TOPICS IN PSYCHOLOGY: SOCIAL PSYCHOLOGY OF HUMAN-ANIMAL RELATIONS

Course: PSY 497 (3 CREDIT HOURS) Term: Summer 2015 - OnlineInstructor: Dr. Robert W. Mitchell e-mail: robert.mitchell@eku.edu

Texts: Arluke, A., & Sanders, C. (2009). Between the species: Readings in human-animal

relations. Boston: Allyn & Bacon. Hurn, S. (2012). Humans and other animals: Cross-cultural perspectives on human-animal

interactions. London: Pluto Books. Other reading materials are provided on Blackboard.

Course description: PSY 497 Advanced Topics in Psychology: ___. (3) A. Prerequisites: PSY 250; ENG 102, ENG 105(B), or HON 102; or departmental approval. Additional prerequisites will be determined by the specific topic. Selected topics for study. Variable topics across semesters in terms of student interest and available faculty. May be retaken for a maximum of 12 hours provided the subject matter differs each time.

Student Learning Objectives: In this course, students will examine, from a sociological/social psychological perspective, how our uses of animals as food, companions, competitors and collaborators influence human and social existence. Students will become familiar with various social psychological research methodologies for studying human-animal interactions and the contributions various social theories regarding animal-human relations and interactions. The class will employ discussion boards, quizzes, student presentations, and a term paper to assess these learning objectives.

The overall course goal is to introduce students to the sociological/social psychological connections between human and nonhuman animal worlds. Students will explore human-animal bonds and conflicts through selected readings from our assigned texts and other readings, class discussions and the student presentations and papers. University students will be expected to think, present and write critically within this growing social psychological subfield of human-nonhuman animal relations. At the end of this course students should be able to:

A. Read, evaluate and discuss diverse sociological and social psychological methodologies and theories (e.g., social constructionism, symbolic interactionism, social psychology, conflict theory, feminist theory) related to the sociological, anthropological, and social psychological study of animals and humans.How this objective is evaluated: Discussion board, class presentation.

B. Talk and write knowledgeably about the theory and research on the sociology and social psychology of animal-human relations as it relates to a specific research topic. How this objective is evaluated: Class presentation, term paper.

C. Integrate material researched, read and discussed into various sociological and social psychological frameworks and theories for class discussion, class presentations and when writing and submitting papers.How this objective is evaluated: Discussion board, class presentation, term paper.

Course Structure: Welcome to the Social Psychology of Human-Animal Relations! As you know, we will be completing this course online. While this will offer great flexibility to us all,

it will also require hard work on everyone’s part to keep up with the workload and to learn and benefit from our course material. The course is structured according to subject matter, but also to the demands of having one Module per week. We begin with background readings, and then examine diverse aspects of the social psychology of human-animal relations. In the course, you will read material and then discuss that material on the discussion board. What you learn on one module is important to remember for what you learn on the others. Thus, you might learn about something in one module, and be asked to connect it to other material in another module. Important dates: May 18: First official day of classMay 22: Last day for add/dropping 12-week courses. Last day for 100% refund. (See other withdraw deadlines at http://colonelscompass.eku.edu/summer-2015-deadlines-adddrop-refunds#Full-Term.)June 6: Deadline for online (EKU Direct) WITHDRAW from class - No withdraw fee will be assessed. June 29: Mid-term grades due.July 19: Last Day to WITHDRAW from class - Withdraw fee applies & instructor signature required.

IMPORTANT NOTICES: I provide deadlines for each module, so that we can keep up with each other. But there are no penalties for replying later than the “required” time. Another important notice: I will be traveling to or in Japan from 19 June until 16 July, and may have trouble replying to Blackboard during that time. I am supposed to have internet access at each place I am staying, but there may be difficulties. Please recognize, if I do not respond to your queries within 48 hours during this time, that I am doing my best to get back to you!

Carefully read this syllabus and our course schedule. These documents will give you the instructions you need for completing and doing well in our course. If you have questions about course procedures and assignments, please utilize the “water cooler” forum. If you have questions or concerns of a personal nature, please email the instructor directly.

Classroom Behavior and Respect: Although we will not be interacting in a traditional face-to-face classroom setting, it is still important that we respect one another. Please read the document titled “Netiquette Information & Guide” found in the Introductory Module materials.

