Semester 1 Course Offerings 2022-2023

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

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

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

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

Ethnographic and ethnological study of Indigenous cultures and processes in urban and rural Canada. Prerequisite: None, although ANTH 1013 is desirable.

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

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 focus of this course is the anatomy of the skeletal and skeletal muscular systems of the body. Students will learn the details of both the human and nonhuman skeleton in a concentrated lab format. Not open to first-year students.

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

This course examines male and female roles in a number of different cultural settings, especially non-Western societies. Particular attention is given to the cultural expectations of gender behaviour, the structure of economic opportunities for males and females, and how shifts in opportunity structures impact gender roles. Various examples illustrating the roles of males and females in the context of marriage, domestic group organization, economic decision making and political decision making, will be presented. Prerequisite: ANTH 1013.

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 will introduce students to the changing disciplinary trends in the anthropological study of Queer. We will evaluate the use of 'Queer' as a theoretical and cultural concept and as a method in queer anthropology and explore the relationship between a queer anthropological perspective and other, often marginalized traditions in anthropology. Students will critically analyze what queer anthropological perspectives, methods, and forms of knowledge teach us about the practice/field of anthropology more broadly.

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

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

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

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

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

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

The course introduces 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.

The course introduces techniques of personal financial planning, which will be of value for both personal and professional use. Topics include planning strategies, managing credit and debt, time value of money, personal income tax, risk management and insurance, investment basics, retirement planning, and the development personal financial plans.

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 explores the phenomenon of Taylor Swift as a brilliant communicator in the entertainment and music world. It traces Swift's progression as a voice of two generations, Millennials and Generation Z, through an evolving media landscape, with particular attention paid to how Swift uses social media technologies to reach, support, affirm and reinforce her fanbase and audience. This course aims to utilize communications theories to reconsider our understandings of effective public communicators.

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 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 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 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 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 is designed to examine the social and political role of the police and police practices in the contemporary Canadian society. The topics that will be discussed include the functions and objectives of modern policing, police discretion, police powers, and structures of accountability. Particular attention will be given to an examination of the context of police - community relations and crime prevention initiatives. Prerequisites: CRIM 1013 and 1023.

This course will provide a comprehensive review of the theories and history of corrections together with their implementation in Canada. Particular attention will be devoted to contemporary issues such as the trend from incarceration to community-based treatment, the diversion of young offenders, and electronic surveillance. 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 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 is an advanced look at the Canadian Charter of Rights and Freedoms. Particular attention will be devoted to the effects of the Charter on criminal law making and its enforcement with reference to specific examples such as abortion, obscenity, pornography, capital punishment, unreasonable search and seizure, and pre-trial and detention rights. 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 provides an overview of the organizational structure and functions of the court system in Canada. The theory and practice of bail, legal representation, prosecution, the trial, sentencing, and the appeal process will be covered. Prerequisites: CRIM 1013 and 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 three approaches to crime prevention - primary, secondary and tertiary, that reduce the likelihood of crime and/or fear of crime in society. Using both academic and policy documents to explore ways in which agents of the criminal justice system and the community embark on strategies to reduce crime, students will evaluate the effectiveness of such strategies as crime prevention through environmental design, crime mapping, target hardening, deterrence, crime prevention through social development and public education. Topics may include: identity theft, cyberbullying, bioviolence. Prerequisites: CRIM 1013 and 1023.

This course provides a survey of issues related to terrorism and global conflict wherein students will be able to discuss social, political, economic and cultural roots of terrorism. In particular, this course will develop an appreciation of the complex motivations producing terrorism, as well as the unusual character and significant trade-offs that are induced by governments to minimize the impact of terrorism. Prerequisites: CRIM 1013 and 1023.

This course critically examines the philosophical, spiritual, and sociological bases of peacemaking criminology and restorative justice theory and practice. Also discussed will be particular restorative justice initiatives and other alternatives to the current retributive criminal justice model. Students who have already completed CRIM 4123 are not eligible to take CRIM 3953 for credit.

This course will provide an overview and critical analysis of the debate and call to defund the police. Through close examination of weekly readings and central themes (such as anticolonial abolition; police use of force; and police abolition and Black revolt), students apply their critical thinking skills to separate rhetoric from reality. The course pivots around three central questions: 1) What does it mean, conceptually, to defund the police? 2) What does defunding the police look like at the police and community level? 3) What implications are there for police judgement and action towards racialized and Indigenous communities? Pre-requisite: CRIM 2233.

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.

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

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

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 economic problems facing underdeveloped countries using a Political Economy approach. Theories of dependence, colonization, unequal exchange, and their Marxist critiques will be examined as well as the limitations of traditional economic development theory.

The field placement consists of a minimum of fifteen weeks. There are four days of school visitation and two separate placements in a K-12 school setting. Placement is made by the School of Education in accordance with the policy in the St. Thomas University Calendar and the BEd Field Placement Handbook. All field placements will be conducted in the Province of New Brunswick.

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.

