Semester 2 Course Offerings 2023-2024

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 Southeast Asia. Prerequisite: ANTH 1013.

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

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

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.

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 emphasizes a cross-cultural approach to the characteristics of urban society. Major themes of the course include the processes and patterns of urbanization in developing and developed countries, and theories of rural-urban migration. The effects of urbanization on work, family, sense of community, housing, health, education, and recreation will also be examined. Anthropological research methods such as holism and participant observation will be examined and students will have an opportunity to be involved in urban ethnographic research projects. Prerequisite: ANTH 1013

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.

This is an advanced course in anthropological theory which focuses on an issue or set of issues that are of particular concern in anthropology today. The course will be oriented around intensive reading and discussion of theoretical materials drawn from anthropology and allied disciplines. Possible issues include the dialectic between structure and agency, the commensurability and translation of cultures, power and knowledge, and the writing of ethnographic texts,among others. Honours students may be required to fulfill separate course requirements from majors. Prerequisite: Prerequisites: ANTH 3806 and ANTH 3913. Anthropology majors must take this course in their final year of study. Register with permission by instructor.

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

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

The course introduces 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 students to the specific issues that arise in managing nonprofit organizations. Topics covered include strategic planning, accountability, board governance, financial planning, fund raising, and human resources.

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

Emphasis in this course is on the practice of leadership, development of leadership skills, and critical reflection on applied leadership. This course involves an applied leadership project in an organization of the student's choosing, during which they explore the roles, responsibilities and challenges involved in effective leadership. Class time includes group discussion of core concepts, reflections on the leadership project, and learning activities designed to develop leadership skills, including team-building strategies, conflict management, strategic planning, change management, and inclusive leadership. Students assess their own leadership skills and style and complete a leadership portfolio. This is an ideal course for students in leadership roles on campus or in the community or aspiring to develop their leadership capacity.

This course introduces students to the policy making process, how policies are researched, drafted, legislated, and communicated. The course will also explore how non-governmental organizations, citizens groups and corporations influence public policy.

This course introduces students to the policy making process, how policies are researched, drafted, legislated, and communicated. The course will also explore how non-governmental organizations, citizens groups and corporations influence public policy.

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 introduce students to the methods for gathering and analyzing data through interviews, surveys, focus groups, content analysis, and polls and how this information can be applied to public policy initiatives and planning an accompanying communications strategy. Prerequisite: COPP 2013.

This course will explore how public policies are reported in various forms of media and how communications planning can influence the success or failure of these initiatives. The course will examine communications planning and media relations strategies such as proactive and reactive methods of representing an organization in the media. Prerequisites: COPP 2013, COPP 2023, COPP 2033.

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

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

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

This course will examine this specialized field of criminology which is related to the study of victims of crime and factors connected to the victim. A historical perspective on the study of victimology, theories related to the explanation of victimization, the modern evolution of victim rights, and the development of victim services will be examined. Specific victim groups, provincial and federal legislation related to victims, the United Nations Charter of Victims Rights will be addressed, as well as the delivery of services to victims involved in the criminal justice system. Prerequisites: CRIM 1013 and 1023.

This course will introduce students to 20th century criminological theories such as the Chicago School, strain theory, differential association theory, labelling theory, and critical criminology. The student's knowledge of classical, positive, and critical criminology will be applied to issues of social control and crime reduction. Prerequisites: CRIM 1013 and 1023.

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

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.

The goal of this course is the completion of an Honours thesis proposal to be included as part of the Honours application. Topics to be covered include: writing a research question, research methodology and measurement, selecting and using an adequate theory, and writing and submitting a proposal. Completion of this course does not ensure admission into the Honours program. Students are expected to have completed (or be enrolled) in the prerequisite courses for the Honours program prior to taking the Pre-Honours Workshop. Entrance to the course is by permission of the instructor.

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

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 introduces students to the power and impact of discourse in criminology. The discourses of crime will be critically analyzed through such topics as interviews, interrogations, testimony, written accounts, judicial interpretations, and media accounts. Prerequisite: A minimum of 75 credit hours, which includes CRIM 1013 and 1023, or permission of the instructor.

This course is a pantheonic study of how visuals are used in research, media, evidentiarism, teaching, and artistic representations of crime. Visual technologies study forensic evidence, examine photographs for identification and images for content, and are used to record criminal events. The course re/collects visual data for analysis using visual teaching technologies to create a critical reflection on lived experience. Prerequisites: CRIM 1013 and 1023.

This course is designed to study harms against the environment writ large, and actions designed to protest and protect against those harms. Topics include environmental pollution in nature, home and workplace; relevant law and policy; corporate crimes against humanity; and, environmental protest and justice movements. Prerequisites: CRIM 1013 and CRIM 1023 or permission of the instructor.

This interdisciplinary course focuses on the implementation of articles of the UN Convention on the Rights of the Child, specifically provision rights (e.g., health care, education), protection rights (e.g., from abuse, neglect, exploitation), and participation rights (e.g., in families, schools) with a particular emphasis on the implementation of these articles in Canada. Prerequisites: CRIM 1013 and CRIM 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 is designed to provide students with an advanced look at applied social science research methods and statistics in criminology and criminal justice using SPSS. The course aims to help students develop practical skills in the design and execution of criminal justice research and to strengthen essential statistical understanding and data analysis skills. Prerequisite: A minimum of 75 credit hours, which includes CRIM 1013 and 1023, CRIM 2113, or permission of the instructor.

