anth 330 : forensic anthropology course change request

4/19/2019 ANTH 330: Forensic Anthropology

https://next.catalog.ku.edu/courseleaf/approve/ 1/2

Course Change Request

Academic Career Undergraduate, Lawrence

Subject Code ANTH Course Number 330

Academic Unit Department Anthropology

School/College College of Lib Arts & Sciences

Locations

Title Forensic Anthropology

Transcript Title Forensic Anthropology

Effective Term Fall 2019

CatalogDescription

Prerequisites

Cross ListedCourses:

Credits 3

Course Type

AssociatedComponents

(Optional)

Discussion – Mandatory discussion associated with a main component

Grading Basis A-D(+/-)FI (G11)

Is this course part of theUniversity Honors Program?

No

Are you proposing thiscourse for KU Core?

No

Typically Offered Once a Year, Usually Fall

Repeatable forcredit?

No

Principal CourseDesignator

CourseDesignator

S - Social Sciences

No

No

In Workflow1. CLAS

UndergraduateProgram andCourseCoordinator

2. CUSASubcommittee

3. CUSA Committee4. CAC5. CLAS Final

Approval6. Registrar7. PeopleSoft

Approval Path1. 04/09/19 3:33 pm

Rachel Schwien(rschwien):Approved forCLASUndergraduateProgram andCourseCoordinator

2. 04/16/19 12:32pm

Rachel Schwien(rschwien):Approved forCUSASubcommittee

New Course ProposalDate Submitted: 04/07/19 1:17 pm

Viewing: ANTH 330 : Forensic AnthropologyLast edit: 04/09/19 3:32 pmChanges proposed by: bmetz

Lawrence

Do you intend to offer any portion of this course online?

No

This course focuses on the study of forensic anthropology as related to medico-legal death investigation. Itincludes overview of the Coroner’s System, death scene investigation techniques, DNA and Geoscience

applications, statutes and laws, review of injuries and interpretations, child death investigation and its uniqueness, identification of thebody, coordination with law enforcement and the legal world, how to obtain the necessary information in order to complete a case,cause vs. manner of death, types of death and how to identify, how to deal with families and the public, and social responsibilitiesassociated with forensic science.

None

Lecture (Regularly scheduled academic course) (LEC)

Are you proposing that the course count towards the CLAS BA degree specific requirements?

Will this course be required for a degree, major, minor, certificate, or concentration?

mailto:[email protected];%[email protected];%[email protected]



mailto:[email protected];%[email protected];%[email protected];%[email protected]



mailto:[email protected]

4/19/2019 ANTH 330: Forensic Anthropology


Rationale forCourse Proposal

SupportingDocuments

KU CoreDocuments

Course ReviewerComments

Key: 12990

This will be the only KU course to expose students to the investigation of death via anthropological and forensic science perspectives.This course will fill a gap in the courses offered in the anthropology department in particular and make use of important on-campus

resources such as the KU Biological Anthropology Laboratory and Teaching Facility.

Forensic Anthropology Fall 2019 Syllabus.docx

https://next.catalog.ku.edu/courseadmin/12990/Forensic%20Anthropology%20Fall%202019%20Syllabus.docx

4/19/2019 ANTH 506: Pre-Hispanic Mexico and Central America



Also listed as: LAA 556, HIST 571


Subject Code ANTH Course Number 506

Academic Unit Department Anthropology


Title Pre-Hispanic Mexico and Central America Ancient American Civilizations:Mesoamerica

Transcript Title Pre-Hisp Mexico & Central Amer Ancnt AmrCivilztn:Mesoamerica


CatalogDescription

Prerequisites


Credits 3

Course Type



No


No

Typically Offered


No


NW - Non-Western Culture

In Workflow1. CLAS


2. CUSASubcommittee



Approval Path1. 03/29/19 10:48

am Rachel Schwien

(rschwien):Approved forCLASUndergraduateProgram andCourseCoordinator

2. 04/16/19 12:32pm


History1. May 25, 2017 by

Brent Metz(bmetz)

2. Oct 31, 2018 bysiccmade

Date Submitted: 02/04/19 2:57 pm

Viewing: ANTH 506 : Pre-Hispanic Mexico and Central America AncientAmerican Civilizations:Mesoamerica

Last approved: 10/31/18 4:32 amLast edit: 02/04/19 2:57 pmChanges proposed by: acon


No

A An archaeological survey of indigenous, Pre-Hispanic cultures the Precolombian heritage of Mexico andCentral America, including Olmecs, Teotihuacan, Mayas, Zapotecs, Toltecs, and Aztecs. America. The sites

and cultures of the Olmecs, Teotihuacan, the Maya, the Zapotecs, the Toltecs, and the Aztecs will be considered in detail.This courseteaches how to interpret art, architecture, artifacts, and culture change in the context Investigations of iconography ancient artand architecture, crafts and symbols, metaphysical technologies, trade and exchange, religious beliefs and ritual practices, craftsand technologies, trade and exchange, social inequality writing and conflict resolution, calendrical systems will be directed towardunderstanding the growth and the relationships among decline of these cultures and their environments. Native Americancivilizations.

A course in Anthropology, Latin American Studies, Art History, Museum Studies, Indigenous Studies, History, orpermission of instructor.

Code Title

LAA 556 Pre-Hispanic Mexico and Central America

HIST 571 Pre-Hispanic Mexico and Central America


Catalog Pagesreferencing thiscourse

College of Liberal Arts & Sciences Department of Anthropology

Latin American & Caribbean Studies LAA 556:

College of Liberal Arts & Sciences








https://next.catalog.ku.edu/liberal-arts-sciences/index.html

https://next.catalog.ku.edu/liberal-arts-sciences/anthropology/index.html

https://next.catalog.ku.edu/liberal-arts-sciences/latin-american-caribbean-studies/index.html

https://next.catalog.ku.edu/liberal-arts-sciences/index.html

4/19/2019 ANTH 506: Pre-Hispanic Mexico and Central America


CourseDesignator

S - Social Sciences W - World Culture

No

Yes No

Which Program(s)? Program Code - Name

(HIST-BA/BGS) History, B.A./B.G.S.

(HIST-MIN) History, Minor

Describe how: This course will fulfill the Category 2 requirement for the History Major andMinor.


KU CoreDocuments


Key: 2497



To expand the department’s course offerings to include regions and periods not covered by our core faculty.

Rachel Schwien (rschwien) (02/14/19 9:28 am): HIST agrees to cross-listing and title and description change Rachel Schwien (rschwien) (03/11/19 1:46 pm): Holding for ANTH confirmation. Followed up with dept 03/11/19 Rachel Schwien (rschwien) (03/29/19 8:39 am): followed up with dept 03/29

Rachel Schwien (rschwien) (03/29/19 10:48 am): ANTH (J. Nagel) agrees to title and description change.

4/19/2019 MUSE 580: Special Topics in Museum Studies: _______________




Subject Code MUSE Course Number 580

Academic Unit Department Museum Studies


Locations

Title Special Topics in Museum Studies: _______________

Transcript Title Spcl Topics Msm Stdies


CatalogDescription

Prerequisites


Credits 1-3

Course Type



No


No

Typically Offered As necessary

Please explain Most of the courses we plan to offer as MUSE 580 will meet with other departments and programs.These may occur each semester or on an as-needed basis.


Yes

How many times may this course be taken 99

Can a student be enrolled in multiple sections in the same semester?

Yes


CourseDesignator

No

In Workflow1. CLAS


2. CUSASubcommittee



Approval Path1. 04/10/19 9:36 am


2. 04/16/19 12:32pm



Viewing: MUSE 580 : Special Topics in Museum Studies:_______________Last edit: 04/10/19 9:35 amChanges proposed by: b425e693

Lawrence


No

Courses on special topics in museum studies, given as need arises. Lectures, discussions of readings, and guestspeakers. Topic for semester to be announced. Instructor permission may be required.

Successful completion of a History, Art History, Anthropology or Museum Studies course numbered below 500, or

permission of instructor.











4/19/2019 MUSE 580: Special Topics in Museum Studies: _______________


No


KU CoreDocuments


Key: 12970

MUSE currently does not offer a 500- or 600-level Topics course. There is a growing interest among undergraduate and graduatestudents for courses pertaining to museum studies and museums. This course will enable the Museum Studies Program to reach both

undergraduate and graduate students from a variety of disciplines.