The course will focus on current approaches to reading and language arts instruction. This includes becoming aware of the influence of theories of reading and literacy. You will begin to lay the groundwork for your own effective language arts practice by designing and developing curriculum resources and materials for use in the classroom. You will be expected to review and utilize the New Brunswick Curriculum English Language Arts documents (found online) and your course notes and required texts in your planning and preparation of lessons and activities for this course. The spotlight is on reading and the processes of writing, listening, thinking and comprehension in the elementary classroom.

The course will focus on current approaches to reading and language arts instruction. This includes becoming aware of the influence of theories of reading and literacy. You will begin to lay the groundwork for your own effective language arts practice by designing and developing curriculum resources and materials for use in the classroom. You will be expected to review and utilize the New Brunswick Curriculum English Language Arts documents (found online) and your course notes and required texts in your planning and preparation of lessons and activities for this course. The spotlight is on reading and the processes of writing, listening, thinking and comprehension in the elementary classroom.

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.

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

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

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

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

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.

This course will focus on the Atlantic Canada Science Curriculum for grades 6 to 10. Through reading, discussion, practice, and reflection, course participants will develop the content mastery and pedagogical skills necessary to facilitate engaging, inquiry-based science lessons of the constructivist learning model for middle level and early high school students. Particular focus will be placed on the use of analogies, simulations and discrepant events in the development of explanatory models. A science background is an asset but is not essential.

This course will focus on the provincial mathematics curriculum for grades 6 to 10. Through reading, discussion, practice, and reflection, course participants will develop the content mastery and pedagogical skills necessary to facilitate engaging, student-centered math lessons for middle level and early high school students. Particular emphasis will be placed on the use of manipulatives and various models in the development of problem solving skills. A mathematics background is an asset but is not essential.

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 is an examination of the role of the professional in a public school setting. It involves the study of teaching and the law, professional conduct and ethics, and the teacher's role as a member of a self-regulating profession. Topics addressed will include the UN Convention on the Rights of the Child, Canadian Constitution (focus on the Charter of Rights and Freedoms), New Brunswick Education Act & its Policies and Regulations, Family Services Act (pertinent educational sections), and the NBTA Code of Ethics. Students will also collaborate to research a variety of topics in case law.

This course is an examination of the role of the professional in a public school setting. It involves the study of teaching and the law, professional conduct and ethics, and the teacher's role as a member of a self-regulating profession. Topics addressed will include the UN Convention on the Rights of the Child, Canadian Constitution (focus on the Charter of Rights and Freedoms), New Brunswick Education Act & its Policies and Regulations, Family Services Act (pertinent educational sections), and the NBTA Code of Ethics. Students will also collaborate to research a variety of topics in case law.

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

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

The course provides an overview of issues associated with specific student groups, including students with various exceptionalities and or academic abilities. This includes but is not exclusive to students with developmental or learning disabilities (as part of or in addition to an individualized program plan), students who are gifted, English Language learners, and students who are at risk for leaving high school before completion. Through a combination of the study of recent research and an examination of theory and differentiated practice within the New Brunswick school context, the course offers pre-service teacher opportunities to use curriculum-specific perspectives while co-constructing instructional and assessment strategies, for teaching all students.

The course provides an overview of issues associated with specific student groups, including students with various exceptionalities and or academic abilities. This includes but is not exclusive to students with developmental or learning disabilities (as part of or in addition to an individualized program plan), students who are gifted, English Language learners, and students who are at risk for leaving high school before completion. Through a combination of the study of recent research and an examination of theory and differentiated practice within the New Brunswick school context, the course offers pre-service teacher opportunities to use curriculum-specific perspectives while co-constructing instructional and assessment strategies, for teaching all students.

An introduction to the role, practice, and study of theatre in society. Students are introduced to key concepts and material elements in the study and practice of theatre through exposure to dramatic and historical texts, acting techniques, the technical elements of theatre, and local theatre attendance and reflection. The course is a hybrid lecture/studio course, and open to all students.

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.

This course aims to familiarize students with the terminology and key concepts of Film Studies as an academic discipline. Through a survey of various styles and narrative traditions, students are introduced to the main critical approaches used to understand cinema, including genre studies and Auteur theory. The course also focuses on the interpretation of films as the expression of a national ethos, and as a representation of gender and class, as well as racial, ethnic and cultural identities. While there is a historical dimension to the course, it does not follow a strictly historical chronology in the presentation of films or issues. The course includes lectures, discussions and film screenings.

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.

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.

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. Prerequisite: 5-10 page sample of work submitted to the instructor at least a week before registration, or ENGL 2123.

This course will examine various kinds of technological change, from the invention of the printing press to the advent of the Web. We will consider how these changes have shaped our fears, expectations, and understandings of self and culture. The course will emphasize print literature while recognizing and evaluating new media. (Post-1800.)

A survey of the major figures in twentieth century Irish literature including W.B. Yeats, James Joyce, Samuel Beckett, and Seamus Heaney. The Irish nationalism is a central focus. The course also includes a film component and features director/auteurs such as Neil Jordan and Jim Sheridan. The impact of the Irish diaspora on the literature and film of America is also considered, with special reference to Eugene O'Neill. (Post-1800.)

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.)

An exploration from Greek theatre to contemporary works of the theatrical conventions, significant trends, playwrights and performers that inform and construct the social practice of theatre. Emphasis is placed both on close textual study of the works and the realities of staging productions.