The focus of this seminar will be a critical analysis of the interplay between government initiated programming and social policy for children and youth and the ideological foundations upon which they are based. The content of the course will reflect current controversies as well as faculty and student interests. Topics may include: social control theory and juvenile justice; an assessment of theories of rehabilitation; the legal philosophy of the young offenders legislation and its impact on juvenile justice; and an evaluation of zero tolerance policies, anti-bullying campaigns, curfews, school codes of conduct, and other policies which lead to more state intervention in the lives of young people. Students will select a key area of youth policy and programming to conduct an applied research project. Prerequisite: A minimum of 75 credit hours, which includes CRIM 1013 and 1023, or permission of the instructor.

This course is designed to provide a critical look at law enforcement issues beyond traditional police activities. The emphasis will be on contrasting the modest territorial scope and technological needs claimed through the rhetoric of community policing while technological advances push societies toward greater global integration. Law enforcement agencies are compelled to follow suit and come together in highly technological, national, and international partnerships. Prerequisite: A minimum of 75 credit hours, which includes CRIM 1013 and 1023, or permission of the instructor.

This course introduces students to producing and editing video and audio stories. It follows the Digital Creation course, shifting from creation to production. The course introduces students to the integration of social media in digital production. This is a required course for students planning to complete an Interdisciplinary Major in Digital Media and Creative Arts. Prerequisite DIGM 2013.

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.)

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.

Starting from the understanding that the economy is a subsystem of the ecological life-support system, the course utilizes a transdisciplinary approach (ecological, social and economic) to examine the problems of scale, equity, and efficiency in contemporary human social formations. The course will also discuss the distinctive policy implications of ecological economics. No prerequisite required.

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

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

Participants will explore a range of alternative pedagogies used to teach students in non-traditional schools including long established philosophies such as Waldorf, Montessori and current trends in addressing the learning needs of students who do not attend, have different interests/needs, or who have disengaged with traditional schooling. Topics may include International Baccalaureate, Charter, and Private schools, as well as other alternative educational settings with focus on the sociocultural dimensions of learning that underpin these contexts.

This online evening course introduces teacher candidates to one-on-one learning design and teaching practices for supporting K-12 students in meeting their identified needs. In partnership with a designated school and school district, teacher candidates will be assigned to work with 2 or 3 students. They will provide instruction based on the identified needs and characteristics of each student. Teacher candidates are assigned to work mainly with students in their teachable area. Putting theory into practice, teacher candidates learn how to design each one-on-one lesson based on descriptive record keeping, formative assessment, differentiated learning and feedback received. Other teacher candidates in the course may also observe working pairs to further gain insight into the one-on-one learning/teaching process.

This online evening course introduces teacher candidates to one-on-one learning design and teaching practices for supporting K-12 students in meeting their identified needs. In partnership with a designated school and school district, teacher candidates will be assigned to work with 2 or 3 students. They will provide instruction based on the identified needs and characteristics of each student. Teacher candidates are assigned to work mainly with students in their teachable area. Putting theory into practice, teacher candidates learn how to design each one-on-one lesson based on descriptive record keeping, formative assessment, differentiated learning and feedback received. Other teacher candidates in the course may also observe working pairs to further gain insight into the one-on-one learning/teaching process.

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 kindergarten to grade eight 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 developing an understanding of the importance of teaching developmentally. Students will learn about the role of age and social/psychological factors in language acquisition, the benefits of early language learning and the characteristics of the elementary school learner. This course aims at providing solid advice, information and guidance to French Second Language teachers so that they may use a wide variety of approaches and techniques designed to involve students actively in language learning and use. Students are required to have a minimum proficiency of Intermediate Plus on the New Brunswick French Oral Proficiency scale to register for this course.

This course supports teacher candidates' understanding of Indigenous Education for the K-12 classroom, with a specific focus on reconciliation. Teacher candidates will gain understanding of the Truth and Reconciliation Commission (TRC), Residential Schools, and Indigenous perspectives and knowledges. Learners in this course will build their personal knowledge of issues and resources pertaining to Education for Reconciliation locally and nationally. The emphasis is on creating awareness, decolonizing curricular decisions, and creating actionable practices for the classroom.

This course supports teacher candidates' understanding of Indigenous Education for the K-12 classroom, with a specific focus on reconciliation. Teacher candidates will gain understanding of the Truth and Reconciliation Commission (TRC), Residential Schools, and Indigenous perspectives and knowledges. Learners in this course will build their personal knowledge of issues and resources pertaining to Education for Reconciliation locally and nationally. The emphasis is on creating awareness, decolonizing curricular decisions, and creating actionable practices for the classroom.

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.

This course will introduce two elements of the elementary major: Visual Art and Music. Existing curricula in these fields will be examined; students will be given opportunities to plan and present lessons that meaningfully integrate Visual Art and Music into other areas of the elementary curriculum.

This course will introduce two elements of the elementary major: Visual Art and Music. Existing curricula in these fields will be examined; students will be given opportunities to plan and present lessons that meaningfully integrate Visual Art and Music into other areas of the elementary curriculum.

