| | 01 | -T-R--- | 2:30P-4:00P | Seigle / 305 | Jacobsen | See Instructor | 20 | 19 | 0 | | |
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| Description: | This course introduces the basic concepts, theories, and methods of Cultural Anthropology-an academic discipline that studies the diversity of human cultures and societies. The purpose is to provide a broad perspective on the types of research that anthropologists undertake, and to engage in a critical dialogue on how the work of anthropologists contributes to understanding the human condition. Although anthropologists have traditionally focused their research on remote locales, this course is not just about studying exotic others; it is about understanding the increasingly global nature of our own society. Introduction to Cultural Anthropology is a portal into more advanced anthropology courses, and is a requirement for all anthropology majors. EXAMINATION SCHEDULE: Exams, at which attendance is required, will be given from 7:00 to 8:00 p.m. on the following dates: Tuesday February 21st, Tuesday March 28th, and Tuesday April 25th. Makeup exams will be given only under exceptional circumstances that are properly documented. Therefore, do not schedule anything that conflicts with the evening exams. |
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| | 01 | M-W-F-- | 1:00P-2:00P | Simon / 1 | Childs | No Final | 350 | 335 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 02 | M-W-F-- | 9:00A-10:00A | McMillan / G052 | Thomas | No Final | 174 | 102 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | Through in-depth case studies, this course provides an introduction to gender specific issues in the context of childhood and adolescence, poverty, and global health. Students will learn to identify how gender and gender differences affect conditions of life in the areas of reproductive health, nutrition, conflict, access to healthcare, and the social determinants of health, especially for young people. Students will learn to analyze health conditions and disparities in relation to both the micro dynamics of local worlds and the macro dynamics of large-scale social forces in the postcolonial global field. Additionally, they will come to understand the current challenges that global health practitioners and institutions confront in achieving gender equity and the current efforts towards closing the gap. These learning objectives will be achieved using lectures, but also discussions-based sessions and Skype-based interactions with NGOs and experts who are currently working in the field. |
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| | 01 | M-W---- | 3:00P-4:00P | Hillman / 60 | Levy, Mattar | No Final | 60 | 52 | 0 | Desc: | This course is for first year (non-transfer) students only. |
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| A | ----F-- | 3:00P-4:00P | Eads / 209 | Holmes | No Final | 10 | 10 | 0 | Desc: | This course is for first year (non-transfer) students only. |
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| B | ----F-- | 3:00P-4:00P | Eads / 205 | Hsu | No Final | 10 | 7 | 0 | Desc: | This course is for first year (non-transfer) students only. |
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| C | ----F-- | 3:00P-4:00P | Ridgley / 417 | Li | No Final | 10 | 9 | 0 | Desc: | This course is for first year (non-transfer) students only. |
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| E | ----F-- | 3:00P-4:00P | Busch / 14 | Winston | No Final | 10 | 9 | 0 | Desc: | This course is for first year (non-transfer) students only. |
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| F | ----F-- | 3:00P-4:00P | Seigle / 205 | Rajbhandari | No Final | 10 | 10 | 0 | Desc: | This course is for first year (non-transfer) students only. |
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| G | ----F-- | 3:00P-4:00P | Ridgley / 107 | Owusu-Bediako | No Final | 10 | 7 | 0 | Desc: | This course is for first year (non-transfer) students only. |
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| | 01 | M-W-F-- | 11:00A-12:00P | Brown / 100 | Baitzel | No Final | 200 | 157 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | An introduction to the societies and cultures of India through its social margins. Our
approach will leverage scholarship from many fields, highlighting the strengths and limitations of singular-discipline analyses and universalized histories. Ethnographic narratives will be woven into historical accounts of major cultural shifts. Students will learn to evaluate and apply multi-vocal perspectives on larger global issues that have transformed India since the end of colonization, including demographic, economic, social, cultural, political, and religious change. Topics will include population and life expectancy, civil society, social-moral relationships, caste and communalism, youth and consumerism, the new urban middle class, environment and health, tourism, public and religious cultures, social activism, politics and law |
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| Description: | This class introduces students to the basics of the archaeological record of humans in Africa from 3.6 M.Y. to 1000 years ago. The first third of the course focuses on early humans, the origins of meat eating, expansion of diet and cuisine, technical and cultural responses to changing environments. The second section of the course emphasizes African rock art, socio-economic variability among hunter-gatherers, the origins of African pastoralism, mobile responses to climate change and African contributions to world food supply including domestication of sorghum, also coffee. The last third of the course is devoted to the complex urban societies of ancient Africa, Egypt, Axum, Great Zimbabwe, and Jenne Jeno. Course format is lecture and discussion. There are two mid-terms and students are expected to participate in interactive stone tool use, rock art creation, and discussion of ethnographic and archaeological data on pastoral decision-making in times of drought and war and of issues surrounding the purchase of African antiquities and conservation of cultural heritage. |
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| | 01 | -T-R--- | 1:00P-2:30P | Wrighton / 250 | Marshall | No Final | 60 | 66 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | This course examines the many ways that people around the world make urban life meaningful. We will focus on the intersections among anthropology, urban studies, social theory and human geography to explore the theoretical, social, and methodological approaches to understanding the culture(s) created in cities. Drawing on ethnographic case studies from cities around the world, we will explore issues pertaining to race and ethnicity, gender, youth, poverty, diversity and "super-diversity," gentrification, urbanization, and illusions and realities of modernity |
