3.7 Course Overviews: "H"
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HEALTH (HLTH)
Introduction to Human Health
3 - Science
- Method of Delivery:
Home Study
or
Paced Study
+
Video Component
This course is designed to provide a broad overview of the field of health and is well-suited for the general-interest student and non-science student requiring a credit in Science. Accordingly, the course is wide ranging in its coverage of health issues rather than going into topics in depth.
The course emphasizes the major aspects of health and of health-related areas that are of concern to people in Canada. It explores the nature and causes of the major health problems and how these can be treated and prevented. This covers such areas as nutrition, exercise, tobacco, and alcohol. Much of this information, such as how to eat for better health and how to exercise, will be of practical value. The course also deals with other issues relevant to health including sexuality and pregnancy.
The course uses videotapes that may be viewed on ACCESS, The Education Station in Alberta or borrowed from Athabasca University Library.
HEALTH ADMINISTRATION (HADM)
Community Health Planning
3 - Applied Studies
- Method of Delivery:
Home Study
or
Paced Study
This course involves a systematic examination of the health status of the population: what are the common illnesses affecting the general population and how to minimize them through community action. This course examines the major communicable diseases and non-communicable diseases. It also examines food and nutrition, health care and the elderly, environmental health and occupational health and safety. It sums up with a community health planning model with strategies, program design, and target population.
The Organization of the Canadian Health Care System
Seminar - 3 - Applied Studies
- Method of Delivery:
Home Study
or
Paced Study
This course examines the development and organization of health care in Canada with special emphasis on federal and provincial jurisdiction on health, the Canada Health Act, health care insurance, and the health care of Native people in Canada. The course also examines the quality of health care, costs of health and medical care, and current issues in health care.
Health Policy in Canada
3 - Applied Studies
- Method of Delivery:
Paced Study
This course is designed for students from a wide variety of backgrounds: health services, administrators, policymakers, practitioners, and clinicians. It provides in-depth discussion concerning the key political and administrative decision-making processes of the Canadian health systems. Particular emphasis is placed on the health policy development process and the issues associated to the welfare state. This course begins with a definition of public policy; health policy development process; and funding solutions to complete policy issues. Students also examine the variety of social economic and political influences on health policy making. Students will also discover that there are a variety of "policy instruments" available to decision makers to solve policy problems at the policy formulation stage.
Prerequisite: Health care background or permission of the professor.
Introduction to Epidemiology
3 - Applied Studies
- Method of Delivery:
Paced Study
This introductory course in epidemiology provides an analysis of the epidemiologic approach to problems of health and disease. The basis principles and methods of epidemiology are presented in three sections of this course. The sections are designed to provide the student with a basic understanding of epidemiologic methods and study design and the place of epidemiology in preventive and clinical medicine. This course is designed for students from a wide variety of backgrounds: health services, administrators, policymakers, practitioners, and clinicians.
Prerequisite: Health care background or permission of the course professor.
HEALTH STUDIES (HLST)
Alternative Health Therapies
3 - Applied Studies
- Method of Delivery:
Home Study
+
Video Component
This course provides an overview of common complementary or alternative medicine modalities available in Canada. It introduces students to therapies and practices that are not normally part of health care. Students will gain an understanding of the research base and methodologies used to evaluate the effectiveness of alternative health therapies and will be able to evaluate the risks and benefits of using particular therapies. The course is appropriate for general interest students, nurses, dietitians, and allied health professionals.
Prerequisite: HLTH 200 or equivalent.
Special instructional features: Videotapes and selected reading materials may be borrowed from Athabasca University Library.
Principles of Teaching and Learning for Health Professionals
3 - Applied Studies
- Method of Delivery:
Home Study
or
Paced Study
Principles of Teaching and Learning for Health Professionals is a multi-disciplinary course. Students are presented with a four-step instructional design model: assessment, planning, implementation, and evaluation. Learning theories, health concepts, and developmental stages are incorporated. Students will learn to distinguish between teacher-directed and self-directed approaches to the process of teaching and learning; apply the four steps of the teaching-learning process to health-related situations in a systematic manner that reflects the principles of learning and motivation presented in this course; recognize the unique learning needs of learners across the life span; and appreciate the complexities and realities of health teaching from a personal and theoretical perspective.
Precluded course: HLST 482 cannot be taken for credit if credit has already been obtained for APST 382.
HISTORY (HIST)
Europe: Medieval to Modern
3 - Humanities
- Method of Delivery:
Home Study
+
Video Component
This course is designed to introduce distance-learning students to the study of European history at the university level. The course surveys the most significant political, economic, social, religious, and intellectual trends in European history from the Middle Ages to the eighteenth century. The purpose of the course is to provide a description and an explanation of the forces that shaped the birth of the modern world during the so-called Early Modern era, a time period that witnessed the rapid growth of commercial capitalism; the development of the nation state; the flourishing of such intellectual movements as the Renaissance, the Reformation, the Scientific Revolution, and the Enlightenment; and the spread of European industry, commerce, and culture to both the New World and the continents of Africa and Asia.
Precluded courses: HIST 215 cannot be taken for credit if credit has already been obtained for HIST 214 and HIST 314.
Delivery mode: This course is a telecourse, originally developed by the University of Saskatchewan. The television programs are available to students on videotapes from Athabasca University Library.