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 explores contemporary literature for the K-12 classroom, with a specific focus on social justice. Theories of reading as a means of understanding experience, such as literary empathy, will be studied and enacted. Learners in this course will build their personal repertoire of text recommendations for young people through applied reading and response activities. The emphasis is on developing theoretically informed reading habits, critical literacy, and actionable curriculum and instruction practices.

This course offers an exploration of methods and issues related to teaching English as a second language in a variety of contexts (e.g. overseas, mainstream public school instruction, courses for newcomers to Canada, intensive English programmes). It offers students a great understanding of the structure of the English language. The major focus of the course will be current approaches to language teaching, with an emphasis on communicative, task-based, and content-based methods. Attention will be also be devoted to such social issues as learner identity and the role of English in the world.

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.

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

This course provides pre-service teachers with methods and skills for teaching English at the secondary level. Topics in the course include designing and developing lesson plans and units of instruction, assessment and evaluation for the secondary English classroom, curriculum outcomes for secondary English, and contemporary multiliteracies. Through active engagement with current research and practice, course participants will work individually and collaboratively to develop effective practices for teaching English Language and literature at the secondary level.

Course participants will develop the content mastery and pedagogical skills necessary to facilitate engaging, inquiry-based math and science lessons for high school students. By examining various math and science education resources, developing and practicing lesson presentations, and reflecting on learning through discussion and writing, the course participants will gain a greater level of mathematics and science content knowledge and a wider array of teaching strategies for the topics in high school math and science. This course is primarily intended for Math and/or Science majors.

This course examines the connections between assessment, curriculum and classroom instruction. Topics will address past and current practices in the evaluation of student achievement, including various epistemological orientations. Teacher candidates will develop an understanding of how to plan and implement a diverse range of both formative and summative assessments. There is a focus on constructing effective classroom assessments to support student learning through the provision of ongoing feedback as well as effective grading and reporting practices.

This course examines the connections between assessment, curriculum and classroom instruction. Topics will address past and current practices in the evaluation of student achievement, including various epistemological orientations. Teacher candidates will develop an understanding of how to plan and implement a diverse range of both formative and summative assessments. There is a focus on constructing effective classroom assessments to support student learning through the provision of ongoing feedback as well as effective grading and reporting practices.

This course examines the connections between assessment, curriculum and classroom instruction. Topics will address past and current practices in the evaluation of student achievement, including various epistemological orientations. Teacher candidates will develop an understanding of how to plan and implement a diverse range of both formative and summative assessments. There is a focus on constructing effective classroom assessments to support student learning through the provision of ongoing feedback as well as effective grading and reporting practices.

This course examines the connections between assessment, curriculum and classroom instruction. Topics will address past and current practices in the evaluation of student achievement, including various epistemological orientations. Teacher candidates will develop an understanding of how to plan and implement a diverse range of both formative and summative assessments. There is a focus on constructing effective classroom assessments to support student learning through the provision of ongoing feedback as well as effective grading and reporting practices.

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

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.

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 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 introduces students to the conventions of literary study. It offers reading strategies and techniques that permit the student to make sense of difficult or alien readings. At the same time, the ability to communicate understanding of literary texts through the conventions of scholarly essay writing is emphasized. Students will not only become effective readers and communicators in this course-they will come to appreciate some of the most important literary texts that the English language has produced. Note: students will not receive credit for both ENGL 1023 and ENGL 1016.

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

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 understand current issues relevant to writers. 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 2113.

It may be impossible to represent the scale, timespan, and complexity of climate change. And yet, as a direct corollary, scientists and storytellers have made myriad attempts: avant-garde poetry, apocalyptic film, realist novels, abstract sculpture, and heat maps, among other forms. This course explores how these media experiments have tried and failed to represent the reality of environmental collapse, and considers the consequences for our understanding of language, truth, and the planet's very existence. (Post-1800.)

Students will engage with texts by Indigenous writers such as Thomas King, Richard Wagamese and Rita Joe, by writing both creative and analytical responses, which will be read and discussed in class. (Post-1800; Canadian/American) NB: Students who have received credit for ENGL 1903 may not also take ENGL 2403 for credit.

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.

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

An exploration of central themes in science fiction from the New Wave of the 1960s to the present. Issues such as gender, the environment, technology, the alien, and others are the focus. (Post-1800.)

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

An exploration of literature since 1800 which reflects Catholic beliefs, traditions, and perspectives in various ways. The course posits imagination as a means of cognition, the religious imagination, in particular, as a rich and fertile vehicle for understanding and experiencing the relationship between the human and the divine. Readings include works from a variety of genres and authors, such as Newman, Hopkins, Eliot, O'Connor, Merton, and de Chardin. (Post-1800.)

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

This is an advanced course for students who discovered an affinity for writing scripts for stage, screen, or both. It will provide the opportunity for students to generate and rewrite scripts. Prerequisite: ENGL 2103 or 2123.

A study of the cinema of some of the major auteurs of the 20th century. Among the artists considered are Sergei Eisenstein, Jean Renoir, Howard Hawks, Alfred Hitchcock, Luis Bunuel, Ingmar Bergman, Federico Fellini, Mike Leigh, Jean-Luc Godard, Martin Scorsese, and David Cronenberg. Prerequisite: ENGL 2013 and ENGL 2723. (Post-1800.)