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| Description: | This course aims to provide an introductory survey of topics and approaches to the anthropology of care. It does so by drawing on a range of ethnographic, theoretical, and cross-disciplinary materials. This will allow us to think through and engage with care in its myriad forms, its presence and absence, its bureaucratization and management, its relation to kinship, relatedness, labor, and government. In the first part of the course, we will explore theories of care as moral practice with a feminist lens. In the second part, we will engage this lens with ethnographic materials about care in diverse settings that also shed light on the political, economic, and lived realities of care. These ethnographic and sociological works include explorations of the circulation of care in moral economies and its monetization as paid labor, the politics and "antipolitics" of healthcare in institutional settings, and the role of care in kinship, household formations, and life course regimes across cultures. |
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| | 01 | --W-F-- | 11:30A-1:00P | Simon / 020 | Wright | See Department | 25 | 7 | 0 | | |
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| Description: | In this course students examine urban life, environment, and culture in St. Louis through ethnographic field methods. We begin with observation, learning tools to observe and document urban life and urban space. Readings cover ethnographic methods and also include classic and contemporary urban ethnographies that consider the city in conversation with issues of race, inequality, and identity such as segregation, gentrification, neoliberalism, and cultural and expressive practices. The course also includes several fieldtrips to observe sites of culture in St. Louis such as the land where Pruitt-Igoe once stood, Scottrade Center, Old North St. Louis, the Mississippi River, and Cherokee Street, as well as on campus sites like the DUC. Throughout the course, students will practice ethnographic methods (including observation, writing field notes, conducting interviews, and documenting sights and sounds) to produce an ethnographic research project about a site of culture in St. Louis. The course fulfills the Fieldwork Requirement for American Culture Studies Majors. |
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| | 01 | -T-R--- | 10:00A-11:30A | Simon / 017 | Sargent | No Final | 80 | 81 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | This course examines human rights in relation to both islamic religious teachings and Muslim communities across the globe. Topics to be covered include: (1) the complex theoretical issues raised by attempts to define and apply human rights concepts in different cultural contexts; (2) aspects of the Islamic tradition that have provoked human rights concerns, including legal doctrine related to religious minorities, women, and LGBT individuals; (3) efforts by muslim activists, Western states, and various NGOs to promote liberal reforms within the Islamic tradition; (4) the social and political dynamics of human rights activism in different Muslim-majority countries, with special attention given to the Middle East and Southeast Asia; (5) human rights controversies sparked by Muslim minorities living in Western countries, including debates related to religious freedom, secularism, tolerance for cultural difference, and the "global war on terror." |
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| Description: | An anthropological study of the position of women in the contemporary Muslim world, with examples drawn primarily from the Middle East but also from Asia, Africa, Europe, and the United States. Students will examine ethnographic, historical, and literary works, including those written by Muslim women. Topics having a major impact on the construction of gender include Islamic belief and ritual, modest dress (veiling), notions of marriage and the family, modernization, nationalism and the nation-state, politics and protest, legal reform, formal education, work, and westernization. The course includes a visit to a St. Louis mosque, discussions with Muslim women, and films. |
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| Description: | This lecture course explores the historical, cultural, and political relationship between America and global energy, focusing on oil, coal, natural gas, biofuels, and alternatives. Through case studies at home and abroad, we examine how cultural, environmental, economic, and geopolitical processes are entangled with changing patterns of energy-related resource extraction, production, distribution, and use. America's changing position as global consumer and dreamer is linked to increasingly violent contests over energy abroad while our fuel-dependent dreams of boundless (oil) power give way to uncertainties and new possibilities of nation, nature, and the future. Assuming that technology and markets alone will not save us, what might a culturally, politically, and socially-minded inquiry contribute to understanding the past and future of global energy and the American dream? |
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| | 01 | M-W---- | 10:00A-11:30A | McMillan / G052 | Gustafson | May 8 2017 10:30AM - 12:30PM | 150 | 150 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | In this course, students will learn how to use anthropology and ethnographic methods as tools for provoking change. The legitimacy of this "fifth-field" of anthropology has been in contention amongst anthropologists throughout generations. But in the contemporary era of neoliberalism and big-data, social scientists are increasingly examining their ethical duty to their informants-specifically, concerns about maintaining neutrality versus leveraging ethnographic data to improve lives or to make a profit. We will begin with the history of this ethical debate and move into contemporary issues in anthropology for social change and in business anthropology. Topics will include multidisciplinary teamwork, practitioner capacity building, community action programming, policy development and ethical design. This course is designed for upper-level anthropology students but will be particularly useful for those considering combining anthropology as a double-major or minor in a range of applied fields (business, engineering, social work, law, health and medicine). It will prepare students for the practical use of anthropology in consulting firms, research institutes, corporations, NGOs, and federal, state, and local government agencies. |
