Registrars Warrants

The Registrar’s Course Warrant (RW) allows Departments/Faculties to take advantage of the opportunity to offer a new course that the Department/Faculty was unable to include in the Faculty’s Calendar submission. 

A course may be offered on RW for one calendar year.  Following this year, an RW course may be offered on an ongoing basis pending the Department/Faculty’s next Calendar Submission.   As such, RW courses are distinctly identified within the Undergraduate Calendar under the Registrar’s Course Warrant header.

ABRG3682Kikuwosson/Wksitqamu: A land-based field course3 ch (3C)
Experience the inter-connected relationship Wabanaki people have had with their homelands since time immemorial. Students participate in culture-based activities and learn about traditional Wabanaki food security, medicinal plants, sprirtual connectivity to the land and Wabanaki land-based histories, languages and concepts.  NOTE: Over 3 nights and 4 days, a small cohort of students stay at a camp in the woods. Permission required to register. 
ADM4196Internship in Business3 ch [W]
Involves approved work for 80 hours in a term for an approved department of an organization and under the supervision of a faculty member. Requires work on a project that is evaluated for academic assessment. NOTE: Open to non-major BBA candidates in good academic standing. Subject to faculty and placement availability. May not be used as a substitute for a specific major area internship (ADM4295, ADM4395, ADM4495, ADM4895) or ADM4195. Credit will not be given for both ADM4196 and a specific major area internship or ADM4195.

Prerequisite: Completion of required Year 1 and Year 2 BBA courses.
ANTH1003Environment and Climate Change3 ch (3C) [W]
Environmental anthropologists study the relationships between humans and their environments across the globe. This course introduces students to the study of how humans understand and transform their natural environments, with a particular focus on climate change. How does studying human culture help us to explain the current debates about climate change, from climate science to social movements? Drawing on case studies of climate change from around the world, this course introduces students to critical frameworks, including the Anthropocene, environmental justice, corporate social responsibility, carbon neutrality, and the study of local and Indigenous forms of ecological knowledge. 
ANTH1004Business and Economy Across Cultures3 ch (3C) [W]
How do cultural differences affect international business and trade? How do people think about their local economy across time and place, and about their connections to the global economic system? These are key questions for economic anthropologists engaged in the comparative study of humans and their economies across cultures. They are also fundamental for anyone interested in doing business with cultural competence. This course covers contemporary and classical topics in the field, including systems of value, livelihood and production, gifts and commodities, labour and work, money and debt, trade and globalization, capitalism and corporations, speculation and stock markets. 
ANTH2011Environment and Infrastructure3 ch (3C) [W]

Roads, fences, walls, pipelines, power lines, dams, and other forms of infrastructure are fundamental to our everyday lives. Developments in transport, extraction, energy transmission and agriculture are grounded in such forms of infrastructure which transform cultural landscapes, ecosystems, and livelihoods alike. Drawing on case studies of infrastructure developments - from their planning, to design, to impact assessments, to construction - this course uses the tools of applied environmental anthropology to understand the relationships between human environments and infrastructure. What are the impacts of infrastructure developments on cultural and natural resources at a variety of scales, and how can human centered design and impact assessment processes address such impacts? Drawing on current research and practice, this course surveys the linkages between the cultural, archaelogical, historical, and legal, and ecological contexts of infrastructure today. 

 

ANTH2012Mining and Resource Extraction3 ch (3C) [W]
Cutting timber, digging metals, pumping oil, fracking gas, trapping animals, catching cod, planting grains, and many other human activities are (or have been) essential to the global economy. Every day, we rely on the commodities produced by commercializing so-called natural resources. This has given rise to a growing interest among environmental anthropologists on extractivism. This course does not ask, is this good or bad? Instead it asks, what does resource extraction do for humans across the world? Topics include how the production of natural resources changes the world, local livelihoods, global economies, and our planetary prospects for ecological and cultural survival. We will learn from the new and old writing about resource-based economies by environmental anthropologists and others. This course offers a selection of different theoretical approaches to various themes around the topics of the anthropology of mining, natural resource extraction, and the commodification of nature. 
ANTH2102Ethnography3 ch (3C) [W]
This course is about what anthropologists and others call ethnography. Ethnography comes from the Greek ethno, for people and cultures, and graphy for writing and representation. Ethnography is both the primary research method by which sociocultural anthropologists (and others) conduct long-term participant observation and fieldwork, and it is also the sub-discipline's primary written output. In other words, sociocultural anthropologists not only do and write ethnography, but they also read it. Ours is an interpretive social science engaged in thick description and theoretical story telling. This course considers what is ethnography, how to do it, how to write it, and how to read it. This course will discuss cutting edge and classical examples of the genre, while learning techniques for ethnographic fieldwork and writing. Topics covered include the history, craft, style, politics, and ethics of ethnography, ethnographic experimentation through prose, poetry, graphic novels, and fiction, and what writers of ethnography can learn from writers of fiction and literary non-fiction. 
ANTH2304Great Discoveries in World Archaeology3 ch (3C)

An introduction to world archaeology for all students interested in the origins of humans and early civilizations. The course follows an approximate chronological scheme beginning with our origin as a species, leading up to the development of agriculture, writing, and the emergence of complex societies and civilizations in the Old World and the New World. Offered online. 