Rachel Schwien (rschwien) (03/11/19 1:54 pm): emailed dept re: prerequisite Rachel Schwien (rschwien) (04/05/19 8:44 am): followed up with dept 04/05

4/19/2019 CLSX 316: Ancient Magic and Witches



Also listed as: REL 316


Subject Code CLSX Course Number 316

Academic Unit Department Classics


Locations

Title Ancient Magic and Witches

Transcript Title Ancient Magic and Witches

Effective Term Spring 2020

CatalogDescription

Prerequisites


Credits 3

Course Type



No


Yes

Typically Offered Every Two Years


No


CourseDesignator

H - Humanities

No

No


In Workflow1. CLAS


2. CUSASubcommittee


Approval6. Registrar7. PeopleSoft8. UCCC CIM

Support9. UCCC Preliminary

Vote10. UCCC Voting

Outcome11. SIS KU Core

Contact12. Registrar13. PeopleSoft



2. 04/16/19 12:33pm



Viewing: CLSX 316 : Ancient Magic and Witches

Last edit: 04/09/19 2:50 pmChanges proposed by: c282j696

Lawrence


No

This course provides a survey of magic and witchcraft in ancient Greece and Rome and interprets thesepractices through anthropological theories of magic and witchcraft. Emphasized topics may include magicians,

witches, ghosts, spirits, demons, divination, and spells. This course considers issues such as how magic works, how people engagewith the divine, the marginalization of magical practitioners, and the difference between magic, witchcraft and religion. All readings willbe in English; no knowledge of any ancient languages is required.

None

Code Title

REL 316 Ancient Magic and Witches




This course will build upon our successful CLSX 148 course on mythology. This 300-level course will give students the opportunity todelve more deeply into the related issues of magic, witchcraft and religion.

CLSX 360, Ancient Magic and Witches Syllabus.docx








mailto:[email protected];%[email protected]






https://next.catalog.ku.edu/courseadmin/12973/CLSX%20360%2C%20Ancient%20Magic%20and%20Witches%20Syllabus.docx



SupportingDocuments

Yes

Name of person givingdepartmental approval

Tara Welch Date of Departmental Approval 3/16/2019

Selected Goal(s)

Do all instructors of this course agree to include content that enables students to meetKU Core learning outcome(s)?

Yes

Do all instructors of this course agree to develop and save direct evidence thatstudents have met the learning outcomes(s)?

Yes

Provide an abstract (1000 characters maximum) that summarizes how this coursemeets the learning outcome.

This course consists of learning anthropological theories of magic, witchcraft andreligion, and understanding these concepts in the ancient world, primarily in Greeceand Rome. Students will read texts from antiquity about magic, witches, spirits, ghosts,necromancy, alchemy etc. and study archaeological finds ("voodoo dolls", magicalamulets, etc.). Important principles and analytical methods from anthropology will beapplied to this religious material from Greece and Rome. Key questions will be: How docultures believe magic works? How can we distinguish between magic, religion andwitchcraft? How and why are certain religious practitioners marginalized? How dosocieties interact with gods and the divine? To what extent are these religious practicesa social phenomenon?

Selected Learning Outcome(s):

Goal 3 - Social Sciences

KU Core InformationHas the department approved the nomination of this course to KU Core?

State how your course or educational experience will use assignments, readings, projects, or lectures to move students from theircurrent knowledge to a deeper understanding of specific concepts fundamental to the area(s) in question. (Please limit responses to1000 characters.)

This course focuses on understanding anthropological theories of magic, witchcraft and religion and applying them to ancient Greekand Roman culture. The course begins with the traditional anthropological views of Frazer, Evans-Pritchard, Malinowski, Tambiah andGeertz and the longstanding problem in anthropology of defining magic/religion/science/philosophy/medicine before moving into casesfrom ancient Greece and Rome. Thus the course begins with the theoretical and shifts to the culturally specific. Students read andinterpret primary sources (ancient magical spells, stories about witches etc.) as well as secondary sources. They write a paperevaluating these anthropological theories; give a presentation on an aspect of ancient magic and witchcraft (e.g. divination, alchemy,ghosts etc.); and perform a detailed analysis and interpretation of an assigned magical spell. Over the semester, the students learnmore deeply about these anthropological views, both in theory and in practice.

State what course assignments, readings, class discussions, and lectures will synthesize the development over time of the principles,theories, and analytical methods of the discipline(s). (Please limit responses to 1000 characters.)

The course begins with lecture and discussion of anthropological theories about magic, witchcraft and religion; subsequent readingsand discussion interpret and analyze case studies from Greece and Rome. For example, we first read and understand Tambiah's theoryof persuasive analogies, then students read an article that applies this theory to ancient magical spells, then they utilize this theory intheir analysis of a different magical spell. A similar scaffolding approach occurs with other important views such as the distinctionbetween magic and religion. In addition to the spell analysis paper, students must also write a paper evaluating the merits and pitfalls ofthe various anthropological theories; thus students not only must know what the theories assert, they must also critique the positionsheld by these anthropologists.

State what learning activities will integrate the analysis of contemporary issues with principles, theories, and analytical methodsappropriate to the area in question. (Please limit responses to 1000 characters.)

In our classroom discussion and homework assignments, we analyze contemporary issues by relating ancient belief systems andcultural views of magic and witchcraft in relation to our own. One short homework assignment asks students to interpret the magicallanguage of Harry Potter in terms of otherness and Malinowski's "coefficient of weirdness". Other discussions relate ancient magicalhealing rituals to modern Christian faith healing rituals; ancient diviners and prophets to modern psychics; ancient Christian persecutionof witches to modern witch hunts; ancient ghosts and haunted houses to modern paranormal activity.



Goal 4, Learning Outcome 2

KU CoreDocuments

State what course assignments, projects, quizzes, examinations, etc. will be used to evaluate whether students have a functionalunderstanding of the development of these concepts, and can demonstrate their capability to analyze contemporary issues using theprinciples, theories, and analytical methods in the academic area. (Please limit responses to 1000 characters.)

Functional understanding of these concepts will be evaluated through classroom discussion, homework, assignments, andexaminations. Classroom discussion requires daily oral reflection upon the anthropological theories in question; short homeworkassignments require students to understand and apply the theory to a new context (e.g. the magical language and Harry Potterassignment); longer assignments such as the Anthropological Theory Paper demonstrate student ability to weigh and consider theseanthropological principles; examinations evaluate everything in the course, from the anthropological theories to their application to theGreco-Roman material.

State what assignments, readings, class discussions, and lectures will devote a majority of your course or educational experience toraising student awareness of, engagement with, and analysis of various elements of other-cultural understanding of communitiesoutside the United States. (Please limit responses to 1000 characters.)

All of the course readings and discussions involve student engagement with and analysis of cultures outside the US, primarilyGreece and Rome, though we do touch upon other cultures as well (the Trobriand Islanders, the Azande in central Africa, ancientChristians and Jews). Students will read, analyze and interpret ancient magical spells and narratives about religious practitioners inorder to better understand these communities. Readings, exams, and assignments all focus on this goal. Key issues include: What isthe difference between magic, religion, and witchcraft? How do different cultures present magic and witches differently? How are thesereligious practitioners (witches, mages, shamans etc.) marginalized in their societies? How does intersectionality affect someone likeMedea, who is a foreigner, a woman, and a witch?

Explain how your course or educational experience will develop the ability of students to discuss, debate, and analyze non-UScultures in relation to the students own value assumptions. (Please limit responses to 1000 characters.)

The course primarily concerns understanding ancient cultures in terms of students' own perspectives and cultural viewpoints(including popular culture material such as Harry Potter or Ghostbusters). Students will be asked to reflect upon how their own culturalassumptions about modern religion and society affect their perception of ancient magic and rituals. Do they assume that Judeo-Christian traditions are "correct" while others are "primitive"? One assignment, the Anthropological Theory Paper, asks students toevaluate the standard anthropological theories of magic and religion in light of these issues. Students also present an in-depth analysisof one aspect of ancient magic or witchcraft, which encourages discussion and debate of magical and religious practices in relation tocomparanda from modern US religions (exorcism, demonology, faith healing, speaking in tongues etc.).

Detail how your course or educational experience will sensitize students to various cultural beliefs, behaviors, and practices throughother-cultural readings and academic research on cultural competency so that students may be better prepared to negotiate cross-cultural situations. (Please limit responses to 1000 characters.)

Students will evaluate standard anthropological theories of magic, witchcraft and religion. Course readings expose students to thediverse social and religious systems of various cultures (Greece, Rome, and others), which provides the first level of culturalcompetency. Class discussion focuses on understanding the intricacies of these cultural beliefs, comparing and contrasting ancient andmodern views, and evaluating one's own cultural biases about magic and witchcraft. The course prepares students to negotiate cross-cultural situations through an increased appreciation of other cultural beliefs and religious systems, in particular by questioning theprestige and priority of one's own cultural systems.