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| Description: | What is a "disease" and how do you diagnose one? What are "medicines" and how, when, and for what purpose should they be used? These questions reflect universal human concerns, but the answers given to these questions have varied enormously in different times and places. The course will consider the nature of health, illness, disease and its treatment, beginning with a detailed examination of the traditional ethnomedical system of the Hausa people of northern Nigeria. Using this West African medical system as a baseline for comparison, the course will then explore the nature of "nosology" (the classification of diseases) and the underlying logic of different therapeutic systems in different times and cultures, including our own. The course will draw on ethnography, the history of medicine, bioethics, and human biology to understand how these questions are asked and answered in different societies, times and places. |
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| Description: | This course takes a multi-faceted introductory approach to the primates, the closest relatives of human beings, by investigating anatomy, growth and development, reproduction, behavioral adaptations, ecology, geographic distribution, taxonomy and evolution. Emphasis will be placed not only on the apes and monkeys, but also on the lesser-known lemurs, lorises, bushbabies, tarsiers, and many others. The importance of primate biology to the discipline of anthropology will be discussed. Intended for students who have already taken Anthro 150A, and recommended for students who wish to take the more advanced 400-level courses on primates. Prerequisite: Anthro 150A or permission of instructor. |
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| | 01 | -T-R--- | 11:30A-1:00P | Simon / 017 | Erkenswick Watsa | May 8 2017 1:00PM - 3:00PM | 75 | 4 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 10:00A-11:30A | McMillan / G056 | Trinkaus | May 9 2017 6:00PM - 8:00PM | 32 | 7 | 0 | | |
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| Description: | In this course, we will broadly consider issues of music and healing, drawing from the fields of medical ethnomusicology, medical anthropology, music therapy, and psychology. Our case studies will be multi-sited, as we interrogate musical healings and healing music from diverse global and historical perspectives. We approach our study of musical practices with the understanding that the social, cultural, and political contexts where "music" and "healing" are themselves created inform the sounds of the music and its various-and often conflicting-interpretations and meanings. We will read a variety of academic literature and use media texts and listening examples to develop interdisciplinary and cross-cultural analyses of music and healing. Issues of national consciousness, post/colonialism, gender, sexuality, race, ethnicity, class, religion, dis/ability and the role of history/memory will remain central to our explorations of music and healing. |
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| | 01 | M-W---- | 10:00A-11:30A | Simon / 017 | Quinn | No Final | 75 | 37 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | The objective of this course is to introduce students to the central topics and methods of psychological anthroplogy. Psychological anthropology is concerned with the interplay of psychology and culture on both the individual and group levels. We will look cross-culturally at such topics as child and adolescent development, religious experience, illness and healing, self and identity, gender and sexuality, reasoning and symbolism, and psychopathology. This class draws upon a range of sources, including ethnographies, psychoanalytic theory, contemporary critical theory, and cross-cultural materials. |
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| | 01 | -T-R--- | 2:30P-4:00P | McMillan / G052 | Lester | May 10 2017 3:30PM - 5:30PM | 100 | 49 | 0 | | |
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| | 01 | M------ | 4:00P-5:00P | Rebstock / 215 | Quinn | No Final | 200 | 122 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | Interrogating Health, Race, and Inequalities is intended for graduate students in the School of Social Work and in Arts & Sciences as well as advanced undergraduates in Arts & Sciences who have previous coursework in medical anthropology, public health, or urban policy. The fundamental goal of the course is to demonstrate that health is not merely a medical or biological phenomenon but more importantly the product of social, economic, political, and environmental factors. To meet this goal the course is designed to examine the intersection of race/ethnicity and health from multiple analytic approaches and methodologies. Course readings will draw from the fields of public health, anthropology, history, and policy analysis. Teaching activities include lectures, group projects and presentations, videos, and discussions led by the course instructors. These in-class activities will be supplemented with field trips and field-based projects. By the end of the course it is expected that students will have a strong understanding of race as a historically produced social construct as well as how race interacts with other axes of diversity and social determinants to produce particular health outcomes. Students will gain an understanding of the health disparity literature and a solid understanding of multiple and intersecting causes of these disparities. |
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| Description: | This course examines the place of health, illness, and healing in Asian societies. We will explore how people experience, narrate, and respond to illness and other forms of suffering - including political violence, extreme poverty, and health inequalities. In lectures and discussions we will discuss major changes that medicine and public health are undergoing and how those changes affect the training of practitioners, health care policy, clinical practice and ethics. The course will familiarize students with key concepts and approaches in medical anthropology by considering case studies from a number of social settings including China, India, Indonesia,Japan, Korea, Taiwan, Tibet, Thailand, Vietnam and Asian immigrants in the United States. We will also investigate the sociocultural dimensions of illness and the medicalization of social problems in Asia, examining how gender, ethnicity, socioeconomic status, disability and other forms of social difference affect medical knowledge and disease outcomes. This course is intended for anthropology majors, students considering careers in medicine and public health, and others interested in learning how anthropology can help us understand human suffering and formulate more effective interventions. |
