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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.

This course overviews cultural diversity throughout the archaeological record, emphasizing cultural change. Topics such as adaptation, the development of complex societies, the rise of the state, and the role of archaeology in human history will be discussed. Basic archaeological methods, theory, and techniques will be presented. Multiple case studies, from different parts of the world, will illustrate how archaeologists recover, describe, and analyze the past.

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

The course will examine visible human adaptations (e.g. differences in skin pigmentation) and invisible adaptations (e.g. thermal acclimatization, blood groups). An important component of the course will be anthropological demography, i.e. the study of population structure and cultural/historical influences on health and mortality. The format of the course will be a combination of in-class lab work/exercises and lectures. Not open to first-year students.

The aim of this course is to examine a range of key issues in ethnomusicology, from the "classic" works of the discipline to contemporary theories and approaches, and including aesthetic systems, the representation of music, music and cultural change, and the musical articulation of social identity. The course will not only offer an insight into musical diversity in cultures around the world, but will also develop the fundamental view that music both expresses and actively constructs social and cultural realities.

This course constitutes the first part of a comprehensive introduction to the major theoretical frameworks and methodological approaches used in anthropology. Students will explore the historical development of anthropological theory from early evolutionism to the mid-20th century, and will engage with key concepts such as cultural relativism, evolution, and functionalism. The methodological component of the course emphasizes ethnographic research, including participant observation, visual data-collecting techniques, and the ethical dimensions of fieldwork. Students further will gain hands-on experience in designing research projects and writing qualitative proposals. Through readings, discussions, and practical exercises, the course aims to provide students with the tools necessary for conducting independent anthropological research and critically evaluating existing studies. Prerequisites: ANTH 1013 (Introduction to Cultural Anthropology) or instructor approval.

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

In this course we study some of history's most influential writers. We read literature from a wide range of genres, periods, and national origins, including classical epics, medieval romances, Renaissance plays, and modern novels. Students develop their powers of literary analysis and interpretation, as well as their writing abilities. As a discussion-based class, we consider together how writers use imaginative literature to investigate and explore issues of perennial human concern, such as mortality, love, honour, truth, and beauty.

How do we know if something is true? How do we know that something is real? What is the best life for a human being? The study of philosophy is how thoughtful people have explored these questions for millennia. In this course, we examine some of the most influential philosophers in history. We study different philosophical approaches, schools of thought, literary modes of philosophy, and how they relate to one another. Through discussion-based classes students also develop their capacities for reasoning and argumentation orally and in writing.

In this course students study great works in the history of political thought to explore key questions at the centre of political life. What is justice? What gives a law its legitimacy? What kind of political system is best? We learn how political theorists have affected our political institutions, and how to analyze those institutions using the history of political thought. Through reading, writing, and class discussions, students develop an understanding of the fundamental concepts and essential problems with which politics is concerned.

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

This course provides an interdisciplinary introduction to social enterprise through historical and contemporary perspectives. It delves into the origins, principles, and practices of social enterprises. The course highlights the interconnectedness between social, economic, and environmental factors, and examines the impact of social enterprises on local communities and broader society. By critically examining case studies and engaging with relevant readings, students develop an understanding of the diverse strategies employed by social enterprises to address societal challenges and promote sustainable development.

The course introduces a range of business topics with an emphasis on business practices in the Canadian context. Topics include entrepreneurship, financial process, marketing, socially responsible business, management, human resources, and the role of business in the Canadian economy. In addition, broader issues, such as business ethics and relations between employees and employers will be discussed.

This course provides students with the practical skills for designing a social enterprise of their own in the contemporary political economic context. Students address the challenges of articulating a coherent vision and mission of the social enterprise. This will include designing a strategy, which addresses financial viability, funding, organizational structure, marketing, democratic governance, and conflicts between social mission and business logic.

Social enterprises must raise the financial resources necessary for the fulfillment of their mission. They have to know how to effectively communicate the relevance and urgency of their needs to donors/investors and demonstrate their capacity to deliver their promises. In this course, students learn about the best practices for social enterprise fundraising. Students learn how to design cases for support, assess different information management systems, identify prospective donors, nurture relationships with existing donors/investors, deploy tools for fundraising, and access different kinds of funding. By the end of the course, students will be well prepared to partake in existing fundraising initiatives and/or undertake projects of their own in the social enterprise world.

The Social Enterprise Work-Study Placement offers students an opportunity to bridge classroom learning with real-world experience in the field of social enterprise. This hands-on experiential learning placement provides students with the chance to apply the knowledge gained in their studies to practical scenarios within existing social enterprises. Students collaborate with social enterprises that are addressing complex societal issues, thereby gaining insight into the operational challenges and opportunities that arise in mission-driven cases. Students participate in various aspects of social enterprise operations, such as strategy development, impact measurement, marketing, and financial planning.

This course introduces students to the history and evolution of the communications profession, with particular emphasis on communications in the public policy sphere, from the pioneers who sold ideas on behalf of their clients, to the modern world of two-way communications with the public through the internet and social media tools. The course will explore how this evolution is changing the way governments, politicians, non-governmental organizations, citizens groups and corporations interact with the public.

This course introduces students to the history and evolution of the communications profession, with particular emphasis on communications in the public policy sphere, from the pioneers who sold ideas on behalf of their clients, to the modern world of two-way communications with the public through the internet and social media tools. The course will explore how this evolution is changing the way governments, politicians, non-governmental organizations, citizens groups and corporations interact with the public.

Communicating public policy requires clear and effective writing at every stage in the process. This is a foundational writing course that will help students learn to express themselves in clear, compelling language. Prerequisites: COPP 1013, COPP 1023.

This course will explore how social media and internet tools are transforming the world of communications and public policy. The course will explore cases around the world where social media and the access to information on the internet is influencing public policy and the political process. Prerequisite: COPP 2013.

This course explores the role of communications in business settings, including professional writing, the power of narrative, the influence of social media, and the connection between communications and marketing.

This course consists of an in-depth analysis of a specific topic in communications and public policy. The course will be organized around the special interests of full time and visiting faculty. Topics could include: policy analysis, public management, organizational social media management, organizational communications, and social media and website design including search engine optimization, Google Analytics and basic back end social media training.

This course examines how governments and citizens communicate about critical scientific issues, spanning health, nutrition and food safety, and climate change. We ask which science communications strategies are effective and why, and we will explore cases around the world where scientific knowledge has been central to crisis management or the development of new policies and standards. As part of these discussions, we touch on topics ranging from risk communication, misinformation, the effects of communications campaigns on changing public attitudes and behaviors the effects of media echo chambers on attitudes to science, populism and science, as well as social movements and 'undone' science. Prerequisites: COPP 1013 and COPP 1023.

The capstone case study course will require students to survey scholarly literature on communications and public policy analysis (regarding policy development, design and implementation) and apply this research as they write two case studies that allows them to synthesize the issues encountered with their studies in Communications and Public Policy. Prerequisites: COPP 3013, COPP 3023, COPP 3033.

Students will complete two supervised professional unpaid internships in a professional communications agency, non-profit organization, or government office and will complete a detailed exit report. Where possible, students will have the opportunity to pursue internships that require them to work in French or in a bilingual office. Prerequisites: COPP 3013, COPP 3023, COPP 3033.

This course is designed to introduce the student to the discipline of criminology: its origins, the nature of disciplinary debates, and a sampling of theoretical and methodological issues. It involves an examination of crime patterns, causes of criminal behaviour and crime prevention strategies. 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 the discipline of criminology: its origins, the nature of disciplinary debates, and a sampling of theoretical and methodological issues. It involves an examination of crime patterns, causes of criminal behaviour and crime prevention strategies. 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 the discipline of criminology: its origins, the nature of disciplinary debates, and a sampling of theoretical and methodological issues. It involves an examination of crime patterns, causes of criminal behaviour and crime prevention strategies. 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 the discipline of criminology: its origins, the nature of disciplinary debates, and a sampling of theoretical and methodological issues. It involves an examination of crime patterns, causes of criminal behaviour and crime prevention strategies. 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 the role criminology plays in both formulating and critiquing criminal justice policy and a sampling of theoretical and methodological issues. It involves a critical look at the nature of the criminal justice system, the role of the state 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 upperlevel courses.

This course is designed to introduce the student to the role criminology plays in both formulating and critiquing criminal justice policy and a sampling of theoretical and methodological issues. It involves a critical look at the nature of the criminal justice system, the role of the state 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 upperlevel courses.

This course is designed to introduce the student to the role criminology plays in both formulating and critiquing criminal justice policy and a sampling of theoretical and methodological issues. It involves a critical look at the nature of the criminal justice system, the role of the state 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 upperlevel courses.

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. Prerequisites: CRIM 1013 and 1023.

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. Prerequisites: CRIM 1013 and 1023.

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. Prerequisites: CRIM 1013 and 1023.

This course provides an introduction to criminal law - what it is, how it came into being, and the various elements of offences and forms of defence within Canada's criminal law system. Possible topics include: sources of criminal law in Canada; duty to act; voluntariness; negligent homicide; causation; strict and absolute liability; attempts; and a variety of criminal defences, including mental disorder, mistake of fact, consent, provocation, and necessity. Prerequisites: CRIM 1013 and 1023.

This course will examine theories of juvenile delinquency in historical and contemporary perspectives. A review of Canadian legislation concerning young offenders will be done to illuminate the official response to juvenile delinquency in light of the theories noted above. Special attention will be given to the Young Offenders Act, juvenile justice in Canada, the disposition of young offenders, and the rights of young adults. Prerequisites: CRIM 1013 and 1023.