This course explores intersections between the terms race and media: representations of race in the media throughout history; theories about how racial categories and identities emerge from performativity, occularcentrism, as well as complex forms of mediation and interpellation; the ethics of colourblind racial logics and white spectatorship; as well as the range of sonic, textual, and visual tools for countering forms of white supremacy. (Post-1800)

A survey of the impact of the electronic age on the novel and short fiction, the birth of metafiction and the anti-novel, the feminist movement, the advent of the post-colonial, and the post-modern response. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Post-1800.)

A study of the prose and poetry of Jonson, Donne, Herbert, and Milton, and the minor writers of the age. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Pre-1800).

An analysis of recent Canadian plays with an emphasis on their cultural contexts, structural forms, and performance receptions. Students examine post-Centennial Canadian theatre with an emphasis on emergent writing styles and dramaturgical structures and their relationship to their cultural context. Playwrights and text creators considered may include Nowlan and Learning, Theatre Passe Murielle, Watson, Clark, Young, Hollingsworth, and Tannehill. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Post-1800; Canadian)

A study of native Irish culture and the culture of the Irish diaspora. Students view films of high realist auteurs as well as adaptations of novels, short stories, and plays to the big screen. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Post-1800.)

An exploration of several key non-classical epics arising out of post-Roman Europe. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Pre-1800.)

A study of the formation of English literary culture in the latter half of the eighteenth century. The pre-requisite is ENGL 2013 Research Methods in English, consistent with all advanced courses in ENGL. (Pre-1800.)

The Senior Project gives a student the opportunity to work on an extended project, as author, translator or chief editor. Beginning with a proposal including a description of the project and a survey of similar works, students will create or compile an extended text. It is recommended that students take ENGL 4153 in their final year of study. The prerequisites are one of the following courses: ENGL 3103, 3113, 3123, or 3133 and permission of the instructor.

Mark Danielewski's House of Leaves is considered and re-considered, over two terms with two instructors, in parallax from book culture and digital culture. The first term investigates the modernist and postmodernist precursors to this metafictional work and explores the concept of meta-annotation in the appropriation of literary critics and their work into the body of a novel twice-annotated by its own characters. The second term explores the expanding universe of digitally born literature using a (re)-reading of House of Leaves as its starting point.

This course looks at the many ways that women in the eighteenth-century used the emerging form of the novel to record their experiences and resist dominant narratives regarding expected patterns of female life.

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

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

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

To a great extent, the state of the natural environment in Canada depends on laws and policies adopted by municipal, provincial and federal governments. This course introduces students to these systems of government, the processes by which environmental laws and policies are developed, and the power relations that shape the outcomes. Topics include endangered species, toxic chemicals, plastics and global warming. There is no prerequisite for this course.

The course examines the theories and methods of environmental auditing as they apply to institutional settings. Topics include the role of audits in changing institutional and individual behaviour, the contributions of social sciences to institutional audits, and audit design and implementation. Student projects will involve engaging with aspects of an audit with a community partner.

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

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

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 FNAR 1743 or permission of the Instructor.

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

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

This course 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.

What is modern art? What does modernity mean as a temporal distinction? With roots stretching back in time even as far as the inception of writing, why has modernity increasingly occupied all nations to some degree, fostering the art of today with its enduring resonance? To answer these questions, this course traces the culturally historical pathways that led to modern art. In combination with multi- media presentations, our readings of authoritative texts will situate modern art within art history and provide a vocabulary for building a critical understanding of the current cultural moment.

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

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).

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 2231.

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

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

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).

Sp.Top:Fund. of Theatre

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.

Parce qu'ils mobilisent l'imaginaire et l'esprit de découverte, le texte littéraire et le cinéma peuvent être sources de plaisir et de motivation à la lecture et à l'écriture. Ce cours est centré sur la lecture et la comprehension de textes narratifs (nouvelle et roman) et cinématographiques. L'étudiant se familiarisera aux éléments fondamentaux du texte narratifen prose et aux éléments du montage et de l'esthétique du cinéma.

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.

Ce cours est consacré au perfectionnement des compétences orales et rédactionnelles. Ce cours vise à améliorer la maîtrise du français tant parlé qu'écrit. Cours préalable : FREN 2316 ou l'approbation 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.

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

Le second mandate de Maurice Duplessis (1945-1959) marque la prégnance des valeurs traditionnelles au Québec au lendemain de la Seconde Guerre mondiale, alors que de nombreuses voix contestataires revendiquent une ouverture du Québec sur le monde. L'arrivée au pouvoir du gouvernement de Jean Lesage en 1960 fait brusquement entrer la province dans la modernité. Ce cours sera l'occasion de faire un panorama historico-politique et d'analyser des ouvres d'auteurs et autrices canoniques de la période consacrée.

This course examines the various factors that impact growing older in Canadian society. Topics to be discussed include: health care, pensions, housing, transportation, family life, social support and death and dying.

This course examines the various factors that impact growing older in Canadian society. Topics to be discussed include: health care, pensions, housing, transportation, family life, social support and death and dying.

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.

This course adopts a biopsychosocial perspective to studying aging. Topics include theoretical models of development, research methods used to study adult development, health and prevention, basic cognitive function and the aging process, higher order cognitive functions, personality, mental health issues and treatment. These biopsychological functions are examined for how they impact older adults as they navigate their social worlds. Prerequisites: GERO 1013 OR GERO 1023 OR PSYC 1023.