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| | 01 | -T-R--- | 1:00P-2:30P | Seigle / 304 | Song | See Instructor | 40 | 40 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T----- | 2:30P-5:30P | Simon / 021 | Vorhoelter | No Final | 15 | 9 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | --W---- | 2:00P-5:00P | Simon / 018 | Boyer | No Final | 20 | 8 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | Tobacco is the most important public health and medical problem of our time, the leading cause of cancer and other chronic diseases. This course examines tobacco's important role in shaping the modern world and global health over the course of the last five centuries, from indigenous uses of tobacco to plantation slavery to the cigarette boom to the politics of health and smoking in the 21st century. Through in-depth historical and anthropological case studies, tobacco provides a window onto trends in government and law, medicine and public health, business and economics, society and culture, including changing social meanings of gender, race, class, sexuality, advertising, consumerism, risk, responsibility, and health in the United States and worldwide. This course also introduces students to public health approaches to noncommunicable disease prevention, environmental health, and healthy lifestyle promotion. No background in anthropology or public health is required. |
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| | 01 | M-W---- | 1:00P-2:30P | Hillman / 70 | Benson | See Instructor | 203 | 191 | 0 | | |
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| | 01 | M-W---- | 1:00P-2:30P | McMillan / G056 | Fritz | No Final | 20 | 7 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | This course examines one of the world's largest risks and grandest challenges: water security. By exploring water flows between cultures and landscapes, students will think critically about the challenges faced in different regions and societies of the world which can exacerbate or ameliorate issues of social justice and equity. Topics include cultural notions and values of water, technologies of water purification and conservation, big dam controversies, water as a "right" or water as a "commodity," and how epistemologies of water can drastically impact people and ecosystems. Texts will mainly be anthropological but will also draw from history, political ecology, geography and development economics. These will underscore the importance of multiple contexts (social, religious, economic, political, cultural) to the understanding of the scale and scope of this major problem. |
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| | 01 | -T-R--- | 2:30P-4:00P | Wrighton / 250 | Erkenswick Watsa | No Final | 16 | 9 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T----- | 1:00P-4:00P | McMillan / 101 | Dan-Cohen | No Final | 20 | 9 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | What is 'development'? Economic progress for all? A slow and gradual 'improvement' in the human condition? Helping people with 'projects'? Westernization? Modernization? The sorting out of bodies that are useful and can be put to work from those less useful bodies that must be contained, imprisoned, or killed? The militarized accumulation of capital? The commodification of labor? The exhaustion of nature? In this advanced seminar we will consider how anthropologists - as writers, analysts, and theorists - have engaged the theories, meanings, practices, and consequences of (sometimes externally directed) economic and political change. We focus on issues of the contemporary moment: oil; urban poverty and inequality (sex work, migration, water, debt, and cash transfer programs); and cultures of militarism. The course is designed to provide a graduate-level introduction to theory and ethnography based on intensive reading, discussion, critique, and writing, with revision. It is open to advanced undergraduates and fulfills writing-intensive (WI) requirements, as well as capstone requirements for some majors. |
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| | 01 | -T----- | 9:00A-12:00P | McMillan / 150 | Gustafson | No Final | 15 | 15 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | ----F-- | 11:00A-2:00P | McMillan / G057 | Kidder | No Final | 13 | 9 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | TBA | | See Dept / | Baugh | See Department | 0 | 0 | 0 | | |
| 02 | TBA | | See Dept / | Beck | See Department | 0 | 0 | 0 | | |
| 03 | TBA | | See Dept / | Benson | See Department | 0 | 2 | 0 | | |
| 04 | TBA | | See Dept / | Bowen | See Department | 0 | 0 | 0 | | |
| 05 | TBA | | See Dept / | Boyer | See Department | 0 | 0 | 0 | | |
| 06 | TBA | | See Dept / | Browman | See Department | 0 | 0 | 0 | | |
| 07 | TBA | | See Dept / | Conroy | See Department | 0 | 0 | 0 | | |
| 08 | TBA | | See Dept / | Childs | See Department | 0 | 0 | 0 | | |
| 09 | TBA | | See Dept / | Dan-Cohen | See Department | 0 | 0 | 0 | | |
| 10 | TBA | | See Dept / | Frachetti | See Department | 0 | 0 | 0 | | |
| 11 | TBA | | See Dept / | Freidel | See Department | 0 | 0 | 0 | | |
| 12 | TBA | | See Dept / | Fritz | See Department | 0 | 0 | 0 | | |
| 13 | TBA | | See Dept / | Gustafson | See Department | 0 | 0 | 0 | | |
| 14 | TBA | | See Dept / | Kelly | See Department | 0 | 0 | 0 | | |
| 15 | TBA | | See Dept / | Kidder | See Department | 0 | 0 | 0 | | |
| 16 | TBA | | See Dept / | Lester | See Department | 0 | 0 | 0 | | |
| 17 | TBA | | TBA | Liu | See Department | 0 | 0 | 0 | | |
| 18 | TBA | | See Dept / | Marshall | See Department | 0 | 0 | 0 | | |
| 19 | TBA | | TBA | Melin | See Department | 0 | 0 | 0 | | |
| 20 | TBA | | See Dept / | Parikh | See Department | 0 | 0 | 0 | | |
| 21 | TBA | | See Dept / | Phillips Conroy | See Department | 0 | 0 | 0 | | |
| 22 | TBA | | See Dept / | Quinn | See Department | 0 | 0 | 0 | | |
| 23 | TBA | | See Dept / | Sanz | See Department | 0 | 0 | 0 | | |
| 24 | TBA | | See Dept / | Sargent | See Department | 0 | 0 | 0 | | |
| 25 | TBA | | See Dept / | Smith | See Department | 0 | 0 | 0 | | |
| 26 | TBA | | See Dept / | Song | See Department | 0 | 0 | 0 | | |
| 27 | TBA | | See Dept / | Stone | See Department | 0 | 0 | 0 | | |
| 28 | TBA | | See Dept / | Stoner | See Department | 0 | 1 | 0 | | |
| 29 | TBA | | See Dept / | Sussman | See Department | 0 | 0 | 0 | | |
| 30 | TBA | | See Dept / | Thomas | See Department | 0 | 0 | 0 | | |
| 31 | TBA | | See Dept / | Trinkaus | See Department | 0 | 0 | 0 | | |
| 32 | TBA | | See Dept / | Wall | See Department | 0 | 0 | 0 | | |
| 33 | TBA | | See Dept / | Wertsch | See Department | 0 | 0 | 0 | | |
| 34 | TBA | | See Dept / | Klehm | See Department | 0 | 0 | 0 | | |
| 35 | TBA | | See Dept / | Erkenswick Watsa | See Department | 999 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Baugh | See Department | 0 | 1 | 0 | | |
| 02 | TBA | | TBA | Beck | See Department | 5 | 0 | 0 | | |