This course examines how definitions of crime and the criminal have changed over time in Canada, and how the criminal justice system has dealt with crime and criminals. The course will also highlight the role that the State, criminal justice officials, and the media have played in defining crime and the criminal. From arson to zealots, the emphasis is on an examination of class, race, age, and gender as relations of power. Prerequisites: CRIM 1013 and 1023.

This course critically examines, using a feminist lens, how gender informs women's experiences with crime and the criminal justice system in Canada. Topics to be covered include: intersections of race, class and gender, regulating women, incarceration, dominant ideological constructions of the "female offenders," and recent popular culture representations of women and crime. Prerequisite: CRIM 1013 & CRIM 1023

This course examines the intersection of (in)equality, crime and social (in)justice in Canada through a criminology of difference and diversity. Through theoretical and practical material, the course explores how people experience crime and criminal (in)justice through multiple sites of diversity, such as age, ethnicity, race, sexual orientation, social class, religion, etc. Prerequisite: CRIM 1013 & CRIM 1023

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. Prerequisites: CRIM 1013 and 1023.

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. Prerequisites: CRIM 1013 and 1023.

This course is designed to provide an overview and analysis of contemporary controversies and issues pertinent to the criminal justice system and Canadian crime policy. Specific emphasis will be given to an examination of the influence that changes in social policy and shifting public sentiments about crime control have on both the structure and operation of various components of the criminal justice system. Prerequisites: CRIM 1013 and 1023.

This course is an in-depth analysis of policy issues related to policing, courts, and corrections. Through an analysis of contemporary issues facing the criminal justice system in Canada, students will examine the links between the police, politics, law, and the administration of justice. Further, students will explore the roles and responsibilities of various government departments and agencies, non-government agencies, and community organizations affiliated directly and indirectly with the criminal justice system to gain a greater understanding of how to access resources and services for persons affected by the criminal justice system. This is a required course for students enrolled in the Bachelor of Applied Arts in Criminal Justice and is open to students in Criminology. Pre-requisities: CRIM 1013 and CRIM 1023.

This course involves the analysis of crime in the media, focusing on such vehicles as television crime shows, newsmagazine documentaries, newspaper reports and the worldwide web. Methodological and theoretical approaches to be used include discourse and content analysis, triangulation, critical criminology, social constructionism, and critical contextual analysis. Topics include terrorism, gendered violence, hate crime, crime waves, serial homicide, police crime, and youth crime. Prerequisites: CRIM 1013 and 1023.

This course will explore popular and primarily American film from a criminological perspective, paying particular attention to how we understand crime through film. Such themes as what is a crime film?, criminology in crime films, police films, court room films, and prison films will be explored. At the conclusion of this course, students should be able to critically evaluate film and the relationships between crime and society portrayed through popular film. Prerequisites: CRIM 1013 and 1023.

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. Prerequisites: CRIM 1013 and 1023.

This course will provide an overview and critical analysis of corporate crime and its regulation in Canada. The course will examine: the problems of definition of corporate crime; the images, measurement and victims of such crime; the types of corporate crime; theories and perspectives on the etiology of corporate criminality and corporate crime; the origins of the laws against corporate crime and contemporary legislative lawmaking in this field; the effectiveness of policing and regulation of corporate crime; and various reforms proposed to deal with such crimes in the future. Prerequisites: CRIM 1013 and 1023

This course provides a collaborative work forum for students accepted into the Honours program. The course is comprised of a number of thesis related assignments that will guide students through the process of researching and writing their Honours thesis, including a peer presentation on their Honours research topic. This course will also allow students to explore some of the central themes and concepts in the discipline of criminology. Prerequisite: Formal acceptance into the Honours program.

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. Prerequisite: A minimum of 75 credit hours, which includes CRIM 1013 and 1023, or permission of the instructor.

This course introduces students to the creation of stories using videography, sound recording and platforms to showcase creative artistic works. Students are introduced to the creation opportunities in the campus digital studio and be trained on new technologies and equipment. The course is required for students planning to complete an Interdisciplinary Major in Digital Media and Creative Arts. No prerequisite.

This course explores the use of still photography in digital media production, and how true stories can be told through digital images. It gives students a background in the aesthetics of photography, explores theories of the image, and explores the ethical issues surrounding the manipulation of digital images. The course requires students to produce and edit digital images using a mix of digital photographic equipment and editing software. No prerequisite.

This course explores documentary film as a storytelling medium and how to create and produce documentaries. The course requires students to study influential films and produce and edit original documentary projects. It also introduces students to theories of documentary and the power of non-fiction storytelling. No prerequisite.

This course introduces students to the theoretical, ethical and practical applications of artificial intelligence. As AI becomes a more prominent part of our everyday lives, its capacity as a digital media, creative and communicative tool will continue to grow. The course introduces students to the theories that have developed as AI technology has shifted from a science fiction construct to a reality. It also considers the ethical challenges this new technology poses. It offers students the opportunity to engage and use AI software in practical ways. No prerequisite.

This course 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.

This course analyzes the Canadian economy and how it works. It includes a discussion of output, unemployment, growth, money, international trade, and finance.

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.

An introduction to basic statistical techniques of estimation and inference. The topics covered include: collection, organization and presentation of data, frequency distributions, parameter estimation, probability, probability distributions, tests of hypotheses, confidence intervals, analysis of variance, and index numbers.(This course may not be taken for credit by students who already have received credit for an introductory statistics course in another discipline at St. Thomas University or have received credit for an introductory statistics course taken in any discipline from another university.)

A theory course analyzing economic activities in their political and social context. Topics include: class and economic power, the labour process and the generation of surplus, economic instability, capitalism on a world scale, and the nature and role of government.

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

This course examines the nature and role of money, prices, interest rates, and international financial flows. It also includes an examination of the structure and activities of financial institutions in Canada and other countries.

This course presents theories of second language acquisition, current trends in the field of second language teaching and learning, and their application to the teaching of French in a communicative and interactive approach at the middle and secondary levels. Students will develop lesson units, engage in peer-teaching, and integrate technology into their teaching. Students will participate in discussion, work with case studies, research issues in second language education using current professional journals and resources. Attention will be given to the teaching and assessing of listening, reading, writing, speaking and cultural understanding. This course aims to provide solid advice, information and guidance to French Second Language teachers so that they may help their students recognize that French is not only a means of communication but also a portal to future opportunities. Students are required to have a minimum proficiency of Intermediate Plus on the New Brunswick French Oral Proficiency scale to register for this course.

This course focuses on current research, evidence, theories, and approaches to teaching language arts in elementary classrooms. Teacher candidates will gain a greater understanding of the processes involved in learning to read, the essential elements of reading instruction, and the pedagogical practices that support reading acquisition. In addition, teacher candidates will build competencies in the use of exemplary instructional practices to teach writing. Throughout the course, teacher candidates will design and prepare literacy-based lessons, resources, and materials for use in the teaching of language arts classes and across the curriculum.

This course focuses on current research, evidence, theories, and approaches to teaching language arts in elementary classrooms. Teacher candidates will gain a greater understanding of the processes involved in learning to read, the essential elements of reading instruction, and the pedagogical practices that support reading acquisition. In addition, teacher candidates will build competencies in the use of exemplary instructional practices to teach writing. Throughout the course, teacher candidates will design and prepare literacy-based lessons, resources, and materials for use in the teaching of language arts classes and across the curriculum.

This course supports the development of the pre-service teacher's knowledge of the language arts programme at the middle level. Teacher candidates will gain an understanding of the language arts, study evidence-based practices, and develop practical skills. A range of instructional strategies, methods, and modes for supporting literacy and language arts across the curriculum will be explored. This course provides a framework for beginning teachers to base logical reflective decisions concerning curriculum decisions, learning experiences, and assessment strategies appropriate for the middle level.

Methods in elementary mathematics is an introduction to the context and strategies of teaching math at the K-8 level in New Brunswick. Teacher candidates must recognize and employ the basic elements of teaching mathematics in the elementary division as well as understanding the four grade bands in math curricula. The emphasis is on content as well as on 'doing' mathematics. Teacher candidates are involved in problem solving and exploring mathematical concepts by developing ideas from the concrete to the abstract level, and by developing multiple representations of mathematical ideas. Content topics of emphasis include pre-number concepts, numeration and place value, whole numbers-operations, number theory, and geometry.

Methods in elementary mathematics is an introduction to the context and strategies of teaching math at the K-8 level in New Brunswick. Teacher candidates must recognize and employ the basic elements of teaching mathematics in the elementary division as well as understanding the four grade bands in math curricula. The emphasis is on content as well as on 'doing' mathematics. Teacher candidates are involved in problem solving and exploring mathematical concepts by developing ideas from the concrete to the abstract level, and by developing multiple representations of mathematical ideas. Content topics of emphasis include pre-number concepts, numeration and place value, whole numbers-operations, number theory, and geometry.

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. Time will be spent exploring student record keeping strategies which compliment a guided inquiry-based approach.

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. Time will be spent exploring student record keeping strategies which compliment a guided inquiry-based approach.

This course provides teacher candidates with pedagogical strategies and planning tools for effective instruction in Grades 6-8 mathematics and science. Emphasizing curriculum-based, student-centered, and inquiry-driven approaches, the course models best practices in interdisciplinary teaching while also supporting discipline-specific instructional methods. Teacher candidates will explore visual and kinesthetic learning tools, engage in collaborative lesson design and reflect on practice through structured assignments aligned with the New Brunswick Mathematics and Science Curricula.