ANTH2801Food and Culture (Cross-listed: SOCI 2801)3 ch [W]

Few things are more important to human beings than food. Food is profoundly cultural, which makes it a topic of interest to social scientists concerned with the comparative study of culture and society across time and space. This course introduces the theories and methods in the growing field of food studies. On the one hand, what is considered edible, what is seen as good to eat, and how it all embeds in changing ways of life all varies depending on cultural, social, economic, and political contexts. On the other hand, thinking about nutrition, energy, diet, and what is left behind opens a valuable window on societies, past and present. The course goal is a practical guide to the study of food, its core ideas, and its methodologies, with the goal of bringing order and insight to the diverse relationships with people and what they eat.

ANTH3118Environmental Anthropology3 ch (3C) [W]
Environmental anthropologists engage in the comparative study of the relationships between humans and their environment. This course introduces students to this subfield. The course considers humans and their environments from diverse perspectives, by drawing on case studies from around the world to introduce the theories and methods of environmental anthropology. How do human beings interact with and conceive the environments in which they live? The goal is a guide to how anthropologists research, write, and think with culture and nature; sustainability and environmental policy; land and environmental social movements; multispecies ethnography, human-animal relations, and the post human turn; energy production; conservation and ecotourism; protest and environmental politics; climate change and the Anthropocene. 
ANTH4117Environmental Anthropology Advanced Topics I3 ch (3C) [W]
Cutting timber, digging metals, pumping oil, fracking gas, trapping animals, catching cod, planting grains, and many other human activities are (or have been) essential to the global economy. Every day, we rely on the commodities produced by commercializing so-called natural resources. This has given rise to a growing interest among environmental anthropologists in extractivism. Rather than taking a normative position on resource extraction, e.g., it is good or bad, this course considers what resource extraction does. Topics include how the production of natural resources changes the world, local livelihoods, global economies, and our planetary prospects for survival. We will learn from the new and old writings about resource-based economies by environmental anthropologists and others. This course offers a selection of different theoretical approaches to various themes around the topics of natural resource extraction and environmental anthropology. 
ANTH4302Historical Archaeology of the Maritime provinces3 ch
Historical archaeology is the archaeological study of people who are also accounted for in written records. This class considers the archaeological record of the Maritime Provinces from about AD 1500-1900.

Prerequisite: ANTH 1002.
ANTH4313Archaeology, Heritage, and the Public(s)3 ch (3C) [W]

This seminar explores the issues relating to the ways in which communities and various publics produce, interact with, construct and contest knowledge about the past. This will include examination of the processes of knowledge creation, dissemination, mobilization and transfer in archaeology, as well as the role of research modes in knowledge production (including applied research, conventional problem-oriented research, community-engaged research and collaborative research). Topics will include discussion of critical heritage studies, citizen science, indigenous archaeology, post-normal science, and applied research such as cultural resource management.

Prerequisite: Any 1000-level Anthropology course or permission of the instructor.
BIOL3633Biological Oceanography (Cross-Listed: ESCI 3633)3C
This course conisders how oceans, which cover more than 70% of the earth's surface, act as a dominant environmental force. It examines the process regulating the abundance, diversity, distribution and production of microbes, phytoplankton, zooplankton and high trophic levels. By exploring the influence of physical factors (i.e. tides, waves, upwelling, light), we will see how temporal and spatial scales are critical for understanding the living ocean.

Prequisites: BIOL 2003; and CHEM 1001, CHEM 1006, CHEM 1012, CHEM 1017.
BIOL3323Introduction to Neurobiology3 ch (3C)
This course introduces the cellular and molecular bases of nervous system function in animals. We will learn what distinguishes neurons from other cell types, survey how neurons communicate with each other, and examine how they are organized into functional circuits. We will apply these basic principles towards understanding the specific mechanisms underlying the function of sensory systems and their behavioural outputs. Examples from the primary literature will be considered. 

Prerequisites: BIOL 2023, BIOL 2028. Strongly recommended: one of BIOL 3033, BIOL 3043.
BIOL3559Ethnobotony3 ch (3C) [W]

Plants have been used by humans throughout recorded history for food, shelter, recreation, and therapeutic purposes. This online course serves as an introduction to the field of ethnobotany, the study of human uses of, and relationships with, plants. Though many types of uses are discussed, the main focus is on plants with significant medical, poisonous, psychoactive, or addictive properties and their use by humans.

Prerequisites: BIOL 2063, BIOL 2068, or equivalent, or permission of the instructor.