| 03 | TBA | | TBA | Benson | See Department | 5 | 0 | 0 | | |
| 04 | TBA | | TBA | Bowen | See Department | 5 | 0 | 0 | | |
| 05 | TBA | | TBA | Boyer | See Department | 5 | 0 | 0 | | |
| 06 | TBA | | TBA | Browman | See Department | 5 | 0 | 0 | | |
| 07 | TBA | | TBA | Childs | See Department | 5 | 0 | 0 | | |
| 08 | TBA | | TBA | Conroy | See Department | 5 | 0 | 0 | | |
| 09 | TBA | | TBA | Dan-Cohen | See Department | 5 | 0 | 0 | | |
| 10 | TBA | | TBA | Frachetti | See Department | 5 | 0 | 0 | | |
| 11 | TBA | | TBA | Freidel | See Department | 5 | 0 | 0 | | |
| 12 | TBA | | TBA | Fritz | See Department | 5 | 0 | 0 | | |
| 13 | TBA | | TBA | Gustafson | See Department | 5 | 0 | 0 | | |
| 14 | TBA | | TBA | Kelly | See Department | 5 | 0 | 0 | | |
| 15 | TBA | | TBA | Kidder | See Department | 5 | 0 | 0 | | |
| 16 | TBA | | TBA | Lester | See Department | 5 | 1 | 0 | | |
| 17 | TBA | | TBA | Liu | See Department | 5 | 0 | 0 | | |
| 18 | TBA | | TBA | Marshall | See Department | 5 | 0 | 0 | | |
| 19 | TBA | | TBA | Melin | See Department | 5 | 0 | 0 | | |
| 20 | TBA | | TBA | Parikh | See Department | 5 | 0 | 0 | | |
| 21 | TBA | | TBA | Phillips Conroy | See Department | 5 | 0 | 0 | | |
| 22 | TBA | | TBA | Quinn | See Department | 5 | 2 | 0 | | |
| 23 | TBA | | TBA | Sanz | See Department | 5 | 0 | 0 | | |
| 24 | TBA | | TBA | Sargent | See Department | 5 | 0 | 0 | | |
| 25 | TBA | | TBA | Smith | See Department | 5 | 0 | 0 | | |
| 26 | TBA | | TBA | Song | See Department | 5 | 0 | 0 | | |
| 27 | TBA | | TBA | Stone | See Department | 5 | 0 | 0 | | |
| 28 | TBA | | TBA | Stoner | See Department | 5 | 0 | 0 | | |
| 29 | TBA | | TBA | Sussman | See Department | 5 | 0 | 0 | | |
| 30 | TBA | | TBA | Thomas | See Department | 5 | 0 | 0 | | |
| 31 | TBA | | TBA | Trinkaus | See Department | 5 | 0 | 0 | | |
| 32 | TBA | | TBA | Wall | See Department | 5 | 0 | 0 | | |
| 33 | TBA | | TBA | Wertsch | See Department | 5 | 0 | 0 | | |
| 34 | TBA | | TBA | Klehm | See Department | 5 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Fritz | See Department | 0 | 0 | 0 | | |
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| | 01 | TBA | | TBA | Quinn | See Department | 0 | 7 | 0 | | |
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| | 01 | TBA | | TBA | Baugh | See Department | 0 | 0 | 0 | | |
| 02 | TBA | | TBA | Beck | See Department | 0 | 0 | 0 | | |
| 03 | TBA | | TBA | Benson | See Department | 0 | 1 | 0 | | |
| 04 | TBA | | TBA | Bowen | See Department | 0 | 0 | 0 | | |
| 05 | TBA | | TBA | Boyer | See Department | 0 | 0 | 0 | | |
| 06 | TBA | | TBA | Browman | See Department | 0 | 0 | 0 | | |
| 07 | TBA | | TBA | Childs | See Department | 0 | 0 | 0 | | |
| 08 | TBA | | TBA | Conroy | See Department | 0 | 0 | 0 | | |
| 09 | TBA | | TBA | Dan-Cohen | See Department | 0 | 0 | 0 | | |
| 10 | TBA | | TBA | Frachetti | See Department | 0 | 0 | 0 | | |
| 11 | TBA | | TBA | Freidel | See Department | 0 | 0 | 0 | | |
| 12 | TBA | | TBA | Fritz | See Department | 0 | 0 | 0 | | |
| 13 | TBA | | TBA | Gustafson | See Department | 0 | 0 | 0 | | |
| 14 | TBA | | TBA | Kelly | See Department | 0 | 0 | 0 | | |
| 15 | TBA | | TBA | Kidder | See Department | 0 | 0 | 0 | | |
| 16 | TBA | | TBA | Lester | See Department | 0 | 0 | 0 | | |
| 17 | TBA | | TBA | Liu | See Department | 0 | 0 | 0 | | |
| 18 | TBA | | TBA | Marshall | See Department | 0 | 0 | 0 | | |
| 19 | TBA | | TBA | Melin | See Department | 0 | 0 | 0 | | |
| 20 | TBA | | TBA | Parikh | See Department | 0 | 0 | 0 | | |
| 21 | TBA | | TBA | Phillips Conroy | See Department | 0 | 0 | 0 | | |
| 22 | TBA | | TBA | Quinn | See Department | 0 | 0 | 0 | | |
| 23 | TBA | | TBA | Sanz | See Department | 0 | 0 | 0 | | |
| 24 | TBA | | TBA | Sargent | See Department | 0 | 0 | 0 | | |
| 25 | TBA | | TBA | Smith | See Department | 0 | 0 | 0 | | |
| 26 | TBA | | TBA | Song | See Department | 0 | 0 | 0 | | |
| 27 | TBA | | TBA | Stone | See Department | 0 | 0 | 0 | | |
| 28 | TBA | | TBA | Stoner | See Department | 0 | 4 | 0 | | |
| 29 | TBA | | TBA | Sussman | See Department | 0 | 0 | 0 | | |
| 30 | TBA | | TBA | Thomas | See Department | 0 | 0 | 0 | | |
| 31 | TBA | | TBA | Trinkaus | See Department | 0 | 0 | 0 | | |
| 32 | TBA | | TBA | Wall | See Department | 0 | 0 | 0 | | |
| 33 | TBA | | TBA | Wertsch | See Department | 0 | 0 | 0 | | |
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| | 02 | TBA | | TBA | Beck | See Department | 10 | 0 | 0 | | |
| 03 | TBA | | TBA | Benson | See Department | 10 | 0 | 0 | | |
| 04 | TBA | | TBA | Bowen | See Department | 10 | 2 | 0 | | |
| 05 | TBA | | TBA | Boyer | See Department | 10 | 0 | 0 | | |
| 07 | TBA | | TBA | Childs | See Department | 10 | 0 | 0 | | |
| 08 | TBA | | TBA | Conroy | See Department | 10 | 0 | 0 | | |
| 09 | TBA | | TBA | Dan-Cohen | See Department | 10 | 0 | 0 | | |
| 10 | TBA | | TBA | Frachetti | See Department | 10 | 0 | 0 | | |
| 11 | TBA | | TBA | Freidel | See Department | 10 | 3 | 0 | | |
| 12 | TBA | | TBA | Fritz | See Department | 10 | 1 | 0 | | |
| 13 | TBA | | TBA | Gustafson | See Department | 10 | 1 | 0 | | |
| 14 | TBA | | TBA | Kelly | See Department | 10 | 0 | 0 | | |
| 15 | TBA | | TBA | Kidder | See Department | 10 | 2 | 0 | | |
| 16 | TBA | | TBA | Lester | See Department | 10 | 0 | 0 | | |
| 17 | TBA | | TBA | Liu | See Department | 10 | 2 | 0 | | |
| 18 | TBA | | TBA | Marshall | See Department | 10 | 3 | 0 | | |
| 20 | TBA | | TBA | Parikh | See Department | 10 | 0 | 0 | | |
| 21 | TBA | | TBA | Phillips Conroy | See Department | 10 | 0 | 0 | | |
| 22 | TBA | | TBA | Quinn | See Department | 10 | 0 | 0 | | |
| 23 | TBA | | TBA | Sanz | See Department | 10 | 2 | 0 | | |
| 24 | TBA | | TBA | Sargent | See Department | 10 | 0 | 0 | | |
| 25 | TBA | | TBA | Smith | See Department | 10 | 0 | 0 | | |
| 26 | TBA | | TBA | Song | See Department | 10 | 0 | 0 | | |
| 27 | TBA | | TBA | Stone | See Department | 10 | 1 | 0 | | |
| 28 | TBA | | TBA | Stoner | See Department | 10 | 0 | 0 | | |
| 30 | TBA | | TBA | Thomas | See Department | 10 | 1 | 0 | | |
| 31 | TBA | | TBA | Trinkaus | See Department | 10 | 1 | 0 | | |
| 32 | TBA | | TBA | Wall | See Department | 10 | 0 | 0 | | |
| 33 | TBA | | TBA | Wertsch | See Department | 10 | 0 | 0 | | |
| 34 | TBA | | TBA | Baitzel | See Department | 10 | 2 | 0 | | |
| 35 | TBA | | TBA | Erkenswick Watsa | See Department | 10 | 0 | 0 | | |
| 37 | TBA | | TBA | Strait | See Department | 10 | 0 | 0 | | |
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| Description: | This course reviews recent attempts in the social sciences to demarcate and define the scope and objects of the "affective" turn in cultural theory and, more broadly, to carve out a distinctly interdisciplinary space for the understanding of affect, emotions, feelings, bodies, and the dynamism of sociocultural "matter".
