Lewis & Clark Moodle

Examination of the history of trends and, attitudes toward immigrants and learners of, English as a second language. Topics include the, psychological, social, and political, characteristics of bilingualism and biculturalism, in the United States and abroad. ESOL teaching is, considered in light of laws, research findings,, and second-language acquisition theory. Explores, the distinction between language difference and, disabilities and provides an overview of legal, issues pertaining to second-language learners and, special and gifted education students. Also, provides critical reading of research-based, programs, English-language proficiency standards,, and standardized test measures. Ensures that, educators are not only able to plan and implement, programs designed for the optimal learning of all, students, but also gives educators the tools to, advocate for equity in their schools and school, communities.

This course is designed to prepare future ESOL, endorsed teachers for meeting the linguistic and, academic needs of English Language Learners. The, course will provide a review of language, acquisition theory and an overview of approaches, to Sheltered Instruction and English Language, Development. Candidates will learn how to identify, and use appropriate second language assessment, tools, create language objectives and content, objective, scaffold content for ELLs, integrate, technology, and design lessons that target various, levels of language proficiency. There is emphasis, on the relationship between first- and, second-language literacy, oral language, proficiency, and culturally responsive reading, comprehension. Participants critically examine, curriculum models in relation to student, experience.

This course is designed to prepare future ESOL, endorsed teachers for meeting the linguistic and, academic needs of English Language Learners. It, builds on content from ESOL 501A. The course will, provide a review of language acquisition theory, and an overview of approaches to Sheltered, Instruction and English Language Development., Candidates will learn how to identify and use, appropriate second language assessment tools,, create language objectives and content objective,, scaffold content for ELLs, integrate technology,, and design lessons that target various levels of, language proficiency. There is emphasis on the, relationship between first- and second-language, literacy, oral language proficiency, and, culturally responsive reading comprehension., Participants critically examine curriculum models, in relation to student experience.

This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.

This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.

This course focuses on using culturally responsive, classroom practices to engage learners whose first, and/or home language is not English. We will, explore how the candidate's culture and race, intersect with learning and teaching. Course, content centers on key elements impacting teaching, and learning, including race, culture, and, language, which will be examined through the lens, of classroom practice, school engagement, and, community resources that support and build upon, student and family assets. Candidates develop, strategies to work with significant people in the, child's environment in order to support and, encourage success in schools. Candidates examine, barriers to family involvement and learn, strategies to encourage the development of, positive working relationships between home and, school. Topics for readings and discussion, include, race, socio-economics, language, social, and cultural capital, language, and immigration.

Examination of the history of trends and, attitudes toward immigrants and learners of, English as a second language. Topics include the, psychological, social, and political, characteristics of bilingualism and biculturalism, in the United States and abroad. ESOL teaching is, considered in light of laws, research findings,, and second-language acquisition theory. Explores, the distinction between language difference and, disabilities and provides an overview of legal, issues pertaining to second-language learners and, special and gifted education students. Also, provides critical reading of research-based, programs, English-language proficiency standards,, and standardized test measures. Ensures that, educators are not only able to plan and implement, programs designed for the optimal learning of all, students, but also gives educators the tools to, advocate for equity in their schools and school, communities.

Examination of the history of trends and, attitudes toward immigrants and learners of, English as a second language. Topics include the, psychological, social, and political, characteristics of bilingualism and biculturalism, in the United States and abroad. ESOL teaching is, considered in light of laws, research findings,, and second-language acquisition theory. Explores, the distinction between language difference and, disabilities and provides an overview of legal, issues pertaining to second-language learners and, special and gifted education students. Also, provides critical reading of research-based, programs, English-language proficiency standards,, and standardized test measures. Ensures that, educators are not only able to plan and implement, programs designed for the optimal learning of all, students, but also gives educators the tools to, advocate for equity in their schools and school, communities.