Modern Europe, 1740-1940: An Introduction
3 - Humanities
- Method of Delivery:
Home Study
or
Video Component
This course surveys the history of modern Europe from 1740 to 1940. It begins by examining the main characteristics of European society during the second half of the eighteenth century, and studies the impact on Europe of the Enlightenment and the French Revolution. Much of the course concentrates on the development of European civilization during the nineteenth century, and on the contributions to this process made by such movements as nationalism, romanticism, liberalism, republicanism, and socialism. Attention is also given to the expansion of European power and culture throughout the world, and to the crises of the early twentieth century: the First World War, the Russian Revolution, and the Great Depression.
Prerequisite: none. HIST 215 is strongly recommended.
Precluded courses: HIST 214 and HIST 314. (HIST 216 may not be taken for credit if credit has already been obtained for HIST 214 or HIST 314.)
Special instructional features: This course is a telecourse, originally developed by the University of Saskatchewan. The television programs are available to students on videotape from Athabasca University Library.
History of Canada to 1867
3 - Humanities
- Method of Delivery:
Home Study
or
Paced Study
This course provides a broad overview of political and social developments on the territory of today's Canada in the period before Confederation. Beginning with the societies of Canada's first nations, the course focuses on the ways different groups have shaped viable communities in the northern half of North America. Apart from outlining the major political developments before 1867, the course analyses each region in different periods to assess social structure, gender roles, religious beliefs, ethnic conflicts, sexual mores, and cultural values. Lively anecdotes depicting feasts and famines, rebellions and defeats, join more serious discussion about academic debates regarding the significance of such events as the conquest of 1760 and Confederation.
The course is divided into six units:
Unit 1 First and Second Peoples examines the cultural values and the social and political institutions of the native peoples before 1500 and of Europeans in the same period.
Unit 2 Canada in the Period of French Colonialism focuses on European-native relations and the political and social life of New France.
Unit 3 British Conquest traces the commercial and military rivalries that led to the conquest of France's North American empire. It also discusses the earliest years of British settlement in the former French territories.
Unit 4 Establishing a "British" North America: the Atlantic Colonies and the West, and Unit 5 Establishing a "British" North America: the Canadas describe and compare the regional societies that emerged in British North America before 1867.
Unit 6 A Changing Social Order: Industrial Revolution and Confederation explores the changing social and political order that resulted as British North America began to follow the mother country in transforming pre-industrial social relations into relations more consistent with industrial society.
Precluded course: HIST 224 cannot be taken for credit if credit has already been obtained for HIST 218.
Canadian History: 1867 to the Present
3 - Humanities
- Method of Delivery:
Home Study
or
Paced Study
This course provides a broad overview of political and social developments in Canada since Confederation. This course introduces the major issues and events of the post-Confederation period, but it places equal focus on everyday life in different periods and places. Meant to be an introduction to more specialized courses in Canadian history, this course emphasizes region, gender, ethnicity, and social class as determinants of the experiences of Canadians in the various periods studied. Attempts are made to link social, economic, and political developments. There is an introduction to key historical debates regarding these developments as well as debates about such key historical issues as the Northwest rebellions of 1869 and 1885, the causes of Western alienation from central Canada, the roots of Quebec separatism, and the relationship between the turn-of-the-century suffrage debate and modern feminism.
Prerequisite: none. Students planning to take both HIST 224 and HIST 225 should take HIST 224 first.
Historic England I: Land and Peoples
Reading - 3 - Humanities
- Method of Delivery:
Home Study
Historic England I explores the development of English society from the pre-Roman era to 1714. The course focuses on the transformation of the English landscape, on the growth of villages and towns, on the evolution of architectural styles, and on the everyday lives of the ordinary men and women who worked the land, laboured at crafts, and raised families in this pre-industrial world. Special emphasis is given to studying the physical remains of early England: stone circles at Avebury and Stonehenge; Roman walls, forts, villas, and baths; medieval castles, manor houses, churches, and cathedrals; and Tudor and Stuart country houses and palaces. Students will follow the historical evolution of a single village, Foxton in Cambridgeshire, as well as the development of English society as a whole. They also examine primary documents chosen to illustrate the periods and patterns of English social history from the Roman occupation to the seventeenth century.
Historic England II: Politics and Religion
Reading - 3 - Humanities
- Method of Delivery:
Home Study
HIST 305 is designed as a sequel to HIST 304. Covering approximately the same time period, this course focuses on the political, religious, and intellectual history of England from the Roman era to 1714. The first part of the course explores Roman Britain, Anglo-Saxon England, and the era of the Danelaw. The second deals with the Norman Conquest, the Angevin empire, and the time of the War of the Roses. The last part spans the Tudor and Stuart periods, paying particular attention to the English Reformation, the Elizabethan Renaissance, and the revolutions of the seventeenth century. In addition to reading a textbook on early English history, students examine primary documents chosen to illustrate major developments in English political, religious, and cultural life.
Prerequisite or corequisite: HIST 304.
Contemporary Canada: Canada After 1945
3 - Humanities
- Method of Delivery:
Home Study
This course surveys the social and political changes that have shaped modern Canada. It examines the impact of the "baby boom" and the Cold War on Canadian social values and institutions, exploring the changes in attitude of Canadians from 1945 onwards to gender roles, race relations, the role of the state, and relations with the United States. Course materials focus on clashes in various periods between conservative forces in Canadian society and new social movements, including the women's movement and the movements of First Nations, visible minorities, and gays. Class and regional divisions are also explored.
The course packages for History 326 and History 426 are the same except for the Student Manual, which includes the course assignments. The assignments for these two versions of the course are different. Preparation of essays in History 326 involves only use of course materials; preparation of essays in History 426 requires the student to consult primary and secondary materials outside the course package.