State what assignments, readings, class discussion, and lectures will be used to evaluate students'' work that documents andmeasures their grasp of global cultures and value systems through reflective written or oral analysis. (Please limit responses to 1000characters.)

All readings are either primary sources that deal with Greek and Roman belief systems or secondary sources that are applied tointerpret them. Classroom discussion allows for students to reflect upon global cultures and value systems, particularly with regard tosociety and religion. The Anthropological Theory paper assesses students' ability to grasp the theories and structures behind theseglobal value systems. The final assignment, the Spell Analysis Paper, requires students to explicate a particular ancient magical spell interms of anthropological theory, cultural awareness, magical techniques, historical context etc. This serves as a cumulative paper thatallows the instructor to measure their understanding of Greek and Roman cultures and values.

CLSX 360, Ancient Magic and Witches Syllabus.docx

https://next.catalog.ku.edu/courseadmin/12973/CLSX%20360%2C%20Ancient%20Magic%20and%20Witches%20Syllabus.docx




Key: 12973

Rachel Schwien (rschwien) (03/22/19 1:17 pm): requested consultation with ANTH and REL Rachel Schwien (rschwien) (03/29/19 8:48 am): ANTH (J. Nagel) is aware and in support of this course.

1

CLSX 360: Ancient Magic and Witches (Sample Syllabus)

Professor: Craig Jendza Spring 2020 Email: [email protected] Class Time: MWF 11:00-11:50am Office: Wescoe 1025 Classroom: Malott 2001 Office Hours: MF 10-11am T 10:30-11:30am

Or you can email for a different appt. Course Description: This course examines the influence witchcraft and magic had on the ancient Greeks and Romans in the context of their social, political, and religious beliefs. We will consider the relationship between ritual, magic and religion, emphasizing the nature of witchcraft and the psychology of magic. More specifically, the purposes of the course are:

(1) to learn the facts about the ancient practice of magic and how the societies concerned reacted to the perception that people were practicing it; (2) to discuss how magic or the belief that it was being practiced functioned in the societies of the ancient world and how it shaped the way we understand magic today, both in common understanding and in scholarly theory; (3) to understand what goes into the choices that ancient peoples made when portraying others' religious practices—positively and negatively—and the patterns of responses that often followed (e.g. either the persecution of those who did not conform or the exaltation of them as extraordinarily endowed "experts").

Specific Learning Objectives: This class aims to help you use, develop, and integrate specific types of skills that will be useful in your future professions (and in life in general), including:

Critical thinking: This is the ability to question and analyze various materials including your readings, the lectures, and even discussions with your peers. Rather than simply accepting all materials at face value, can you ask new and challenging questions about what you are learning?

Collaboration: Teamwork is an essential skill in nearly any profession. The group discussions and, most importantly, the group projects, will allow you to work in small teams to make decisions about what material to cover and how to present it effectively.

Oral communication: Various aspects of this course, including discussion, group work, and the group presentations, are intended to help you develop oral communication skills. This includes the ability to speak clearly and effectively on topic, keeping your intended audience in mind.

Written communication: A number of assignments in this course, including the homework and written exams, aim to help you develop effective writing skills. This includes not only the ability to use correct grammar and syntax but to organize your thoughts logically and construct a convincing argument.

Required Texts: Collins, Derek. 2008. Magic in the Ancient Greek World. Wiley-Blackwell. ISBN: 978-1405132398 Johnston, Sarah Iles. 2008. Ancient Greek Divination. Wiley-Blackwell. ISBN: 978-1405115728 Ogden, Daniel. 2009. Magic, Witchcraft and Ghosts in the Greek and Roman Worlds: A Sourcebook. Oxford. ISBN:

978-0195385205. Other required readings will be available through Blackboard.

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Grading: Attendance/Participation: 5% Homework: 15% Midterm Exam: 15% Group Presentation: 15% Anthropological Theory Paper: 15% Spell Analysis Paper: 15% Final Exam: 20% This course uses the Standard KU grading schedule. Attendance: Attendance is mandatory. Each day you will turn in a “daily question” – one question that you thought of or wondered about when doing the reading. This can be handwritten on a piece of paper. Make sure to put your name and the date on the paper, since I will use these to take attendance for the day. If I don’t have a daily question from you, you weren’t here that day. I will attempt to answer some of your questions in class as much as I can. Homework: These are brief (c. 45 minutes) assignments that assist you in understanding a reading assignment and encourage you to think more critically about a subject. Group Presentation: The aim of these projects is for you to explore one of the topics in the class in more detail or to bring in outside material not otherwise presented in class. The presentation will be 15-20 minutes long. Time your project before you present to the class – I may cut you off if you run over time. Your presentation is creative, and must involve your audience in some way (volunteers from the audience, skits, games) and must include a visual aspect (videos, posters, costumes). Do not simply lecture to the class with a PowerPoint. Each group will have 4-6 people. You will need to meet in person to plan your presentation at least once. Each person in the group is responsible for doing equal work – if this is not the case, individuals within the group may receive different grades. Topics and Potential Ideas: 9/29 Ghosts and Hauntings

Ghosts from other cultures Modern ghost-hunters or haunted houses

10/3 Demons and Exorcisms Skit: Demon-raising demonstration Skit: Exorcism 10/13 Curses and Binding Spells Make a “voodoo” doll or curse tablet Skit: Demonstrate a binding spell 10/17 Erotic Magic Make a love potion or amulet Explain the scientific basis for erotic magic 10/22 Herbs and Healing Magic Magic vs. medicine (folk medicine vs. scientific medicine) Skit: Demonstrate a method of disease prevention 10/24 Divination Skit: Delphic oracle Skit: Demonstration of augury or haruspicy (no real livers please)

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11/17 Alchemy Science of alchemy Skit: Turning lead into gold 11/24 Repression of Magic Exhibition of instruments used to torture witches Skit: Re-enact a witch trial (i.e. Salem witch trials) Spell Analysis Paper: You will write a 5-7 page paper (Times New Roman, 12 point font, double space, 1 inch margins), in which you will analyze and interpret one spell based off the techniques learned throughout the class. You may select any spell you wish - there are dozens of good ones from the Greek Magical Papyri (PGM) – but make sure that you choose a spell that has enough content to analyze. In your paper, your goal is to account for as many of the magician’s choices in crafting the spell as you can (you will likely not be able to clarify every choice the magician makes). Why did the magician choose to use copper? Why those magical words? Why the color red? Why walk backwards in order to summon a demon? After you’ve analyzed details such as these, come up with an overall interpretation of the spell that explains your magician’s choices, citing theories discussed in class as appropriate. Anthropology Theory Paper: You will write a 5-7 page paper (Times New Roman, 12 point font, double space, 1 inch margins) that analyzes how different anthropologists we have studied have treated a particular theme. Potential themes include: human nature, the sacred, religious experience, symbols, myth, or ritual. Select one of these themes, and explain how three theorists have understood that theme. After surveying these anthropological views, outline some problems with how each theorist understands the theme. What do they overlook? What can their view not explain very well? Finally, propose your own view on that theme and show how it is different from the previous three views. Late Work: Late assignments and papers will be penalized at a rate of 10% per day. If you miss the midterm or final exam, you will be allowed a make-up exam only if you have made arrangements with me prior to the exam or if you have an excused absence verified with documentation (i.e. you were in the emergency room and you have a note from them). Academic Misconduct (Plagiarism, Cheating, Inappropriate Behavior) Plagiarism: turning in someone else's work as your work; quoting another person's work or statement without acknowledgment. For more information see the Writing Center's website on avoiding plagiarism. Cheating: getting answers on exams from someone else or from some help that is not in your own brain (e.g., iPods, cell phones). Academic Misconduct: "Academic misconduct by a student shall include, but not be limited to, disruption of classes; threatening an instructor or fellow student in an academic setting; giving or receiving of unauthorized aid on examinations or in the preparation of notebooks, themes, reports or other assignments [= cheating]; knowingly misrepresenting the source of any academic work; unauthorized changing of grades; unauthorized use of University approvals or forging of signatures; falsification of research results; plagiarizing of another's work; violation of regulations or ethical codes for the treatment of human and animal subjects; or otherwise acting dishonestly in research." For more information on academic misconduct, see the Writing Center's website on academic misconduct. Special Accommodations The Academic Achievement & Access Center (AAAC) coordinates accommodations and services for all KU students who are eligible. If you have a disability for which you wish to request accommodations and have