This course is an exploration of the strategies, methodology, philosophy, and classroom organizational structure that have been found to benefit content and literacy outcomes for ELL (English language learner) students. Language experience, cooperative learning, and constructivist strategies are practices that will be examined and modeled during this course.  Students will revisit first and second language acquisition, as well as sheltered instruction models, used to adapt curriculum for ELL students at all grade levels. The practices learned in this course ensure development of language proficiency by accessing content and cognitive language. Participants learn the use of authentic assessments that allow students to demonstrate learning in ways not dependent on high levels of English. Exploration of ELP (English Language Proficiency) standards and strategies will deepen student understanding of the relationship between oral language and content learning. Participants will experience a wide range of methodologies and reflect on how they impact student and teacher learning.

 

Gender as it has been socially, culturally, and, historically constituted in different times and, places. Theoretical developments in the, anthropology of gender. Cross-cultural exploration, using examples from a wide range of societies,, past and present. The relationship between, cultural definitions of gender and the social, experience of women, men, and alternative gender, roles, such as the Native American two-spirits,, the hijra of India, and global perspectives on, contemporary transgender experiences.

Social, intellectual, political, and economic
elements of European history, 800 to 1648. Role of
Christianity in the formation of a dominant
culture; feudalism and the development of
conflicts between secular and religious life.
Contacts with the non-European world, the
Crusades, minority groups, popular and elite
cultural expressions. Intellectual and cultural
life of the High Middle Ages, secular challenges
of the Renaissance, divisions of European culture
owing to the rise of national monarchies and
religious reformations.

In the 21st century, Latin America has seesawed between right-wing and left-wing governments. From Hugo Chávez’s 21st century socialism in Venezuela to Evo Morales' nationalization of oil and gas in Bolivia, from the resurrection of Nicaragua’s Daniel Ortega to Narcos in Mexico, from protests in Cuba to the Oaxaca rebellion in Mexico, from the ouster of leftist President Mario Castillo in Peru to the neo-fascist Bolsonarista attack on Lula’s government in Brazil, the continent appears more on the edge of social crisis than ever before. Recently, the left has been ascendant in Latin America with populists and socialists elected in Chile, Mexico, Honduras, Peru and Brazil. In the twentieth century, development models including populist industrialization, socialist nationalism, and neo-liberal modernization have all failed quite dramatically. In the past three decades, the super-rich have grown richer, while the super-poor have grown poorer and become a bigger percentage of the population. Meanwhile, rich and middle-class women seek plastic surgery and appetite suppressants to become frighteningly thin to conform to first world standards of beauty while their poor counterparts grow fatter on unhealthy food. Millions of Latin Americans have been forced from their homes to cities, to neighboring countries, to Europe and to the US. Throughout the semester we will seek a historical understanding of how Latin America has arrived at the edge of the abyss.
The history of modern Latin America, from independence at the beginning of the nineteenth century until the present, is one that continues to have a profound political, social and economic impact on the United States. This course will provide a context for the dizzying array of episodic news reports about the vast America that lies south of the Rio Grande. It is a survey in that we will focus on broad themes, but we will also be exploring, as much as possible, the particular experiences of individual countries and social classes. Themes that we will be investigating include nation-building, industrialization, modernization, development, indigenous rights, racism, revolution, “neo-colonial” or “dependent” relations with advanced industrialized countries, military rule, social movements and narco-trafficking.
We will begin and end the course with a discussion of more recent trends in Latin America, including the rise of neoliberalism and the concurrent re-emergence of social rebellion and populism from below.

The history of women and gender in the United
States from the colonial period to the present,
with a focus on the 19th and 20th centuries as
influenced by class, race, and region. Topics
include the transformation of a household economy
to an industrial economy; the influence of slavery
and emancipation on the experience of women, bound
and free; women's movement into low-paid "women's
work" and their designation as the primary
consumers in a consumer society; women's
involvement in social reform; changing notions of
women's (and men's) sexuality; the conflicted
history of women's suffrage; the relationship
between ideologies of gender and imperialism;
suburbanization and the "feminine mystique"; and
the rights revolutions of the 20th century.