Prerequisite: none. HIST 225 is recommended.
Imperial Russia
3 - Humanities
- Method of Delivery:
Home Study
Imperial Russia surveys the sweep of Russian history from its beginnings in the Viking kingdom of Kievan Rus through the Mongol invasion, the creation of a Russian nation state, the notorious "Time of Troubles," the impact of Peter the Great, the expansion of the Russian empire and the reign of the reformist Tsar Alexander II to the stormy revolutions of 1905 and 1917.
The map of Russia has been drawn and redrawn over a thousand years of history, and the diversity of its cultures, religions, languages, and politics is almost overwhelming.
Not only has Russia faced severe climatic and geographic challenges, her history has been one of ongoing tensions among various groups within her society. At times it strikes us as stark and bloodthirsty, yet at others the struggle of the Russian people to overcome adversity has the human drama and comedy of a work of fiction. Creating a unified nation state and making central government effective in such a large and diverse country has proven difficult and costly, and Russia's history has been characterized, at times, by brutality, indifference and occasionally terror, on the part of its rulers. Invasion and occupation by foreigners have helped form in the Russian people both a deep patriotism and a persistent xenophobia. At times Russia has practised withdrawal from her neighbours, and at others, pursued aggressive expansion. Above all, a deep-rooted sense of Russian uniqueness has come to inspire her citizens. Russia is a complex and fascinating civilization; the main goal of the course is to trace the gradual emergence and self-definition of this society and its distinctive culture from the Middle Ages to the birth of the USSR.
Prerequisite: none. HIST 215 is recommended.
The Social History of Canada
6 - Humanities
- Method of Delivery:
Home Study
This course examines the country's history by tracing the way in which particular societies were constructed and how they changed over time. The six units of the course look at specific societies, beginning with Native society at the time of the first contact with Europeans. Although the course adheres to a loose chronological approach, more general themes are explored as well, such as the significance of gender and ethnicity in each society. The course is little concerned with political development or biographical details of the various male Europeans who held political office.
The field of social history has expanded dramatically in recent years, and the course offers representative selections of the new literature in each unit.
Prerequisite: none, however, credit in at least one history course is recommended.
History of Canadian Labour
6 - Humanities
- Method of Delivery:
Home Study
This course is designed to provide students with an extensive and detailed investigation of Canadian labour and working-class history. It consists of eight units covering the period from 1800 to 1991. In the course students read an overview of Canadian working-class history, read a collection of articles on various aspects of working-class and labour history, and view videos about recent labour history. Students are guided in their reading and viewing by a detailed Study Guide including questions and commentary on the textbook, articles and videos. During the course students also complete a series of written assignments. There are no examinations in this course. In the Internet version of the course there is an opportunity to discuss the course materials in a computer conference with other students.
Prerequisite: none. LBST 200 or LBST 202 is recommended.
History of the Canadian West
6 - Humanities
- Method of Delivery:
Home Study
If we let history judge, who had a better position on the place of the West within Confederation: Lougheed or Trudeau? Or did both of them present a mythological view of the region's past? Your answers may change after taking History of the Canadian West, a course that explores various perspectives on major issues that have confronted the four Western provinces from the beginning of the fur trade until the oil boom of the 1970s and early 1980s.
Prerequisite: none. HIST 224 or HIST 225 is recommended.
History of French Canada: 1867 to the Present
3 - Humanities
- Method of Delivery:
Home Study
This course provides students with a solid background on the evolution of Francophone Canada since Confederation. It explores the contradictory forces of pan-Canadian Francophone nationalism on the one hand, and Quebec nationalism on the other, assessing why and how one, then the other, has become a dominant ideology. An attempt will be made to explore the experience of Francophones inside and outside Quebec.
A reading knowledge of French is not required for the course. All materials are either written in English or translated into English. Students can do their assignments in either official language.
Prerequisite: none. HIST 225 is strongly recommended.
The Women's West: Women and Canadian Frontier Settlement
3 - Humanities
- Method of Delivery:
Home Study
HIST 363 surveys a number of issues within the overall theme of women and Western Canadian settlement frontiers. The course contains three units exploring, in turn, Native women on the white frontier, white women on the western plains, and other frontiers - pioneers, reformers, and renegades.
Prerequisite: none.
Precluded course: HIST 363 cannot be taken for credit if credit has already been obtained for HIST 325.
Women and the Family in Urban Canada, 1880s-1940s
3 - Humanities
- Method of Delivery:
Home Study
This course draws on the work of some of Canada's leading family and women's historians to explore selected issues within the overall theme of women's and family history. The course contains three units exploring, in turn, the intersection of daily life and paid labour for working-class women, women and children living on the margins of society, and the images and the realities of women and the home.
Precluded course: HIST 364 cannot be taken for credit if credit has already been obtained for HIST 325.
World War II
3 - Humanities
- Method of Delivery:
Home Study
+
Video Component
World War II still affects our lives. The division of much of the world into two armed camps, one dominated by the United States and the other by the Soviet Union, was to a large extent the consequence of actions and decisions made during the decade 1937 to 1947. Moreover, World War II directly affected the lives of many of us through family deaths, marriage, or other fundamental changes resulting from the upheaval.
World War II is intended to provide a fuller understanding of the events and attitudes of the war years and of some of the arguments that are still very much alive concerning what really happened in that vital decade, 1937 to 1947.
Prerequisite: none. HIST 216 or HIST 264 is recommended.