Communication: It is important that you read the Announcements site daily for postings. These postings may include changes in assignments, scheduling, etc.   In addition to the Discussion Board for readings within each module, there will also be a forum devoted to questions you have about course procedures and assignments (the “Water Cooler” Forum).  All questions you have about course procedures and assignments must be posted on the Water Cooler Forum. I WILL NOT RESPOND TO EMAIL QUESTIONS ABOUT THESE MATTERS.  Many students will have the same questions, so by using this Forum everyone can benefit from the response. Either the instructor and/or fellow class members will respond within 48 hours, M-F. You should check the Water Cooler Forum frequently for new information.

Only questions of a personal nature, such as related to a grade or points earned, should be e-mailed to the instructor directly. Grading Policy: Your grade in PSY 497 will be based on your performance on writing assignments, and discussion on the Discussion Board. Each component comprises the following total number of points:

Discussion Board (9) 90 points (10 points each DB)Class Presentation 80 pointsTerm Paper 80 points Total 250 points

Final grades will be determined based on the total number of points earned out of the total possible points at the end of the course. The following grading scale will be used:

A 90% of total possible points or higher B 80 - 89% of total possible points C 70 - 79% of total possible points D 60 - 69% of total possible points F < 60 % of total possible points

Course Requirements: You should print out and post the Course Schedule section to remind yourself about the timelines for discussion posts and other assignments until you become familiar with the weekly routine.

Modules begin on Saturday (except for Module 1, which begin on Monday), and end on Sunday of the next week. Modules will usually include one Discussion Board with several questions. The fourth week has 2 Discussion Boards. Class presentations and term papers are due the final Sunday.

1. Discussion Board: During each of the 9 class discussion periods, students are evaluated for their participation on a 10-point scale: 0 = absence or no participation, 1-3 = minimal participation, 4-5 = more than minimal participations, but not adequate participation; 6-7 = adequate participation, 8-9 = very good or, or 10 = excellent participation. If many students fail to participate in class discussion, daily quizzes will be initiated and used to evaluate performance. Adequate or better responses to questions will be well-informed and demonstrate that you have read the material rather than simply stating opinions. This is certainly a judgment call, but you should show you have put some thought into your answers and that you have read the material (hint: cite page numbers, discuss points the author brings up, define terms in the questions). You will be responding to these questions in a “group discussion” setting, therefore someone in the group may post his or her question or statement before you do. This means that your responses must contain additional/different information to receive full credit (i.e., if you simply regurgitate the answer one of your group members already posted, you will not receive credit for your answer). (To help you do this on your first response, I have made others’ comments unavailable to you UNTIL you post your own comment. This first comment of yours is an important part of your grade, showing me how much you have learned on your own from the

readings.) Note that I examine ALL your responses in evaluating your points. Discussion board participation is worth 90 pts.2. Class presentation: Each student will select a topic to explore further, and present this topic to the class during a 10-minute period. (This topic is likely to be identical to the topic explored in the student's paper.) The actual presentation should take 9 minutes, which is followed by a 1-minute question and answer period. Students are evaluated on the quality of their overall presentation, their apparent preparation and thoroughness, and the coordination of their materials to effect understanding in their audience. The presentation is worth 80 pts. 3. Term Paper: Students will choose a topic from among those discussed, and will write a typed double-spaced paper about it, in APA style; the paper will be 15 or more pages of text (references and title page do not count). Students can use material from the course to write their paper, but they must also use other related scientific articles, books, or book chapters discovered on their own (or with help from me). The paper can be a review paper, in which the student summarizes research and offers an analysis of the general findings; a theoretical paper, in which the student devises a theory to explain some facet of human-animal relations and provides support for the theory; a historical paper, in which a theory is placed in its temporal context; or a research proposal, in which the student presents a strong introductory analysis and uses prior research to develop his or her own research (avoiding previous confounds). Possible topics are myriad. At least 10 references from papers outside those used in the course are required, but papers from the class should also be incorporated, where appropriate. The paper is worth 80 pts.

DO NOT PLAGIARIZE. DO NOT “PARAPHRASE” WRITING FROM SOMEONE’S WEBPAGE OR OTHER WRITINGS. Put your ideas in YOUR OWN words on the Discussion Board, and in your presentation and term paper. If you plagiarize, or copy and revise what others have written, you will LOSE 2 points on that Discussion Board problem. PUT IDEAS IN YOUR OWN VOICE!

Note for Term Paper: Margins for text on the left, top and bottom of the page are, at most, an inch, and on the right, about 3/4 inch. Use font Times size 12. References must be in APA style.