This course examines constitutional constraints, on government investigation of crime. Topics, include search and seizure, interrogations and, confessions, and eyewitness identification. While, the focus is the United States Constitution (4th,, 5th, and 6th amendments and due process), some, attention will be paid to the relationship, between state and federal criminal procedure.

This course examines constitutional constraints, on government investigation of crime. Topics, include search and seizure, interrogations and, confessions, and eyewitness identification. While, the focus is the United States Constitution (4th,, 5th, and 6th amendments and due process), some, attention will be paid to the relationship, between state and federal criminal procedure.

This course examines constitutional constraints, on government investigation of crime. Topics, include search and seizure, interrogations and, confessions, and eyewitness identification. While, the focus is the United States Constitution (4th,, 5th, and 6th amendments and due process), some, attention will be paid to the relationship, between state and federal criminal procedure. The, first-year day sections (1L) and the, upper-division sections (UD) cover the same, material. This is a graduation requirement. , Final exam., , Note: Prof. Mandiberg's class will have one or, more written and oral assignments that will count, for 25% of the overall grade.

This course examines constitutional constraints, on government investigation of crime. Topics, include search and seizure, interrogations and, confessions, and eyewitness identification. While, the focus is the United States Constitution (4th,, 5th, and 6th amendments and due process), some, attention will be paid to the relationship, between state and federal criminal procedure.

This course examines constitutional constraints
on government investigation of crime. Topics
include search and seizure, interrogations and
confessions, and eyewitness identification. While
the focus is the United States Constitution (4th,
5th, and 6th amendments and due process), some
attention will be paid to the relationship
between state and federal criminal procedure.

This course examines constitutional constraints
on government investigation of crime. Topics
include search and seizure, interrogations and
confessions, and eyewitness identification. While
the focus is the United States Constitution (4th,
5th, and 6th amendments and due process), some
attention will be paid to the relationship
between state and federal criminal procedure.

Energy Resources: Law & Policy - Professor Lisa, Benjamin, , Course Number: LAW-236, , Course Type: Foundational, , Credits: 3, , Enrollment Limit: Determined by the Registrar, , Description: Energy is fundamental to the, operation of modern economies and to everyday, life. It is a highly evolving and fast-changing, area of law and policy, and therefore an exciting, topic in modern legal studies. This course covers, energy resource law and policy in the United, States governing the production, transportation,, consumption, and disposal of a broad variety of, energy resources., , From this course students will be able to: 1., Identify critical issues concerning the extraction, and consumption of the world's primary sources of, energy: coal, oil, biofuels, natural gas,, hydropower, nuclear, wind, solar, and geothermal, energy; 2. Assess the basic tension between free, market trading of energy and government, regulation; 3. Analyze federalism issues and the, division of U.S. regulatory authority governing, energy production and use among federal, state,, and local government authorities; 4. Apply the, energy trilemma of security, equity, and, sustainability to a variety of energy sources and, their use., , The first half of this course will focus on a, broad range of energy sources, their extraction,, production, transportation, consumption, and, disposal. The second half of this course will, focus on hot topics in energy law and policy that, highlight the complexity of energy transactions, involved in the clean energy transition, such as, smart grid technology, development and siting of, clean energy, and the role of nuclear energy., While the course provides a basic introduction to, the electricity grid and looks at smart grid, technology, it focuses on a broad range of energy, resources. The course does not focus on the, electricity grid or electricity rate-making, as, these issues are covered in other courses such as, LAW-336 Energy Law: Electricity Regulation., , Prerequisite: none, , Evaluation Method: Assignments; final exam, , Capstone: no, , WIE: no