Special instructional features: The television series '' The World at War'' is an integral part of the course and students must view it. The series is broadcast on ACCESS, The Education Station in Alberta and on the Knowledge Network in British Columbia. For home viewing, videotapes of the programs may be borrowed from Athabasca University Library.
The Medieval World I: The Early Middle Ages
3 - Humanities
- Method of Delivery:
Home Study
What kind of society emerged from the disintegration of the Roman Empire in the West? Was the heritage of classical culture almost lost in the Dark Ages? Where and when did the first significant revivals of intellectual and cultural life occur in ''barbarian'' Europe? What was the fate of the Roman Empire in the eastern Mediterranean, and what influence did Islam have on Europe in the early Middle Ages? Who were the Vikings, and what impact did they have on Christian Europe? What was feudalism, and how did European political and social structures evolve in the early medieval period?
These are some of the questions dealt with in The Medieval World I. The course surveys over five hundred years in the history of Western Civilization from the fall of the Roman Empire in the West to the eve of the ''twelfth-century Renaissance.'' Rather than studying the details of political history, students will focus on the enduring legacy of early medieval society - the religious, political, and legal institutions and structures, and the great works of art, architecture, poetry, and theology created during these centuries.
Precluded course: HIST 371 cannot be taken for credit if credit has already been obtained for HIST 302.
The Medieval World II: The High Middle Ages
3 - Humanities
- Method of Delivery:
Home Study
Was there a twelfth-century Renaissance? Who or what was responsible for the reform movement in the medieval Church, and what did it achieve? Why were the Crusades launched, and how successful were they? What were the social and political changes associated with the so-called ''medieval economic revolution''? Who were the leading medieval thinkers and artists, and what were their greatest accomplishments?
These are some of the questions addressed in The Medieval World II. The course surveys the Middle Ages from the eve of the ''twelfth-century Renaissance'' to the onslaught of the Black Death in the mid-fourteenth century. Among the topics covered are the economic and political transformations of the eleventh and twelfth centuries, the flowering of learning and culture during this same period, the highlights of Christian thought from Peter Abelard to St. Thomas Aquinas, and the problems and achievements of the High Middle Ages.
Rather than studying the details of political history, students will focus on the enduring legacy of medieval society - the great works of art, architecture, poetry, political theory, theology, and philosophy produced during this formative period in the development of modern Western culture. The course makes extensive use of contemporary sources that provide first-hand glimpses into the minds and lives of medieval men and women.
Prerequisite: none. HIST 371 is strongly recommended.
Precluded course: HIST 372 cannot be taken for credit if credit has already been obtained for HIST 302.
The Renaissance
Reading - 3 - Humanities
- Method of Delivery:
Home Study
How did Europe recover from the demographic and social crisis caused by the Black Death? Why was the Christian Church in turmoil in the fourteenth and fifteenth centuries? What revealing portraits of the lives and outlooks of early Renaissance men and women are to be found in the writings of Giovanni Boccaccio, William Langland, and Geoffrey Chaucer? When and where did the Italian Renaissance begin, and who were the leading humanist poets and politicians who contributed to it? Who were the greatest artists of the period, and how did the ideas and values of Italian humanism find expression in their works?
The Renaissance explores and answers these and other questions historians have asked about this exceptionally creative and intriguing period in the history of Europe. After surveying the state of Western Europe in the fourteenth century - a time of devastating economic catastrophe, social upheaval, and religious controversy - it focuses on Italy, the heartland of the Renaissance, a country that was fragmented politically and often torn by severe social conflict yet led the economic and cultural recovery of Europe in the fifteenth century. The course examines in turn all the main aspects of the Italian Renaissance: the vibrant political and social life of the Italian city states, the growth and impact of the humanist movement, the writings of leading poets, philosophers, and political theorists, and the flourishing art and architecture created by Michelangelo, Raphael, Leonardo, and others. Extensive use is made of contemporary sources to obtain first-hand insights into the values and concerns of Renaissance men and women.
Precluded courses: HIST 373 cannot be taken for credit if credit has already been obtained for HIST 300 and HIST 303.
The Northern Renaissance and the Reformation
Reading - 3 - Humanities
- Method of Delivery:
Home Study
What impact did the discovery of America and of new routes to the Far East have on European society? How did the Renaissance spread to Northern Europe, and who were the leading humanist writers, scholars, and political thinkers in England, France, Germany, and the Netherlands? How and why did the Protestant Reformation occur, and how did Christian thought evolve through the writings and actions of such men as Martin Luther, Thomas Muntzer, John Calvin,
and Ignatius Loyola? What were the fundamental political and religious problems and the cultural achievements of the Age of Shakespeare?
The Northern Renaissance and the Reformation explores and answers these and other questions historians have asked about the economic, political, and intellectual life of sixteenth-century Europe. The course examines the Renaissance explorers' discoveries and activities in the New World, the impact of American gold and silver on European society, the spread of the humanist movement to the countries of Northern Europe, the seminal writings of such writers as Desiderus Erasmus and Thomas More, the explosion of the Protestant Reformation, the Catholic response and ensuing religious wars, and the cultural splendors of Elizabethan England. Extensive use is made of contemporary sources to obtain first-hand insights into the values and concerns of Renaissance and Reformation men and women.
Prerequisite: none. HIST 373 is strongly recommended.
Precluded course: HIST 374 cannot be taken for credit if credit has already been obtained for HIST 303.