Anthropologists and other social theorists from Durkheim onward have considered the role of affect in questions of bodies, sensation, emotion, and social change. In recent years, the "affective turn" in the humanities and humanistic social sciences has brought renewed attention to these dynamics. For some, affect is contrasted with emotion; it is potential or capacity, not set cultural meaning. For others, affect is contrasted with structure or form; it is bodily sensation or intensity--dynamic, energetic, mobile. And for others still, affect might enable us to grasp how it feels to inhabit a life world, a particular atmosphere, texture, sensuality, or the feel of things.
This course explores the genealogy and range of theories of affect, emotion, and feeling, considering anthropology's distinctive contributions to and critiques of their study. We will discuss ways that centralizing affect, emotion, and feeling might disrupt dichotomies of structure/agency, opening up modes of analysis and enabling us to explore forms of life that exceed human subjects and socialities. Readings will tack between more theoretical essays and ethnographic representations of affect, sensuality, mobility, and emotion. |
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| | 01 | M------ | 2:00P-5:00P | McMillan / 312 | Lester | No Final | 15 | 5 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | TBA | | TBA | Baugh | See Department | 5 | 0 | 0 | | |
| 02 | TBA | | TBA | Beck | See Department | 5 | 0 | 0 | | |
| 03 | TBA | | TBA | Benson | See Department | 5 | 0 | 0 | | |
| 04 | TBA | | TBA | Bowen | See Department | 5 | 0 | 0 | | |
| 05 | TBA | | TBA | Boyer | See Department | 5 | 0 | 0 | | |
| 06 | TBA | | TBA | Browman | See Department | 5 | 0 | 0 | | |
| 07 | TBA | | TBA | Childs | See Department | 5 | 1 | 0 | | |
| 08 | TBA | | TBA | Conroy | See Department | 5 | 0 | 0 | | |
| 09 | TBA | | TBA | Dan-Cohen | See Department | 5 | 0 | 0 | | |
| 11 | TBA | | TBA | Freidel | See Department | 5 | 0 | 0 | | |
| 12 | TBA | | TBA | Fritz | See Department | 5 | 0 | 0 | | |
| 13 | TBA | | TBA | Gustafson | See Department | 5 | 0 | 0 | | |
| 14 | TBA | | TBA | Kelly | See Department | 5 | 0 | 0 | | |
| 15 | TBA | | TBA | Kidder | See Department | 5 | 0 | 0 | | |
| 16 | TBA | | TBA | Lester | See Department | 5 | 0 | 0 | | |
| 17 | TBA | | TBA | Liu | See Department | 5 | 0 | 0 | | |
| 18 | TBA | | TBA | Marshall | See Department | 5 | 0 | 0 | | |
| 20 | TBA | | TBA | Parikh | See Department | 5 | 0 | 0 | | |
| 21 | TBA | | TBA | Phillips Conroy | See Department | 5 | 0 | 0 | | |
| 22 | TBA | | TBA | Quinn | See Department | 5 | 0 | 0 | | |
| 23 | TBA | | TBA | Sanz | See Department | 5 | 0 | 0 | | |
| 24 | TBA | | TBA | Sargent | See Department | 5 | 0 | 0 | | |
| 26 | TBA | | TBA | Song | See Department | 5 | 1 | 0 | | |
| 27 | TBA | | TBA | Stone | See Department | 5 | 0 | 0 | | |
| 28 | TBA | | TBA | Stoner | See Department | 5 | 0 | 0 | | |
| 30 | TBA | | TBA | Thomas | See Department | 5 | 0 | 0 | | |
| 31 | TBA | | TBA | Trinkaus | See Department | 5 | 0 | 0 | | |
| 32 | TBA | | TBA | Wall | See Department | 5 | 0 | 0 | | |
| 33 | TBA | | TBA | Wertsch | See Department | 5 | 0 | 0 | | |
| 34 | TBA | | TBA | Baitzel | See Instructor | 5 | 1 | 0 | | |
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| | 01 | TBA | | TBA | Baugh | See Department | 5 | 0 | 0 | | |
| 02 | TBA | | TBA | Beck | See Department | 5 | 0 | 0 | | |
| 03 | TBA | | TBA | Benson | See Department | 5 | 0 | 0 | | |
| 04 | TBA | | TBA | Bowen | See Department | 5 | 0 | 0 | | |
| 05 | TBA | | TBA | Boyer | See Department | 5 | 0 | 0 | | |
| 06 | TBA | | TBA | Browman | See Department | 5 | 0 | 0 | | |
| 07 | TBA | | TBA | Childs | See Department | 5 | 0 | 0 | | |
| 08 | TBA | | TBA | Conroy | See Department | 5 | 0 | 0 | | |
| 09 | TBA | | TBA | Dan-Cohen | See Department | 5 | 0 | 0 | | |
| 10 | TBA | | TBA | Frachetti | See Department | 5 | 0 | 0 | | |
| 11 | TBA | | TBA | Freidel | See Department | 5 | 1 | 0 | | |
| 12 | TBA | | TBA | Fritz | See Department | 5 | 0 | 0 | | |
| 13 | TBA | | TBA | Gustafson | See Department | 5 | 0 | 0 | | |
| 14 | TBA | | TBA | Kelly | See Department | 5 | 0 | 0 | | |
| 15 | TBA | | TBA | Kidder | See Department | 5 | 0 | 0 | | |
| 16 | TBA | | TBA | Lester | See Department | 5 | 0 | 0 | | |
| 17 | TBA | | TBA | Liu | See Department | 5 | 0 | 0 | | |
| 18 | TBA | | TBA | Marshall | See Department | 5 | 1 | 0 | | |
| 19 | TBA | | TBA | Melin | See Department | 5 | 0 | 0 | | |
| 20 | TBA | | TBA | Parikh | See Department | 5 | 0 | 0 | | |
| 21 | TBA | | TBA | Phillips Conroy | See Department | 5 | 0 | 0 | | |
| 22 | TBA | | TBA | Quinn | See Department | 5 | 0 | 0 | | |