Energy Resources: Law & Policy - Professor Lisa, Benjamin, , Course Number: LAW-236, , Course Type: Foundational, , Credits: 3, , Enrollment Limit: Determined by the Registrar, , Description: Energy is fundamental to the, operation of modern economies and to everyday, life. It is a highly evolving and fast-changing, area of law and policy, and therefore an exciting, topic in modern legal studies. This course covers, energy resource law and policy in the United, States governing the production, transportation,, consumption, and disposal of a broad variety of, energy resources., , From this course students will be able to: 1., Identify critical issues concerning the extraction, and consumption of the world's primary sources of, energy: coal, oil, biofuels, natural gas,, hydropower, nuclear, wind, solar, and geothermal, energy; 2. Assess the basic tension between free, market trading of energy and government, regulation; 3. Analyze federalism issues and the, division of U.S. regulatory authority governing, energy production and use among federal, state,, and local government authorities; 4. Apply the, energy trilemma of security, equity, and, sustainability to a variety of energy sources and, their use., , The first half of this course will focus on a, broad range of energy sources, their extraction,, production, transportation, consumption, and, disposal. The second half of this course will, focus on hot topics in energy law and policy that, highlight the complexity of energy transactions, involved in the clean energy transition, such as, smart grid technology, development and siting of, clean energy, and the role of nuclear energy., While the course provides a basic introduction to, the electricity grid and looks at smart grid, technology, it focuses on a broad range of energy, resources. The course does not focus on the, electricity grid or electricity rate-making, as, these issues are covered in other courses such as, LAW-336 Energy Law: Electricity Regulation., , Prerequisite: none, , Evaluation Method: Assignments; final exam, , Capstone: no, , WIE: no

The course provides an introduction to the laws
regulating natural resources management and
environmental protection of coastal and marine
ecosystems. The course emphasizes conflicts
between public and private uses of the coastal
zone, state and federal conflicts, and natural
resource issues. Specific topics covered in the
course include coastal management, beach access
and public trust, fisheries law and the law of the
sea, protection of marine mammals, and ocean
renewable energy development.

Many experts believe that the world now faces the
sixth episode of mass extinction for life on
planet Earth - this one caused by humans. This
course focuses on how law in the United States
tries to avoid such an outcome.


The class examines legal mandates for protection
and management of biological diversity. Beginning
with a brief overview of the scientific aspects of
species, ecosystems, and genetic resources, the
course includes consideration of interplay between
science and law throughout its survey of laws
related to wildlife. Substantively, the class
analyzes the property and constitutional
underpinnings of state and federal wildlife laws,
looks at examples and structures of state
regulation of wildlife, and examines the special
case of American Indians' rights to, and control
over, wildlife resources. The course also focuses
on several federal statutory schemes, including
the Lacey Act, Marine Mammal Protection Act,
Migratory Bird Treaty Act, and laws and policies
aimed at controlling invasive species. The course
considers federal management of wildlife habitat
under statutes such as the National Forest
Management Act and National Wildlife Refuge System
Improvement Act, and briefly covers international
efforts to protect biodiversity. Due to the
statute's broad influence on the field, the class
devotes particular attention to the federal
Endangered Species Act.

Many experts believe that the world now faces the
sixth episode of mass extinction for life on
planet Earth - this one caused by humans. This
course focuses on how law in the United States
tries to avoid such an outcome.


The class examines legal mandates for protection
and management of biological diversity. Beginning
with a brief overview of the scientific aspects of
species, ecosystems, and genetic resources, the
course includes consideration of interplay between
science and law throughout its survey of laws
related to wildlife. Substantively, the class
analyzes the property and constitutional
underpinnings of state and federal wildlife laws,
looks at examples and structures of state
regulation of wildlife, and examines the special
case of American Indians' rights to, and control
over, wildlife resources. The course also focuses
on several federal statutory schemes, including
the Lacey Act, Marine Mammal Protection Act,
Migratory Bird Treaty Act, and laws and policies
aimed at controlling invasive species. The course
considers federal management of wildlife habitat
under statutes such as the National Forest
Management Act and National Wildlife Refuge System
Improvement Act, and briefly covers international
efforts to protect biodiversity. Due to the
statute's broad influence on the field, the class
devotes particular attention to the federal
Endangered Species Act.