Recommended: BIOL 3083

CCS3668Women and Nonviolence (Cross-listed: SOCI 3668)3 ch (3C) [W]
Women from different religious traditions, different societies and cultures have always been involved in the struggle for a better world through nonviolent strategies. At times their efforts were underestimated or ignored. In this course we will study the contributions, activism and methods of some outstanding women who through their involvement in arts, society or culture had an impact on creating more peaceful communities and nations. From India (Kasturba Gandhi) to the United States (Yoko Ono), through Liberia (Leymala Gbowee) to Yemen (Tawakkul Karman)and Colombia (Janneth Lozano Bustos) this course will explore the theme of nonviolence from a variety of the worldviews. Open to students who have completed 30 ch of university courses or by permission of the instructor. 
Although this course is administered online, it requires students' active participation in class weekly discussions. Once the course will be offered in asynchronous mode (enrollment allowed anytime, and six months to complete the course), students will have to participate in an ongoing online forum by posting comments and discussions while interacting with the instructor and the enrolled peers.

Prerequisite: 30 ch
CCS4534French Cinema3 ch
Explores the history and the development of the French cinema, from the early silent or Surrealist film to the youngest generations in French filmakers.
CHE5855Nuclear Reactor Physics3 ch

Review of radioactivity, nuclear fission and fusion process, neutron scattering and absorption. Development of neutron flux equations, four and six-factor formula and their application in reactor design and operation including multi-group equations and relevant computer codes and simulations. Reactivity effects of temperature and coolant, approach to critical and reactor stability. 

Prerequisite: CHE 5834 and MATH 3503.
CHEM1005General Chemistry Virtual Laboratory I2 ch
Topics include: measurements and statistics, inorganic and organic synthesis, qualitative and quantitative analysis, computer modeling, and molecular geometry. NOTE: WHMIS certification required (see beginning of Chemistry Courses section for details). All labs will be offered in a virtual setting and administered through D2L.

Co-requisite: CHEM 1001
CLAS2653Introdution to Early Church in Rome3 ch
This course will trace the history of early Christianity at Rome in its first five centuries. From a small, largely foreign, sect in the first century, meeting primarily in house churches, Christianity became the favoured religion of the empire in the grand basilicas of the fourth century, only to be confronted the struggles and decline of Rome in the fifth and sixth centuries. By the time of the death of Gregory the Great in 604, the foundations of the medieval papacy were laid and Christianity was a dominany force in the Latin West. In addition to reading selected early Christian texts, particular emphasis will be given to the physical traces of the prescene of Christians in Rome as found in archaeological sites, chruches, and museums.
CLAS3655Early Church in Rome: Origins to Gregory the Great3 ch
A study of early Christianity at Rome from the first century to the death of Gregory the Great in 604. Particular emphasis will be given to the physical traces of the presence of Christians in Rome and to the rise to promience of the Bishop of Rome in the western church. Normally taught on location. May not be taken by students who have taken CLAS 2653.
ENGL2984Introduction to Science Fiction3 ch (3C) [W]
An introduction to the study of literary science fiction. Students will consider some of the key historical and cultural events leading up to the period of this study (which will span approximately two hundred years, from the early nineteenth century to the later part of the twentieth century), and we will read several novels, a play, and a collection of short fiction. In addition to reading these texts, students will examine a number of non-literary texts (including films and musical pieces) in class. Classes involve lectures, discussions, and (optional) group work; clear and effective writing as well as critical thinking and reading are emphasized and encouraged.
ENGL2987Introduction to Queer Literature3 ch (3C) [W]
This course focuses on texts that could be described using the provocative language of queer theory. While the course may cover contemporary queer Maritime authors, two-spirit authors, emerging transgender authors, and/or theories of queer existence, some of the texts studied may be canonical ones that students do not often have a chance to read as part of a broader queer history (e.g., texts by Langston Hughes, Elizabeth Bishop, Virginia Woolf, or James Baldwin). Resituating such texts in multiple queer histories will allow us (1.) to question the latent sexual/gender normativity of the Anglophone literary canon and its reception and (2.) to cut across the genres, eras, and nations normally used to parcel out literary history. Indeed, students may read a variety of poetry, fiction, memoir, drama, performance, and theory. Students can expect to read texts that address some of the following: HIV/AIDS, racialization and gender, public sex, polyamory, transgender, body modification, kink, the closet, shame, pride, and more.
ENGL3477Realism and Naturalism in 19th-Century Theatre3 ch (3C) [W]
This course provides a survey of major playwrights who are representative of the realism movement in the theatre from the late nineteenth century into the early years of the twentieth century. The playwrights on this course believed in the ability of the theatre to show the truth of the human condition; they refused to shackle their plays in the constraints of convention. Instead, they chose to tackle openly the uncomfortable subjects of syphilis, corruption, exploitation, poverty, and the changing role of women in society. Works on the course may include Ibsen's A Doll's House (1879), Ghosts (1881), An Enemy of the People (1882), or  Hedda Gabler (1891); Strindberg's Miss Julie (1888), Hauptmann's The Weavers (1892), Chekhov's Uncle Vanya (1898) or The Cherry Orchard (1893), or Gorky's The Lower Depths (1902).
ENGL3563Contemporary British Women Playwrights3 ch (3C) [W]
The course focuses on the work of several of the most important British women dramatists from the late 1970s to the present. The plays represent a range of perspectives and cultures; they provocatively reflect in their subject matter both modern day Britain and its past. Text may include Caryl Churchill's Cloud Nine and Top Girls, Timberlake Wertenbaker's The Grace of Mary Traverse, Sarah Kane's Blasted, Tanika Gupta's Lions and Tigers or Gladiator Games, Winsome Pinnock's Talking in Tongues, and Bola Agbaje's Gone Too Far!
ENGL3714Special Topics II3ch [W]
This course focuses on specialized areas of interest.
ENGL3725The Gothic Imagination3ch [W]
This course will trace the development of the Gothic imagination to focus on the roots of these traditions and examine some common elements of the literary and/or adapted Gothic.
ENGL3983Literature and the Environment3 ch [W]
Reading a diverse array of ecologically oriented stories, poems, novels, non-fiction, and theory, students will examine how literary forms engage non-human life. Possible areas of focus include human-animal encounters, Indigenous ways of knowing, river literature, ocean literature, the energy humanities, posthumanism, race and environment, ecopoetics, eco-film, visual art, and activist literature. Students will be invited to creatively engage with their literary and lived environments through written assignments, in-class discussion, and forays into the great wild world around us. 
ENGL3987Fashioning the Nation3ch (3C) [W]
This course explores the recent significance of television, its impact on the fashion industry, and the ways in which television itself has become part of the business of the creation, marketing, and consumption of fashion, from haute couture to mass market brands. In particular, the course considers how the coupling of fashion and television has important implications for contemporary definitions of citizenship. It is suitable for students across Faculties and may be of particular interest to those in Business, Media Arts and Culture, English, History, Sociology, Economics, and Psychology. Texts range from novels and children’s books to episodes of Sex and the City, What Not to Wear (British and US versions), Mad Men, Fashion Police, House of Cards, and Project Runway. 
ENGL5105European Epic and the Politics of Nation-Building3 ch (3C) [W]
This seminar provides an opportunity to read some of the major European classical and medieval epics (all in modern English translation), including the Iliad and the Odyssey, Virgil's Aenid, Beowulf, the Chanson de Roland, and the Nibelungenlied, and to gain firsthand knowledge of the mythologies referenced throughout later English literature as authors adapt imagery from the classical and medieval epics and allude to characters and episodes borrowed from them. Our particular focus, however, will be on the politics of these works, especially in the context of nation-building, both during the period of composition and in terms of the later interest in epic poetry across Western Europe, including the imagined communities of nation states formed or re-conceived on the basis of allegedly ancient models invoking concepts such as proto-colonialism, orientalism, and constructed alterity.