Various aspects of aging and health are addressed in this course. Topics considered include: theories of biological aging; normal vs. pathological physical changes that accompany the aging process; various chronic conditions that affect quality of life in later life; the implications of physical aging for medication use and nutritional status among older adults; and the impact of an aging population on the provision of acute care, long-term care, and home care for older adults. Prerequisite: GERO 1013 and GERO 1023.

This seminar-style course considers the theoretical and practical implications for gerontology of the metaphor of life as story. Against the background of the narrative turn across the human sciences and of specific practices in geriatric care like life review and reminiscence, the course explores the narrative complexity of autobiographical memory in particular and of identity development in general. Through readings, assignments, and classroom activities, students are encouraged to consider the narrative dynamics of their own identity development and to appreciate the complexity of the storytelling-story listening exchanges that are pivotal to providing narrative care with older adults. Limited enrolment. Prerequisites: GERO 1013 and GERO 1023.

This course is intended for students in the final semester of the program. It consists of a multidisciplinary lecture-seminar format. Selected topics in aging research and intervention are discussed, including those that highlight the positive potential of the aging experience, e.g., the potential for creativity, wisdom, and continued personal growth. The purpose of this course is to ensure that students have a comprehensive background in the field of aging. Prerequisites: GERO 1013, GERO 1023 and an additional 18 credit hours of courses.

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

What is humanity's relationship to nature? Are humans natural beings, or uniquely free? How does the scientific revolution change humanity's relationship to nature? Modern science and technology have undoubtedly made life easier, but have there been costs? By studying works of natural science-ancient and modern-philosophy, literature, and theology we will explore various historical perspectives on nature and consider the consequences - both good and bad - of our technologically mediated lives. Fulfills Group C Requirement.

While Shakespeare is best known as a playwright and poet, he was also one of the most astute and original political thinkers of the early modern period. Shakespeare's plays analyze the careers of monarchs, revolutions, gender politics, as well as the interplay between natural, divine, and positive law. This course examines Shakespeare's works alongside the works of other political thinkers to contextualize Shakespeare and to better understand his contribution to the history of political thought.

The purpose of this course is to afford students interested in writing an honours thesis the opportunity to develop a thorough proposal, including a substantial annotated bibliography. Students will work closely with their thesis director in developing and writing the thesis proposal. Classes will meet throughout the term to assess progress. Students will be required to present and defend their proposal before their classmates and the faculty of the Great Ideas Programme. Students must complete this course to be eligible for GRID 4906.

This seminar will be centred around intensive study of a particular text or thinker. The subject of the seminar will vary from year to year. The purpose of the course is to provide students with an introduction to advanced research methods, and to provide preparation for graduate-level study in the humanities. Enrolment is open to Great Books honours students, or other upper-year students with permission from the professor.

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

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

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 part of the world history survey. It offers an overview of world history events, issues, themes, and approaches from roughly 1400 of the Common Era (CE) to the present. It covers topics such as the emergence of long-distance exploration, cross-cultural interaction, the early modern and modern worlds, the Columbian Exchange, industrialization, modern imperialism, world wars, networks, and globalization from circa 1400 onward. (formerly HIST 1023) This course counts toward the World History survey requirement for students pursuing a Major or Honours in History. NOTE: Students who have taken HIST 1023 or HIST 1006 cannot take this course for credit.

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

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

The course explores the history of the Indian subcontinent from c. 1500 onward. It considers the Mughals, the 18th-century successor states, British colonialism, Indian nationalism and postcolonial India to the present day.

This is a survey of the final century of dynastic rule in China, until China's latest efforts to retrieve its status of world power. It examines the rise to power of the Nationalist and Communist parties, examining social and cultural developments, the impact of Western imperialism, and the evolution of revolutionary ideologies.

This course presents the Atlantic Ocean as a conduit facilitating the movement of people, goods, and ideas from approximately 1500-1800. Themes include the transatlantic slave trade, experiences of Indigenous travelers, indentured servants, and British colonists, as well as transatlantic fraternal orders.

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

This course examines the social history of leisure in Europe during the long eighteenth century (c. 1680-1820). With the rise of global trade in luxury goods, a new era of prosperity and wealth coincided with a richly-supplied market in beautiful non-essentials. This course will trace the social and cultural changes that went hand in glove with the entertainment fashions of the eighteenth century, and the encoded priorities and ideals of the people who enjoyed them.

What is an empire? This course focuses on imperialism and empires from 1800 to the present. Using examples from a variety of historical empires across the world, we explore imperial societies, trade and exchange between peripheries and metropoles, imperial cultures, issues of race, gender and violence in imperial contexts. We also discuss the difficult beginnings and complex ends of empires, and their on-going legacies today.

This advanced seminar deals with important aspects of social, religious, intellectual and institutional history in the so-called Middle Ages. Specific topics will change from year to year but generally focus on relationships between the different sorts of medieval communities. The seminar is intended for students with some background in pre-modern history, philosophy and/or theological traditions, whether Christian, Muslim, or Jewish.