Reading Popular Culture familiarizes students with important theoretical trends in the study of culture. Specific emphasis will be placed on key aspects of visual culture-television, film, the graphic novel, YouTube, fashion, and video games will be especially significant. We will also look at the history of leisure and entertainment to help us understand what it means to be both a producer and a consumer of popular culture. (Post-1800)

A study of novels, short fiction, drama, and film as narrative. Students are introduced to, among other things, the major narrative techniques and innovations in the history of cinema. (Post-1800.)

An examination of selected writers who have made a significant contribution to Canadian literature. (Post-1800; Canadian/American literature).

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)

We constantly encounter texts and images together, from advertisements, through graphic novels, to the high-art work of artists like Rene Magritte. However, the part of the brain that processes images is on the opposite side of that which process text, which means that they are always in a state of dynamic tension. In this creative writing course, students create and discuss work exploring that tension. Prerequisite: either ENGL 2113: Creative Writing Skills, or ENGL 2123: Creative Writing Strategies or permission of the instructor.

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.)

An exploration of the extensive traditions surrounding King Arthur and his Knights of the Round Table. 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 works of selected British Victorian authors (such as the Brontë sisters, Eliot, Tennyson, the Brownings, the Rossetti siblings, Morris, etc.) in the context of the movements they initiated (such as the Pre-­-Raphaelites, Arts and Crafts, Socialism, Aesthetics, etc.). 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.)

This course introduces students to the history and practice of theatre reviewing with emphasis on the Canadian context from the nineteenth century to the present. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Post-1800.)

Through critical analysis and interpretations of influential dramatic texts, this course explores plays, playwrights, and major aesthetic movements in the theatre from the late-19th century to the mid-20th century.The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Post-1800.)

The Human is all too familiar- many believe the term captures the most basal and binding element of our selves. But the category has long been a site of fraught contestations, deep inconsistencies, and perpetual reconstructions. In this course, we read literature and theory to trace historical exclusions from the category of the Human, consider how this process of dehumanization has occurred, reflect on the ethical obligations imposed upon humans, confront the ecological impacts of human activity, and explore post- and trans- human potentialities. (Post-1800)

This is a stand-alone version of Advanced Old English, a crash course for Honours students, focussing on translation of prose and poetry by or about women. (Pre-1800)

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.

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.

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, eco-justice, global south, sustainability, and indigenous movements. Students also engage with political, economic and cultural theories of environmental change. Prerequisite: ENVS 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.

The course explores the systemic economic and political relationships which have created the problem of global climate change and its associated impacts for humanity. There is no prerequisite for this course.

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

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

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

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.

The course examines the basic elements of music (notation, intervals, keys, scales, chords, meter) from a practical, hands-on perspective and introduces music theory and performance. Assignments include recognizing notes and rhythms on the staff, singing, and playing instruments. Please note that previous music experience is welcome but not required for this course. Note: Students who take FNAR 1023 cannot receive credit for FNAR 1743.

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 permission of the Instructor.

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

This course offers students fundamental training in jazz and contemporary dance. During the course, students will develop strength, flexibility, muscular control, endurance, and discipline; improve their technical proficiency in a variety of dance styles; learn dance terminology; cultivate their performance skills; and examine the contributions of significant choreographers from 1900 to the present. The course culminates in a public performance. The instructor will adapt exercises to the abilities of individual students. All levels welcome. Prerequisite: Instructor's consent

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.

Introduction to Musical Theatre is a primer for students who are curious about performing musical theatre and would like the opportunity to enhance their skills in a supportive environment. This course introduces students to the three core skills required of musical theatre performers: singing, acting, and dancing. The course stresses development through individual and group exercises in physical and emotional awareness, movement, scene study, character creation and voice technique. The class will culminate in a studio performance of standard pieces of the musical theatre repertoire. Co-requisite: FNAR 1743: Music Literacy for Actors and Dancers.

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.

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 offers students fundamental training in jazz and contemporary dance. During the course, students will develop strength, flexibility, muscular control, endurance, and discipline; improve their technical proficiency in a variety of dance styles; learn dance terminology; cultivate their performance skills; and examine the contributions of significant choreographers from 1900 to the present. The course culminates in a public performance. The instructor will adapt exercises to the abilities of individual students. All levels welcome. Prerequisite: Instructor's consent and FNAR 1231.

FNAR 2313 Introductory Painting offers an in-depth exploration of contemporary painting processes and practices using traditional and non-traditional materials, techniques, and concepts. Students will engage in a series of research and painting projects that will examine contemporary aspects of painting as a distinct discipline. Students will be expected to complete a portfolio of paintings suitable for in class critical analysis and public group exhibition. Prerequisite: Prerequisite: Introduction to Art Fundamentals FNAR 1113

Students with a creative or scholarly interest in a particular area of Fine Arts may pursue a 3-credit hour independent Special Projects course. Such a course may be focused on music performance, composition, or theory; or photography, drawing, painting, or mixed media. Permission of the instructor is required.