http://writing.ku.edu/writing-guides

http://writing.ku.edu/writing-guides

http://policy.ku.edu/governance/USRR#art2sect6

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not contacted the AAAC, please do so as soon as possible. Their office is located in 22 Strong Hall; their phone number is 785-864-4064 (V/TTY). For information about their services, click here (http://disability.ku.edu). You may also contact me privately in regard to your needs in this course. Religious Observances Should the examination schedule for this course conflict with your mandated religious observance, please contact me at the beginning of the semester so that we can schedule a make-up exam at a mutually acceptable time. In addition, students will not be penalized for absence from regularly scheduled class activities which conflict with mandated religious observances. Students are responsible for initiating discussion with the instructor to reach a mutually acceptable solution. Nondiscrimination The University of Kansas prohibits discrimination on the basis of race, color, ethnicity, religion, sex, national origin, age, ancestry, disability, status as a veteran, sexual orientation, marital status, parental status, retaliation, gender identity, gender expression and genetic information in the University's programs and activities. Please contact the University's Title IX Coordinator at [email protected] with any inquiries. Disclaimer If it becomes necessary to modify any information in this syllabus, you will be notified in class and in Blackboard.

Schedule of Readings: Week 1 8/27 Introduction: What is Magic?, Ancient Sources

8/29 How Does Magic Work? Frazer, Malinowski, Tambiah, and Austin Collins Ch. 1 Week 2 9/1 Labor Day (NO CLASS)

9/3 Definitions: Magic, Religion, Science, Medicine, Philosophy Collins Ch. 2

9/5 Religious Specialists: Magicians, Sorcerers, and Shamans Ogden p. 9-32

Week 3 9/8 Religious Specialists: Persian Magoi, Chaldaeans, Egyptians Ogden p. 33-61 9/10 Religious Specialists: Apollonius of Tyana, Simon Magus Ogden p. 61-78 9/12 Greek Witches: Circe, Calpyso and Helen Ogden p. 94-101 Week 4 9/15 Greek Witches: Medea Ogden p. 78-93

9/17 Greek Witches: Medea PDF Euripides’ Medea

http://disability.ku.edu/

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9/19 Greek Witches: Deianeira and Simaetha Ogden p. 102-114 Week 5 9/22 Roman Witches: Canidia and Erichtho

Ogden p. 115-128

9/24 Roman Witches: Minor Roman Witches Ogden p. 129-145

9/26 Roman Witches: Medea

PDF Seneca’s Medea Week 6 9/29 Spirits: Ghosts and the Restless Dead Ogden p. 146-153 Presentation 1: Ghosts and Hauntings

10/1 Spirits: Child-Killing Demons PDF Johnston Restless Dead Ch. 5 p. 161-202

10/3 Spirits: Haunted Houses and Exorcisms

Ogden p. 154-174 Presentation 2: Demons and Exorcisms

Week 7 10/6 Werewolves and Shapeshifters Ogden p. 175-179 10/8 Review Session 10/10 MIDTERM EXAM Week 8 10/13 Spells: Binding Spells

Collins p. 64-88 Ogden p. 210-218 Presentation 3: Curses and Binding Spells

10/15 Spells: Prayers for Justice Ogden p. 219-226

PDF Versnel, “Beyond Cursing: The Appeal to Justice in Judicial Prayers.” p. 60-81.

10/17 Spells: Erotic Magic Ogden p. 227-244 Collins p. 88-103 Presentation 4: Erotic Magic

Week 9 10/20 Spells: Voodoo Dolls and Magical Objects Ogden p. 245-260

10/22 Spells: Amulets and Healing Ogden p. 261-274 Presentation 5: Herbs and Healing Magic

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10/24 Divination: Dreams, Augury, Haruspicy Johnston Ch. 1 all Presentation 6: Divination Week 10 10/27 Divination: Oracles, Delphi and Dodona Johnston Ch. 2 all 10/29 Divination: Oracles, Claros, Didymus Johnston Ch. 3 all

10/31 Divination: The Mantis Johnston Ch. 4 all Week 11 11/3 Divination and Magic Johnston Ch. 5 all 11/5 Necromancy Ogden p. 179-205 11/7 Interpretation: Tambiah, Austin and Persuasive Analogies PDF Tambiah “Form and Meaning of Magical Acts.” p. 199-229 PDF Austin, “How to Do Things with Words.” p. 1-11 Week 12 11/10 Interpretation: Versnel and the voces magicae

PDF Versnel, “The Poetics of the Magical Charm: An Essay on the Power of Words.” p. 105-155

11/12 Interpretation: Frankfurter and the carmina figurata PDF Frankfurter, “The Magic of Writing and the Writing of Magic.” p. 189-221

11/14 Interpretation: Sørensen and Cognitive Theories of Magic PDF Sørensen, A Cognitive Theory of Magic p. 1-9 Week 13 11/17 Magic and Science: Alchemy

PDF Taylor, “A Survey of Greek Alchemy.” p. 109-139 Presentation 7: Alchemy

11/19 Magic and Philosophy: Theurgy PDF Luck, “Theurgy and Forms of Worship in Neoplatonism.” p. 185-225

11/21 Magic and Religion: Prayers and Sacrifice PDF Graf, “Prayers in Magic and Religious Ritual.” p. 188-213 PDF Johnston, “Sacrifice in the Greek Magical Papyri.” p. 344-358 Week 14 11/24 Magic and the Law in Antiquity Collins p. 132-150 Ogden p. 275-285 Presentation 8: Repression of Magic 12/1 The Trial of Apuleius Collins p. 150-159 Ogden p. 286-290

7

12/3 Magic and the Christians PDF Aune, “Magic in Early Christianity.” p. 368-420 Week 15 12/5 Medieval Witchhunts: Malleus Maleficarum PDF Malleus Maleficarum Book 1 12/8 Review Session 12/11 FINAL EXAM Thursday 4:00PM - 5:45PM

4/19/2019 SOC 410: Sociology of Death and Dying




Subject Code SOC Course Number 410

Academic Unit Department Sociology


Title Sociology of Death and Dying

Transcript Title Sociology of Death and Dying


CatalogDescription

Prerequisites


Credits 3

Course Type



No


Yes No

Typically Offered Every Two Years


No


CourseDesignator

S - Social Sciences

No

No


Yes No

In Workflow1. CLAS


2. CUSASubcommittee




Vote10. UCCC Voting





2. 04/16/19 12:33pm


Date Submitted: 04/10/19 4:42 pm

Viewing: SOC 410 : Sociology of Death and DyingLast edit: 04/10/19 4:42 pmChanges proposed by: tlapie


No

The primary purpose of this course is to provide an understanding of the ways in which the experiences ofdeath and dying are shaped by social structures. This course will also acquaint the student with the social

implications of death and dying and to examine death-related behaviors, both individual and collective, through which theseaspects of life are experienced. This course covers theoretical, practical, cross-cultural and historical aspects of death and dying.Social, psychological, biomedical, economic and legal issues surrounding death and dying are explored. Students examine their ownideas, feelings feelings, and attitudes towards death and dying, and reflect on the origins and significance of those beliefs.

Junior or Senior Standing.




Adding Soc 410 to the Core to increase Core Goal 4.1 offerings at Edwards Campus.


















Tracey LaPierre Date of Departmental Approval April 3, 2019

Selected Goal(s)


Yes


Yes


The Sociology of Death and Dying course introduces students to theoreticalperspectives and concepts in the sociological study of death and dying and emphasizesthe inclusion of marginalized groups in American society, specifically regarding culture,gender, age, class, and race. Students learn theories and concepts and gainawareness of diversity through required texts and lectures. Students are assessed ontheir application of these theories and concepts and their understanding of diversitythrough low-stakes active learning activities, homework, moderate stakes reflectionessays, and a final paper.


Goal 4, Learning Outcome 1

State what assignments, readings, class discussion, and lectures will devote a majority of course content to ensure studentunderstanding of basic human diversity within the United States, such as biological, cultural, historical, linguistic, social, economic,sexual, and ideological diversity. (Please limit responses to 1000 characters.)

75% of readings and lectures, at least 50% of reflection essays, homework activities, in-class active learning activities, anddiscussions, as well as the final paper will contribute to student’s understanding of basic human diversity in the U.S. Substantive textshighlight culture and gender, race, and class inequalities in the experiences of death, dying, suicide, violence, and burial rituals.Students will prepare discussions on those texts for class, they will complete homework or in-class activities that have students explorethese issues further, they will reflect on major themes of these texts in moderate stakes essays, and they will frame their finial papers interms of inequalities so as to demonstrate mastery of theories and concepts in their application to understanding diversity.