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

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

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

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

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

This course exposes students to the practice of human rights by completing a supervised internship with a local community partner organization. Students are required to complete short weekly reports and a detailed final report that encourages them to reflect on the relationship between that experience and their formal human rights studies. Instructor's consent is required to register for this course. Prerequisite: HMRT 1003: Introduction to Human Rights

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

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

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

The purpose of this course is to guide students interested in writing an honours thesis through their initial research process. Students will develop a research question and/or hypothesis, examine their methodology, conduct a literature review and prepare a substantial annotated bibliography. Classes are held throughout the term to assess progress towards the completion of the final proposal. A completed thesis proposal is required to move on in the honours program.

This course explores socially constructed customs and structures of society that enable legal regulation of gender identity and human sexuality through the history, policies and norms that shape government action. Basic theories of gender and sexuality studies are explored before critically examining the same theories in practice through case studies. This course explores other identity issues such as race, age, disability, and class intertwine with gender and sexuality identities, and how experiences and identities shape the ways in which people resist inequality and lobby for change.

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

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

A continuation of IRSH 2173. This course will follow on from the first semester, building on students knowledge of the Irish Language so far. The course will focus more on topics practical to students to practise their Irish here in Canada and also if they find themselves in a real-life situation in Irish-speaking Ireland (e.g. making enquiries, interests, sport, food and drink, asking directions). The course will focus on the four skills of speaking, writing, reading and listening. Students will develop their speaking ability as well as their ability to converse. Students will continue to learn more about Irish culture on this topic-by-topic basis throughout. Prerequisite: IRSH 2173.

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

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

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

This course explores the enduring power and influence of radio, and will allow students to produce podcasts and programming for a campus and community radio network. Prerequisite: JOUR 2123 or permission of professor.

This course explores the use of narrative in various media, and how storytelling remains the primary form of communication in the multi-media world.

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

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.

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

A survey of intermediate topics in formal logic. The aim is to acquaint students with the formal language of modern deductive logic and to develop the basic techniques of good deductive reasoning. The course will be of interest to philosophy majors in particular (especially those who are planning to do graduate work in philosophy) but will benefit anyone who wants to acquire skills in abstract thinking. Prerequisite: PHIL 2513, or permission of the instructor.

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

This course is designed to introduce students to ethical issues that arise between the sciences (both social and physical) and indigenous peoples. Anthropology, education, psychology, archaeology, medicine, biology, and other disciplines follow lines of inquiry that impact indigenous peoples, and their theories, methods, interpretations, and interests are examined in relation to ethical considerations. We emphasize the concerns and point of view of Native people. The course may include issues of exhumation and public display of skeletal remains and sacred objects, control over access to information, the political relevance of research and its role in land claims, the ethics of assessment and drawing conclusions about the nature of indigenous peoples, and other topics.

This course will explore the cultural, social, and political past of the Mi'kmaq People through archaeological, oral, visual, and material documentation, as well as primary and secondary written sources. Particular emphasis will be placed on understanding the Mi'kmaq form of life and how it has been affected by colonization. Class will also study how the perspective of different writers influences what gets recorded and taught as history. An important theme of the course will be the relevance of the past to the present. Class will consist of lectures and discussions with occasional films and speakers. Prerequisite: NATI 1006, Introduction to Native Studies.

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

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

Health statistics show Native Peoples in Canada as public health disasters: high rates of diabetes, tuberculosis, cancer, suicide, AIDS, etc. are regularly reported. Standard accounts typically find a way of attributing the problems to Indians themselves (e.g., genetic explanations or lifestyle choices). We critically examine the methodologically-individualistic biases of standard accounts of Indian ill-heath and place Native public health issues in an historical and materialist framework instead. Alternative forms of interventions are also considered.

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 Modern and Contemporary 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 Modern and Contemporary thinkers as we strive to evaluate our views critically.  This course has no prerequisite.

An historically-conscious analysis of various normative stances in environmental ethics integrated with a sustained consideration of how to apply this ethical theory to modern life. Topics may include deep and shallow ecology, biocentrism, eco-feminism, environmental justice, environmental virtue ethics, the ambiguous role of technology in the environmental crisis, the ethics of the green economy, the ethics of green public policy, a survey of various locally-employed environmental initiatives. Recommended preparation: PHIL 2213.

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

In this course, we will engage in a close reading of selected works by Martin Heidegger. We will consider Heidegger's attempt to raise anew the urgent question of being; specifically, how his development of this question demands a radical assessment of many of our most dearly held assumptions about truth, human nature, knowledge and reality, freedom and responsibility, history and time. Pre-requisites:PHIL 3543 OR 3583, or permission of the instructor

A survey of intermediate topics in formal logic. The aim is to acquaint students with the formal language of modern deductive logic and to develop the basic techniques of good deductive reasoning. The course will be of interest to philosophy majors in particular (especially those who are planning to do graduate work in philosophy) but will benefit anyone who wants to acquire skills in abstract thinking. Prerequisite: PHIL 2513, or permission of the instructor.

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

This course 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 developing world. It focuses on such issues as the politics of development, modernization, and the interplay of political and social forces in selected developing nations. Prerequisite: 3 credits in Political Science.

This course introduces students to the critical and non-mainstream variants of International Relations (IR) theory. These include Marxism, Gramscianism, feminist theories of IR, and other forms of critical theory. These theories are illustrated and developed through the use of case studies and examinations of the institutions and structures of the international system. They are also contrasted with mainstream IR theories. Prerequisite: POLS 1013 or permission of the instructor.