Students with a creative or scholarly interest in a particular area of Fine Arts may pursue a 3-credit hour independent Special Projects course. Such a course may be focused on music performance, composition, or theory; or photography, drawing, painting, or mixed media. Permission of the instructor is required.

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-1051 and FNAR-1023, 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.

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 II is a year-long course to be taken with Acting, Singing, Dancing II. Prerequisites: Instructor's consent and FNAR 2136. Co-requisites: FNAR 3153 (Acting, Singing, Dancing II).

Students with a creative or scholarly interest in a particular area of Fine Arts may pursue a 3-credit hour independent Special Projects course. Such a course may be focused on music performance, composition, or theory; or photography, drawing, painting, or mixed media. Permission of the instructor is required.

Students with a creative or scholarly interest in a particular area of Fine Arts may pursue a 3-credit hour independent Special Projects course. Such a course may be focused on music performance, composition, or theory; or photography, drawing, painting, or mixed media. Permission of the instructor is required.

In association with our six field trip locations, participants create artwork informed by existing field based, social, or relational art practices; merging media such as drawing, performance, printmaking, music, dance, and sculpture with a place, to develop artwork. A transition from a classroom-based instruction into an ecological environment, it is a method of experiential learning. Using social dislocation engendered by pandemic isolation as an entry point for thinking through the parameters of art, we will venture into wild and semi-wild places to create art and consider how people relate to each other through art that has an ecological grounding.

In association with our six field trip locations, participants create artwork informed by existing field based, social, or relational art practices; merging media such as drawing, performance, printmaking, music, dance, and sculpture with a place, to develop artwork. A transition from a classroom-based instruction into an ecological environment, it is a method of experiential learning. Using social dislocation engendered by pandemic isolation as an entry point for thinking through the parameters of art, we will venture into wild and semi-wild places to create art and consider how people relate to each other through art that has an ecological grounding.

This course will explore the ways in which music contributes to the overall audio visual message. Films will be analyzed with a special focus on the relationship between the narrative, image, and sound; film will be understood both as a text and as an interpretive argument, with a special focus on the role that music, and sound in general, play in these discursive/rhetorical functions. The ultimate goal of the course is to develop an understanding of the technical and aesthetic issues involved in music-image synchronization and a critical aural and analytical habit for the soundtrack of films.

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.

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 III is a year-long course to be taken with Acting, Singing, Dancing III. Prerequisites: Instructor's consent and FNAR 3136. Co-requisites: FNAR 4153 (Acting, Singing, Dancing III).

Students with a creative or scholarly interest in a particular area of Fine Arts may pursue a 3-credit hour independent Special Projects course. Such a course may be focused on music performance, composition, or theory; or photography, drawing, painting, or mixed media. Permission of the instructor is required.

Students with a creative or scholarly interest in a particular area of Fine Arts may pursue a 3-credit hour independent Special Projects course. Such a course may be focused on music performance, composition, or theory; or photography, drawing, painting, or mixed media. Permission of the instructor is required.

This course is designed for students entering university who achieved a score of Basic, Basic+ or Intermediate in French in high school. The aims of this course are listening comprehension,basic oral expression, elementary reading, writing and grammar. In addition, students are required to attend a one-hour compulsory monitor session per week.

This course is designed for students entering university who achieved a score of Basic, Basic+ or Intermediate in French in high school. The aims of this course are listening comprehension,basic oral expression, elementary reading, writing and grammar. In addition, students are required to attend a one-hour compulsory monitor session per week.

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.

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.

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 se propose de mieux faire connaître la production culturelle des pays européens francophones, notamment la France, la Suisse et la Belgique. A travers le roman, le film, la nouvelle, la poésie et la chanson nous explorerons divers grands thèmes tels que la mort, l'exil, l'aliénation, l'amour et la réconciliation. Cours préalable: 6 crédits obtenus au niveau 2000 ou la permission du professeur.

Dans ce cours, il s'agira de se familiariser avec le Maghreb par la lecture d'un choix de textes (roman, nouvelle, poésie, etc.) représentatifs d'une littérature née dans le contexte de la colonisation. L'imaginaire de cette littérature porte les traces d'une culture orale, pré-islamique, de la rencontre des peuples berbères avec les peuples arabomusulmans, et de ceux-ci avec l'Occident. En adoptant une approche culturelle, on examinera l'esthétique et des principaux thèmes qui font l'originalité de la littérature des pays du Maghreb. Cours préalable: 6 crédits obtenus au niveau 2000 ou la permission du professeur.

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

This course explores aging from a multidisciplinary perspective. Topics include myths and realities of aging; population aging globally and locally; the intersections of age with gender, ethnicity and class; the physical and psychological aspects of growing older; as well as key concepts in gerontological theory.

This course explores aging from a multidisciplinary perspective. Topics include myths and realities of aging; population aging globally and locally; the intersections of age with gender, ethnicity and class; the physical and psychological aspects of growing older; as well as key concepts in gerontological theory.

This course considers aspects of death and dying and bereavement from an interdisciplinary perspective, examining both practical and theoretical issues that arise from the relationship between aging, death and dying. The course also examines the end-of-life care for older adults. Prerequisite: GERO 1013 OR GERO1023, OR permission from the instructor.