Twentieth-Century United States
Reading - 3 - Humanities
- Method of Delivery:
Home Study
This course outlines major themes and events in the history of the United States during the twentieth century when the United States became the world's dominant economic and military power. The impact of this global reach on the peoples of the United States is the major concern of the course. Although the course deals with major political developments in the United States, from Progressivism to the New Deal, through the Cold War, the Kennedy years, and the years of the Reagan counter-revolution, it is equally concerned with popular or social history. The aspirations, achievements, and struggles of women, African-Americans, Native peoples, and various immigrant groups are as much a part of the story of the evolving United States as the machinations of powerful politicians and capitalists. We attempt, however, to link the two stories - political and social - as much as possible to suggest the complicated and changing relationships between leaders and led, dominators and dominated, in American society from 1900 to the 1990s.
Precluded course: HIST 380 cannot be taken for credit if credit has already been obtained for HIST 379.
Historical Foundations of Modern Science
3 - Humanities
- Method of Delivery:
Home Study
Does modern science owe any intellectual debts to the philosopher-scientists of Classical or Hellenistic Greece? Did scientific thinking progress or regress during the Middle Ages? Were the foundations of the Scientific Revolution laid in the Renaissance? These are the questions addressed in the first unit of Historical Foundations of Modern Science. The course goes on to examine the work of Galileo Galilei and other pioneer scientists in the seventeenth century including Bacon, Gilbert, Harvey, and Descartes. Unit Three focuses on the achievements of Sir Isaac Newton and on the popularization of Newtonianism as a scientific world view during the Enlightenment.
The second half of the course traces the broadening scope of science in the eighteenth and nineteenth centuries, examining important discoveries in the study of electricity and related phenomena as well as the ''coming of age'' of the disciplines of chemistry, geology, and biology. Lyell and Darwin are among the many thinkers whose work is explored in Unit Four and Unit Five. The final unit of the course is devoted to an important issue which has proved very controversial among historians of science: the contribution of women to the evolution of scientific thought.
Historical Foundations of Modern Science is a course designed for science students in the last year of their B.Sc. and for history students in the last year of their B.A. (History). In addition to employing certain standard textbooks on the subject, the course makes fairly extensive use of primary documents written by pioneer scientists and by their disciples. Although it is suitable for students with no prior knowledge of the history of science, students enrolling in the course must have good, university-level, reading and writing skills.
Prerequisite: none. HUMN 202 is strongly recommended.
Precluded course: HIST 404 cannot be taken for credit if credit has already been obtained for SCIE 350.
The Enlightenment
Reading - 3 - Humanities
- Method of Delivery:
Home Study
What exactly was the intellectual and cultural movement called ''The Enlightenment''? In what way was it a continuation of the Scientific Revolution? How did it reflect changes in the structure of eighteenth-century European society and politics? Did it involve a repudiation or undermining of Christianity? And did the Enlightenment philosophes succeed in creating the ''science of freedom'' for which some of them strove?
In seeking to answer these and other questions about the nature of the Enlightenment, the course examines the intellectual history of eighteenth-century Europe in the context of its social and political history drawing upon the writings of leading historians of the subject as well as examining the works of leading French, German, and British thinkers from the period. It is divided into three parts. The first part of the course provides an overview of European political, social, intellectual, and cultural life in the seven decades before the outbreak of the French Revolution. The second part gives an introduction, interpretation, and analysis of the Enlightenment, relying mainly on the work of one of the leading historians of this intellectual movement, Peter Gay. The last part examines Enlightenment thought at first hand, using a wide variety of primary sources written by such thinkers as Voltaire, Rousseau, Helvetius, Diderot, Montesquieu, Swift, Hume, Smith, Kant, and Condorcet.
Prerequisite: none. It is strongly recommended that students have prior experience of university-level history studies before registering in this course, which is designed primarily for students in the last year of a B.A. major in History.
Precluded course: HIST 407 cannot be taken for credit if credit has already been obtained for HIST 405.
Contemporary Canada: Canada After 1945
3 - Humanities
- Method of Delivery:
Home Study
This course surveys the social and political changes that have shaped modern Canada. It examines the impact of the "baby boom" and the Cold War on Canadian social values and institutions, exploring the changes in attitude of Canadians from 1945 onwards to gender roles, race relations, the role of the state, and relations with the United States. Course materials focus on clashes in various periods between conservative forces in Canadian society and new social movements, including the women's movement and the movements of First Nations, visible minorities, and gays. Class and regional divisions are also explored.
The course packages for History 326 and History 426 are the same except for the Student Manual, which includes the course assignments. The assignments for these two versions of the course are different. Preparation of essays in History 326 involves only use of course materials; preparation of essays in History 426 requires the student to consult primary and secondary materials outside the course package.
Prerequisite: none. HIST 225 is recommended.
Canada and the Bomb: Canada and the World in the Cold War
3 - Humanities
- Method of Delivery:
Home Study
This course examines a range of issues in Canadian foreign policy since 1945. It begins by examining Canada's response to the unleashing of the atom's destructive power and the intense divisions between the two superpowers with the greatest control over that power.
Among issues discussed are the range of official and private citizen attitudes to nuclear and conventional warfare, the Canadian armaments industry, Canada's role in the Vietnam War, and Canadian participation in NATO and NORAD. Throughout the course, a key concern is the relationship of Canadian attitudes to nuclear and foreign policy issues on the one hand, and Canadian views of the values informing our own society, on the other.
Prerequisite: none. HIST 225 is strongly recommended.