Explain how your course or educational experience will generate discussion among students, leading to examination of students''own value assumptions in the context of various value systems within the United States. (Please limit responses to 1000 characters.)

Students will write a prompt that engages all readings for each week they have been assigned. Each prompt should, at minimum:,•Identify major themes, key concepts, ideas, or findings – in their own words – across the readings for that week.,• Consider how thetexts challenged their assumptions or ideas, such as through arguments, questions, critiques, i.e., critical thinking about their own viewsin relation to others,The instructor calls on students assigned to prepare discussion prompts to help lead discussion. Other students arethen encouraged to respond. Instructor will direct discussion to consider their own assumptions in relation to others by noting opposingviews

Detail how your course or educational experience will integrate other-cultural readings and academic research on culturalcompetency to define and analyze issues and other-cultural key words and concepts, and practices within the United States. (Pleaselimit responses to 1000 characters.)

Students read substantive texts based on empirical research that present the perspectives of different cultures within Americansociety (“non-Western”) and marginalized groups in terms of social class, race, and health status, i.e., those that deviate from the“normal” American middle class, white, heterosexual, and non-institutionalized experience. Texts introduce concepts intended toencourage empathetic understanding of the experiences of other cultures and marginalized groups when applied.

State what assignments, readings, class discussion, and lectures your course or educational experience will use to evaluate studentwork that documents and measures their grasp of diverse cultures and value systems within the United States through reflectivewritten or oral analysis. (Please limit responses to 1000 characters.)

Students complete two written homework activities out of four that require students to explore and analyze diverse experiences usingrelevant course concepts and theoretical perspectives. Students write at least two essays out of four in which they reflect on diversecultural experiences that deviate from the “normal” American experience. Students are assessed on the appropriate application ofrelevant concepts and theory. Students’ understanding of diverse cultural experiences, based on their reading, are evaluated during in-class discussions. Students are asked to recall and critically think about the diverse cultural experiences they read about for class.Students’ interpretations or misinterpretations of diverse cultural experiences are used to drive discussion toward achievement oflearning goals.



KU CoreDocuments


Key: 6741

Soc 410 syllabus and assignments.pdf

https://next.catalog.ku.edu/courseadmin/6741/Soc%20410%20syllabus%20and%20assignments.pdf

1

SOC 410 Sociology of Death and Dying

Instructor: Dr. Kevin McCannon Location: Regnier 254 Email: [email protected] Time: Monday 5:30 to 8:30 pm Office: TBD Edwards campus Office hours: By appointment

Overview Death and dying are components of life and living. They constitute a crisis for society, for groups, and for individuals and thus engender cultural as well as personal responses. Each of us confronts, accepts, or denies death and/or dying as an individual, as a member of various groups, and as a member of a society. The primary purpose of this course is to provide an understanding of the ways in which the experiences of death and dying are shaped by social structures. This course will also acquaint the student with the social implications of death and dying and to examine death-related behaviors, both individual and collective, through which these aspects of life are experienced. This course covers theoretical, practical, cross-cultural and historical aspects of death and dying. Social, psychological, biomedical, economic and legal issues surrounding death and dying are explored. Students examine their own ideas, feelings and attitudes towards death and dying, and reflect on the origins and significance of those beliefs. Learning Goals Upon completion of this course students will:

1. Understand the ways in which death is socially structured. 2. Know the historical changes in experiences surrounding death. 3. Be familiar with cultural, religious, financial, legal and ethical issues surrounding end-of-life care

and decision making. 4. Be aware of the impact of diverse cultural and religious contexts on the meaning and experience of death. 5. Have acquired practical knowledge and skills helpful in caring for the dying and the bereaved. 6. Know the facts about suicidal behavior and strategies and resources for responding to it. 7. Better understand their personal attitudes, beliefs and preferences regarding death and dying and

the influence of various social institutions in shaping them. Required reading Howarth, G. (2007). Death & Dying: A Sociological Introduction. Malden, MA: Polity Press. Other readings available on BlackBoard.

Classroom Expectations and Policies Attendance You should attend class, be on time, and remain for the duration of the class period. Excessive absences will be detrimental to your grade. Please email me prior to class if you are not going to be in class that day, as a professional courtesy. If you need to leave early, please let me know before class and sit as close to the door as possible to minimize distractions. Do NOT just get up and walk out of the room. It’s rude. Classroom conduct I expect everyone to give each other their undivided attention and due respect during class. This goes for students and the instructor. You are free to engage in constructive discussion and debate if the dialogue advances the learning process and contributes to a positive learning environment. Students who behave in any manner that interferes, or has the potential to interfere, with other students’ opportunity to benefit from this course will be subject to the Department of Sociology’s Policy on Disruptive Behavior and other relevant University policies and procedures. Please refrain from packing your belongings during the final minutes of class. It is rude.


2 Cell Phones and Mobile technology Laptops, tablets, iPads, etc. are allowed during class for course use only (e.g., taking notes, references required readings, gathering information about a topic of class discussion), BUT I ask that you please keep your cell phone put away and turned off, as it does nothing to help you learn. Phones distract and disengage you from the learning process. Moreover, texting, checking email, etc., during class is rude. Student Work Responsibilities Students are responsible for completing all assigned work and submitting it for grading by the date and time indicated on the syllabus or otherwise posted on BlackBoard, announced in class, or stated on an assignment prompt. With a reasonable excuse, I will accept work assigned to be completed outside of class, i.e., homework, 24 hours after the assignment is due but with a 15% penalty that begins immediately after the deadline. No work will be accepted after that time. Computer or internet troubles, “dog ate my homework,” “uh, I forgot,” etc., are not acceptable reasons for late work, because you have access to a computer lab at Edwards that has a consistent internet connection, you should not give your pet access to your work, and you can set a reminder on your phone. Therefore, before you ask to turn in something late, consider the validity of your reason for not completing the work on time. Organize your time wisely to ensure you complete work on time. In addition, you may make up work assigned to be completed in class, such as quizzes or active learning opportunities, IF you miss class AND notify me PRIOR TO class that you will be absent. Make-up work should be completed and turned in to me as a hard copy (not emailed) the next scheduled class period, after which I will not accept make up work. Again, please make sure you provide a legitimate reason for missing class. Just not showing up and emailing me a day later to say you were sick and ask if you missed anything will not constitute a reasonable excuse. Academic Misconduct Academic dishonesty is not tolerated. All work done for this class should be the work of the student and no one else and should reflect what the student learns in this course. Any work that is not the students' should be properly cited according to disciplinary standards to avoid plagiarism. Written work will be submitted through SafeAssign. In addition, all belongings must be put away for exams. If a student has a cell phone out during an exam, I will ask the student to turn in their exam immediately and leave the classroom. The student will receive an F for the exam. Any act of academic misconduct will be investigated and resolved as appropriate within University guidelines, resulting up to receiving a failing grade in the course, or more as University policy dictates. The University defines academic misconduct in Section 6 of the University Senate Rules and Regulations: “Academic misconduct by a student shall include, but not be limited to, disruption of classes; threatening an instructor or fellow student in an academic setting; giving or receiving of unauthorized aid on examinations or in the preparation of notebooks, themes, reports or other assignments; knowingly misrepresenting the source of any academic work. . .” Please consult the KU Student Handbook for further information: http://www.writing.ku.edu/~writing/instructors/guides/academic_misconduct.shtml. For more information on what constitutes plagiarism, and how to avoid it, please consult the following: http://www.writing.ku.edu/~writing/guides/. Auditing & Recording Course attendance is exclusively restricted to members of the class, and you need explicit permission from the instructor to attend any class sessions if you’re not formally enrolled in the course. Video recording is only allowed by permission of the instructor. The instructor maintains copyright over the presentation material and its permutations. Students may make audio recording of presentations as a personal study aid. I do ask that you make me aware that you are recording as a professional courtesy. Students should ask permission to take photographs of lecture material presented during class. Copyright and Intellectual Property Presentation material, Blackboard material, and the course readings are protected by U.S. Copyright Law. Note-taking for professional third-parties is expressly prohibited and will trigger legal action. Duplications of the Presentation material, audio and written representations of class sessions, Blackboard material, or the course

http://www2.ku.edu/%7Eunigov/usrr.html

http://www.writing.ku.edu/%7Ewriting/instructors/guides/academic_misconduct.shtml

http://www.writing.ku.edu/%7Ewriting/guides/

3 reading for commercial purposes, including commercial note-taking ventures, are not permitted, as per Article 22, section B, paragraph 2 of the Code of Student Rights, Responsibilities and Conduct. Unauthorized use, sale, web-posting, or transfer of copyrighted material will potentially trigger civil litigation on behalf of the copyright owner and other interested parties. Accessibility The Academic Achievement and Access Center (AAAC) coordinates academic accommodations and services for all eligible KU students with disabilities. If you have a disability for which you wish to request accommodations and have not contacted the AAAC, please do so as soon as possible. They are located in 22 Strong Hall and can be reached at 785-864-4064 (V/TTY), or at [email protected]. Information about their services can be found at http://www.disability.ku.edu. Please contact me privately in regard to your needs in this course.