In this course we turn to the arts to study the complex - and at times ambiguous - realms of growing old in time, place and culture. By engaging with literature, visual arts, music and movies the course will both investigate aging in light of professional artists as well as looking into the expanding field of arts practices in care for older person.

This seminar course draws upon ethnographic and critical gerontological approaches to examine the phenomenon of longterm care (LTC) and other models of care. The course pays particular attention to LTC in the Canadian context, longstanding and emergent issues surrounding long-term care, and older adults' lived experiences in LTC. The course looks at both theoretical and practical implications of LTC and its issues. Prerequisite: GERO 1013 OR GERO 1023, or permission from the instructor.

This course explores the range of factors affecting mental health in the elderly, from age-related organic brain disease, depression, and the other functional psychiatric disorders, to failure of adjustment induced by psychological, social, and environmental factors. Issues covered include the recognition of mental-health problems, their prevalence and dynamics; the cost to individual older people, their families, the health and community-care systems, and society; and the adequacy of current provisions and interventions. Prerequisites: GERO 1013, GERO 1023 and GERO 2673.

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 will study health promotion as it relates to an aging population. Relevant terms, theories and methods will be examined, in addition to current public policies and how they relate to the health and wellbeing of older adults. A detailed investigation of evidenced based health promotion programs will be conducted. Pre-requisites: GERO1013, 1023, & 3023.

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

This course will explore the interrelated themes of friendship, love, and beauty. Each theme will be examined separately and as connected to the others. Ancient and modern texts will be used to examine the ways that different ages have addressed these fundamentally personal and yet common human experiences. Texts will vary from year to year, but may include works such as Plato's Symposium, Spenser's The Faerie Queene, Shakespeare's Merry Wives of Windsor, Rousseau's Confessions, Waugh's Brideshead Revisited, LeGuin's Left Hand of Darkness, Woolf's Orlando, and Bellow's Ravelstein. Prerequisite: GRID 2006, or permission of the instructors.

The capstone seminar in Great Ideas will be an author/work specific course in which students spend an extensive period of time studying the text(s) of a thinker who has greatly influenced the shape of the western world. The author or texts may be ancient or modern, and may be literary, historical, philosophic and/or political in nature.

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.

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.

Most of us get our most vivid impressions of history from images, video, and film. This course explores what's behind the screens we watch, so we can consider how visual media presents history in particular ways, and also how we can use visual media to analyze the past. You will get an introduction to some of the challenges and benefits of Screening History. (formerly HIST 3783) Students who have taken HIST 3783 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.

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

This course surveys the history of East Asia from ca. 1500 to the present. It examines the richness and complexity of societies in Japan, Korea and China, and East Asia's engagement in the making of the modern world.

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 provides an overview of the history of the Middle East in the modern period, from c. 1800 to the present day, though with references to earlier eras too.

This course examines the historical roots of many of the key issues in contemporary Canadian society. In addition to providing students with a narrative framework of Canadian history, the course explores the historical dimensions of many of the most important issues facing Canada today, such as Truth and Reconciliation, anti-Black racism, Quebec nationalism, climate change, Western Alienation, and Canada-US relations.

Focusing primarily upon Disney's theme parks and films, this course explores issues of representation, selectivity, and appropriation, and a wide range of topics including colonialism, gender, race, class, urban utopias, educational initiatives, and Orientalism. The course examines one of the world's most powerful entertainment companies and - more generally - the complex, controversial, and contested relationship between history and entertainment.

Differences in skin color and physical characteristics took on a new significance in modern times. The newly invented concept of race classified human beings into several distinct categories with corresponding intellectual and behavioral traits. Race and Racism in Modern History studies the evolution of race thinking during the eighteenth and nineteenth centuries, as well as the extent to which such thoughts have since shaped the trajectory of world history.

Addresses developments within and among North American cities and explores changes in the conception of cities in North American thought and culture. We will study the lives of urban dwellers and chart shifts in the way people organized their lives in cities. Major themes for this course include the changing physical structure and form of cities over time, processes of urbanization and suburbanization, city planing and reform movements, the economics of cities, urban institutions, urban populations, and city politics. In our investigation of Urban North America, we will ask: does the border make a difference?

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

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.

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.

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

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

This course will explore the treatment of human rights themes and issues in popular culture paired with the basic human rights legal instruments that constitute the human rights framework. The Medium used to examine representation of human rights themes and issues may vary from year to year but will focus on such vehicles as television, film, graphic novels, and music. Prerequisite required: HMRT 1003.

This course will explore the impact of climate change and environmental degradation on the realization of human rights, focusing on those in the economic, social, and cultural realm, including the right to a clean environment, clean air, water, food, and health. The long-term impact of climate change will also be examined in the context of trends in migration and human security. Prerequisite required: HMRT 1003.

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

This Special Topics course will explore the scope of supporting rights that directly affect the work of human rights advocates and human rights defenders in a campaigning context. We will take a close look at the five main sets of political rights: expression, association/organization, assembly/protest, participation/voting, and the human right of resistance.