| 23 | TBA | | TBA | Sanz | See Department | 5 | 0 | 0 | | |
| 24 | TBA | | TBA | Sargent | See Department | 5 | 0 | 0 | | |
| 25 | TBA | | TBA | Smith | See Department | 5 | 0 | 0 | | |
| 26 | TBA | | TBA | Song | See Department | 5 | 0 | 0 | | |
| 27 | TBA | | TBA | Stone | See Department | 5 | 0 | 0 | | |
| 28 | TBA | | TBA | Stoner | See Department | 5 | 0 | 0 | | |
| 29 | TBA | | TBA | Sussman | See Department | 5 | 0 | 0 | | |
| 30 | TBA | | TBA | Thomas | See Department | 5 | 0 | 0 | | |
| 31 | TBA | | TBA | Trinkaus | See Department | 5 | 0 | 0 | | |
| 32 | TBA | | TBA | Wall | See Department | 5 | 0 | 0 | | |
| 33 | TBA | | TBA | Wertsch | See Department | 5 | 0 | 0 | | |
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| | 01 | TBA | | See Dept / | Baugh | See Department | 15 | 0 | 0 | | |
| 02 | TBA | | See Dept / | Beck | See Department | 15 | 0 | 0 | | |
| 03 | TBA | | See Dept / | Benson | See Department | 15 | 0 | 0 | | |
| 04 | TBA | | See Dept / | Bowen | See Department | 15 | 2 | 0 | | |
| 05 | TBA | | See Dept / | Boyer | See Department | 15 | 0 | 0 | | |
| 06 | TBA | | See Dept / | Browman | See Department | 15 | 0 | 0 | | |
| 07 | TBA | | See Dept / | Childs | See Department | 15 | 0 | 0 | | |
| 08 | TBA | | See Dept / | Conroy | See Department | 15 | 0 | 0 | | |
| 09 | TBA | | TBA | Dan-Cohen | See Department | 15 | 0 | 0 | | |
| 10 | TBA | | See Dept / | Frachetti | See Department | 15 | 1 | 0 | | |
| 11 | TBA | | See Dept / | Freidel | See Department | 15 | 0 | 0 | | |
| 12 | TBA | | See Dept / | Fritz | See Department | 15 | 0 | 0 | | |
| 13 | TBA | | See Dept / | Gustafson | See Department | 15 | 0 | 0 | | |
| 14 | TBA | | See Dept / | Kelly | See Department | 15 | 0 | 0 | | |
| 15 | TBA | | See Dept / | Kidder | See Department | 15 | 2 | 0 | | |
| 16 | TBA | | See Dept / | Lester | See Department | 15 | 1 | 0 | | |
| 17 | TBA | | TBA | Liu | See Department | 15 | 0 | 0 | | |
| 18 | TBA | | See Dept / | Marshall | See Department | 15 | 1 | 0 | | |
| 20 | TBA | | See Dept / | Parikh | See Department | 15 | 1 | 0 | | |
| 21 | TBA | | See Dept / | Phillips Conroy | See Department | 15 | 0 | 0 | | |
| 22 | TBA | | See Dept / | Quinn | See Department | 15 | 1 | 0 | | |
| 23 | TBA | | See Dept / | Sanz | See Department | 15 | 1 | 0 | | |
| 24 | TBA | | See Dept / | Sargent | See Department | 15 | 0 | 0 | | |
| 25 | TBA | | See Dept / | Smith | See Department | 15 | 0 | 0 | | |
| 26 | TBA | | See Dept / | Song | See Department | 15 | 0 | 0 | | |
| 27 | TBA | | See Dept / | Stone | See Department | 15 | 0 | 0 | | |
| 28 | TBA | | See Dept / | Stoner | See Department | 15 | 0 | 0 | | |
| 30 | TBA | | See Dept / | Thomas | See Department | 15 | 4 | 0 | | |
| 31 | TBA | | See Dept / | Trinkaus | See Department | 15 | 0 | 0 | | |
| 32 | TBA | | See Dept / | Wall | See Department | 15 | 0 | 0 | | |
| 33 | TBA | | See Dept / | Wertsch | See Department | 15 | 0 | 0 | | |
| 34 | TBA | | TBA | Klehm | See Department | 15 | 0 | 0 | | |
| 37 | TBA | | See Dept / | Strait | See Department | 10 | 1 | 0 | | |
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| Description: | A consideration of complications in the analysis of non-experimental social science data by traditional inferential and descriptive methods. Included are issues such as null hypothesis testing versus effect size, "clinical" significance versus statistical significance, confidence intervals, the effective use of graphical methods, the interpretation of explained variance, measurement error, sample size and power, the treatment of outliers and missing data, the use of ratios and residuals for statistical "control," transformations, significant figures, repeatability, the assumption of linearity, conditional probability, accuracy and precision, sensitivity and specificity, predictive validity, regression to the mean, ecological correlation, Simpson's Paradox, Lord's Paradox. |
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| | 01 | -T-R--- | 11:30A-1:00P | McMillan / G057 | Smith | No Final | 12 | 4 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | TBA | | See Dept / | Baugh | See Department | 5 | 0 | 0 | | |
| 02 | TBA | | See Dept / | Beck | See Department | 5 | 0 | 0 | | |
| 03 | TBA | | See Dept / | Benson | See Department | 5 | 1 | 0 | | |
| 04 | TBA | | See Dept / | Bowen | See Department | 5 | 0 | 0 | | |
| 05 | TBA | | See Dept / | Boyer | See Department | 5 | 0 | 0 | | |
| 06 | TBA | | See Dept / | Browman | See Department | 5 | 0 | 0 | | |
| 07 | TBA | | See Dept / | Childs | See Department | 5 | 0 | 0 | | |
| 08 | TBA | | See Dept / | Conroy | See Department | 5 | 0 | 0 | | |
| 09 | TBA | | TBA | Dan-Cohen | See Department | 5 | 0 | 0 | | |