This seminar will explore the legal and ethical
tensions between the responsibility of governments
(federal, state, local) to promote and protect the
health of the public and their obligation to
ensure individual rights. Typical public health
law areas will be analyzed, such as food and drug
safety, disease and injury prevention (clean
needle exchanges, obesity and nutrition,
regulation of tobacco and alcohol), required
immunizations, mandatory testing and treatment,
mandatory reporting/surveillance of injury and
disease, and "social distancing" (isolation and
quarantine). Constitutional and statutory powers,
the administrative processes/mechanisms for
carrying out these powers, as well as the
regulatory origins of public health policy will be
examined.

Animal Law Trial Advocacy - Professor Russ Mead, , Course Number: LAW-924, , Course Type: Highly Specialized and Experiential, , Credits: 2, , Enrollment Limit: Determined by the Registrar, , Description: Animal Law Trial Advocacy teaches, trial skills and trial strategies in an animal law, setting. This is a skills-based course where, students practice courtroom presentation skills, using animal law examples. The course embraces the, concept that every personality type can be an, effective courtroom advocate. The course ends with, each student chairing a mock trial between a, property owner and an industrial hog farm. Even if, you never conduct a trial after graduation, this, course will help you make legal arguments in a, courtroom setting., , Prerequisite: none, , Evaluation Method: Conduct a mock trial, , Capstone: No, , WIE: No, , The American Bar Association accreditation, standards require students to regularly attend the, courses in which they are registered. Lewis &, Clark expects students to attend classes regularly, and to prepare for classes conscientiously., Specific attendance requirements may vary from, course to course. Any attendance guidelines for a, given class must be provided to students in a, syllabus or other written document at the start of, the semester. Sanctions (e.g., required withdrawal, from the course, grade adjustment, and/or a, failing grade) will be imposed for poor, attendance.

This course addresses the essential concepts
related to research design and methodology that
systems/relational practitioners need to become
critical evaluators of research and prepare for
conducting research in their own practices, with
an emphasis is on becoming an informed consumer of
research and evidence-based practice. Students
learn to apply research with critical awareness of
the links between the process of inquiry,
construction of knowledge, and cultural equity.
Focus is on understanding each component of the
research process, qualitative and quantitative
designs, program evaluations, measurement issues
and data analysis as well as the legal, ethical,
and contextual issues involved in the conduct of
clinical research and program evaluation.

Application of research design methods and, findings to systems/relational therapy. Focus on, drawing conclusions from a body of literature, related to clinical practice, identifying a, specific research question, and developing a, research proposal. Emphasis on the links between, the context within which research is conducted and, implications for socially responsible practice.

Application of research design methods and, findings to systems/relational therapy. Focus on, drawing conclusions from a body of literature, related to clinical practice, identifying a, specific research question, and developing a, research proposal. Emphasis on the links between, the context within which research is conducted and, implications for socially responsible practice., Course is limited to MCFT students only.

Application of research design methods and, findings to systems/relational therapy. Focus on, drawing conclusions from a body of literature, related to clinical practice, identifying a, specific research question, and developing a, research proposal. Emphasis on the links between, the context within which research is conducted and, implications for socially responsible practice., Course is limited to MCFT students only.

Application of research design methods and, findings to systems/relational therapy. Focus on, drawing conclusions from a body of literature, related to clinical practice, identifying a, specific research question, and developing a, research proposal. Emphasis on the links between, the context within which research is conducted and, implications for socially responsible practice., Course is limited to MCFT students only.

Systems/relational therapies and practices, relative to assessment, research, and treatment of, couples, with an emphasis on promoting relational, justice through addressing power/privilege and the, links between neurobiology, emotion, societal, context, and couple interaction. Students develop, competencies to work with a wide range of couples, across the life span and diverse sociocultural, contexts, with attention to issues such as, intimacy, conflict, co-parenting, spirituality,, infidelity, divorce, loss, and illness. Couple, therapy for the treatment of trauma and mental, health disorders will also be addressed.