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

Research has shown that classroom management strategies have a dramatic impact on the learning environment. Several very different schools of thought regarding classroom management are discussed. Emphasis is placed on course participants developing a personal proactive approach by extracting and merging effective strategies from many sources.

Research has shown that classroom management strategies have a dramatic impact on the learning environment. Several very different schools of thought regarding classroom management are discussed. Emphasis is placed on course participants developing a personal proactive approach by extracting and merging effective strategies from many sources.

Research has shown that classroom management strategies have a dramatic impact on the learning environment. Several very different schools of thought regarding classroom management are discussed. Emphasis is placed on course participants developing a personal proactive approach by extracting and merging effective strategies from many sources.

This course explores the major theoretical principles upon which education for children and adults may be based. It also examines the notion of 'normative' characteristics of learners as well as current trends in the application of theory to classroom situations.

This course is an examination of the role of public schools and teachers in legal and professional contexts. Students explore, investigate, and analyze a range of legal and professional issues including the structure of public schooling and First Nations schools in Canada, the legal roles and responsibilities of teachers, students, and parents, and teacher professionalism. Specifically, teacher candidates demonstrate an understanding of the New Brunswick Education Act and Regulations, all current public school education policies of the New Brunswick Department of Education, district and school policies and rules, NBTA Code of Ethics, and the legal responsibilities of correlative New Brunswick legislation (e.g., Family Services Act, Human Rights Act). Students collaborate to research an2.1" d defend various viewpoints related to topics covered in the course and develop the skills and attributes necessary to become active members of the teaching profession.

This course is an examination of the role of public schools and teachers in legal and professional contexts. Students explore, investigate, and analyze a range of legal and professional issues including the structure of public schooling and First Nations schools in Canada, the legal roles and responsibilities of teachers, students, and parents, and teacher professionalism. Specifically, teacher candidates demonstrate an understanding of the New Brunswick Education Act and Regulations, all current public school education policies of the New Brunswick Department of Education, district and school policies and rules, NBTA Code of Ethics, and the legal responsibilities of correlative New Brunswick legislation (e.g., Family Services Act, Human Rights Act). Students collaborate to research an2.1" d defend various viewpoints related to topics covered in the course and develop the skills and attributes necessary to become active members of the teaching profession.

This course is an examination of the role of public schools and teachers in legal and professional contexts. Students explore, investigate, and analyze a range of legal and professional issues including the structure of public schooling and First Nations schools in Canada, the legal roles and responsibilities of teachers, students, and parents, and teacher professionalism. Specifically, teacher candidates demonstrate an understanding of the New Brunswick Education Act and Regulations, all current public school education policies of the New Brunswick Department of Education, district and school policies and rules, NBTA Code of Ethics, and the legal responsibilities of correlative New Brunswick legislation (e.g., Family Services Act, Human Rights Act). Students collaborate to research an2.1" d defend various viewpoints related to topics covered in the course and develop the skills and attributes necessary to become active members of the teaching profession.

An introduction to literatures in English including, but not restricted to, the British literary canon. It teaches students to read and write effectively, and to locate texts in history and culture. The course includes a chronological introduction sensitive to the structures and intersections of literary periods. NOTe: students will not receive credit for both ENGL 1023 and ENGL 1016.

An introduction to literatures in English including, but not restricted to, the British literary canon. It teaches students to read and write effectively, and to locate texts in history and culture. The course includes a chronological introduction sensitive to the structures and intersections of literary periods. NOTe: students will not receive credit for both ENGL 1023 and ENGL 1016.

An introduction to literatures in English including, but not restricted to, the British literary canon. It teaches students to read and write effectively, and to locate texts in history and culture. The course includes a chronological introduction sensitive to the structures and intersections of literary periods. NOTe: students will not receive credit for both ENGL 1023 and ENGL 1016.

Students will learn, use, and critique digital productivity tools, multimedia and website development tools, and Web 2.0 tools, while they apply literary methodologies to broader issues and debates like cyber safety, digital privacy laws and ethics, the economic and social engineering implications of user-data, as well as modes of digital communication and collaboration. Familiarity with critical theories and historical trends will help students understand how social and political movements develop the form, genre, and style of digital platforms.

Students will engage with texts by indigenous Canadian writers such as Thomas King, Richard Wagamese and Rita Joe, by writing both creative and analytical responses, which will be read and discussed in class.

This introduction to the discipline and practice of English teaches the student to prepare a research paper, practice close reading, and develop a grammatically correct, clear writing style. Students will learn to use literary databases and library resources; they will undertake a research project that helps provide a solid grounding in the methods and conventions of the discipline of English Literature. Prerequisite: ENGL 1016.

This course focuses on how different forms of neurodivergence (such as autism, ADHD, OCD, etc.) are portrayed narratively and visually in children's picture books, novels, and resource texts. It examines different understandings of neurodivergence, such as the medical model and the neurodiversity paradigm, in relation to disability studies. It asks central questions about agency, power, and knowledge. Who gets to shape epistemological discourse about neurodivergence within children's literature? Equally importantly, it contemplates the narrative and rhetorical strategies neurodivergent writers and characters employ both to exert their own agency and to challenge literary form itself.

In this course we'll explore aspects of game history, technology, industry, form, genre, culture, and philosophy through critical play of games as varied as Pong, Super Mario, Celeste, and The Stanley Parable. You'll learn about the foundational issues in the field of game studies with a focus on its connection to the English discipline, and you'll gain the skills to analyze critically these digital adventures, understanding their unique features and how they can evoke such powerful emotions. Assignments may include both written work and creative media projects. No previous experience with digital games is required. Prerequisite: ENGL 1016.

A course for students interested in writing poetry, prose, and/or scripts. Along with writing assignments and workshopping (critiquing each others' work), students give presentations or blog on topics that will help them develop writing skills. This course is also open to first-year students.

A course for students interested in writing poetry, prose, and/or scripts. Along with writing assignments and workshopping (critiquing each others' work), students give presentations or blog on topics that will help them develop writing skills. This course is also open to first-year students.

The research process is a treasure hunt- decoding literary texts, exploring cavernous archives, following the citational clues, and mapping out our own interpretations of the world. Taking contemporary real-life mass literary treasure hunts (like those featured in Netflix's docuseries Gold & Greed: The Hunt for Fenn's Treasure) as our guiding framework and incentive, this course introduces students to critical skills of the English discipline such as identifying logical fallacies; locating credible secondary sources; close reading of literary texts with a variety of interpretive approaches; as well as writing, revising, and presenting scholarship. We end with a unit in bushcraft, navigation, and ecology for a reallife search in the wilderness. The course thus includes in-class and outdoor experiential learning components. Who will discover the treasures- monetary or otherwise - that await? Prerequisite: ENGL 1016. (Post-1800; Can/Am; serves in lieu of ENGL 2013 requirement).

An introduction to the development of this genre from Shelley's Frankenstein through the Golden Age of the 1950s. Attention is paid to the related genres which contributed to the development of this genre. (Post-1800.)

This course will introduce students to the literary sources of classical Greek and Roman mythology. It will also explore some of the post-classical reflexes of central myths. The course may include such texts as Hesiod's Theogony, Euripides' Bacchae, Sophocles' Theban plays, Ovid's Metamorphoses and Heroides, Apuleius' Golden Ass. (Pre-1800)

An investigation of women's writing in English before 1800, through poetry, (auto)biography, spiritual memoir, fiction, drama, and theory written by women.

An investigation of women's writing in English after 1800, through poetry, (auto)biography, fiction, drama, film, and theory written by women.

An investigation of the literature of illness and healing. Poetry, prose fiction, and autobiographical writing are examined to explore the narrative modes that both distinguish and connect patient and physician. (Post-1800.)

The primary concern of this course is to familiarize students with the social, political, cultural, and philosophical presuppositions of theoretical inquiry into literary texts. We shall begin by focusing on introductory commentaries and shall proceed from there to examine certain primary theoretical texts in their specific relation to literary examples. (Post-1800; Language.)

This course traces the English language from its Indo-European and Germanic origins to its current world language status. Students will explore contacts with other languages, and the social forces behind those contacts. We will also address the question of whether English constitutes one language or many. (Language) (Pre-1800)

A study of plays of Shakespeare, his predecessors, and contemporaries such as Marlowe and Jonson. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Pre-1800.)

A study of the writings of William Wordsworth, Samuel Taylor Coleridge, and their contemporaries. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Post-1800.)

A study of the major authors of nineteenth and twentieth century American Literature. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Post-1800; American.)

A study of popular writings of the early eighteenth century when literature and journalism began to differentiate from each other and to be produced and consumed, variously, as aesthetic and commercial products. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Pre-1800.)

An exploration of the origins and development of fantasy literature, as well as recurrent themes and contemporary issues which appear in modern fantasy. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL.

We will read (in translation) medieval European epics and romances from the 8th-14th Centuries. Texts may include Beowulf, Volsungasaga, Song of Roland, Poetic Edda, The Cid and works by Chrètien de Troyes and others. Prerequisites: admission to the Honours program in English, or 3.4 GPA standing for English Majors.(Pre-1800)

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

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, ythm, intonation, comprehension of weak forms, and connected speech. Listening skills will include intensive, selective and interactive tasks, such as note-taking. Speaking functions will include presenting information, asking questions, debating. 6 hours per week. Co-requisite: ESL 1013.

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.