Prerequisite: ENGL average B+

Co-requisite: Open to students in ENGL Honours
ENGL5115Shakespeare and Ecology3 ch
This seminar will explore the Shakespeare's representations of early modern environmental problems and concepts, and relate them to contemporary ecology and ecocriticism. Weekly readings and discussions will reflect these perspectives in at least three ways. First, they will explore human interactions with the natural world, either creative or destructive, which were characteristic of Shakespeare's proto-industrial society. Second, they will survey the radical changes in human knowledge about the earth and its creatures taking place in early modern England. Shakespeare was concious of dislocations caused by deforestation, war, and human domination of animals, for example. His plays therefore present modern readers with moments that anticipate our own anxieties about environmental degradation, pollution, the proper treatment of animals, genetic engineering, species "improvement", and the creation of monocultures.

Prerequisites: 6 ch ENGL; ENGL average grade B+

Co-requisites: open to students in ENGL Honours
ENGL5127Runnin' with the Devil: William Blake's Early Illuminated Poetry3 ch (3C) [W]
"I must create a system or be enslaved by another man's" - so wrote William Blake (1757-1827), a radical Romantic poet-engraver, painter, and printmaker. In this seminar, we will examine some of Blake's best known early illuminated poems, many of which Blake produced during an exceptionally productive and turbulent period of the 1790s when he lived in Lambeth, on the south side of the Thames. In addition to close readings and grappling with Blake's visionary mythology, we will keep a foot in what Saree Makdisi, in his study of Blake, aptly calls "the impossible history of the 1790s." Against the caricature of Blake as an ahistorical madman-artist outside of his own time, we will track how Blake's work confronts the economics, politics, religion, and emergent ideas in the arts and sciences of the Romantic era. 
ENGL5144Poverty and American Literature3 ch (3C) [W]
A striking feature of the United States is the weakness of its welfare state. One reason for this weakness is many Americans' belief that welfare recipients fall into the category of the undeserving poor: lower-class citizens who are responsible for their own poverty. This course explores literary texts that address the causes and effects of poverty and grapple with the problem of representing it. Readings focus on historical moments when poverty became a central topic of public debate and government policy: the 1930s, the 1960s, and the 1990s. The course will address questions like the following: How has the aesthetics of poverty changed since the early twentieth century? How do writers interested in poverty negotiate the difference between their own class status and that of their subjects? How might writers represent the poor without abjecting or romanticizing them? 