Systems/relational therapies and practices, relative to assessment, research, and treatment of, couples, with an emphasis on promoting relational, justice through addressing power/privilege and the, links between neurobiology, emotion, societal, context, and couple interaction. Students develop, competencies to work with a wide range of couples, across the life span and diverse sociocultural, contexts, with attention to issues such as, intimacy, conflict, co-parenting, spirituality,, infidelity, divorce, loss, and illness. Couple, therapy for the treatment of trauma and mental, health disorders will also be addressed.

Systems/relational therapies and practices, relative to assessment, research, and treatment of, couples, with an emphasis on promoting relational, justice through addressing power/privilege and the, links between neurobiology, emotion, societal, context, and couple interaction. Students develop, competencies to work with a wide range of couples, across the life span and diverse sociocultural, contexts, with attention to issues such as, intimacy, conflict, co-parenting, spirituality,, infidelity, divorce, loss, and illness. Couple, therapy for the treatment of trauma and mental, health disorders will also be addressed.

Systems/relational therapies and practices, relative to assessment, research, and treatment of, couples, with an emphasis on promoting relational, justice through addressing power/privilege and the, links between neurobiology, emotion, societal, context, and couple interaction. Students develop, competencies to work with a wide range of couples, across the life span and diverse sociocultural, contexts, with attention to issues such as, intimacy, conflict, co-parenting, spirituality,, infidelity, divorce, loss, and illness. Couple, therapy for the treatment of trauma and mental, health disorders will also be addressed.

Systems/relational therapies and practices, relative to assessment, research, and treatment of, couples, with an emphasis on promoting relational, justice through addressing power/privilege and the, links between neurobiology, emotion, societal, context, and couple interaction. Students develop, competencies to work with a wide range of couples, across the life span and diverse sociocultural, contexts, with attention to issues such as, intimacy, conflict, co-parenting, spirituality,, infidelity, divorce, loss, and illness. Couple, therapy for the treatment of trauma and mental, health disorders will also be addressed.

Systems/relational therapies and practices, relative to assessment, research, and treatment of, couples, with an emphasis on promoting relational, justice through addressing power/privilege and the, links between neurobiology, emotion, societal, context, and couple interaction. Students develop, competencies to work with a wide range of couples, across the life span and diverse sociocultural, contexts, with attention to issues such as, intimacy, conflict, co-parenting, spirituality,, infidelity, divorce, loss, and illness. Couple, therapy for the treatment of trauma and mental, health disorders will also be addressed.

Systems/relational therapies and practices
relative to assessment, research, and treatment of
couples, with an emphasis on promoting relational
justice through addressing power/privilege and the
links between neurobiology, emotion, societal
context, and couple interaction. Students develop
competencies to work with a wide range of couples
across the life span and diverse sociocultural
contexts, with attention to issues such as
intimacy, conflict, co-parenting, spirituality,
infidelity, divorce, loss, and illness. Couple
therapy for the treatment of trauma and mental
health disorders will also be addressed.

Applications of family systems approach to treatment of families in crisis and transition. A portion of this course emphasizes clinical case conceptualization and treatment planning.

This course explores what happens as societal context, power, and emotion converge in therapy. Students will learn how to apply Socio-Emotional Relationship Therapy (SERT), an approach that centers relational justice as an important component of ethical, socioculturally attuned practice and challenges cultural discourses that privilege individuality at the expense of relationships. Participants will learn key clinical strategies for each of the three phases of the SERT clinical sequence, with an emphasis on mapping the socio-contextual nature of emotion, working with the connections between power and sociocultural vulnerability, and implications for clinical decision-making. Resources for clients will be included.

Exploration of life span development through the
lenses of social, cultural, cognitive, biological,
and learning theories and research. Emphasis is on
gaining better conceptual understanding of healthy
development and better practical understanding of
how to help children, adolescents, and adults
address the developmental challenges they face
across the life span. Particular focus placed on
understanding our own developmental processes as
well as the role of cultural difference and
commonality in the developmental process.