This course is an in-depth exploration of voice technique. During the course, students will do exercises to develop their breathing, phonation, resonance, and articulation skills. Students will also examine the physiology of the voice and expand their awareness of how the voice works, vocal problems, and vocal care and health. In addition, students will perform songs from popular music styles such as musical theatre, rock, pop, and gospel for a public audience. All levels welcome. Prerequisites: FNAR 1023 or FNAR 1743.

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.

A practical course in the fundamentals of two-dimensional art practice with an emphasis on outdoor drawing and sketching. Students are introduced to a variety of drawing media including the use of pencil, charcoal, and ink. Landscape, figure and non-representational drawing practice are addressed. No prior experience is necessary. Prerequisite: FNAR 1113.

Music Literacy for Actors and Dancers is a course for the performer who has not yet developed a connection between his or her musical experience and standard aspects of musical performance, with a special focus on the acquisition of fluency reading the notated score and the development of effective study and practice habits. Music materials used in class or assigned for homework will be spoken, clapped, sung, and played. Co-requisite: FNAR 1733 Intro to Musical Theatre. Note: Students who take FNAR 1743 cannot receive credit for FNAR 1023.

Tonal Music I is a hands-on study of the grammar of tonal music, with a particular focus on harmony and counterpoint. Assignments include harmonic exercises in choral and keyboard styles, species counterpoint, and frequent analyses of works from the music literature. Students are required to sing and/or play their assignments in class. Prerequisites: FNAR 1023, FNAR 1743, or permission by the instructor.

This course is an in-depth exploration of voice technique. During the course, students will do exercises to develop their breathing, phonation, resonance, and articulation skills. Students will also examine the physiology of the voice and expand their awareness of how the voice works, vocal problems, and vocal care and health. In addition, students will perform songs from popular music styles such as musical theatre, rock, pop, and gospel for a public audience. Prerequisites: FNAR 1061.

In this course, students research, rehearse and perform a musical. To this end, students will learn how to prepare for a role; engage in a rehearsal process; implement acting, singing, and dancing techniques in performance; assist with technical elements; and demonstrate professionalism in their work. The course culminates in a fully-staged production of a musical for a public audience. Musical Theatre I is a year-ong course to be taken with Acting, Singing, Dancing I. First-year students welcome. Prerequisites: Instructor's consent. Co-requisites: FNAR 2153 (Acting, Singing, Dancing I).

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. Prerequisite: FNAR 1113.

Performance Foundations provides students with an academic and practical exploration of the fundamental theories, practices and elements of performance viewed through the lens of the mind, the body and the breath. Students will explore these fundamentals through the study and practical examination of current performance practices, analysis of text and the presentation of a performance.

This class, which can be taken sequentially for up to six semesters, is an in-depth exploration of chamber music. Students perform, arrange, and/or compose music, and develop an intimate analytical and stylistic knowledge of the repertoire. The music is selected from different time periods and musical styles, or composed and adapted to the skills of the individual students. Assignments include reading and rehearsing scores, creating ad-hoc arrangements to adapt the music to the available instruments, composing new pieces, and researching analytical and historical aspects of the music and composers studied. The course concludes with a public concert of chamber music. Prerequisites: FNAR-1023 OR FNAR-1743 or permission from the instructor.

This class, which can be taken sequentially for up to six semesters, is an in-depth exploration of chamber music. Students perform, arrange, and/or compose music, and develop an intimate analytical and stylistic knowledge of the repertoire. The music is selected from different time periods and musical styles, or composed and adapted to the skills of the individual students. Assignments include reading and rehearsing scores, creating ad-hoc arrangements to adapt the music to the available instruments, composing new pieces, and researching analytical and historical aspects of the music and composers studied. The course concludes with a public concert of chamber music. Prerequisites: FNAR-1023 or FNAR-1743 or permission from the instructor.

This course teaches students the basics of acting for film and TV. Topics will include adjusting acting for shot size, hitting marks, matching eyelines, and maintaining continuity. Students will also practice the core concepts of scene study, including breaking a scene into beats, pursuing objectives, playing actions, and working to overcome obstacles. The course culminates in a screening of scenes for a public audience.

Analysis and Composition I is the continuation of FNAR 2063-Music Harmony and Counterpoint II. The course, ideally taken back-to-back with FNAR 3063, is a hands-on study of the grammar of tonal music, with a particular focus on harmony, counterpoint, form, and free composition. 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. Prerequisites: FNAR 1041 and FNAR 2063, both with a grade of B or better. Prerequisite: FNAR 2063, or permission by the instructor.

This course is an in-depth exploration of voice technique. During the course, students will do exercises to develop their breathing, phonation, resonance, and articulation skills. Students will also examine the physiology of the voice and expand their awareness of how the voice works, vocal problems, and vocal care and health. In addition, students will perform songs from popular music styles such as musical theatre, rock, pop, and gospel for a public audience. Prerequisites: FNAR 2061.

What makes a group of artworks communicate with each other in ways which enhance their significance to us? This course is an introduction to art curation, its development, core issues, and current situation. Using work by artists sourced locally, students curate and install exhibitions for STU's Yellow Box Gallery, including designing an exhibition catalog and writing an introductory essay, producing a document that archives and situates the art in question. Prerequisite: FNAR 2353

This course examines the role of music in shaping the interactive and emotional experiences of video games from 1980 to the present. Students will explore how musical design, technology, and narrative intertwine to produce meaning and immersion. Through case studies spanning from early arcade titles to contemporary open-world and indie games, students will develop critical listening skills and an understanding of how music functions within interactive digital spaces. Prerequisites: FNAR 3613 & FNAR 2053, or permission of the instructor.

This class, which can be taken sequentially for up to six semesters, is an in-depth exploration of chamber music. Students perform, arrange, and/or compose music, and develop an intimate analytical and stylistic knowledge of the repertoire. The music is selected from different time periods and musical styles, or composed and adapted to the skills of the individual students. Assignments include reading and rehearsing scores, creating ad-hoc arrangements to adapt the music to the available instruments, composing new pieces, and researching analytical and historical aspects of the music and composers studied. The course concludes with a public concert of chamber music. Prerequisites: FNAR-1051 and FNAR-1023, or permission from the instructor.

This class, which can be taken sequentially for up to six semesters, is an in-depth exploration of chamber music. Students perform, arrange, and/or compose music, and develop an intimate analytical and stylistic knowledge of the repertoire. The music is selected from different time periods and musical styles, or composed and adapted to the skills of the individual students. Assignments include reading and rehearsing scores, creating ad-hoc arrangements to adapt the music to the available instruments, composing new pieces, and researching analytical and historical aspects of the music and composers studied. The course concludes with a public concert of chamber music. Prerequisites: FNAR-1051 and FNAR-1023, or permission from the instructor.

This class, which can be taken sequentially for up to six semesters, is an in-depth exploration of chamber music. Students perform, arrange, and/or compose music, and develop an intimate analytical and stylistic knowledge of the repertoire. The music is selected from different time periods and musical styles, or composed and adapted to the skills of the individual students. Assignments include reading and rehearsing scores, creating ad-hoc arrangements to adapt the music to the available instruments, composing new pieces, and researching analytical and historical aspects of the music and composers studied. The course concludes with a public concert of chamber music. Prerequisites: FNAR-1051 and FNAR-1023, or permission from the instructor.

This class, which can be taken sequentially for up to six semesters, is an in-depth exploration of chamber music. Students perform, arrange, and/or compose music, and develop an intimate analytical and stylistic knowledge of the repertoire. The music is selected from different time periods and musical styles, or composed and adapted to the skills of the individual students. Assignments include reading and rehearsing scores, creating ad-hoc arrangements to adapt the music to the available instruments, composing new pieces, and researching analytical and historical aspects of the music and composers studied. The course concludes with a public concert of chamber music. Prerequisites: FNAR-1051 and FNAR-1023, or permission from the instructor.

Langue française 1 This course is designed for students entering university who achieved a score of Basic or Basic+ or Intermediate in French in high school. The aims of this course are listening comprehension, basic oral expression, elementary reading, writing and grammar. A student who has successfully completed FREN 1026 may not subsequently enroll in FREN 1016 for credit.

Langue française 2 This course is designed for students entering university who achieved a score of Intermediate+ or Advanced in French in high school. The course has a strong reading component with material drawn from a variety of sources in the Francophone world. It emphasizes the four skills: oral practice, reading, writing and listening comprehension. This course is not open to students who have graduated from a French or Francophone school. The department invites these students to register into a 2000-level French course. A student who has successfully completed FREN 1026 may not subsequently enroll in FREN 1016 for credit.

Langue française 2 This course is designed for students entering university who achieved a score of Intermediate+ or Advanced in French in high school. The course has a strong reading component with material drawn from a variety of sources in the Francophone world. It emphasizes the four skills: oral practice, reading, writing and listening comprehension. This course is not open to students who have graduated from a French or Francophone school. The department invites these students to register into a 2000-level French course. A student who has successfully completed FREN 1026 may not subsequently enroll in FREN 1016 for credit.

Ce cours 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. Préalable : FREN 1026 ou la permission du professeur.

Révision et approfondissement des règles de base de la grammaire française: la conjugaison du verbe, les modes et temps du verbe, les accords, les compléments, les pronoms personnels et relatifs. Étude de la forme de la phrase, de la syntaxe et de la fonction des mots. Préalable: FREN 1016 et/ou FREN 1026 ou la permission du professeur.

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 1016 ou FREN 1026.