Pre-Industrial Origins of Labour and Socialist Thought
Reading - 3 - Humanities
- Method of Delivery:
Home Study
This is an advanced-level course designed for students who wish to begin an in-depth study of the history of socialist thought and the goals and fortunes of the European labour movement before the twentieth century. The course surveys the development of radical social thinking from its origins in the Ancient World to the era of the French Revolution. Among the topics treated in the course are the beginnings of socialist thought in ancient Israel and ancient Greece, Christian social thought under the Roman Empire and in the Middle Ages, Renaissance utopianism, the contribution of the Reformation to religious communitarianism, the ideas of the radical wing of anti-monarchist forces in the English Revolution, the ideology of the eighteenth-century British labourer and of the sans-culottes in the French Revolution, and the development of English Radicalism from Spence to Hall.
Prerequisite: none. It is strongly recommended that students should have previously taken either LBST 200 or a university-level history course. This course is primarily intended for students in the last stage of completing a B.A. major in either History or Labour Studies.
Precluded course: HIST 470 cannot be taken for credit if credit has already been obtained for HIST 400.
Labour and Socialist Thought in the Early Industrial Revolution, 1800-1850
Reading - 3 - Humanities
- Method of Delivery:
Home Study
This is an advanced-level course designed primarily for students who have already completed HIST 470, and who wish to study in more detail the goals and fortunes of the European labour movement before the twentieth century. The course examines both the ideas of leading socialist intellectuals and the attitudes and values of rank-and-file members of the labour movement. It thereby attempts to combine a traditional approach to the history of ideas with the newer study of working-class popular culture. Among the topics treated in the course are Ricardian socialism, Owenism, Saint-Simonism, Fourierism, Icarianism, Chartism, French social republicanism, German utopian socialism, Proudhonism, and the origins of Marxism.
Prerequisite: none; however, it is strongly recommended that students should have previously taken HIST 470, to which this course is a sequel. The course is primarily intended for students in the last stage of completing a B.A. major in either History or Labour Studies.
Precluded course: HIST 471 cannot be taken for credit if credit has already been obtained for HIST 400.
Labour and Socialist Thought in the Later Industrial Revolution, 1850-1917
Reading - 3 - Humanities
- Method of Delivery:
Home Study
This is an advanced-level course designed for students who have already completed HIST 471, and who wish to continue to study in depth the goals and fortunes of the European labour movement before the twentieth century. The course examines both the ideas of leading socialist intellectuals and the attitudes and values of rank-and-file members of the labour movement. It thereby attempts to combine a traditional approach to the history of ideas with the newer study of working-class popular culture.
Among the topics treated in the course are the later thought of Marx and Engels, nineteenth-century British trade unionism, Christian socialism, the revisionist controversy, social democratic reformism, revolutionary syndicalism, and revolutionary Marxism.
Prerequisite: HIST 471. This course is a sequel to HIST 471 and is primarily intended for students in the last stage of completing a B.A. major in either History or Labour Studies.
Precluded course: HIST 472 cannot be taken for credit if credit has already been obtained for HIST 400.
The Industrial Revolution
3 - Humanities
- Method of Delivery:
Home Study
This course introduces you to the events that form the background of modern technology and industry, examining the history of the Industrial Revolution.
What lies behind the images of early industry? Why and how did humanity's ability to produce a wide range of commodities suddenly mushroom in the nineteenth century? Was the change really that dramatic, or more gradual? Why does the focus of this event seem confined to the West, and more specifically to Britain? And what was the effect of the Industrial Revolution on people - on those who worked in the new factories, in the mines, and so on? This course will address such questions, but that last one will receive the most attention.
Prerequisite: none, but credit in at least one history course is recommended.
Directed Studies in History I
3 - Humanities
- Method of Delivery:
Home Study
HIST 491 offers an opportunity for students to pursue an extended research project under the direction of a course professor. The course of study will normally include extensive library research. With the course professor, students develop a study and/or research proposal indicating the goals of study, procedure for evaluation, and the time to completion. A major discussion paper and comprehensive bibliography will be expected in partial fulfilment of the course requirements.
Prerequisite: permission of the course professor.
The History of the Family in Western Europe: From the Middle Ages to the Industrial Revolution
3 - Humanities
- Method of Delivery:
Home Study
The History of the Family in Western Europe traces the changes which have occurred in family life in western Europe from the Middle Ages to the industrial era. The four units are organized chronologically to emphasize that families did not exist in isolation, but were a component of a larger social structure and were affected by economic, political, intellectual, and religious movements. The course examines the functions of the family, relationships within the family, the family as an economic unit, and how these areas were affected by historical events.
Prerequisite: none, but credit in at least one history course is recommended.
HUMANITIES (HUMN)
Western Culture I: Before the Reformation
3 - Humanities
- Method of Delivery:
Home Study
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Video Component
When, where, and how did human beings first develop cultures worthy of being called civilizations? How did the classical world of Greece and Rome come into existence, and what were its finest cultural achievements? Which were the first Christian societies, and what were their intellectual and cultural legacies? What were the main features of the Romanesque and Gothic phases of medieval European civilization? Why did the Renaissance happen, and what fundamental cultural and intellectual changes did it bring about? These are some of the questions examined in
HUMN 201, the first of two, 3-credit courses that together survey the development of Western civilization from its origins in ancient Mesopotamia and Egypt to the complicated and sophisticated world of the post-industrial era. Although the course employs a historical framework, its overall approach is inter-disciplinary, drawing upon the findings of archaeologists, classical scholars, theologians, art historians, literary critics, and philosophers as well as historians of the Middle Ages and the Renaissance.
