GENOME 496 Peer Teaching Assistants in Genome Sciences (1-5, max. 5)Direct experience in the classroom teaching a discussion section for non-majors in genome sciences courses. Peer teaching assistants attend lectures and weekly preparation meetings and gain in-depth background on the subject material. In addition, peer TAs are given training in teaching techniques and course preparation. Prerequisite: GENOME 371. Credit/no-credit only.View course details in MyPlan: GENOME 496
social science reference book class 9 361
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GENOME 503 An Inquiry Approach to Teaching Genetics at the Introductory High School Level (2, max. 6)Provides advanced science content on topics in genetics and bioethics that are taught in secondary biology classrooms, as well as pedagogical strategies for conveying concepts to pre-college students. Workshop participation required.View course details in MyPlan: GENOME 503
GENOME 650 Genome Sciences Teaching Clerkship (1-6, max. 15)Direct experience teaching undergraduate Genome Sciences classes. Emphasis on pedagogy of educational experience, includes weekly meetings with instructors for training in teaching techniques, classroom management. Students develop as science educators under mentorship of course instructors. Involves attending class lectures, holding office hours, leading study sections, developing homework/quizzes, grading exams, management of course website. Prerequisite: PhD student standing. Credit/no-credit only. Offered: AWSpS.View course details in MyPlan: GENOME 650
Principles and practices in effective teaching of science at the middle and high school level, learning theories, curriculum content and structure, classroom issues, and the teaching profession. Credit/No Credit grading only. Total credit limited to 4 units. 2 seminars. Crosslisted as BIO/PSC 425.
Concepts of teaching and learning related to instructor performance in college biology laboratory classes. Introduction to teaching strategies, managing a classroom, writing exam questions, and science education research for the laboratory class setting. Credit/No Credit grading only. 1 activity.
Le goût de l'être humain pour les substances psychotropes addictives est attesté par les sources historiques les plus anciennes. Historiquement les substances psychotropes ont été employées 1) par des prêtres, dans des rituels religieux (p. ex., l'amanite tue-mouches), 2) par des guérisseurs, à des fins thérapeutiques (p. ex., l'opium), ou 3) par la population générale, d'une façon sanctionnée socialement (p. ex., l'alcool, la nicotine et la caféine). L'homme a modifié les substances disponibles pour intensifier leurs effets et accélérer leur absorption, ce qui a favorisé l'abus de ces produits. Des modes de consommation pathologiques sont décrits dès l'Antiquité classique. La question de la perte du contrôle sur la substance, à l'origine du concept actuel de dépendance, est déjà analysée au XVIIe siècle. L'étiologie complexe des addictions se traduit au cours des siècles par des oscillations entre des attitudes opposées, toujours débattues aujourd'hui : les addictions sont-elles un péché ou une maladie, et le traitement doit-il être moral ou médical?; l'addiction est-elle causée par la substance, ou par la vulnérabilité de l'individu et par des facteurs psychologiques et sociaux?; l'accès aux drogues doit-il être libre ou bien régulé?
NUTR 421 (3) (IL) takes a public health perspective whereby the bio-cultural influences on health and nutrition are examined across global contexts. It will challenge students to consider the extent to which social and cultural factors contribute to food behaviors and nutritional status, particularly among vulnerable populations in low- and middle-income settings. The application of the social sciences, including key principles from nutritional anthropology, are a critical yet often overlooked aspect of public health nutrition interventions; this course will ask students to critique both over- and under-nutrition interventions through both biomedical and ethnomedical lenses. Students will describe key considerations for culturally-appropriate nutrition intervention development, implementation, and evaluation within the public health sphere.
In an effort to enhance the attractiveness of service in the Public Health Service and the National Oceanic and Atmospheric Administration, the Act also makes educational benefits available to commissioned officers in those services. 38 U.S.C. 101(21), 1652(a)(3). Officers in those services are usually specialists in various fields of science, and possess a high degree of technical expertise. See 42 CFR 21.11, 21.25-.31, 21.41-.42 (1972); 33 U.S.C. 883a-883b. Appellee does not argue that he and his class, and the officers of those services, are so similarly circumstanced that the different treatment the Act accords the two groups constitutes a denial of equal protection.
