the oral part of the course. Plays will sometimes be used as a part of the learning language process.

This course follows on from SPAN 2113 and continues the cultural study methods that were introduced in first term. Emphasis is again 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 course is designed as a follow up to SPAN 2413 and will provide intense oral practice in Spanish. In addition to traditional oral practices, 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: SPAN 2413 or equivalent.

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 continue the work established in SPAN 3513. Added emphasis will be placed both on written exercises and oral exercises derived from them. The subjunctive will be studied, particularly where the subjunctive expresses shades of meaning not easily accessible to the Anglophone or Francophone student. Prerequisite: SPAN 3513 or permission of the instructor.

This course offers an overview of the contribution made by women writers to the corpus of Spanish American literature. Through the reading and analysis of some of the most representative literary texts of the narrative, poetic and dramatic genres, and taking into consideration the contexts of their times, we will examine the topics of feminism, history, politics, sexuality, national identity and society as expressed by these women authors.

The many stories of 20th century Spanish America will be told, starting with the Mexican Revolution, continuing through the novels and short stories of the BOOM and the post-BOOM, and looking briefly at the emergence of Spanish American culture as expressed in late 20th century theatre, music, and film.

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 examines mitosis, meiosis, and genetics. Surveys the structure, function, and evolution of the kingdoms of life. Discusses the basics of ecology, culminating in ecological interactions and the impact of humans on the planet.

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.

Examines the transformation of civilizations around the world by technologies such as steam engines, electricity, airplanes, and nuclear bombs. Also examines the development and impact of new scientific theories of universal gravitation, evolution, genetics, and bio-engineering. Aims to understand the social, political, economic, and religious consequences of science and technology from the mid-16th century to the present.

This course examines energy systems (oil, gas, coal, hydroelectric, nuclear, and renewable) both historically and in the contemporary world, in terms of environmental and economic impacts, theories of technological change in their creation, deployment,and decommissioning, as well as public policy issues.

This course is an introduction to the scientific, legal, philosophical, and political debates over animal rights, animal consciousness, and animal experimentation.

The Earth is affected by human activities which may be motivated by financial benefit, societal needs, or political goals. This course serves to introduce some of the more controversial issues that face the environment. The topics will vary according to class interests, but could include: the banning of DDT, mining space resources, nuclear energy and wastes, disputed water resources, population control measures, exploiting resources in wildlife refuges, and the value of space exploration. Traditional lectures will be accompanied by student group presentations and debates on both sides of each chosen issue. Basic research training will be developed.

Examines the complex interactions between Western science and the Judeo-Christian religious tradition. Primary focus is on their historical relations in ancient, medieval and early modern thought to reveal how variable and complex these interactions have been, characterized at different times by conflict, cooperation, separation, understanding, misunderstanding, dialogue, and alienation. Prerequisite: STS 2243.

This course is intended for students wishing to major in STS and develops an integrative understanding of the origins, dynamics, and consequences of science and technology in past and contemporary societies. Pre-requisite: STS 2103.

This course examines the recent debates over the relation between science and religion. A resurgence of interest in these debates has been sparked by developments in the sciences, particularly in physics and genetics, as well as by a newly-emerging understanding of what science is. The central questions include whether science and religion are compatible and whether recent developments in the sciences give new answers to religious and theological questions. Readings will represent all sides of these debates. Prerequisite: STS 2253.

Examines the historical connections between society and nature by studying how science and technology, from the time of the ancient Mesopotamians to the present, have influenced how the natural world has been both perceived and used. Topics include: transition from sacred to secular views of nature, medieval technologies and land-use, artistic representations of nature, the scientific revolution and the utility of nature, the 17th-century mechanical philosophy of nature, the 18th-century Romantic culture of nature, impact of industrialization.