Prerequisite: none. The course is intended as a foundation course for B.A. and B.G.S. students, and is designed for learners with little or no previous university experience.
It provides a good starting place for new students intending
to study history, literature, philosophy, or other aspects of
the humanities.
Delivery mode: This is a telecourse. The television programs are broadcast on ACCESS, The Education Station in Alberta, Students may also borrow videotapes from Athabasca University Library.
Western Culture II: Since the Reformation
3 - Humanities
- Method of Delivery:
Home Study
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Video Component
How did the Reformation and the Scientific Revolution change the intellectual and cultural climate of Europe? In what ways was Baroque Classicism a cultural expression of the political Age of Absolutism? What were the principal qualities and achievements of the Enlightenment? Was there a causal relationship between the American and French revolutions and the Romantic Movement? What new forms of middle-class and working-class culture resulted from the growth of industrial society in the nineteenth century? Which leading artists and intellectuals made fundamental attacks on the values and cultural forms of industrial society, and what were their most valuable contributions? How did Western cultural and intellectual life change as a result of the two world wars? What have been the most important artistic and scientific developments in the post-industrial age? These are some of
the questions examined in Western Culture II: Since the Reformation which is the second of two, 3-credit courses that together survey the development of Western civilization from its origins in ancient Mesopotamia and Egypt to the complicated and sophisticated world of the post-industrial era. Although the course employs a historical framework,
its overall approach is interdisciplinary, drawing upon the insights of artists, musicians, theologians, philosophers,
and literary critics as well as social and political historians.
Prerequisite or corequisite: none. HUMN 201 is strongly recommended.
Delivery mode: This is a telecourse. The television programs are broadcast on ACCESS, The Education Station in Alberta. Students may also borrow videotapes from Athabasca University Library.
History of Popular Music I: Blues to Big Bands, 1900-1940
3 - Humanities
- Method of Delivery:
Home Study
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Audio Component
What are the main sources - African, European, and American - of modern popular music? What musical traditions and social conditions produced blues and New Orleans jazz? What changes occurred to jazz, hillbilly, and other genres of popular music during the Depression and the swing era? These are some of the topics examined in this course.
HUMN 285 is the first of two, 3-credit courses that together, survey the history of North American popular music from the ragtime era to the end of the 1960s. This course concentrates on the period between the two world wars and takes the story of popular music up to the swing era of the late 1930s. An attempt is made both to examine the evolution of musical styles and to place such musical forms as blues, jazz, and hillbilly music in their social contexts.
Special instructional features: The course is taught using
a combination of print materials, audiocassettes, and tutorial support. Records and cassettes may be borrowed from Athabasca University Library.
History of Popular Music II: Be-bop to Beatles, 1940-1970
3 - Humanities
- Method of Delivery:
Home Study
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Audio Component
What were the be-bop and cool movements in modern jazz? Why have the legacies of Woody Guthrie and Hank Williams differed so markedly in musical style and political content? What role did Elvis Presley play in the rock and roll revolution? How did Bob Dylan’s music evolve, and whom did he influence? These are some of the questions examined in History of Popular Music II: Be-bop to Beatles, 1940-1970.
Be-bop to Beatles is the second of two, 3-credit courses that survey the history of North American popular music from the ragtime era to the Woodstock festival at the end of the 1960s. This course deals with the three decades following the outbreak of World War II and takes the story of popular music from the birth of rhythm and blues and modern jazz through the rock and roll years to the sounds of the counter-culture
in the 1960s. The stylistic evolution of such musical forms
as folk, blues, jazz, country and western, and rock is
examined, and an attempt is made to place these different kinds of popular music in their appropriate social and historical contexts.
Prerequisite: none. HUMN 285 is strongly recommended.
Special instructional features: The course is taught
using a combination of print materials, audiocassettes, and tutorial support. Audiocassettes and records may be borrowed from Athabasca University Library.
Ancient Greece
3 - Humanities
- Method of Delivery:
Home Study
This course provides a comprehensive introduction to the history and culture of Ancient Greece from the archaic period through the Persian and Peloponnesian wars to the Hellenistic era. The course utilizes an interdisciplinary approach, drawing upon the work of historians, classical scholars, political scientists, philosophers, and literary critics.
A balance is maintained between surveying the political and social history of the period and studying the cultural and intellectual achievements of ancient Greek civilization. Thus students trace the emergence and evolution of Greek kingdoms and city-states and the rise and fall of the Athenian empire, but they also explore the best of Greek tragic and comic drama, poetry, philosophy, historiography and political theory. Homer, Herodotus, Thucydides, Sophocles, Aristophanes, Plato, Aristotle, Arrian, and Polybius are among the Greek and Hellenistic authors whose writings are examined (in translation) in the course.
Prerequisite: none. HUMN 201 is recommended.
Precluded course: HUMN 309 cannot be taken for credit if credit has already been obtained for HUMN 248.
Rome and Early Christianity I
3 - Humanities
- Method of Delivery:
Home Study
What were the greatest achievements of Roman civilization? How did its best poets and political philosophers respond to the fall of the Roman Republic and the rise of the Roman Empire? What was early Christianity really like, and how did
it evolve in the century after the crucifixion? What roles did
St. Paul and the authors of the Synoptic Gospels play in creating modern Christian theology? These are some of the topics addressed in Rome and Early Christianity I.