Prerequisite: ENGL average B+

Co-requisite: Open to students in ENGL Honours
ENGL5148African-American Literature 3 ch
A study of selected novels, plays, and poems by African-American writers, read in the contect of Great Migration: the largest demographic shift in American history, involving the flight of millions of black men and women from the segregated South. 

Prerequisites: 6 ch ENGL; ENGL average grade B+

Co-requisites: Open to students in ENGL Honours
ENGL5155Literature and Philosophy3 ch
In The Republic, Plato famously excluded artistis from his ideal commonwealth. Which raises the question: are the aims and procedures of literature and philosophy of literature and philosophy incompatible? If so, in what sense? Might they instead by natural allies? What might literature accomplish that philosophy can't, and vice versa?  In this course we will 1)consider works of philosophy of literary texts, 2)consider literary texts as philosophy, and 3) consider how literature may explicitly integrate philosophical works and vice versa. As we work, we will keep in mind the question of what might distinguish these fields from one another and will also ask where the distinctions may collapse. 

Prerequisites: 6 ch ENGL; ENGL average grade B+

Co-requisites: open to students in ENGL Honours
ENGL5156The Politics of Native North-American Literatures3 ch
This course examines the politics of identity as depicted by a range of Native North American authors over the past five decades, with an emphasis on recent texts by writers including Maria Campbell, Deborah Miranda, Peter Clair, N. Scott Momaday, Katherine Vermette, Liz Howard, and Gwen Benaway. We will read poetry, novels, short stories, and graphic novels, in conjunction with secondary crticial articles that address some of the central debates in the field Indeginous Studies. Part of our task will be consider how those designations have been produced and reinforced by writers and/or critics, and what concepts of identity, whether political, social, cultural, linguistic, or sexual, have been used to classify or define Indigenous literatures and authors. Many of the authors included in the reading list have lived both on and off the reservation/reserve and explore this hybrid perspective in their works; some of have status.

 Prerequisites: 6 ch ENGL: ENGL average grade B+ 

Co-requisites: open to student in ENGL Honours
ENGL5184Identity in Atlantic-Canadian Literature3 ch (3C) [W]
In this course, we will examine the central theme of identity in the poetry, fiction, drama, and film of contemporary Atlantic Canada. We will study a diverse range of primary course texts, addressing key questions concerning personal and collective identities as they relate to race, class, gender, sexuality, ability, and region. Region will indeed play a significant role in our readings of these texts - from the representation of racism and violence in Halifax-based poet El Jones's spoken word pieces and the social tensions of 1940s Fredericton in George Elliott Clarke's novel George & Rue to Maritime mental health care in Lynn Coady's Strange Heaven and the (figurative and literal) journey of two Two-Spirit brothers in Bretton Hannam's short film Wildfire. Our central readings of authors from the Maritimes and Newfoundland will be guided by secondary sources about issues related to Atlantic-Canadian histories and identities.

Prerequisite: ENGL average B+

Co-requisite: Open to students in ENGL Honours
ENR3261Data Analysis for Natural Resources 3 ch
This course provides a foundation in statistical data analysis with a focus on application in natural resources sciences. The course will build upon concepts introduced in STAT 2264/2263 and explore how researchers and managers move from formulating questions to collecting data to analyzing results. We will discuss approaches to study design and will review a range of statistical tests including t-tests, ANOVA, ANCOVA, correlation, and different forms of regression, with examples based in natural resources science. Students will gain valuable hands-on experience in statistical analysis in R.

 

Prerequisite: STAT 2264 / 2263

FOR2505Soils for Plant Growth 5 ch
Students examine relationships between soils and plants, and related roles of water and nutrients. Factors that restrict root growth, and processes that influence soil development are revealed through field exercises and laboratory work. Effects of natural and anthropogenic disturbances on forest soils and subsequent plant responses are emphasized. 
FOR5801Structural Performance of Engineered Wood Products3 ch
Wood and engineered wood products have been widely used for construction. Understand the principles and codes relating to the structural design in timber, determine the major mechanical properties of full size engineered wood products such as bending and shear capacities, derive the design value of dimension lumber, and design structural elements (such as beams and columns), and lateral load carrying systems (such as shearwalls).

Prerequisites: FOR 2803, ME 2111.
FOR5811Manufacturing of Wood Products3 ch
Wood is a natural bio-composite material, which can be processed to make primary products (such as lumber) and secondary products (such as traditional wood-based composite panels and modern structural composite panels). Emphasis is given on the manufacturing processes and applications of these secondary products, and introduction to the modern manufacturing technologies such as computer numerical control (CNC) and 3D printing. 