This course is designed for students who wish to improve their abilities in spoken French and listening comprehension. It will focus on developing skills and lexical flexibility for participating actively in a normal converstion with native interlocutors, on presenting and defending opinions on a variety of subjects in social and professional situations. Prerequisite: FREN 2333 is open to students with Intermediate+, or Advanced level of oral proficiency.

Révision et approfondissement des règles de base de la grammaire française : le nom, les déterminants, l'adjectif, les pronoms possessifs et démonstratifs, l'adverbe, les comparatifs et les superlatifs, les prépositions, les conjonctions, les mots indéfinis, la négation, l'interrogation, la voix passive, le discours indirect. Étude de la forme de la phrase, de la syntaxe et de la fonction des mots. Cours préalable : FREN 2316 ou l'approbation du professeur.

Ce cours a pour objet l'étude des cultures francophones subsaharienne et caribéenne, fruits de plusieurs siècles de contacts et d'échanges entre les Africains et les Européens. Cette étude se fera à travers la foisonnante et dynamique production écrite (roman, nouvelle, poésie, etc.) et cinématographique issue des Caräibes et de l'Afrique francophone. Des thèmes tels que la Négritude, la créolité, le colonialisme, la tradition, le concept de la famille, les modes de vie et les croyances seront étudiés. Cours préalable: 6 crédits obtenus au niveau 2000 ou la permission du professeur.

Le théâtre, et a fortiori la tragédie, est le produit d'une grande crise de conscience qui, très tôt, secoua la vie de l'homme. En France, les auteurs se fixèrent ainsi pour mission de répondre aux interrogations suscitées par les grandes révolutions idéologiques, culturelles ou sociales qui jalonnent l'histoire de l'humanité. Ce cours se propose de découvrir ces bouleversements à travers l'étude notamment d'un certain nombre de textes représentatifs tant sur le plan théorique que sur le plan de la production théâtrale. Les étudiants ayant suivi FREN 3453 Le théâtre ne sont pas admissibles au cours. Students who have previously taken FREN 3453 are not eligible to take this course. Cours préalable: 6 crédits obtenus au niveau 2000 ou la permission du professeur.

This course introduces students to the field of Gerontology. Taking a multidisciplinary approach, the course examines the study of aging from a social, psychological, and physical perspective. Topics to be studied include ageism, population aging, physical and psychological aspects of aging and gerontological theory.

This course introduces students to the field of Gerontology. Taking a multidisciplinary approach, the course examines the study of aging from a social, psychological, and physical perspective. Topics to be studied include ageism, population aging, physical and psychological aspects of aging and gerontological theory.

This course explores cultural and social-structural determinants ofaging through sociological theory. Students critically examine the social construction of "old age" as a social status through perceptions, descriptions, discussions and interactions with others, and how these relations are 'negotiated' by the older people themselves. Other topics include ageism and how various social institutions influence the experience of aging. Prerequisite: GERO 1013 OR GERO 1023, OR permission from the instructor.

This course explores popular views of the elderly using motion pictures, specifically the impact of stereotypes on older people's expectations for later life. Students should be able to look at films more critically and identify images communicated through the media.

This course examines evidence-based theoretical models and assessments used when counselling older adults. Emphasis is placed on the counselling techniques and interventions used to assist older adults in meeting unique challenges experienced in the later part of life. This course is relevant for those preparing for a career in social work or counselling. Prerequisites: GERO 1013 AND 1023 OR permission of the instructor. GERO 2673 recommended.

This course explores ways to promote health and well-being for people as they age. This includes examining current research and public policy as it relates to supporting older adults to take control of and improve their overall health. In addition, evidence-based health promotion programs will be evaluated. Pre-Requisites: GERO 1013 or 1023; 3023 recommended.

This seminar course consists of an in-depth analysis of a specific problem or issue in the field of aging. Students have their chosen topic area approved and supervised by the course instructor. The purpose of this course is to integrate a student's theoretical and practical understanding of a specific area by way of a combination of a major paper, presentations, and/or other research. Prerequisites: GERO 1013 + 1023.

This course explores how great books address perennial human questions about knowledge, nature, love, justice, and freedom. The course is team-taught by two faculty members and prioritizes conversation over lecture. Together we read a range of great books from the ancient world up to the present day, such as novels by writers like Jane Austen and Toni Morrison, classical works by Homer, Plato and Augustine, and influential works of political thought by Aristotle, Nietzsche and Hannah Arendt.

This course explores how great books address perennial human questions about knowledge, nature, love, justice, and freedom. The course is team-taught by two faculty members and prioritizes conversation over lecture. Together we read a range of great books from the ancient world up to the present day, such as novels by writers like Jane Austen and Toni Morrison, classical works by Homer, Plato and Augustine, and influential works of political thought by Aristotle, Nietzsche and Hannah Arendt.

What does it mean to live a good human life? What are the conditions for human happiness? Does human life have meaning? In this course we will study great books by writers like Homer, Augustine, and Virginia Woolf. With these texts as our guides, we will discuss fundamental human questions about love, family, fate, divinity, and self- knowledge. Our goal is both clear and elusive: we want to know how best to live.

Freedom is the great theme of modernity. In politics, art, and philosophy, freedom is regularly held up as the highest human good. But what are the conditions that promote freedom, and are we really as free as we like to think? Are humans free by nature? Should freedom have limits? American novelists and Enlightenment philosophers have much to say on this subject. We put them in conversation with a diverse set of ancient and contemporary writers.

This seminar will normally focus on a single work of literature, philosophy, or political theory that has been extraordinarily influential. The subject of the seminar will vary from year to year. The purpose of the course is to provide students with an introduction to advanced research methods, and to provide preparation for graduate-level study in the humanities. Enrolment is open to Great Books honours students, or other upper-year students with permission from the professor.

This course explores how food was made, consumed, and understood in the past. What did food and eating mean to different people at different times, in different places? How did everyday foods, like sugar or potatoes, travel around the world? What impacts did human-made and natural disasters have on eating habits and food supplies, and how did the presence and absence of food influence people's behaviour? In this course, students learn to connect local and global interactions, past events, and the present through food. (formerly HIST 2123). Students who have taken HIST 2123 cannot take this course for credit.

Precolonial Africa explores the history of Africa up to the nineteenth century. Topics covered include Africa's place in hominid evolution, Africa's contribution to the Neolithic revolution, rise of the states versus stateless societies, traditional religion versus world religions, coastal societies versus inland societies, long-distance trade and the rise of empires, and domestic slavery versus transoceanic slavery and their effects on development. The objective is to challenge stereotypic notions about precolonial African societies, to contribute to students' understanding of Africa's place in early world history, and to introduce students to some of the key historiographical debates on precolonial African history. (formerly HIST 2133). Students who have taken HIST 2133 cannot take this course for credit.

What is "magic"? What are "demons"? How have constantly evolving beliefs about the supernatural impacted the course of human history (and vice versa)? This introductory survey explores how various cultures have sought to understand their world through appeal to supernatural forces-around the globe and throughout the ages.

Cars have shaped our world more than any other technology over the past century. Mass motorization created new opportunities for travel and consumption, changed the way people worked, transformed cities, and contributed to rising pollution and climate change. In this course we will explore the car's social, cultural, and environmental impacts on a global scale. (formerly HIST 3173). Students who took HIST 3173 cannot take this course for credit.

This discussion-based course explores the global impact of modern sport from c. 1850 to the present. It focuses upon the global spread of sports such as track and field, soccer, cricket, hockey, and baseball and the manner in which such sports were resisted or appropriated by communities throughout the world. Course content examines the political, social, and cultural significance of modern sport rather than the intricate details of individual athletes or teams. (formerly HIST 3763). Students who have taken HIST 3763 cannot take this course for credit.

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 method- ological 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.

This 3-credit course is half of the world history survey. It gives an overview of world history events, issues, themes, and approaches until about 1400 of the Common Era (CE). It covers topics such as the origins of the universe (the Big Bang & Cosmic History), Paleolithic societies, the transition to agricultural societies, the rise of major states, empires and cultural traditions, the Silk Roads, and networks of cross-cultural interaction. NOTE: Students who have taken HIST 1013 or HIST 1006 cannot take this course for credit.

Beginning with industrialization and a wave of revolutions that started in the late 1700s, this course traces the history of Europe to today. Who governed and whose labour made economies run? Who held power and who did not? While studying how Europeans interacted with each other and the world, students will analyse historical changes and explore issues of inclusion, exclusion and diversity. The course follows History 2033 chronologically but has no prerequisite.

A survey of the imagined historical period between the fall of the classical Roman and 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.

This course examines the historical evolution of North America from the 16th to the 20th centuries. Selected themes include connections and comparisons between Canada and the United States, issues of national identity formation, the evolving relationship between the two countries, as well as the significance of borderlands studies.

The United Nations represents the first serious effort toward an international government. History of the United Nations examines the evolution of this unique international body from its creation in 1945 to the present. It seeks to understand how the United Nations has shaped world history, what its low and high points have been, and what its challenges and potential are in the twenty-first century.

This course surveys the history of Latin America from ca. 1450 to 1825, when most of the Americas came under Spanish and Portuguese control. It examines the myths and realities of conquest, ecological and disease impacts, the origins of the African slave trade, and social and cultural exchanges among indigenous, European, and African peoples. It also touches on colonial legacies such as structural racism, global economic inequalities, and environmental degradation that remain relevant today.

An introductory survey that explores and examines some major developments in what becomes the United States, from early European colonization up to the Civil War of the mid-19th century. Major issues include relations with Native peoples, slavery, the African American experience, revolution and independence, economic development, political and intellectual traditions, and social change.