The course consists of two parts. The first part (units 1-3) deals with the history and culture of Rome, and concentrates especially on the period of transition from the Republic to the Principate - a time when Rome was trying to adjust to its conquests, to far-reaching social and economic changes and
to the influx of new ideas, and was trying to restore its roots and to refurbish its myths and traditions. This was an age of great Roman writers, including Cicero, Lucretius, Livy, and Vergil, all of whom are studied in the course. It was also the time of the birth of Christianity, and the second part of the course (units 4-5) focuses on the origins and early development of Christianity under the Principate and the early Empire. Special attention is paid to the historical evidence for the life of Jesus of Nazareth and the beginnings of the Church, to the seminal theology and influence of Paul of Tarsus, and to the controversial issues involved in dating and interpreting
the three Synoptic Gospels. Although the course employs a historical perspective, its overall approach is interdisciplinary, drawing upon the insights of classical scholars, literary critics, theologians, and historians of
the ancient world.
Precluded courses: HUMN 320 cannot be taken for credit if credit has already been obtained for HUMN 249 or HUMN 350.
Rome and Early Christianity II
3 - Humanities
- Method of Delivery:
Home Study
How did the Roman Empire evolve from the death of Nero
in AD 68 to the reign of Marcus Aurelius in the late second century? What caused the crisis of the third century and how did the Empire surmount this? How did Christianity evolve during these centuries, and who were the most important Christian thinkers contributing to the consolidation and elaboration of Christian doctrine? How and why did the Empire adopt Christianity as its official religion? What were the causes of the decline and fall of the Western Empire?
These are some of the questions addressed in Rome and Early Christianity II. The course deals with the evolution of the Roman Empire from its expansion under Vespasian and his successors to its collapse under Valentinian III, examining, among other topics, the achievements of the ‘‘Five Good Emperors,’’ the crisis of the third century, the reconstruction
of the Empire by Diocletian and Constantine, and the eventual decline and fall of the Christian Empire in the face of ‘‘barbarian’’ invasions. The course also follows closely the development of early Christian thought from the writing of
the Gospel According to John at the beginning of the second century to its culmination in the theological system of
St. Augustine. The writings of many Christian thinkers are explored, including those of St. John, Clement of Alexandria, Origin, St. Athanasius, and St. Augustine. Attention is paid
as well to the growth of the Church as an institution, and to
the impact on Christianity of persecution, monasticism, and the conversion of the Emperor Constantine. Although the course employs a historical perspective, its overall approach
is interdisciplinary, drawing upon the insights of classical scholars, literary critics, theologians, and historians of the ancient world.
Prerequisite: none. HUMN 320 is strongly recommended.
Precluded courses: HUMN 321 cannot be taken for credit if credit has already been obtained for HUMN 249 or HUMN 350.
East Meets West
3 - Humanities
- Method of Delivery:
Home Study
What are the fundamental ideas and insights of Hinduism?
Is Taoism a philosophy better suited to life on spaceship earth than the current Western emphasis on materialism and growth? Did Aldous Huxley create a viable synthesis of Western and Eastern values? Can Buddhism help us cope
with the problems of a modern technological society? These are the kinds of questions examined in East Meets West, an interdisciplinary course that draws together aspects of history, politics, religion, philosophy, and literature to explore the relevance of Eastern thought for the Western world.
East Meets West uses primary texts to examine the philosophy and literature of ancient India and ancient China, and then investigates some of the ways these Eastern ideas have influenced certain modern Western thinkers. The course focuses on the way Eastern concepts and values can bring into sharp relief political, economic, and human dilemmas currently facing the industrialized West. The principal religions and philosophies discussed are Hinduism, Buddhism, Confucianism, and Taoism, together with short works by such European and American writers as
Hermann Hesse, Aldous Huxley, Ursula K. LeGuin, and
Robert Pirsig.
Precluded course: HUMN 200.
The Folk Music Revival I: Before 1945
Reading - 3 - Humanities
- Method of Delivery:
Home Study
This course examines the genesis and early development of the folk music revival in Britain and North America. Among the topics studied are the achievements and inadequacies of the great nineteenth-century collectors (including Francis Child), the work of the Folk Song Society and of Cecil Sharp, and the renewal of industrial and protest song during the Depression.
Prerequisite: none; however, students are strongly advised to take an introductory course in popular music before registering in this course.
Studies in Popular Music
Reading - 3 - Humanities
- Method of Delivery:
Home Study
This course is intended to allow students who have completed HUMN 285, HUMN 286, HUMN 420, and HUMN 421, to consolidate, expand, and deepen their knowledge of the history of Anglo-American popular music, and to examine some of the theoretical and pedogogical issues that arise in the academic study of popular music. It is also intended to be a resource guide for educators who plan to use recorded popular music as part of a classroom teaching strategy. HUMN 423 is designed as a guided independent study course, allowing students to choose topics within the various genres of popular music that they wish to explore in depth. Students are expected to make extensive use of library materials for both reading and written assignments.
Prerequisite: none; however, students are strongly advised to take both HUMN 285 and HUMN 286 before registering in this course. The course is intended for students in the final year of a Bachelor of Arts degree program.
Precluded course: HUMN 423 cannot be taken for credit if credit has already been obtained for HUMN 422.
HUMAN RESOURCE MANAGEMENT
For courses in the Human Resource Management field please refer to courses in Industrial Relations and Organizational Behaviour, particularly
- IDRL 317 Reengineering the Organization
- ORGB 386 Introduction to Human Resource Management
- ORGB 387 Strategic Human Resource Management.
In the event of a discrepancy between the informal web site version and the printed 1999-2000 Calendar, the latter alone is to be regarded as the authoritative and legally binding source.
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