This course applies theory and academic content to real-world experiences within the classroom, community, and the workplace. The course advances Course-Based Learning (CBL) outcomes that are specifically focused on transferable employability skills. Students participate in community-based internships and reflect on how their learning and skill development can be applied in other worksites and beyond the classroom.

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

Students will study the Irish Language, learning through exercises 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.

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 explores the art of reporting and storytelling, allowing students to create and digitally publish local stories that become part of a global media network.

This course introduces students to multi-media storytelling, including recording and editing sound and video.

This course will explore the use of photography and video in new media, and how stories are told through the lens. Prerequisite: JOUR 2123 or permission of professor.

This course introduces students to the art of documentary in various media. The course will explore the history of documentary and the resurgence of the art form in the digital age. Students will produce a short documentary as part of the course work. Prerequisite: JOUR 2123 or permission of professor.

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.

This course explores the art of the interview and the art of inquiry, allowing students to understand how to effectively ask and answer questions.

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

Students will pursue experiential learning opportunities in journalism. These opportunities might include work in the student press, a professional newsroom, or the creation of a new digital publication.

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

This course will introduce students to the relationships between law, politics, and Canadian society. Students will examine types of law, the judicial system, the legal profession, and the institutional, social, and cultural contexts in which laws are made and enforced. The course will engage students in debates about citizen rights, the policy-making role of courts, Aboriginal peoples and the law, public opinion and the legislative process, media and the law, and other topical issues.

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

This course takes an analytical look at the invention of pseudo-traditions with a focus on indigenous nations in the context of a worldwide historical problem. Colonial and invader/settler powers destroy, romanticize, omit, distort, and replace indigenous traditions with hoaxes catering to the agendas of colonial/capitalist development. Often, these invented traditions destroy communal spirituality, beliefs, and lifeways, and replace them with new age individualist metaphysical beliefs. Case studies include the Scottish kilt, the medicine wheel originally based on the eugenic colours of man, animism, invented oral traditions, bloodlines, Chief and Council, and cuisine that is installed as a cultural trait. The course explores the problems of pan-Indianism, where traditions and ceremony from a specific indigenous nation is expanded into the traditional custom of all indigenous nations, including passing off another indigenous nation's lifeways as a the traditional government of another indigenous nation.

Examines traditional and contemporary environmental values and practices of Indigenous peoples in North America. Considers the impact of Western values, practices, and ecological theories on Indigenous peoples and their environments. Particular attention will be given to the ways in which traditional environmental ethics remain viable in contemporary societies.

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.

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.

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.

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 opposition between myth and reason. Students learn the skills of philosophical analysis by studying one topic in detail. Questions explored may include: How are myth and reason different? Are they opposed? What are the limits of reason? Can myth help reason? Can reason refute myth? What role does authority play in myth and reason? This course has no prerequisite.

A lecture course covering Medieval philosophy from its earliest origins, culminating in the Platonism of Augustine, Boethius, John Scotus Eriugena and Anselm. Prerequisites: Any two of PHIL 1013, 1023, 1033, 1043, 1053, 1063, or permission of the instructor.

This course introduces different positions in moral philosophy to provide alternative ways of thinking about questions like: Is our happiness influenced by our moral condition? Can we say what makes an individual or a society morally good or bad? What is the relation between pleasure and moral action? Fundamental moral concepts are treated through the careful study of primary texts by philosophers like Aristotle, Immanuel Kant, and John Stuart Mill. This course has no prerequisite.

Can Greek philosophers help us live a fulfilling life? This course examines a rich tradition known as therapy for the mind, that developed from Socrates to Hellenistic Philosophy. These thinkers argue that philosophy improves many facets of our lives and can help us become happy. What do they have to say about happiness, emotions, desires, love, and death? Can this advice be useful for us today? The course presupposes no background in philosophy. Prerequisites: none.

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 nation and state, sovereignty, forms of government, and political conflict. It does so through consideration of issues in world politics, such as human rights and social justice, ecological imbalance, economic inequalities, war, global governmental institutions and organizations.

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 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 will be a study of the fundamental concepts and prevalent theories of political leadership using a comparative methodology involving local, national, and global levels of leadership. It will allow students to study the significance of individual leaders' personalities, styles, and ideas in relation to their institutional and cultural contexts.

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 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 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 is a seminar directed primarily at Political Science Majors and Honours students. The specific topic of the seminar will change from year to year. Students will be expected to do advanced research and to present and defend their work in class. Prerequisite: POLS 2103 or permission of the instructor.

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.

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 will examine the measurable effects of drugs on naturally occurring and experimentally-controlled behaviour. Drug action will be evaluated based on its effects on the nervous system and behaviour. Social issues of drug use, such as addiction and legalization, will be covered. The mechanisms involved in psychotherapeutic uses of drugs, including their immediate and long-term effects, will also be reviewed.

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 is concerned with the growth and development of a healthy person. Topics to be covered may include concepts of identity, authenticity, self-awareness, and happiness. Students will be encouraged to use psychological theory to develop a deeper understanding of themselves as healthy persons.

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

This course will examine theories of human memory and information processing with emphasis on contemporary research in the field. Topics to be covered include short-term memory and long-term memory, encoding and retrieval processes, forgetting, implicit memory, amnesia, autobiographical memory, and memory across the lifespan. Prerequisite: PSYC 2263 or permission of instructor.