Prerequisite: FOR 2803 or permission of the instructor. 
FVI2003Interpersonal Cyberviolence (Cross-listed: SOCI 2003)3 ch [W]
Cyberviolence is a growing means of perpetrating interpersonal gender based violence. This online course will examine issues associated with cyberviolence, the crimes that fall under the umbrella of cyberviolence, and online intervention strategies. It will consider relevant theories, existing research and student experiences of online communication.
HIST1011Violence in the Early Modern World, 1400-17003 ch
Violence was at the heart of life in Europe in the early modern period. From interpersonal violence to wars between states, violence profoundly marked the lives of individuals and communities between the late Middle Ages and the Age of Enlightenment. Using a variety of sources (both visual and textual) this introductory course will consider different types of violence in relation to social, cultural, and political developments: crime and punishment, the duel and the vendetta, rebellion and war. We will focus on various changes that occured in this period - in representations of violence, forms of justice, and the role of religion and gender. This period marked the rise of the 'modern' state with its monoply of violence, as well as different forms of violence against the state, and these processes will be addressed in lectures and discussions. 
HIST1825Nothing Civil About It: Civil Wars Since 19003 ch
This general interest course considers the phenonomenon of civil war with a particular focus on the 20th and 21st century. We will consider multiple perspectives on individual conflicts in an attempt to understand the complexities and consequences of civil war. How do such wars begin, evolve, and end? What is their impact on individuals, organzations, socieities, nations, and the world?
HIST3042Europe's High and Late Middle Ages, 1050-15203 ch

This course covers Europe from the disintegration of the Carolingian world to the eve of the Protestant Reformation (c. 1500): the so-called 'high' and 'late' Middle Ages. One central theme of the course will be the problem of Europe itself: how and when did a part of the Mediterranean Roman world and a part of its "barbarian" fringe become something like Europe, a place both culturally unified enough to talk about as a single entity, and distinct from its neighbors? We will consider the changing boundaries and centers of the European world, and the growth of those institutional structures—religious and civil—that created a European unity.

HIST3344Exploring the Rural in Canadian History3 ch (3C) [W]
Until the mid-20th century, Canada was a predominately rural society, and rural life, work, and culture left an indelible mark on Canadian history. In this course students will examine the history of rural Canada on its own terms and in the various ways it impacted broader Canadian history. Special attention will be paid to the development of rural economies, political and class tensions in rural society, the rural response to industrialization and technological innovation, and the rural impact on Canadian culture. 
HIST3662Black Diasporas3 ch (3C) [W]
Men, women, and children of African descent have had a profound impact upon the cultural and sociopolitical history of the Americas and Europe. Atlantic in scope, this course explores Africans and their descendants in various geographic spaces, including Latin America, the Caribbean, Europe, and North America, from the sixteenth century to the present. Lectures, readings, discussions, and assignments will emphasize several key themes: the indispensability of slavery to the colonial development of the Americas and Europe, the entrenchment of race as a mode of categorical belonging and discrimination, the continuity of multivalent struggles for dignity, freedom, and equality, and the shaping force of gender, geography, and imperial warfare in the transformations of the black diaspora. 
HIST3665Capitalism: From Walled to City to Wall Street3 ch
This course is a broad-based survey of capitalism that takes into account not only the evolution of economic practice and thought, but also politics, social relations, cultural change, and the natural environment. We will consider capitalism as a historically specific phenomenon, rather than something inevitable and timeless. The focus will be on the period from the origin of capitalism in the sixteenth and seventeenth centuries to the rise of industrial capitalism in the nineteenth century, though ending with some reflections on their own, post-industrial capitalist era. Among the topics covered will be the relationship between capitalism and globalization, capitalism and imperialism (and slavery), capitalism and revolution. The course will also examine the various alternatives to capitalism (ideologies and practices), which have their own, even deeper, historical roots. There will be opportunity for lively class discussion of this controversial topic.
HIST3881Race and Racism in Western Militaries, 1914-present3 ch (3C) [W]

Students will be asked to put aside what they know about 20th century warfare to pursue new research questions that center on issues of race and racism, inclusion and exlusion, and citizenship and belonging in Western armies including the Canadian, American, and British armed forces.
Explores the often-untold narratives of racialized others in times of conflict and military engagement during the twentieth century. Focusing on western nations including Canada, the United Kingdom and the wider Commonwealth, and the United States, this course will consider the military service of racialized others, both voluntary and conscripted, as well as the broader social, cultural, and political implication of warfare within racialized communities. 