Public History examines some efforts to tell about the past that is produced outside of conventional academic study. Our understanding of the past is often shaped by histories that are portrayed in film and TV, as presented by museums and tourism enterprises, shared as folk tales or community stories, and told through trade books on historical topics and in historical novels. This course will systematically explore some of the ways history is used in the public realm, and how the use of the past is put to work for entertainment, profit, shaping identity, and diverse political purposes. Prerequisites: 3 ch in History (HIST 2003 preferred)

This experiential learning course introduces students to archives as repositories of knowledge, and to critiques of those institutions. Students learn how historians use archives with hands-on experience at the Provincial Archives of New Brunswick. They explore grassroots and digital projects that preserve knowledge and experiences not normally represented in official archives: queer archives, indigenous language and cultural recovery projects, oral history initiatives, archives assembled by human rights activists, etc.

In 1871, newly unified Germany looked forward to a future that seemed to promise greatness. By 1945, after two world wars and the repressive Third Reich, the country was in ruins. How did this come about? In this course, students study social, cultural, political, and economic developments in order to understand better the history of one of Europe's most important states. Using text and images from the past, they learn more about how Germans lived, as well as considering broader issues like nationalism, racism, imperialism, and conflict.

Making a Living in the United States examines the struggles of Americans to earn their daily bread over the last couple of centuries. This course will use such themes as work and workplaces, labour and capital relations, as well as the roles of gender, race, class, ethnicity and region in shaping how people made a living in the USA. There are no prerequisites for this course, however 3 credit hours in history is recommended.

This seminar discussion course examines the tensions at play in Canada, Australia and New Zealand in the post-World War II era as these settler societies attempted to navigate the awkward cultural tensions that arose in light of the demise of the British Empire. Through a comparative approach we will examine the ways in which expressions of national identity were manufactured and contested as competing interests sought to redefine membership in these national communities. Professor Permission Required

This course will introduce students to the study of human rights by investigating the question "What are human rights?" 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 are human rights?" 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 are human rights?" 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.

The purpose of this course is to give students an introduction to research methods used in the field of human rights. The course will include methods of data collection as well as analysis of data. The course will begin with a general introduction to the aims and methods of research projects. Students in this course will do a research project in human rights under the supervision of the instructor. Students will be expected to present periodic reports on the status of their work.

This course will explore philosophic and religious sources outside the Western canon, on which Human Rights discourse can be and has been based. The culture spheres of interest will be the Middle East, Asia, and Africa. This course critically analyzes non-western theories concerning the practice of human rights as a framework for social justice. The course seeks to place Western Human Rights discourse in a global context by drawing attention to ways in which non-Western cultures have addressed questions of individual versus group or state rights, the metaphysical and political sources of rights, and the possibility of universal human dignity.

This course is an introduction to disability studies using a human rights framework, but also examining the issues from a multidisciplinary approach. The course starts by examining the history of disability and societal constructions of disability, including in media, workplaces, family, and environmental barriers. We will examine ableism and ageism in society and how visible and invisible disabilities, including mental health and neurodiversity, intersect with our culture and institutions. Ultimately, this course will challenge cultural representations of disability in society by reframing disability as an issue of oppression, access, inclusion, and equality. Prerequisite: HMRT 1003. Introduction to Human Rights

This course exposes students to the practice of human rights by completing a supervised internship with a local community partner organization. Students are required to complete short weekly reports and a detailed final report that encourages them to reflect on the relationship between that experience and their formal human rights studies. Instructor's consent is required to register for this course. Students should request registration as soon as possible once registration opens for the academic year. New registrations cannot be accepted once the course has officially commenced. Prerequisite: HMRT 1003: Introduction to Human Rights.

This course primarily examines the impact of the Canadian Charter of Rights and Freedoms. After an introductory discussion of the Bill of Rights and the development of the Charter, instruction focuses on a number of Supreme Court decisions interpreting the meaning of the Charter's provisions. Prerequisite: HMRT 1003. Introduction to Human Rights

Moot court cultivates advanced analytical skills while developing leadership qualities in students with an interest in human rights. Students learn how to develop and deliver oral legal arguments by competing in a Supreme Court simulation where they answer questions from a panel of judges. Students focus on Supreme Court precedent surrounding two different issues each year. Students are required to have permission of instructor to register for the course. No other prerequisites are required.

Moot court cultivates advanced analytical skills while developing leadership qualities in students with an interest in human rights. Students learn how to develop and deliver oral legal arguments by competing in a Supreme Court simulation where they answer questions from a panel of judges. Students focus on Supreme Court precedent surrounding two different issues each year. Students are required to have permission of instructor to register for the course. No other prerequisites are required.

Moot court cultivates advanced analytical skills while developing leadership qualities in students with an interest in human rights. Students learn how to develop and deliver oral legal arguments by competing in a Supreme Court simulation where they answer questions from a panel of judges. Students focus on Supreme Court precedent surrounding two different issues each year. Students are required to have permission of instructor to register for the course. No other prerequisites are required.

Moot court cultivates advanced analytical skills while developing leadership qualities in students with an interest in human rights. Students learn how to develop and deliver oral legal arguments by competing in a Supreme Court simulation where they answer questions from a panel of judges. Students focus on Supreme Court precedent surrounding two different issues each year. Students are required to have permission of instructor to register for the course. No other prerequisites are required.

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 sometimes meets first and second terms; limited enrolment.

This course examines the legal human rights structures in Canada and internationally, as they apply to children, adolescents, and seniors in unique and rapidly evolving ways. The primary focus is domestic human rights legislation under provincial and federal human rights Acts. Various legal regimes, both local and international, related to immigration/refugee law, privacy law, health law, criminal law, education law, Aboriginal law, welfare law, and other areas are surveyed.

This course examines the social responsibility of corporations through a business and human rights lens. Students explore equitable employment practices, the right to a healthy work environment, equal pay for equal work, protection from discrimination, harassment, and exploitation, and the right to form and join trade unions. This course explores strategies for preventing such violations, the extent to which businesses are legally obligated to respect human rights, and the type of recourse and remedies available when rights are violated.

This is a 3 credit-hour elective course open only to students in their first year. The goals of the course are to educate first-year students about the nature and value of liberal education; to provide students with a firmer foundation in the academic skills necessary for success in university studies; to help students make the transition to university life; and to involve students in the broader university community. The focus of the course will be the careful study of a challenging book. The course will integrate this study with the development of the following academic skills: critical reading, note taking, outlining and précis writing, grammar and writing skills, logic and analytical thinking, time management, reference and research skills, essay planning and organizing, oral presentation, effective studying, and preparing for and writing exams.

Students will study the different types of research and be able to discriminate between primary and secondary research as well as qualitative, quantitative and mixed method research. Students will also learn and practice various oral communication skills and be expected to defend and support their arguments. The major work in the course will consist of a research essay of approximately 2000 words that will follow the general format of a thesis. Students, in their studies on communications, will learn how to recognize argumentative fallacies and propaganda and how to discern bias in reporting.

The goal of this course is to prepare students for upper-level study in humanities disciplines. It provides a survey of research methods common to the humanities with a view to identifying areas of interest from which students may choose a topic for their research project. Students will be introduced to a blend of both "extrinsic" methods (e.g. historical, material, social, identitarian, genre criticism) and "intrinsic" methods (e.g. logical, linguistic, close-reading, history of ideas, formal, phenomenological, hermeneutics). Students will also gain experience communicating their research findings in clear academic prose. Students will design and conduct their own research projects, culminating in the presentation of their findings and a final paper.

Students will study the Irish Language, learning through exercises the four language learning skills: speaking, reading, writing and listening. There will an emphasis on 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. No previous knowledge of Irish is required.

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 proceeds to further develop the acquisition of grammar, vocabulary, and language skills. The practice of listening, speaking, reading, and writing will give students the opportunity to improve their use of the language. Aspects of Italian culture are presented through audio-visual aids in order to enhance the connection to the learning language process.

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.

Vigorous and clear writing is the foundation for all forms of digital journalism and new media production. This writing intensive course develops fundamental skills for effective writing and storytelling. This is a required course for all students pursuing a major in Digital Journalism and New Media.

This course will introduce students to multi-media storytelling and the collection of video, still photographs and sound, and how all these elements can be used in storytelling. The course will introduce students to the technology used in the collection of material and editing software used to create stories. Enrolment is normally restricted to students admitted to the Major in Journalism.

This course explores developments in digital journalism that have fundamentally changed the nature of publishing and journalism, and the role of journalism in the new media landscape. Prerequisite: JOUR 2123 or permission of professor.

Journalism and Stories that Change the World: This course explores how the new media and social media are contributing to political and social change around the world.

This course explores journalism that relates to the natural world. Students study and respond to works of journalism about nature, environmental issues, climate disruption, and the relationship between science and traditional knowledge. Students will also complete an original work of journalism. (No Prerequisite)

Students will produce community-based digital journalism projects supervised by faculty and explore the ethics of producing journalism in the public interest.

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

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

A survey course that introduces students to the discipline of Native Studies. Its purpose is to increase the student's understanding and sensitivity towards the past and present experience of Native peoples. The course will examine precontact history; the influences of colonialism and "primitive accumulation"/capitalism in the postcontact era; and contemporary issues - while emphasizing a historical and materialist perspective.

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. The course will examine precontact history; the influences of colonialism and "primitive accumulation"/capitalism in the postcontact era; and contemporary issues - while emphasizing a historical and materialist perspective.