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)

A survey of the principles and theories of counselling and psychotherapy, especially as methods of facilitating individual change. Major attention will be given to the various theories and the theoretical behaviour systems on which they are based. Attention will also be given to the goals, techniques, and the philosophy and concepts of each theory. Prerequisite: PSYC 2643.

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

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

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

This seminar focuses on advanced exploration of the area of human sexuality. The course will critically examine scholarly constructions and representations of sexuality via class discussions and presentations of research in the field of sexuality. Possible topics include sexual identities, sexual pleasure, constructions of sexuality knowledge, and media and sexuality. Prerequisites: PSYC 2023 and 2183, 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, and coping. Topics may include the measurement of stress and health, as well as academic, workplace and relationship stress. Other topics may be explored. This course will focus on the biopsychosocial aspects of stress and health. Prerequisites: Psychology 2013, 2023, or permission of the instructor.

A course of independent study under supervision of the psychology Department which affords the student the opportunity to pursue an in-depth study of an area of interest through special reading or research projects. Arrangements may be made by agreements with members of the staff and approval of the Chair. 6 or 3 credit hours, depending upon the project. Prerequisite: PSYC 2013 and 2023, or permission of the instructor.

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

A thematic, issues-oriented introduction to the study of religions. Some of the themes and issues explored may include social crisis and renewal, authority and power, sexual diversity, conflict and peace, evil and suffering, death and after death, food and music, among others. By means of these themes, students develop an active appreciation of diverse religious traditions and gain the tools to think critically about them.

A thematic, issues-oriented introduction to the study of religions. Some of the themes and issues explored may include social crisis and renewal, authority and power, sexual diversity, conflict and peace, evil and suffering, death and after death, food and music, among others. By means of these themes, students develop an active appreciation of diverse religious traditions and gain the tools to think critically about them.

A thematic, issues-oriented introduction to the study of religions. Some of the themes and issues explored may include social crisis and renewal, authority and power, sexual diversity, conflict and peace, evil and suffering, death and after death, food and music, among others. By means of these themes, students develop an active appreciation of diverse religious traditions and gain the tools to think critically about them.

Many religious traditions display a variety of stances towards the environmental crisis, ranging from indifference to reform. Through critical and comparative study, this course explores religious approaches to ecology in a variety of traditions. Topics may include environmental stewardship, deep ecology, ecoliberation, ecofeminism and ethnic indigenous ecology.

This course will provide an introduction to the study of the Hebrew Bible, commonly referred to by Christians as the Old Testament. A first chapter will provide an overview of the history of Israel from the early centuries of the second millennium B.C. to the end of the first century A.D. A second chapter will look at the various canonical collections of scriptural books accepted by the Samaritans, the Palestinian Jews, the Jews of the Diaspora and Catholic, Orthodox and Protestant Christians.

A continuation of the inquiry begun in Introductory Ritual Studies I.

This course will introduce students to the basic beliefs and practices of global Islam, beginning with the life of the Prophet Muhammad and the revelation of the Qur'an. The course will include overviews of Islamic history, knowledge, and spirituality. Special attention will be paid to the study of Islam in its cultural contexts: Middle Eastern, African, Asian, European, and North American, among others.

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.

Using critical, anti-oppressive, decolonizing, and Indigenous frameworks, this course analyzes structural social work practice in the context of diversity, recognizing social justice as being inextricably linked to social work. (3 credit hours)

The purpose of this course is the development of personal and professional skills that prepare students for professional social work practice. This includes a focus in increasing self-awareness and mindfulnessas important knowledge for practice; an emphasis on developing skills for experiential learning; an orientation to the values and characteristics of a competent social work professional and social work practice; and the development of a beginning competency in generic crisis intervention theory and skills. (3 credit hours)

Research methods as explored in this course are an invaluable means to social transformation and, therefore, the imperative of working alongside oppressed groups and social movements as members or allies is stressed. (3 credit hours)

A central assumption of this course is that social work as a profession needs to be self-critical in order to guard against continuing and increasing oppression experienced by members of various groups as they access social welfare programs and social work intervention. Therefore,a critical analysis of social welfare, social services and social work practice (primarily in the Canadian context) will be the central focus in the course.

Students will use a structural focus to critically examine the ethical issues and dilemmas across population groups of the social work profession as they relate to the development of a distinct theoretical knowledge-base, set of values, code of ethics, and approaches practice. The goals of this course involve students developing and demonstrating a critical understanding of ethics theory situated within a sociopolitical and cultural context; knowledge of common ethical issues in social work practice and ethical guidelines impacting on practice; application of this knowledge through assessment and ethical decision making skills; and self-awareness in relation to these issues.

This is a laboratory course in which students will develop skills in group membership, leadership, and programme design. Practical group experiences and reflection activities are utilized to demonstrate theories of group dynamics and development, and to enhance group assessment and intervention skills. This course is only available to 4th year BSW students and is scheduled for the first full week (5 days) of the spring semester.