HIST3991Science and the British Empire from 1600 to 18503 ch (3C) [W]
This course will explore the development of scientific knowledge and reasoning within the British Empire beginning in the early seventeenth and through to the mid-nineteenth century. Science played a pivotal role in the development of empire, and shaped European perspectives about different places and peoples across the globe. This course will focus on science and settler colonialism in Britain's Atlantic colonies, and topics covered will include the development, uses, and misuses of cartography, astronomy, chemistry, botany, and phrenology, as well as the rise of institutions such as the Royal Society, British Museum, Hudson's Bay and East India Companies that helped to build a transcontinental British Empire up to London's Great Exhibition of 1851. 
HIST4326Revolutionary and Loyalist Era Medicine3 ch

Explores the social, cultural, and geo-political dimensions of medicine throughout the British Atlantic World between the 1760s and the 1830s—a time of imperial expansion, revolutionary fervor, and intense warfare. It focuses on the experiences of patients and practitioners across multiple locations, including the British Isles, North America, the West Indies, and Africa. Particular attention is assigned to civilian, imperial, and military contexts during the American and French Revolutions and the Napoleonic Wars. Among other resources, this course draws upon The Loyalist Collection at the Harriet Irving Library.

HIST4635The Mediterranean from the Crusades to Napoleon 3 ch
The Great Middle Sea, the Mare Nostrum ("our sea") of the Romans, the Meditterranean has been a crossroads, and a crucible of cultures, religions, and civilizations since the dawn of history . It has divided and united three continents and their peoples- Europeans, Asians, and Africans. This course is a journey of exploration across the length and breadth of the Meditteranean world, from the sack of Constantinople by the Latin Crusades to Napoleon's invasion of Egypt. It will analyze the economic conjunctures, social mutations, religious confrontations, and political conflicts that shaped the socities bordering the Mediterranean Sea. The focus will be on the connections and exchanges as much as on the clashes of empires and ideologies, with special attention given to the worlds of Christian Europe and the Ottoman Empire from the sixteenth to Eighteenth Century. 
HIST5014Revel, Riot, Rebellion & Revolution3 ch

The so-called 'Age of Revolution,' beginning in the closing decades of the eighteenth century, is often thought of as a period of violent transition between the early modern and modern period in European history. The French Revolution above all continues to be seen as a sharp break with the past. But early modern Europe was hardly a picture of tranquility and social peace. Indeed, social hierarchies were frequently challenged and renegotiated. The desire to turn the existing social and political order on its head manifested itself in various ways, ranging from the popular Carnival to something we might characterize as 'revolution.' This course examines the various forms and manifestations of protest and revolt in early modern Europe.

HIST5111The Mediterranean World in the Age of Don Quixote3 ch
Using as our guides Don Quixote's exploits and Cervantes' life, this seminar will analyse the economic conjunctures, social mutations, religious confrontations, and political conflicts that characterized the Mediterranean world during the sixteenth and seventeenth centuries. Based on a close reading of several chapters of the two parts of Don Quixote (published in 1605 and 1615), the seminar will focus on the relations between Cervantes' history and the main transformations and events of this time, as well as on the multiple appropriations of his novel. Fernand Braudel's masterpiece, The Mediterranean and the Mediterranean World in the Age of Phillip the Second, will provide the historical framwork for the study of these topics.
HIST5334Policing in Canada, 1763 - Present3 ch (3C) [W]
Examines the rise of the Canadian settler state through the lens of surveillance and policing. Looks at the relationship between capitalism, liberalism, and settler colonialism. Some topics include state surveillance of labour movements; Indigenous resistance to Canadian imperialism; Black liberation. Also examines settler state methods used to quell resistance such as: appropriating sites of resistance into power structures; violent suppression; restriction of movement; the creation of a security apparatus to surveil and police Black, Indigenous, and otherwise racialized peoples. 
MAAC36073D Fundamentals3 ch (3C)
Covers the fundamentals of creating 3D characters and environments, applicable to a variety of media (such as games, VFX for film and television, virtual reality.)

Prerequisite: 45 ch or permission of the instructor
NURS2145Mental Health Challenges3 ch (3C) [W]
Explores the experiences of persons living with mental illness and examines related nursing therapeutics. 