Readings, Assessment and Grades

The foundation of the course is a combination of lectures and texts. Mastery of these materials determines your performance in the class. Assessments for this class are designed to provide students feedback on their progress in the course and to determine the extent to which students demonstrate mastery of the course material and achieve the learning goals. Course Readings You should download and/or print required readings from the course BlackBoard site. Have all readings completed by the date they are due prior to class. Maximum class preparation involves not only reading the text but reading it carefully for comprehension, taking notes while reading, underlining, highlighting, circling, etc., text you feel is important for learning, and bringing to class questions and comments you feel will facilitate learning. Class will be divided into two parts, for which you will have at least one text to read for each. Assessment “Quizzes” I will give five “quizzes” throughout the semester, which are intended to assess how well you understand the assigned reading(s). These small stakes graded assessments will be in the form of active learning opportunities that incorporates assigned readings, multiple choice, true/false, and short answer quizzes, brief essays, etc. Quizzes may or may not be open book, so come prepared. Quizzes will form the basis of class discussion and help you to achieve the learning goals of the course. 20 points. Homework I will give four homework assignments throughout the semester. These assignments will include a written component. I expect well-crafted and well-written responses to the activities. Homework assignments will be issued in class and then posted on BlackBoard. You will turn them in during class as a hard copy. No emails. If you are going to be absent, please email me your homework to prove you completed the work on time, but you MUST still turn in a hard copy in class to ensure I receive it and to receive credit. 50 points. Reflection Essays You will select two substantive readings and write a reflection essay of about 800 to 1000 words for each. The essay is due the day the reading is due. You must select at least one reading from before midterm. You will turn them in during class as a hard copy. No emails. If you are going to be absent, please email me your homework to prove you completed the work on time, but you MUST still turn in a hard copy in class to ensure I receive it and to receive credit. 50 points. Final Paper You will write an 8-10 page paper on a topic of your choice within the death and dying literature that reflects what you learn in THIS course. An assignment prompt will be available on BlackBoard with more details. 100 points.


http://www.disability.ku.edu/

4 Participation While I do not issue points for participation, I do consider your overall engagement in the class when calculating final grades. If you have a borderline grade, your level of participation could mean the difference between one letter grade or another. Participation includes attending class regularly and being on time, proactively volunteering questions and comments during class discussion, sharing news articles or films and the like with the class, responding to student questions or comments, and comporting yourself well (i.e., respecting your peers and the instructor, thoughtful contributions). Grades Grades are earned, not given. I do not assume assessments begin at a 100%. You must earn that A. Below is a tentative grade structure for this class. I will not discuss specific grades by email. Meet with me during office hours to discuss a specific grade. Please feel free to challenge a grade if you feel you earned something different than what you received. However, wait 48 hours AFTER a grade is posted. Schedule a time to discuss the grade with me in person and come prepared to explain why your grade should change and propose a new grade in writing.

Assessment # Point value Total points (% of grade)

Homework 4 50 200 (40%) Reflection Essays 2 50 100 (20%) Quizzes 5 20 100 (20%) Paper 1 100 100 (20%) Total: 500 500

Total Points A 376-400 A- 360-375 B+ 348-359 B 332-347 B- 320-331 C+ 308-319 C 292-307 C- 280-291 D 240-279 F <240

According to the grading system for the College of Liberal Arts and Sciences the grade of A indicates achievement of outstanding quality, the grade of B indicates achievement of high quality, the grade C indicates achievement of acceptable quality and the grade of D indicates achievement that is minimally passing, but at less than acceptable quality. Please Read: CLAS Grading Policy and How Do I Compute My GPA? Extra Credit and Curve There is no extra credit. I do not curve.

https://documents.ku.edu/policies/CLAS/grading_system.htm

http://www.kuinfo.ku.edu/%7Ekuinfo/cgi-bin/info.shtml?p=q&id=3552

5

Tentative Schedule Date Reading/Assignment due 8/21 Introduction to course 8/28 The Sociological Perspective

Howarth, Glennys. 2007. “Death, Denial, and Diversity.” pp. 15-39 in Death & Dying: A Sociological Introduction. Malden, MA: Polity Press. Hockey, Jenny. 2007. “Closing in on death? Reflections on research and researchers in the field of death and dying.” Health Sociology Review, 16, 436-446.

9/4 Labor Day – NO CLASS but still please read. Stratification of Death Howarth, Glennys. 2007. “Life and Death in ‘Risk Society” pp. 68-87 Olshansky, S. Jay, et al. 2012. "Differences in life expectancy due to race and educational differences are widening, and many may not catch up." Health Affairs 31(8): 1803-1813. Borrell, Luisa N. 2005. “Racial identity among Hispanics: Implications for Health and Well-being.” American Journal of Public Health, 95(3), 379-381.

9/11 Suicide Braswell, Harold and Howard I. Kushner. 2012. “Suicide, social integration, and masculinity in the U.S. military.” Social Science and Medicine 74: 530-536. Cleary, A. 2012. “Suicidal action, emotional expression, and the performance of masculinities.” Social Science and Medicine, 74, 498-505.

9/18 Religion and Death Howarth, Glennys. 2007. “Death, Religion, and Spirituality.” Bulow, Hans-Henrik, Charles L. Sprung, Konrad Reinhart, Shirish Prayag, Bin Du, Apostolos Armaganidis, Fekri Abroug, Mitchell M. Levy. 2008. “The world’s major religions’ points of view on end- of-life decisions in the intensive care unit.” Intensive Care Medicine 34:423-430.

9/25 Death and the State Radelet, Michael L. and Marian J. Borg. 2000. "The Changing Nature of Death Penalty Debates." Annual Review of Sociology 26:43-61 Chirot, Daniel and Jennifer Edwards. 2003. "Making Sense of the Senseless: Understanding Genocide." Contexts 2(2):12-19.

10/2 The Medicalization of Death and Dying Howarth, Glennys. 2007. “Dying: Institutionalization and Medicalization” pp. 115-131 Levine, Carol (Ed.). 2010. “Should doctors be able to refuse demands for futile treatment” pp. 108-122 in Taking Sides: Clashing Views on Bioethical Issues, 13th edition. New York: McGraw Hill.

10/9 Cultural Scripts for a Good Death and Palliative Care Howarth, Glennys. 2007. “The Good Death” pp. 132-154 Emmanuel, Linda, Katherine Bennett, and Virginia E. Richardson. 2007. “The dying role.” Journal of Palliative Medicine, 20(1), 159-168

6

Broom, A., Kirby, E., Good, P., Wooton, J., & Adams, J. 2013. “The art of letting go: Referral to palliative care and its discontents.” Social Science & Medicine 78: 9-16.

10/16 Fall break – NO CLASS 10/23 Bad Death and Embodiment

Howarth, Glennys. 2007. “The Social Organization of Sudden Death” pp. 155-176 Howarth, Glennys. 2007. “The Dying and the Dead Body.” Pp. 177-192

10/30 Death in Pop Culture Howarth, Glennys. 2007. “Death and the Media.” Pp. 102-112 Wosner, Robert and David Boyns. 2016. “BETWEEN THE LIVING AND UNDEAD: How Zombie Cinema Reflects the Social Construction of Risk, the Anxious Self, and Disease Pandemic.” The Sociological Quarterly 57: 628–653.

11/6 Final Affairs/Estate Planning Pevey, Carolyn. 2003. “Living wills and durable power of attorney for health care.” Pp. 891-897 in Handbook of Death and Dying, edited by C.D. Bryant. Thousand Oaks, CA: Sage Publications. Miller, R.K., Rosenfeld, J.P, & McNamee, S.J. 2003. “The Disposition of Property: Transfers between the Living and the Dead.” In Handbook of Death and Dying, edited by C.D. Bryant. Thousand Oaks, CA: Sage Publications.