This is a laboratory course in which students will develop skills in group membership, leadership, and programme design. Practical group experiences and reflection activities are utilized to demonstrate theories of group dynamics and development, and to enhance group assessment and intervention skills. This course is only available to 4th year BSW students and is scheduled for the first full week (5 days) of the spring semester.

This course is an introduction to the application of skills of helping individuals and families. The course will focus on understanding the stages of the professional helping process, practice ethics, and the acquisition of specific anti-oppressive clinical skills in communicating, assessing problems, planning, contracting, implementing change, and terminating the process. Also, the course will include skills for approaching practice situations that commonly arise in a variety of social work contexts. The course emphasizes the skills of writing social work records.

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

This course is designed to familiarize social work students with the relationship between law and social work in selected areas. An overview of civil, criminal and family law will be provided with a focus on the Canadian Charter of Rights and Freedoms, the Indian Act, the Youth Criminal Justice Act, the New Brunswick Human Rights Act, the Family Services Act (S.N.B.) and the Mental Health Act (S.N.B.). The course also examines the role of social work in the administration of justice and introduces students to basic legal concepts useful for social work practice.

This is a mandatory course for all post-degree BSW students. The course provides a base for professional practice by introducing the values and ethics of the profession, and theories relevant to social work practice with individuals, groups, and communities. Knowledge from the social sciences and other disciplines will be integrated with methods of intervention. Prerequisite: Theory for Social Work Practice I.

This course is an advanced theory and practice course for students enrolled in the MSW degree program. It critically analyzes social work practice including discourse, anti-oppressive and structural practice theories, and the nature of practice knowledge. The course also emphasizes the integration of theory and practice and an understanding of the structural contexts in which social work operates.

This course is designed to provide an in-depth and advanced understanding of Canadian social policy including: ideological and economics factors influencing policy; key structures, policies and issues in Canadian social policy; and how social workers can effect policy change. We will examine various paradigms in social policy analysis, introduce basic concepts and theories, explore specific areas of contemporary policy and real world aspects of policy analysis and development as well as critically examine the structural intersectionality of social policy issues.

This course prepares students to understand and critically use research in evaluating social work direct and indirect practice. In addition to critically reviewing the theoretical underpinnings of social work practice, there will be an emphasis on the integration of research and practice. Relevant qualitative methods for social work practice will be explored.

This course introduces the multiple roles social workers play in health care delivery, and explores challenges faced by social workers in these settings. The course highlights a multidimensional approach to health, and describes the social determinants of health framework to link critical social work to health care. Legal and clinical issues social workers encounter within a complex and rapidly changing health care system will be explored. Students will have an opportunity to explore health care policies, as well as foundational clinical skills commonly used in hospitals, rehabilitation, family practice and long-term care.

Most professional social workers must learn to practice within the framework of human service organizations. This course will provide students with knowledge and practical skills to assume leadership and management positions in public and nonprofit organizations. Students will learn how to develop and lead effective and ethical teams and organizations that value diversity and build the capacities of staff and service users.

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

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

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

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

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

An introduction to the main research approaches used in sociology. The course includes practical experience in developing a research program by considering research question development, research design, methods of data collection, research ethics and data analysis. Of particular interest are the strengths and weaknesses of different approaches.

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.

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

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

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

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 provides an introduction to the sociology of health. We analyse the social construction of health promotion knowledge, experiences of health, media representations of health, the social foundations of health inequalities, the formal institutions that define and manage health and health care, and the social consequences of the moralization of healthy behaviours.

This course helps students learn what original research entails from its initial conception to its completion. It highlights the techniques and strategies successful researchers use to develop their research questions; select an appropriate research design and data collection method(s); meet university research ethics requirements; ensure the research is socially relevant and completed in a timely manner. Students are expected to design a research project and write a proposal outlining their plans. This exercise allows students to gain an appreciation of the research design process and the components of research. For some students the proposal will be the initial work towards an honours thesis; for others it will be a model for the preparation and planning of research in other courses or outside academia. After taking the course students should feel prepared to undertake research projects in any academic, government, research, or policy setting.

In this course, students examine the social production of masculinities in North America and the impacts of these gender expressions on the lives of boys and men, and girls and women. Students are introduced to theoretical perspectives used to understand the lives of men and boys, while examining topics such as fathering, the social construction of men's bodies, the ways the media (re)produces notions of masculinity, and sports masculinities.

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

This course is concerned with the social organization of knowledge. The focus is on the political and social processes and contexts in which local and ruling forms of knowledge are produced. For the purposes of this course, knowledge may range from common sense and popular culture to ideology, science, and information. Topics may include the connection between knowledge and power and how they are controlled by states, corporations, and professions, and the implications of the nature and distribution of print and electronic information. This course combines discussion of major theorists with an examination of current issues.

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.

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.

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

A critical examination of selected orientations from contemporary sociological theory. The implications of these perspectives for both the nature of sociological inquiry and the prevailing models of society are considered. 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 course offers an overview of the contemporary Spanish American short story through the discussion and analysis of some of its most representative literary texts. We will study the evolution of the short story as a literary genre from its first manifestations in Latin America towards the end of the nineteenth century until the present, paying particular attention to the themes, stylistic and technical features, and literary and historical contexts that help give life to each text.