Prerequisite: NURS 1235 or NURS 1306
PHIL1404The Philosophy of Dreaming3 ch (3C) [W]
What is it like to dream? Philosophers since Plato have wondered why it is that we can think we are awake and perceiving when we are in fact asleep and dreaming. This introductory course surveys historical and contemporary philosophical literature that grapples with the ways in which dreaming is and is not like waking experience.
PHIL1502Problem of Self Knowledge3 ch
Socrates once said "The unexamined life is not worth living." If self-knowledge is a necessary part of that examination, should we expect it to be the most straightforward part? Is knowledge of ourself easier to achieve than knowledge in the scientific, ethical or policy domains, just because we are more familiar with ourself? In this introductory course, we examine self-knowledge as a problem that is bound up in the larger philosophical questions of human nature, freedom, the good, the role of society in our self understanding, and the grounds for knowledge itself.
PHIL3431Topics in 17th and 18th Century Philosophy3 ch (3C) [W]
In the wake of the Scientific Revolution, philosophers began considering the implications of scientific discoveries on the way we understand our relationship to the world. This course follows a conversation that starts with Descartes about the reliability of our senses as a genuine source of knowledge. After Descartes, we will read from Locke, Berkeley, Reid, Hume and Kant who each take up and offer different solutions to the possibility that our senses can deceive us.
PHIL3441Canadian Philosophy3 ch (3C) [W]
This course examines Canadian philosophy through the writings of authors such as Charles Taylor, Bernard Lonergan, and Winthrop Bell, among others.
POLS3217Canadian Environmental Policy3 ch (3C) [W]
Examines Canadian environmental politics and policy. Explores the influence of economic and political interests, public opinion, Canada's political-institutional frameworks and social movements on environmental policy and outcomes. Topics include climate policy, species at risk, air and chemical pollution, water management, land management and environmental justice. 
POLS3716Governance of the Global Economy3 ch (3C) [W]
Surveys the debates around the governance of global flows: trade, investment, finance, natural resources, and labour. The course engages with the main approaches and theories of International Political Economy (IPE). 
POLS3724Latin American Politics and Development3 ch (3C) [W]
Examines the evolution of Latin American development policies as well as the struggles for democracy and authoritarian tendencies of its political systems. The course takes a regional and comparative approach with cases from South America, Central America and the Caribbean.
POLS3845Law and Public Policy3 ch (3C) [W]
Examines the extent to which legal rules and institutions reflect explicit public policy goals. Topics and case studies in three core areas of the law - property, contracts, and crime and punishment - are used to illustrate and develop two related ideas. First, economic principles have guided developments in the evolution of the law to have an explicit public policy focus, and viewing the law through a public policy lens will lead to a better understanding of the law. Second, analysis of the law through a public policy lens provides a framework with which to assess and critique current law from a social perspective in order to improve social well-being. Students who have taken ECON3845 may not take POLS3845. POLS 3845 is only open to students in their 3rd or 4th year.
POLS4734Political Economy of Energy and the Environment3 ch (3C) [W]
Surveys recent debates around the political economy of energy and its impact on the environment. The course discusses the global energy market of hydrocarbons and its alternatives in the midst of climate change and political transformations globally. 
POLS4735Theories of the Policy Process3 ch (3C) [W]
Examines foundational and contempoary theories explaining variation in public policy processes across space and time. Provides a strong foundation in comparative public policy, process theories, and the politics of policy adoption and implementation. Explores a variety of topic areas, including social, environmental, and economic policy. 
SOCI1525Introduction to the Experiences of Waponahkiyik (People of the Dawn)3 ch (3C)
This course provides an introduction to the experiences of Waponahkiyik (People of the Dawn), Indigenous people in Atlantic Canada. Students will engage in critical self-reflection, develop relationships with Elders and knowledge-keepers, and have experiential learning experiences. 
SOCI2003Interpersonal Cyberviolence (Cross-listed: FVI 2003)3 ch [W]
Cyberviolence is a growing means of perpetrating interpersonal gender based violence. This online course will examine issues associated with cyberviolence, the crimes that fall under the umbrella of cyberviolence, and online intervention strategies. It will consider relevant theories, existing research and student experiences of online communication.
SOCI2801Food and Culture (Cross-listed: ANTH 2801)3 ch [W]

Few things are more important to human beings than food. Food is profoundly cultural, which makes it a topic of interest to social scientists concerned with the comparative study of culture and society across time and space. This course introduces the theories and methods in the growing field of food studies. On the one hand, what is considered edible, what is seen as good to eat, and how it all embeds in changing ways of life all varies depending on cultural, social, economic, and political contexts. On the other hand, thinking about nutrition, energy, diet, and what is left behind opens a valuable window on societies, past and present. The course goal is a practical guide to the study of food, its core ideas, and its methodologies, with the goal of bringing order and insight to the diverse relationships with people and what they eat.

SOCI3668Women and Nonviolence (Cross-listed: CCS 3668)3 ch (3C) [W]
Women from different religious traditions, different societies and cultures have always been involved in the struggle for a better world through nonviolent strategies. At times their efforts were underestimated or ignored. In this course we will study the contributions, activism and methods of some outstanding women who through their involvement in arts, society or culture had an impact on creating more peaceful communities and nations. From India (Kasturba Gandhi) to the United States (Yoko Ono), through Liberia (Leymala Gbowee) to Yemen (Tawakkul Karman)and Colombia (Janneth Lozano Bustos) this course will explore the theme of nonviolence from a variety of the worldviews. Open to students who have completed 30 ch of university courses or by permission of the instructor. 
Although this course is administered online, it requires students' active participation in class weekly discussions. Once the course will be offered in asynchronous mode (enrollment allowed anytime, and six months to complete the course), students will have to participate in an ongoing online forum by posting comments and discussions while interacting with the instructor and the enrolled peers.

Prerequisite: 30 ch
TME5386Entrepreneurial Resilience3 ch (3C)
Introduction to the roles of self, society, and network in the wellness process. Students will learn about wellness practices, ways to identify harmful behaviours/habits, identify postive behaviours/habits, and researching local resources. Students will develop the skills and competencies that contribute to overall wellbeing including: self-care, sustainability pockets, communication skills, resourcing, and implementing plans.