11/13 End of Life Ethics Bennett, Elizabeth S. 1999. "Soft Truth: Ethics and Cancer in Northeast Thailand." Anthropology & Medicine 6(3):395-404 Raus, K., Sterckx, S., & Mortier, F. 2012. “Continuous deep sedation at the end of life and the ‘natural death’ hypothesis.” Bioethics 26(6): 329-336.

11/20 Bereavement, Grief and Mourning Howarth, Glennys. 2007. “Grief & Loss” pp 195-214 Mitchell, Lisa M., Peter H. Stephenson, Susan Cadell and Mary E. Macdonald. 2012. "Death and Grief On-Line: Virtual Memorialization and Changing Concepts of Childhood Death and Parental Bereavement on the Internet." Health Sociology Review 21(4):413-431.

11/27 Continuing Relationships with the Dead Howarth, Glennys. 2007. “Relationships Between the Living and the Dead.” Pp. 215-232 Abby Collier, C.D. 2003. "TRADITION, MODERNITY, AND POSTMODERNITY IN SYMBOLISM OF DEATH." Sociological Quarterly 44(4): 727-749. Howarth, Glennys. 2007. “Mortuary Rituals.” Pp. 233-251 Tsuji, Yohko. 2011. “Rites of Passage to Death and Afterlife in Japan.” Generations 35(3): 28-33.

12/4 Writing week 12/11 Final Paper due 11:59 PM via SafeAssign

SOC 410 Final paper (15-25% of overall grade) Apply sociological theories and concepts covered in this course to explore a topic of students’ choice in the sociology of death and dying. Papers should thoroughly demonstrate mastery of concepts covered in the course, as well as ideas related to but not covered in the course by exploring relevant scholarly literature. Papers should investigate the topic in relation to issues of racial, gender, class, or other forms of inequalities. Using an inequalities lens should demonstrate students understand the diverse experiences of people in different groups (e.g., rich/poor, black/white, men/women, ill/healthy, immigrant/native-born, ideological differences). Reflection Essays (30-50% of overall grade) Students will reflect on major themes of the course in relation to issues of culture, racial, gender, class, or other forms of inequalities. Using a cultural and an inequalities lens should demonstrate students understand the diverse experiences of people in different groups (e.g., rich/poor, black/white, men/women, ill/healthy, immigrant/native-born, ideological differences). Homework (10% of overall grade) Students complete an assignment that requires them to evaluate and reflect on different perspectives on the death penalty based on their reading of a substantive text. Students complete an assignment that requires them to locate a roadside memorial, or some other memorial if accessing a roadside memorial is unsafe or if students are unable to locate one, describe it in detail, and photograph it in order to understand how different people express grief through cultural symbols. Visual sociology is a creative way to engage with other cultural experiences.

4/19/2019 ATMO 642: Remote Sensing




Subject Code ATMO Course Number 642

Academic Unit Department Geography


Title Remote Sensing

Transcript Title Remote Sensing

Effective Term Spring 2019

CatalogDescription

Prerequisites


Credits 3

Course Type



No


Yes No

Typically Offered Once a Year, Usually Spring


No


CourseDesignator

No

Yes

Which Program(s)? Program Code - Name

(GEOG-BS) Atmospheric Science, B.S.

In Workflow1. CLAS


2. CUSASubcommittee




Vote10. UCCC Voting





2. 04/16/19 12:32pm


Date Submitted: 04/09/19 11:08 am

Viewing: ATMO 642 : Remote SensingLast edit: 04/09/19 11:08 amChanges proposed by: d010r356


No

This course is designed to prepare students to effectively use remotely sensed data in operational or researchsettings for further work in this field. Topics include radiation and radiation transfer applied to active and remote

sensing; radiative properties of space, sun, earth and atmosphere; instrument design considerations and operational characteristics;inversion methods for temperature or concentration profiling; surface temperature measurement; cloud top height determination; rainrate and wind velocity measurement; severe weather detection; satellite photograph interpretation.

ATMO 680, MATH 581.




Catalog Pagesreferencing thiscourse

BS in Atmospheric Science with concentration in Air PollutionMeteorology

BS in Atmospheric Science with concentration in GeneralMeteorology

BS in Atmospheric Science with concentration in














https://next.catalog.ku.edu/liberal-arts-sciences/geography/bs-in-atmospheric-science-with-concentration-in-air-pollution-meteorology/index.html

https://next.catalog.ku.edu/liberal-arts-sciences/geography/bs-in-atmospheric-science-with-concentration-in-general-meteorology/index.html

https://next.catalog.ku.edu/liberal-arts-sciences/geography/bs-in-atmospheric-science-with-concentration-in-hydrometeorology/index.html



Describe how: This is already required for all ATMO majors, so no change.


Yes No


David Mechem Date of Departmental Approval 4/2/2019

Selected Goal(s)


Yes


Yes


Students apply the theory of radiative transfer to understand the atmosphere. Whilelearning specific retrieval techniques, students must interpret results in the context ofdynamic and thermodynamic processes. The class is centered around a researchproject that is scaffolded throughout the semester with assignments designed toincrementally improve and build on the students’ skillset: working with imperfect datasets, efficient processing of large data, efficient coding, and integrating their results intoa coherent conceptual model of atmospheric processes based on remote sensing tools.

After completing the class, students will be able to approach a problem using a widearray of remote sensing tools by knowing how to choose the most relevant remotesensing products, understanding its strengths and weaknesses, applying techniques toa particular problem, and integrating those results into the larger picture to form anargument regarding the specific feature they are examining.


Goal 6

We think ATMO642 should formally fulfill Goal 6 because it is already designed to integrate concepts from many of our other coursesand synthesizes that knowledge with a lot skills from classes outside of ATMO such as computer programming and numerical methods

from math.


Is this course or course sequence at the required junior or senior level?Yes

Explain how students will analyze and combine information from different areas and approach and explain existing questions andproblems from new perspectives, pose new questions or generate new ideas. (Please limit responses to 1000 characters.)

Using a past project of severe weather outbreak, students use remote sensing to examine the large-scale environment and featuresassociated with storm initiation (dynamics), profiles of temperature to assess atmospheric instability (thermodynamics), and weatherradar to assess storm mode (internal storm dynamics) and the dual-polarization products are used to infer the cloud microphysics. Thewide range of scale for these processes (micrometers to 100’s km) forces students to combine all of these factors into one coherentconceptual model supported by their remote sensing products based on radiative transfer theory. Without a fundamental knowledge ofthese factors, interpreting or creating any remote sensing products to understand atmospheric processes is impossible. The researchpaper is a mechanism to organize a student’s thoughts and integrate their work into a discussion of contemporary issues and peer-reviewed literature. Milestones for the paper are given throughout the semester.

If your course or course sequence expects students to develop a creative product, please detail the nature of this product and how itwill require students to think, react, and work in imaginative ways that produce innovative expressions and original perspectives.(Please limit responses to 1000 characters.)

N/A



KU CoreDocuments


Key: 2671

Indicate the weight of the evidence in the overall grade of your course or educational experience that will evaluate students forintegrative or creative thinking and how you will ensure that your syllabus reflects these assignment expectations. (Please limitresponses to 1000 characters with countdown.)

Grading weights reflect the strong emphasis on integration of knowledge. Two research paper summaries are 10% since studentsmust understand how remote sensing fits into the broader field of atmospheric science. Homework (20%) is designed to incrementallyprepare students for the project. The project is 30% and reflects the main purpose: synthesize remote sensing techniques withmeteorological concepts from other classes. There are two exams (40%) and no final, emphasizing that the project is the mostimportant part of the learning experience. Homework and project milestones are evaluated during the semester to ensure students aremaking progress and address any issues before the final project is due. The project addresses a scientifically relevant question relatedto a broader topic. Their research paper provides context and motivates their question, and then addresses it by integrating remotesensing techniques and the underlying physical processes.