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

This course emphasizes fluency using all forms taught in Intermediate Mi'kmaq. Class will be conducted as an immersion class, and oral traditions of storytelling and public speaking will be featured. Prerequisite: NATI 2103 Intermediate Mi'kmaq or basic fluency in Mi'kmaq.

This course will look at colonialism as a strategy of imperialism and as a model for understanding North American Native history. Different types of colonialism will be explored, i.e. "classic", "internal", and "neocolonialism", and an emphasis will be placed on the history and continuing impact of colonialism on Indigenous peoples and cultures of North America. The course will also analyze Christian missions, the fur trade, and colonial government policies, as well as exploitation, racism, war, indoctrination, genocide, and cultural appropriation as manifestations of colonialism. Responses to colonialism, including resistance and decolonization, will also be considered. Prerequisite: NATI 1006.

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.

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

While psychology has an important place in examining and understanding issues of the modern world, it has long been shown to be founded upon certain ideological presumptions that make it inapplicable to and inappropriate for work with indigenous peoples. A different formulation of psychology, which predated the current form but which was abandoned for no substantial reason, has in recent years been offered as a replacement, or at least an alternative, for the current model. We examine this formulation and apply it to psychology issues arising in indigenous peoples/communities of Canada, and show how this reconceptualization gives rise to substantively different approaches to addressing those issues.

An analytical overview of the development of European bodies of law during the creation and rise of capitalism, as it began in Europe and continued to the creation of the 1876 Indian Act - a legal history of the legal-political relationship between Native peoples and Europeans. This course will especially focus on the 1823 Johnson v. M'Intosh decision, which gave white Christian empires and their successors the right to take automatic possession of Indigenous territory on "discovery" of the land - The Doctrine of Discovery. The differences between Common Law and Civil Law will be analyzed. The course will conclude with a brief overview of the 1888 St. Catharines Milling and Lumber Co v. R decision in Canada.

To do philosophy is to reflect critically on our underlying beliefs (e.g., about reality, knowledge, freedom, responsibility) and to modify whatever doesn't stand up to scrutiny.  Whether we realize it or not, the very way we think is shaped by past thinkers -- which is why studying philosophy's history is a crucial part of doing philosophy.  In this course, we will focus on Ancient and Medieval thinkers as we strive to evaluate our views critically. This course has no prerequisite.

This course is an introduction to philosophy focusing on the problem of free will. Students will be introduced to the current debate, but will also consider what the great minds of the past can tell us about the possibility or impossibility of acting freely. We will draw on both historical and contemporary sources, developing skills of philosophical analysis in connection with a single, hotly disputed topic. This course has no prerequisite.

A lecture course surveying ancient philosophy from the Presocratics to Plato. Philosophers covered may include: Anaximander, Heraclitus, Parmenides, Empedocles, Anaxagoras, Democritus, Gorgias, Protagoras, Socrates and Plato. Through readings of original sources and ancient testimony, the course analyses key questions in ancient philosophy, e.g. what is philosophy and what does it achieve? What is nature? What is the best life? Prerequisites: Take any 1000-level PHIL course or permission of instructor

A lecture course examining a specific topic in contemporary moral philosophy. Topics vary from year to year and may include: virtue ethics, metaethics, contemporary deontology, contemporary utilitarianism, emotivism, relativism, the is-­-ought debate, and others. Prerequisite: Take any 1000-level PHIL course or permission of instructor

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

This course is meant to complement PHIL 3663, but it may be taken independently. It is a lecture course covering topics of current interest in Analytic Philosophy, a movement in, and a style of doing, philosophy that has been prominent in the English-speaking world since the beginning of the 20th century. Topics will vary and will normally be drawn from one or more of the following sub-disciplines: epistemology, metaphysics, philosophy of language, philosophy of mind, philosophy of science. Prerequisites:Take any 1000-level PHIL course or permission of instructor

This course is an introduction to the study of politics. It has two objectives. The first is to give students a sense of the meaning and importance of politics. The second is to study a number of the concepts essential to the study of contemporary politics: the state, sovereignty, legitimacy and authority, law, power, equality, democracy, nationality, freedom and citizenship are typically covered. The specific content and readings used vary from section to section.

This course is an introduction to the study of politics. It has two objectives. The first is to give students a sense of the meaning and importance of politics. The second is to study a number of the concepts essential to the study of contemporary politics: the state, sovereignty, legitimacy and authority, law, power, equality, democracy, nationality, freedom and citizenship are typically covered. The specific content and readings used vary from section to section.

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.

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

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.

This course introduces students to International Relations theory, with a focus on the mainstream theories in the field, namely realism and its variants, liberalism and constructivism. These theories are illustrated and developed through the use of case studies and examinations of the institutions and structures of the international system. Prerequisite: POLS 1013, POLS 1603, or permission of the instructor.

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

This course examines the national political institutions of the United States of America - Congress, the Presidency, the Supreme Court, and the federal bureaucracy. Political parties, interest groups, elections, and the role of the media will also be studied. Issues surrounding the modern presidency, as well as those involving social and moral issues.

This course offers a comparative introduction to Latin American politics, with a particular focus on the themes of democracy, state-building, and political institutions. It examines the way in which past authoritarian regimes continue to influence democratic progress in Latin America, as well as the other challenges that contemporary regimes face from factors such as state capacity, corruption, inequality, and violence. In this way, the course emphasizes the ways in which Latin America has pushed us to rethink theories based on the European experience and to redefine our understanding of democracy. Pre-requisites: At least 6 credit hours in Political Science or permission of the instructor.

This course considers human rights in international relations. It focuses on how the emerging human rights regime is affecting the practice of traditional state sovereignty. Special attention will be paid to the political and philosophical arguments around such issues as universal human rights versus cultural relativism, and the problems associated with humanitarian intervention.

This course will focus on how the relations of the regional powers (China, Japan, and the United States) intersect and affect the shape of the Asia Pacific's politics and economics. The course will also provide an overview of the interactions between the other regional states and the various efforts to build Asia Pacific-wide economic and security institutions.

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 sometimes meets first and second terms; limited enrolment.

In this course, students will engage in an intensive study of a small number of texts by some of the following authors: Herodotus, Thucydides, Aristophanes, Plato, Xenophon, and Aristotle. Among the problems to be considered are: the nature of justice, the character of the best regime, the good life for a human being, and the relationship between the individual and the political community. Prerequisite: POLS 2803 (or 2806) or permission of the instructor.

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

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

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

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

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

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

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

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

This course provides a general introduction to the biology of the nervous system, and to the relationship between the nervous system and behaviour. Topics covered may include basic neuroscience, disorders of the nervous system, and selected core topics from biological psychology, such as sleep, memory, autonomic function, sensory systems, consciousness, and motor function.

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.

This course will introduce students to current theories of human mental processes and the methods used to study them. Topics may include attention, memory, language comprehension and production, concepts, imagery, judgment, decision-making, and problem solving.

This course will introduce students to current theories of human mental processes and the methods used to study them. Topics may include attention, memory, language comprehension and production, concepts, imagery, judgment, decision-making, and problem solving.

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.

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.

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

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

This course explores ways of generating knowledge in psychology through the interpretation of talk and text. Whereas much research in psychology is rooted in quantitative methods (e.g., involving statistics), this course explores ways of developing knowledge using qualitative methods (e.g., involving interviews or focus groups). Through this course, students will gain hands-on training in asking research questions, developing interview guides, conducting research interviews, and analysis according to three traditions: thematic analysis, grounded theory, and discourse analysis. Psyc 2023 or permission of instructor.

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

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

This course focuses on examining human connection to nature. The course includes in-class and outdoor experiential learning components. Topics may include: the role of nature in relation to health and psychological well-being, social and community aspects of human-nature interaction, and a critical examination of natureoriented therapeutic approaches. Pre-requisites: PSYC 2023 (Intro to Research Methods)

The content of this course changes from year to year to reflect the special strengths of faculty and the particular needs of students.

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

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

Advanced exploration of theoretical and empirical work in one or more areas of cognitive psychology. Prerequisites: PSYC 2013, 2023 and 2263, or permission of the instructor.

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, coping, and resilience. 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, health, and resilience. Prerequisites: Psychology 2013, 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.

This course is a collaborative inquiry exploring both the diversity across religions from around the globe, as well as the internal diversity within any single religion. The goal is to develop a knowledge base about the practices, rituals, beliefs, material culture and social organization of several world religions. Themes and issues encountered may relate variously to patterns of ritual and belief, styles of spirituality and religious cohesion, ideologies of gender and sexual regulation, intersections with politics and ecology, approaches to evil and suffering,death and the afterlife. The course fosters awareness of how multi-dimensional religious identities can be while providing the tools to think critically about them. Religions explored may include but are not limited to indigenous, hindu, buddhist, jewish, Christian, muslim, taoist,or pagan traditions.

This course is a collaborative inquiry exploring both the diversity across religions from around the globe, as well as the internal diversity within any single religion. The goal is to develop a knowledge base about the practices, rituals, beliefs, material culture and social organization of several world religions. Themes and issues encountered may relate variously to patterns of ritual and belief, styles of spirituality and religious cohesion, ideologies of gender and sexual regulation, intersections with politics and ecology, approaches to evil and suffering,death and the afterlife. The course fosters awareness of how multi-dimensional religious identities can be while providing the tools to think critically about them. Religions explored may include but are not limited to indigenous, hindu, buddhist, jewish, Christian, muslim, taoist,or pagan traditions.