This course will introduce students to seminal texts in political philosophy focussing on the medieval, early modern and modern periods. Texts may include: Aquinas' Treatise on Law, Machiavelli's The Prince, Hobbes' Leviathan, Locke's The Second Treatise on Government, Rousseau's Discourses, Hegel's Introduction to the Philosophy of History. Prerequisite: POLS 2803.

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

This course provides a comprehensive overview of the political, economic and security issues related to the rise of China as an emerging superpower in the modern world. The course examines China's domestic economic, social and security policies and issues connected to human rights. The course examines how China's domestic considerations affect its international relations and vice versa. The course analyzes China's relations with its neighbours in the Asia Pacific and its increasingly difficult relationship with the United States. It also examines Canada's evolving interactions with China. The key question considered in the course is how does China's rise affects the organization and nature of the organizing structures that govern the world in the 21st century? Pre-requisites: POLS 2613 or POLS 2623 or permission of the instructor.

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.

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

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

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

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

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

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

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

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

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

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

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

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

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

This course 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.

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

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

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

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

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

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

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

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

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

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

This course will examine the neural systems underlying memory. Topics covered will include the basic underlying biology, the relationship between biological memory systems and cognitive memory processes, techniques used to study memory systems, and disorders of memory. Neuropsychological case studies and neuroimaging studies will be used to help explain and illuminate general principles. Prerequisites: PSYC 2263 and either 2153 or 2193 (NB: Introduction to Cognitive Neuroscience). Alternative prerequisites may be accepted with the advance permission of the instructor.

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

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

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

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.

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

This course focuses on the lifecycle of romantic relationships from initial attraction and the development of an attachment, to growth and maintenance of the relationship, to conflict and even dissolution. A social psychology perspective will be adopted, with an emphasis on understanding the basic processes involved in interpersonal relations. Classes will be heavily oriented toward discussing, presenting, and evaluating research in the field. Prerequisites: PSYC 2413 and PSYC 2023.

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.

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.

A critical and foundational examination of the role and function of media in Western society, focussing on its formative influence on religion and culture. Issues may include the business of news, entertainment, the nature of advertising, and religion and media. This course requires students to have a background in ethics and/or critical theory.

An examination of the processes and elements through which persons develop a critical perspective and appreciation of the role of value in their lives and in the social order. This course requires students to have completed previous work in ethics.

An introduction to the values, ethics, history, and methods of professional social work practice, with particular emphasis on the profession in New Brunswick. An introduction to generic practice and social work with various client groups.

An introduction to the values, ethics, history, and methods of professional social work practice, with particular emphasis on the profession in New Brunswick. An introduction to generic practice and social work with various client groups.

This course will provide practical experience in the field, in an approved setting, three days per week. Students are expected to develop knowledge and skills in small teams utilizing a community based approach to practice under the supervision of a faculty liaison. Prerequisite: Available to BSW students only.

This course will provide practical experience in the field, in an approved setting, three days per week. Students are expected to develop knowledge and skills in small teams utilizing a community based approach to practice under the supervision of a faculty liaison. Prerequisite: Available to BSW students only.

This course will provide practical experience in the field, in an approved setting, three days per week. Students are expected to develop knowledge and skills in small teams utilizing a community based approach to practice under the supervision of a faculty liaison. Prerequisite: Available to BSW students only.

This course will provide practical experience in the field, in an approved setting, three days per week. Students are expected to develop knowledge and skills in small teams utilizing a community based approach to practice under the supervision of a faculty liaison. Prerequisite: Available to BSW students only.

The pursuit of social justice is a core value of both social work education and social work practice. The purpose of this course is to teach students the historical context, the fundamental concepts, and the direct skills necessary for organizing and enacting social change efforts within diverse contexts and with diverse groups. Students will be exposed to various theories of social change, multiple modes of working for social change, and techniques for strategizing for maximum effectiveness in pursuing change efforts. Students will be expected to use their knowledge in an applied manner and will engage in hands on change efforts with diverse groups and in various diverse contexts. This course is a co-requisite of SCWK 3053: Field Instruction I.

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

The overall purpose of this course is to assist students to strengthen both their theoretical foundation for social work practice and their ability to integrate into their personal and professional lives developing knowledge, skills, and values. This course will present some recent and critical developments in knowledge and theory along with a variety of theories that may enhance structural social practice if integrated appropriately. (3 credit hours)

This 3-credit hour course will provide an overview of many human development theories used in working with individuals of various age groups.

This is a mandatory course for all 4th year BSW students. The course provides a base for professional practice by introducing the values and ethics of the profession, and the theories relevant to social work practice with individuals, groups, and communities. Knowledge drawn from the social sciences and other disciplines will be integrated with methods of intervention. Co-requisite with SCWK 4613: Field Integration Seminar. Note: This course is 9 credit hours. BSW students must have successfully completed all course work in the BSW program prior to commencing their direct practice placement.

This is a mandatory course for all 4th year BSW students. The course provides a base for professional practice by introducing the values and ethics of the profession, and the theories relevant to social work practice with individuals, groups, and communities. Knowledge drawn from the social sciences and other disciplines will be integrated with methods of intervention. Co-requisite with SCWK 4613: Field Integration Seminar. Note: This course is 9 credit hours. BSW students must have successfully completed all course work in the BSW program prior to commencing their direct practice placement.