"Congress, which is under no obligation to carve out the conscientious objector exemption for military training, see United States v. Macintosh, 1931, 283 U. S. 605, 283 U. S. 624; Gillette v. United States, 1971, 401 U. S. 437, 401 U. S. 457, 401 U. S. 461 n. 23, has nevertheless done so. Perhaps this exemption from military training reflects a congressional judgment that conscientious objectors simply could not be trained for duty; but it is equally plausible that the exemption reflects a congressional determination to respect individual conscience. See United States v. Macintosh, supra, 283 U.S. at 283 U. S. 633 ([Hughes,] C.J., dissenting). Given the solicitous regard that Congress has manifested for conscientious objectors, it would seem presumptuous of a court to subject the educational benefits legislation to strict scrutiny on the basis of the 'suspect classification' theory, whose underlying rationale is that, where legislation affects discrete and insular minorities, the presumption of constitutionality fades because traditional political processes may have broken down."
Gillette v. United States, 401 U. S. 437, is irrelevant to the present case. There, we were concerned with whether the petitioners were validly excluded from classification as conscientious objectors. Here, the question is whether the Government can penalize the exercise of conscience it concedes is valid and which exempts these draftees from military service. Moreover, in Gillette, we relied upon the fact that the Government's classification was religiously neutral, id. at 401 U. S. 451, imposed only "incidental burdens" on the exercise of conscience, and was "strictly justified by substantial governmental interests that relate directly to the very impacts questioned," id. at 401 U. S. 462. Here, the classification is not neutral, but excludes only those conceded by the Government to have religious-based objections to war, and thus the burden it imposes on religious beliefs is not "incidental." And here we have no governmental interest even approaching that found in Gillette -- the danger that, because selective objection to war could not be administered fairly, our citizens would conclude that
Description: Survey of the water science from the perspective of both natural and social sciences. Water budget, precipitation, evapotranspiration, runoff and stream flow, groundwater, water quality parameters, economics of water, water policy, water law and water politics.
Description: Explore human environmental interaction on the Great Plains. Samples a variety of Great Plains cultures and time periods to explore past use of the Great Plains environment. Evaluation of attributes and related data critical to the operation of past social-ecological systems with reference to changing climatic/ecological dynamics, human environmental impacts, and the sustainability of various indigenous and western modes of land use on the Great Plains. Investigate knowledge of these processes and how they can be of relevance to contemporary issues of Great Plains land management and resource utilization.
Description: Study of geographic concepts and critical analysis of applications of Geographic Information Systems (GIS) in humanities and social sciences and application of geospatial tools for humanities and social science research; learn how to collect, manage, analyze, and visualize spatial data for real-world projects
What is Young Adult Literature, a relatively new classification of literature? In this class we'll take a look at contemporary young adult novels (and one old one, but just the one I promise) and explore how they can fit into the literary canon. We'll also be exploring new concepts of literature as we look at how podcasts, YouTube, and audiobooks can make meaning in what we're reading. Students will be given an opportunity to create their own young adult literary canon or write their own fiction young adult story.
This course pursues focused questions about how different conceptions of identity, community and difference are articulated and practiced in specific social and historical contexts. Students will explore how questions about individuality and subjectivity are asked in the humanities, arts, and/or social sciences. Identity can be the glue that holds communities together or the catalyst for protracted conflict. This course will explore the role of identity in individual and group conflict dynamics by presenting foundational theories and transformational practices. We will pay particular attention to how identities inform the way we view ourselves and others, as well as how we interpret the world around us. Our study will utilize an interdisciplinary approach that includes analysis of psychosocial, anthropological, political, and conflict resolution theories that can enhance social responsibility and efforts towards peace.
Identity is the way we understand and express ourselves. Circumstances that we are born with usually influence defining one's identity, decision-making, building friendships, aligning with certain political beliefs, and many more. Yet, various aspects of identity change with experiences, and social interactions with others. Memory, storytelling, and art are all forms to express, explore, and question notions about identity. This course considers memory, art, and narrative identity. Throughout the course, we will study how memory and art contribute to shaping identity and the essence of home for immigrants, refugees, and everyone who is away from their home, lost it, or is at risk of losing it. Concepts like race, class, gender, intersectionality, nationality, ethnicity, diversity, and multiculturalism will be a foundational part of discussing, identifying, and explaining the contextual, historical, and nature of identity, community, and difference. Essential questions, such as: what is the role of remembering and the influence of memorialization on identity? How is collective memory shaped through art production? How do memories affect who we are and why they are important? How does art address the difficulties of fitting in society? will be thoroughly discussed during the course. 2ff7e9595c
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