Exploration of life span development through the, lenses of social, cultural, cognitive, biological,, and learning theories and research. Emphasis is on, gaining better conceptual understanding of healthy, development and better practical understanding of, how to help children, adolescents, and adults, address the developmental challenges they face, across the life span. Particular focus placed on, understanding our own developmental processes as, well as the role of cultural difference and, commonality in the developmental process.

Exploration of life span development through the
lenses of social, cultural, cognitive, biological,
and learning theories and research. Emphasis is on
gaining better conceptual understanding of healthy
development and better practical understanding of
how to help children, adolescents, and adults
address the developmental challenges they face
across the life span. Particular focus placed on
understanding our own developmental processes as
well as the role of cultural difference and
commonality in the developmental process.

Exploration of life span development through the, lenses of social, cultural, cognitive, biological,, and learning theories and research. Emphasis is on, gaining better conceptual understanding of healthy, development and better practical understanding of, how to help children, adolescents, and adults, address the developmental challenges they face, across the life span. Particular focus placed on, understanding our own developmental processes as, well as the role of cultural difference and, commonality in the developmental process.

Exploration of life span development through the, lenses of social, cultural, cognitive, biological,, and learning theories and research. Emphasis is on, gaining better conceptual understanding of healthy, development and better practical understanding of, how to help children, adolescents, and adults, address the developmental challenges they face, across the life span. Particular focus placed on, understanding our own developmental processes as, well as the role of cultural difference and, commonality in the developmental process.

Major theories of law and jurisprudence, with
emphasis on implications for the relationship
between law and morality, principles of criminal
and tort law, civil disobedience, punishment and
excuses, and freedom of expression.

In this course, you will gain an understanding of descriptive statistics (used to summarize data) and inferential statistics (used to test hypotheses and draw conclusions). You will learn to apply the principles learned during the course to not only to better understand psychology and other fields of scientific research, but also to understand how statistics are used (and sometimes abused) in daily life. Topics will include the properties of numerical distributions, measures of central tendency, variability, correlation, t-tests, analysis of variance (ANOVA), and a tiny bit on nonparametric statistical techniques. I also promise that all these words will make sense by the end of the semester. In addition, you will gain experience using statistical software (SPSS) to analyze and display research data. Finally, you will gain experience in presenting research findings in American Psychological Association (APA) format.

You will gain an understanding of descriptive statistics (used to summarize data) and basic inferential statistics (used to test hypotheses and draw conclusions) using the “classical” or “frequentist” model. You will learn to apply the course principles to not only better understand psychology and other fields of scientific research, but also to how statistics are used (and sometimes abused) in daily life. Topics include the properties of numerical distributions, measures of central tendency, variability, correlation/bivariate regression, t-tests, analysis of variance (ANOVA), and a tiny (and I mean tiny) bit on nonparametric statistical techniques. I also promise that all these words will make sense by the end of the semester. In addition, you will gain experience using open-source statistical software (JASP) to analyze and visualize research data. Finally, you will gain experience in presenting research findings in American Psychological Association (APA) format.

In this course, you will gain an understanding of descriptive statistics (used to summarize data) and basic inferential statistics (used to test hypotheses and draw conclusions) using the “classical” or “frequentist” model. You will learn to apply the principles learned during the course to not only to better understand psychology and other fields of scientific research, but also to understand how statistics are used (and sometimes abused) in daily life. Topics will include the properties of numerical distributions, measures of central tendency, variability, correlation and bivariate regression, t-tests, analysis of variance (ANOVA), and a tiny (and I mean tiny) bit on nonparametric statistical techniques. I also promise that all these words will make sense by the end of the semester. In addition, you will gain experience using statistical software (JASP) to analyze and display research data. Finally, you will gain experience in presenting research findings in American Psychological Association (APA) format.

Credit may not be earned for both, this course and AP statistics.