This is a mandatory course for all 4th year BSW students. The course provides a base for professional practice by introducing the values and ethics of the profession, and the theories relevant to social work practice with individuals, groups, and communities. Knowledge drawn from the social sciences and other disciplines will be integrated with methods of intervention. Co-requisite with SCWK 4613: Field Integration Seminar. Note: This course is 9 credit hours. BSW students must have successfully completed all course work in the BSW program prior to commencing their direct practice placement.

This is a mandatory course for all 4th year BSW students. The course provides a base for professional practice by introducing the values and ethics of the profession, and the theories relevant to social work practice with individuals, groups, and communities. Knowledge drawn from the social sciences and other disciplines will be integrated with methods of intervention. Co-requisite with SCWK 4613: Field Integration Seminar. Note: This course is 9 credit hours. BSW students must have successfully completed all course work in the BSW program prior to commencing their direct practice placement.

This course is a structurally informed group work course for students enrolled in the foundational year of the 2 year-MSW degree program. It critically analyzes social work group-based practice through an anti-oppressive and structural lens, and students will develop skills in group membership, leadership, and being a reflective social worker. Practical group experiences and reflection activities are utilized to demonstrated theories of group dynamics and development, and to enhance group assessment, facilitation, and evaluation skills.

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

Using a case study approach that draws upon practice experiences of New Brunswick social workers, this course explores ethical issues and dilemmas across population groups, and levels and fields of 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 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. Pre-requisites: SCWK 6013, Adv. Theory of Direct Practice I.

This course is designed to provide an in-depth and advanced understanding of organizational management in human services. We will review and critically analyze major theories of organizational change and administration including ethics and diversity, promoting positive organizational culture, program design and administration, funding and accountability, strategic management, change management, and the analysis of power and empowerment in supervisory positions.

This course stresses the importance of evidence-based theory and practice approaches. It also builds on research knowledge and skills learned in prior research methods courses. The course draws on materials from social work practice and social work research principles to develop a professional practice evaluation methodology for social work practice. Prerequisite: SCWK SCWK6053 Research and Evaluation in Social Work I

This course prepares students for undertaking a thesis. It is a student-led seminar series, providing students the opportunity to share ideas and support each other through the research process. The seminars will cover: Planning and writing your thesis; Research ideas and design; Literature searching and review; Choosing methods appropriate to your study; Applying for ethics approval; Knowledge transfer.

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

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

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

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

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

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

An introduction to the main research 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.

Statistics are used and misused by social scientists, policy makers, and the media to describe the social world. Sociologists use statistics to understand social inequality and examine relations of power. In this course you examine the use and meaning of statistics in sociology, social policy and popular media to increase your ability to differentiate dodgy statistics from valid evidence. Note: To fulfill requirements for the Minor, Major or Honours in sociology, students may take this course or any other statistics course.

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.

Introduction to Sociology of Globalization explores social conditions characterized by global economic, political, cultural, and environmental interconnections and flows that cross existing political borders. Therefore, it challenges our existing conceptualization of an international world of borders and nation states. The course explores the concept of globalization and its relevance to our lives. Types of empirical topics covered include contemporary global inequalities; environmental problems; transnational communities and families; transnational migration; the effect of globalization on gender, race, ethnicity, and religion; transnational social movements; and the women's movement.

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

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

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.

A study of contemporary developments in sociological theory, focusing on major trends, their interrelationships, and controversies. Prerequisite: SOCI 2033.

This course explores conceptual, theoretical and methodological understandings of social movements and activism as an organized way of effecting social change. It also examines a series of historical and contemporary case studies within Canadian and global contexts. Students analyze social movements or activism for social change in their local and/or global communities.

It was expected that by the 21st century our lives would be filled primarily with leisure activities, but this is not the case. This course studies from pre-industrial to contemporary times the interplay between production and consumption, work and leisure, paid and unpaid work. It is concerned with how our work occupations shape our class positions and leisure pursuits, the gendered division of labour, and the ability to live the 'good life'.

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

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

This course explores the social construction of queerness in heteronormative societies. Students apply sociological concepts and theories to the study of queer identities, communities, and sexual practices. They examine social and political responses to queerness, and the ways in which these responses shape the lives of queer people. Prerequisite: SOCI 1006 and 6 credit hours of sociology at the 2nd-year level.

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

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

Students will develop their reading and analyses skills by on in-depth reading of selected Latin American texts and in addition, they will improve their oral fluency studying the rhythms of Latin American 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 is a continuation of Advanced Grammar I. As in the first course, this one also aims to build on the knowledge and communicative skills that students have previously acquired with regards to the subjunctive tense. During the course of the semester, in-class activities will emphasize the practice of the past subjunctive tenses. 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 offers an overview of the contribution made by women writers to the corpus of Spanish American literature. Through the reading and analysis of some of the most representative literary texts of the narrative, poetic and dramatic genres, and taking into consideration the contexts of their times, we will examine the topics of feminism, history, politics, sexuality, national identity and society as expressed by these women authors.

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 is a foundational course in Women's Studies and Gender Studies methodology. It examines the feminist critique of positivism, the development of feminist research methodologies and the use of these methods in a range of disciplines.