G6_ATMO642_Data_analysis_Hwk_Example.pdf G6_ATMO642_Syllabus.pdf

G6_ATMO642_Project.pdf G6_ATMO642_EvalRubric.pdf

https://next.catalog.ku.edu/courseadmin/2671/G6_ATMO642_Data_analysis_Hwk_Example.pdf

https://next.catalog.ku.edu/courseadmin/2671/G6_ATMO642_Syllabus.pdf

https://next.catalog.ku.edu/courseadmin/2671/G6_ATMO642_Project.pdf

https://next.catalog.ku.edu/courseadmin/2671/G6_ATMO642_EvalRubric.pdf

Syllabus ATMO 642 (#75791)

Remote Sensing of the Atmosphere

Department of Geography and Atmospheric Science University of Kansas

Spring Semester, 2019

Course Overview: This course will set out by providing students with an intuitive understanding for the theory of radiative transfer. This knowledge serves as the basis of understanding both passive and active remote sensing systems, and how remote sensing measurements are used to determine a variety of atmospheric properties. Through the class project and data analysis, you should become acquainted with some of the remote sensing technology/methods, and the development of data products used by the operational and research communities. Time & Room: 11:00 - 12:15 pm Tuesday, Thursday 228 Lindley Hall Instructor: Dr. David Braaten 413B Lindley Hall; Telephone: 864-3801 E-Mail: [email protected] Office Hours: 2:30 – 4:00 Tues. & Thurs.; and by appointment Prerequisites: ATMO 680 and MATH 581 Required Text: Petty, A First Course in Atmospheric Radiation, 2nd edition Expectations:

Assigned readings will supplement the lectures, and are meant to be completed prior to the meeting time. In order to obtain the goals outlined above, it is necessary for you to be actively involved by asking questions throughout the course. By your continued enrollment, I assume that you accept the syllabus as a contract of responsibilities and expectations.

Grading: Exam 1 20% Exam 2 20% Homework/ In-class exercises 20% Paper summaries (2) 10% Project 30%

MAKEUP EXAMS WILL NOT BE GIVEN. If you miss an exam because of illness or other extreme circumstance, you must present a written excuse (from a physician, etc.) to the instructor to be considered for possible accommodation. This accommodation will be at the discretion of the instructor.

Project:

We are going to have a semester long research project which will be the focus of our work this semester. Your project will culminate in a final research paper.

Homework: Assignments will be given throughout the semester. You must complete your own work. Some assignments will focus on analysis of real data, and will require some computer programming.

Course Outline:

1. Introduction/basics P(1,3) 2. What is electromagnetic radiation P(2) 3. Thermal Emission P(6) 4. Reflection/Refraction P(4) 5. Atmospheric Transmission P(7)

First Exam (Thurs. Feb 28) 6. Atmospheric Emission P(8) 7. Absorption P(9) 8. Scattering P(11-13) 9. Applications

Second Exam (Tues. Apr 30)

Lecture Material: Some of the lecture material will be made available on Blackboard (http://courseware.ku.edu) under course documents.

Students with Disabilities

The Academic Achievement & Access Center (AAAC) coordinates accommodations and services for all KU students who are eligible. If you have a disability for which you wish to request accommodations and have not contacted the AAAC, please do so as soon as possible. Their office is located in 22 Strong Hall; their phone number is 785-864-4064 (V/TTY). Information about their services can be found at http://disability.ku.edu. Please contact me privately in regard to your needs in this course.

Cheating

Cheating in any manner will not be tolerated. This includes claiming the work of someone else as your own (plagiarism). Any student discovered cheating will be given an F for the course and a letter will be sent to the student's school or college explaining that the failing grade was the result of academic misconduct. If you have any question about what constitutes academic misconduct, please ask me in advance to avoid any confusion.

ATMO 642 – Atmospheric Remote Sensing

Homework #3 Due: Thursday, Mar. 7, 2019

This assignment will make use of two NetCDF files posted to Blackboard. One is globally gridded monthly average surface temperature and the other is globally gridded monthly accumulated (summed) precipitation. The data in each file span more than 100 years.

1) (20 points) Open each NetCDF file and examine the contents: (a) What is the resolution of the gridded data in each file? Describe the indexing scheme to identify the longitude and latitude of each grid cell. (b) What are the units of the temperature and precipitation values? (c) When are the start and end dates in each file? (d) What is the value of the “missing data” indicator? (e) Convert any 2 years of time values from one of the files to MM-DD-YYYY format.

2) (20 points) For a latitude range of 32 to 50 N and a longitude range of -115 to -85 (115W to 85W), provide the total June through August precipitation and average June through August temperature plots for 1995, 1996 and 1997. Also, provide average plots of June through August temperature & precipitation for the 1995-1997 period. Make sure you screen for missing data.

3) (20 points) Plot a scatterplot of the monthly summed precipitation vs. the monthly mean temperature for all the monthly values in the domain in problem 2 (32 to 50 N; -115 to -85 (115W to 85W)) between 1991 and 2010.

4) (20 points) Plot on a single graph the time series of precipitation and temperature for the

grid cell containing Lawrence between 1995 and 2015.

5) (20 points) Describe the results in terms of local vs. regional precipitation, drought indices including potential evapotranspiration, and possible large-scale mechanisms (e.g., El Niño, Madden Julian Oscillation, etc.).

Homework is to be turned in as one pdf file containing: all figures (with figure numbers and appropriate captions), code, and about 1 page description of the results.

ATMO 642 – Spring 2019 Final Project

Objective The goal of this project is to assess the variability in optical depth as a function of both the surface and atmospheric state in central Kansas. This should be achieved via a synthesis of your knowledge of meteorological and radiative transfer theory and data analysis of satellite and surface data sources. Methodology Using the MODIS data, conduct an analysis of your own choosing to address a scientifically relevant question related to the above objective. You should use an appropriate combination of plotting and statistical analysis to answer the question. Details

1) You must make use of the MODIS optical depth and at least 2 of the other MODIS or surface station observational datasets.

2) Your final paper must consist of at least ten pages of text (not including figures or references). Use figures and references as appropriate after the text.

3) All source code should be in an appendix of the paper 4) The paper should consist of an:

a. Introduction – with a statement of the scientific question and motivation, including some description of the physics and radiative transfer of your question

b. Methodology – a description of how you are addressing the question c. Results d. Discussion – with a focus on the ability and limitations to use this data

for your question. You should discuss the role of spatial and temporal resolution, radiative transfer, and the physical processes underlying your question.

e. Conclusions – overall findings and significance of the results 5) Due: Friday May 10, 2019

Part 1: Due 4/10 As a first step, a one paragraph description of your question will be due on Weds. 4/10. This should consist of your question along with motivation and relevant sources as well as a description of your proposed methodology for analyzing the data. In addition, you must include 4 preliminary figures and references of 2 peer reviewed articles appropriate for your topic.

ATMO 642 Rubric For assessing KU Core Educational Goal 6 Core Goal #6: Gain the ability to integrate knowledge and think creatively. Learning Outcome 1: Upon reaching this goal, students will be able to: Analyze and combine information

from different areas within and across disciplines to approach and explain existing questions and problems from new perspectives, to pose new questions, and to generate new ideas.

Learning Outcome 2: Upon reaching this goal, students will be able to: Think, react, and work in imaginative ways that produce innovative expressions and original perspectives.

Exceeds Expectations

4

Expected

3

Satisfactory

2

Unacceptable

1

Acquiring

competencies

Applies radiative transfer

theory to derive new

approaches to remote

sensing of atmosphere

Adapts existing

remote sensing

techniques

Correctly implements

existing remote

sensing techniques

Unable to implement

current remote

sensing techniques

Connections

within/across

disciplines

Total synthesis of remote

sensing techniques to

connect dynamic,

thermodynamic, and

cloud microphysics

Remote sensing

techniques applied to

advanced concepts

in atmospheric

science

Connects remote

sensing techniques to

basic processes in the

atmosphere

Fails to link remote

sensing products to

atmospheric

phenomena

Transfer Innovatively applies

skills and concepts to

approach problems in a

new or more efficient

way

Modifies standard

skills and concepts

to apply them to

remote sensing

problems

Uses basic skills and

concepts from math,

physics, computer

science to create and

understand remote

sensing products

Incapable of applying

basic atmospheric

concepts, numerical

techniques, or

computer programing

to remote sensing

Taking Risks Goes well above the

basic requirements to

tackle difficult issues and

successfully integrate it

into their work

Moves beyond the

scope of the

assignment to

explore alternative

methods

Strict adherence to

project or assignment

tasks

Minimum

requirements not met

Examining

Contradictions

Successfully integrates

different approaches to

fully explore underlying

issues

Takes different

approaches to

explore alternative

techniques

Acknowledges other

approaches could be

used but does not use

them

Does not realize other

approaches can be

taken

Innovative

Thinking

Can build on existing

discipline knowledge

from their literature

review

Synthesizes ideas or

solutions into a

coherent, complete

conceptual model

Recognizes links

between their work

and existing

knowledge

Only able to reiterate

what has already been

done