| 10 | TBA | | See Dept / | Frachetti | See Department | 5 | 0 | 0 | | |
| 11 | TBA | | See Dept / | Freidel | See Department | 5 | 0 | 0 | | |
| 12 | TBA | | See Dept / | Fritz | See Department | 5 | 0 | 0 | | |
| 13 | TBA | | See Dept / | Gustafson | See Department | 5 | 0 | 0 | | |
| 14 | TBA | | See Dept / | Kelly | See Department | 5 | 0 | 0 | | |
| 15 | TBA | | See Dept / | Kidder | See Department | 5 | 0 | 0 | | |
| 16 | TBA | | See Dept / | Lester | See Department | 5 | 0 | 0 | | |
| 17 | TBA | | TBA | Liu | See Department | 5 | 0 | 0 | | |
| 18 | TBA | | See Dept / | Marshall | See Department | 5 | 0 | 0 | | |
| 19 | TBA | | TBA | Melin | See Department | 5 | 0 | 0 | | |
| 20 | TBA | | See Dept / | Parikh | See Department | 5 | 0 | 0 | | |
| 21 | TBA | | See Dept / | Phillips Conroy | See Department | 5 | 0 | 0 | | |
| 22 | TBA | | See Dept / | Quinn | See Department | 5 | 0 | 0 | | |
| 23 | TBA | | See Dept / | Sanz | See Department | 5 | 0 | 0 | | |
| 24 | TBA | | See Dept / | Sargent | See Department | 5 | 0 | 0 | | |
| 25 | TBA | | See Dept / | Smith | See Department | 5 | 0 | 0 | | |
| 26 | TBA | | See Dept / | Song | See Department | 5 | 0 | 0 | | |
| 27 | TBA | | See Dept / | Stone | See Department | 5 | 0 | 0 | | |
| 28 | TBA | | See Dept / | Stoner | See Department | 5 | 0 | 0 | | |
| 29 | TBA | | See Dept / | Sussman | See Department | 5 | 0 | 0 | | |
| 30 | TBA | | See Dept / | Thomas | See Department | 5 | 0 | 0 | | |
| 31 | TBA | | See Dept / | Trinkaus | See Department | 5 | 0 | 0 | | |
| 32 | TBA | | See Dept / | Wall | See Department | 5 | 0 | 0 | | |
| 33 | TBA | | See Dept / | Wertsch | See Department | 5 | 0 | 0 | | |
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| | 01 | TBA | | See Dept / | Baugh | See Department | 5 | 0 | 0 | | |
| 02 | TBA | | See Dept / | Beck | See Department | 5 | 0 | 0 | | |
| 03 | TBA | | See Dept / | Benson | See Department | 5 | 0 | 0 | | |
| 04 | TBA | | See Dept / | Bowen | See Department | 5 | 0 | 0 | | |
| 05 | TBA | | See Dept / | Boyer | See Department | 5 | 0 | 0 | | |
| 06 | TBA | | See Dept / | Browman | See Department | 5 | 0 | 0 | | |
| 07 | TBA | | See Dept / | Childs | See Department | 5 | 0 | 0 | | |
| 08 | TBA | | See Dept / | Conroy | See Department | 5 | 0 | 0 | | |
| 09 | TBA | | TBA | Dan-Cohen | See Department | 5 | 0 | 0 | | |
| 10 | TBA | | See Dept / | Frachetti | See Department | 5 | 0 | 0 | | |
| 11 | TBA | | See Dept / | Freidel | See Department | 5 | 0 | 0 | | |
| 12 | TBA | | See Dept / | Fritz | See Department | 5 | 0 | 0 | | |
| 13 | TBA | | See Dept / | Gustafson | See Department | 5 | 0 | 0 | | |
| 14 | TBA | | See Dept / | Kelly | See Department | 5 | 0 | 0 | | |
| 15 | TBA | | See Dept / | Kidder | See Department | 5 | 0 | 0 | | |
| 16 | TBA | | See Dept / | Lester | See Department | 5 | 0 | 0 | | |
| 17 | TBA | | TBA | Liu | See Department | 5 | 0 | 0 | | |
| 18 | TBA | | See Dept / | Marshall | See Department | 5 | 0 | 0 | | |
| 19 | TBA | | TBA | Melin | See Department | 5 | 0 | 0 | | |
| 20 | TBA | | See Dept / | Parikh | See Department | 5 | 0 | 0 | | |
| 21 | TBA | | See Dept / | Phillips Conroy | See Department | 5 | 0 | 0 | | |
| 22 | TBA | | See Dept / | Quinn | See Department | 5 | 0 | 0 | | |
| 23 | TBA | | See Dept / | Sanz | See Department | 5 | 0 | 0 | | |
| 24 | TBA | | See Dept / | Sargent | See Department | 5 | 0 | 0 | | |
| 25 | TBA | | See Dept / | Smith | See Department | 5 | 0 | 0 | | |
| 26 | TBA | | See Dept / | Song | See Department | 5 | 0 | 0 | | |
| 27 | TBA | | See Dept / | Stone | See Department | 5 | 0 | 0 | | |
| 28 | TBA | | See Dept / | Stoner | See Department | 5 | 0 | 0 | | |
| 29 | TBA | | See Dept / | Sussman | See Department | 5 | 0 | 0 | | |
| 30 | TBA | | See Dept / | Thomas | See Department | 5 | 0 | 0 | | |
| 31 | TBA | | See Dept / | Trinkaus | See Department | 5 | 0 | 0 | | |
| 32 | TBA | | See Dept / | Wall | See Department | 5 | 0 | 0 | | |
| 33 | TBA | | See Dept / | Wertsch | See Department | 5 | 0 | 0 | | |
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| | 01 | ----F-- | 9:00A-10:00A | TBA | Fritz, Salick | See Instructor | 25 | 0 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | TBA | | See Dept / | Jacobsen | See Department | 10 | 0 | 0 | | |
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| | 01 | TBA | | See Dept / | Jacobsen | See Department | 40 | 0 | 0 | | |
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| | 01 | TBA | | See Dept / | Jacobsen | See Department | 15 | 0 | 0 | | |
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| | 01 | | 12:00A-12:00A | See Dept / | Jacobsen | See Department | 15 | 0 | 0 | | |
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