Religious traditions and actors mobilize and in turn are mobilized by political movements at international, national, and community-based levels. Within a multi religious and comparative framework, this course explores the way in which religious and political identities, actors and systems interact on issues related, for instance, to religiously-based political parties, democratization movements, nationalism, fundamentalism and the politics of resistance.

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.

An in-depth analysis of selected issues in Religious Studies, focusing on the distinctive concerns of the discipline and the furthering of research skills appropriate to it. The course fosters reflection on the variety of methods used in Religious Studies, mindful of the need of senior students to integrate their four years of learning in the discipline. Honours students are normally required to take this course in their third year, Majors students in their fourth year, of full-time study.

An examination of the history, philosophy, and development of social welfare as a social institution in New Brunswick and elsewhere. Analysis of the institution and its relationship to the history, philosophy, and values of the profession of social work.

An examination of the history, philosophy, and development of social welfare as a social institution in New Brunswick and elsewhere. Analysis of the institution and its relationship to the history, philosophy, and values of the profession of social work.

An examination of the history, philosophy, and development of social welfare as a social institution in New Brunswick and elsewhere. Analysis of the institution and its relationship to the history, philosophy, and values of the profession of social work.

Earth systems science reveals that the environmental conditions that supported the development of human civilization over the past 10,000 years are becoming increasingly destabilized. This course introduces students to the Earth's regulatory systems such as climate, nitrogen and phosphorus flows, forests, oceans and biodiversity, and the social structures and processes that are interfering with them. Students will come to understand that environmental problems cannot be solved by individual behavioural changes; solutions will require collective action to achieve systemic change.

Praxis can be understood as reflection and action for social change. Drawing on learning in ENVS 1013, students will investigate how global environmental problems are manifested at the local level. They will then develop local action strategies to effect change in those systems. This approach will foster citizenship skills and empower students in the face of global problems. This course will qualify for the STU Experiential Learning Certificate. Prerequisite: ENVS 1013 or SEST 1013.

Social systems are constructed on a set of dominant beliefs, assumptions and values that are largely unexamined but shape the way societies perceive and interact with the natural world. In this course, students examine the dominant perspectives that give rise to environmental degradation, as well as alternative paradigms offered by Green, ecojustice, global south, sustainability, and indigenous movements. Students also engage with political, economic, and cultural theories of environmental change. Prerequisite: ENVS/SEST 1013 or permission of the instructor.

This course introduces students to key ecological concepts through the study of the Grand Lake Lowlands ecoregion where Fredericton is located, including its biodiversity and ecosystems, the flow of materials, energy and waste from the ecosystem through human systems and back again, and the implications of these flows for sustainability. As they become acquainted with the local ecoregion, students will also explore the literary tradition of nature writing in which writers infuse their intense observations of local natural history with ethical reflections on being an inhabitant, rather than simply a resident, of a place.

This course introduces students to key ecological concepts through the study of the Grand Lake Lowlands ecoregion where Fredericton is located, including its biodiversity and ecosystems, the flow of materials, energy and waste from the ecosystem through human systems and back again, and the implications of these flows for sustainability. As they become acquainted with the local ecoregion, students will also explore the literary tradition of nature writing in which writers infuse their intense observations of local natural history with ethical reflections on being an inhabitant, rather than simply a resident, of a place.

Problems such as climate change, species extinctions and toxic chemical pollution are global and require the cooperation of many nations to solve. This course examines the mechanisms for multilateral cooperation on environmental problems, particularly through the United Nations, and the politics involved in getting agreement among nations with diverse and competing interests, including the dynamics of the power imbalances between Global North and Global South states. Cross listed with POLS, International Relations as POLS 3013: Power, Politics and the Planet.

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/SEST 1013 and 1023, or permission of the instructor.

This course introduces the idea of research for sustainability, the application of social science research methods to assist the transition to a sustainable society. Methods such as participatory action research, case studies, interviewing, surveys, and critical policy analysis are examined in the context of real research projects at the community, institutional and sectoral levels. Prerequisite: ENVS/SEST 2113.

Sustainable food systems are characterized by distinct value systems, knowledge systems, design principles and related practices. This course explores each of these elements. An experiential learning component focuses on the application of design principles of permaculture and the practice of regenerative land management. Prerequisite: Must have completed 27 credit hours of university coursework.

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.

In this course students are introduced to the fundamentals of sociology and sociological thought. This introduction focuses on the following questions: What is sociology and where did it come from? What are the aims and goals of our discipline? How do we think sociologically? How do we do sociology? Students are exposed to the historical milieux, debates, thinkers, and methods that ground the discipline of sociology. You learn about the "promise of sociology" and the ways that sociological thoughts provide us with complex and nuanced understandings of our social world and supplies us with tools to face the challenges of our contemporary moment. (Credit will not be given for both SOCI 1013 and SOCI 1006)

In this course students are introduced to the fundamentals of sociology and sociological thought. This introduction focuses on the following questions: What is sociology and where did it come from? What are the aims and goals of our discipline? How do we think sociologically? How do we do sociology? Students are exposed to the historical milieux, debates, thinkers, and methods that ground the discipline of sociology. You learn about the "promise of sociology" and the ways that sociological thoughts provide us with complex and nuanced understandings of our social world and supplies us with tools to face the challenges of our contemporary moment. (Credit will not be given for both SOCI 1013 and SOCI 1006)

This course explores how sociologists gather evidence about social patterns and evaluate theoretical explanations of social life. Students learn to turn concepts such as inequality, institutions, culture, and health into measurable indicators, select methods like qualitative interviews, focus groups, ethnography, surveys, and secondary data analysis, and evaluate claims based on validity, reliability, sampling, and reasoning. The focus is on connecting sociological theory with methods, understanding the strengths and limitations of different approaches, and designing ethics-based studies to investigate social processes.

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

In Canada, hockey plays an important role in formulating the nation as an imagined community. Many in the national imaginary use sport to tell important stories about what it means to be Canadian, highlighting its role in the hegemonic development of the nation as a settler-colonial space. At the same time however, the game plays an important counter-hegemonic role, challenging the centrality of particular actors to the Canadian nation. While being attentive to these tensions, this course examines the construction of hockey as a defining feature of the nation, the stories it tells about Canada, Canadian politics, Canadian people(s) and other actors. It explores the ways that, what has been called Canada's game, tells important stories about Canada's place globally and how the game flags various contemporary and historical social tensions.

Time has always been an integral dimension of sociological research and is closely linked to the sociology of work and leisure. Time as a socially constructed concept that guides our daily lives has increasingly become a specialized area of sociological research. This course introduces students to sociological and multidisciplinary research and analysis that investigates the concept of time and time use in multiple facets of our daily lives.

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 examines the role of social services, including social work, non-governmental organizations, and private charitable organizations, in contemporary Canada. As we consider limiting the social role of police and economic change creates increasing needs, social services professionals are poised to take on increased responsibility in community crisis prevention and intervention. In this course, we bring a critical perspective to the historical and contemporary roles of social services organizations in Canada and consider what it means to 'help' in the context of social inequalities. Prerequisite: SOCI 1006 or permission of the instructor.

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.

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

A critical analysis of various conceptual frameworks in family research, and a cross-cultural analysis of marriage and the family, both past and present is pursued. Particular attention is paid to the current developments in marriage arrangements, changes in the meaning of marriage and the family, as well as the future of the family.

This course explores health from a sociological perspective. The course focuses on the social determinants of health, inequalities in health and illness, health care provision, and the social construction of health and health practices.

Globalization and Gender examines how definitions of gender and sexuality are reproduced, negotiated and deployed in the context of globalization and transnational flows. Through a critical inquiry into a variety of theoretical texts, ethnographic case studies and analysis of media representation, students examine the topics of citizenship, global labor flows, migration, militarization, neoliberalism and the construction of the gendered global subject. They study both the opportunities and challenges that are inherent in postcolonial and transnational feminist scholarship and activism.

In Sociology we study human society. Humans, however, have always lived in relation to other non-human animals, and these relations and these animals have in fact been central to human society. In this course we will re-think what we mean by 'human society,' by showing how integral animals have always been to what we take to be 'human society.'

This seminar course encourages students to explore how research can inform social justice and social change. Examining specific debates from the fields of feminist research, Indigenous methodologies, and critical race theory, students will gain new understandings in the various ways research can both reproduce and challenge operations of power and privilege. This course offers students the opportunity to engage in debates around these methodologies as they consider how to do research for social change.

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. Enrolment limited to approximately 15 students in each section.

A critical examination of selected orientations from contemporary sociological theory. The implications of these perspectives for both the nature of sociological inquiry and the prevailing models of society are considered. Prerequisites: SOCI 2033 and 3023.

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

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. In addition, students are required to attend a one-hour compulsory monitor session per week.

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. In addition, students are required to attend a one-hour compulsory monitor session per week.

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. In addition, students are required to attend a one-hour compulsory monitor session per week.

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

This course 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. In addition, students are required to attend a three-hour compulsory monitor session per week.

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

This course aims to build on the knowledge and communicative skills that students have previously acquired, in a limited form, with regards to the subjunctive tense. During the course of the semester, in-class activities will emphasize the practice of the present subjunctive tense. Some structural exercises and reading activities will be used; however, the course is based on communicative activities and projects that will reinforce grammar acquisition.

This course will include a close reading of selected, representative texts covering equally 1) Renaissance and Baroque poetry, 2) the Picaresque Novel, and 3) the Creation of the National Theatre. Emphasis will be placed on the evolution of the Spanish language as the seeming simplicity of the Renaissance changes to the intense complexity of the Baroque.

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.