Student Progress: Grades will be available on Blackboard throughout the course. Typically your grades for the assignments contained within each Module will be posted by the Tuesday after the Module closes. Prior to midterm, a current grade will be calculated and posted to provide you with an estimate of your progress in the course..

Academic Integrity: Students found guilty of an academic honesty violation will receive a 0 on the assignment in question. Violations could also result in a 0 in the course and/or a referral to the Academic Council. Students are advised that EKU’s Academic Integrity policy will strictly be enforced in this course. The Academic Integrity policy is available at www.academicintegrity.eku.edu. Questions regarding the policy may be directed to the Office of Academic Integrity. Official E-mail: An official EKU e-mail is established for each registered student, each faculty member, and each staff member. All university communications sent via e-mail will be sent to this EKU e-mail address.

Disability Statement: If you are registered with the Office of Services for Individuals with Disabilities, please obtain your accommodation letters from the OSID and present them to the course instructor to discuss any academic accommodations you need. If you believe you need accommodation and are not registered with the OSID, please contact the Office in Student Services Building Room 361 by e-mail at disserv@eku.edu or by telephone at (859) 622-2933 V/TDD. Upon individual request, this syllabus can be made available in an alternative format.

Quality of Written Assignments: Students in all psychology courses are expected to use correct grammar, spelling and composition in written assignments. These elements of writing will be taken into consideration in grading all out-of-class writing assignments.  If you would like free help with your writing, you may visit the Noel Studio, in the Library. The Noel Studio for Academic Creativity is a free resource for the EKU community, including graduate and undergraduate students. At the Noel Studio, a trained consultant will work with you or your small group on any piece of written or oral communication, at any stage in the process from brainstorming to finished product. Consultants can also help you develop effective research strategies. For more information, visit the Noel Studio website at http://www.studio.eku.edu/ or call 859-622-6229.

ACCESSING Assignments: Your assignments can be found in the Bb module for the week they are due.  Please read the assignments early in the week, since completion can require some planning and time.  TURNING IN Assignments:  Attach your double-spaced typed term paper in the Term paper slot in the Module 6 Assignment folder. I would also recommend saving a Word copy of your assignment in the event of technical difficulties.

All assignments must be submitted through the assignment section of the module. Do not submit assignments by email. They will not be graded.

See the course schedule for due dates.

HOW TO DO WELL IN THIS CLASS

In looking over the information above and preparing to begin this course, here are some important reminders on how to do well in the course this term:

1. Keep up with the reading. The material cannot be mastered quickly and all at once. You will be completing this course in half the time of a “regular” semester, therefore most weeks you will be responsible for two chapters. You must read regularly, and read sections more than once. After you have read the chapter, use the Discussion Board to answer questions (and sometimes ask them) about the material.  

2. Explain the material to yourself as you read. The material cannot be automatically understood, and will not just seep its way into your head. You must actively figure it out as you read and study. After you read a section, close the book and attempt to write a summary, explanation of the key points, and /or definitions of terms. Then go back and verify your understanding.

3. Generate questions. Generate and keep a list of questions you have as you read and think about the course material. True knowledge only comes from an active engagement with the material. Then ask your questions on the Discussion Board.

4. Pay attention to the Discussion Board.  Discussion of questions by other students as well as discussion of your own questions will be a key place to get clarification on class concepts. Prolonged discussions should be looked upon as learning opportunities rather than digressions.

5. View the field as ongoing investigations, not as solved puzzles. There will often be alternative theories and approaches to understanding a concept. Research is continually altering historians’ understanding of a field.

6. Ask Questions. If you find yourself doing poorly in the course: Ask additional questions on the discussion forums about the course material and about study strategies.

7. Allow enough study time and plan to submit your assignments 24 hours in advance of the due date (if possible).  It is easy to underestimate the difficulty of an online course. An online course requires a great deal of self-discipline and excellent time management. You must plan an appropriate amount of study time in order to be able to assimilate this material. In addition, you must allow time for "technology" to work for you -- so planning for technology problems and the time needed to get things corrected will allow you the opportunity to submit the required assignments before the due date/time noted on the syllabus.

Be sure to be attentive to the names of the authors of, and the people discussed in, the articles and chapters you read. When we discuss their ideas, it is useful to have their names as a handle to make sense of what you write, so please use their names in the Discussion Board responses.

Eastern Time Zone Applies to all due dates/times noted below.

Module 1Week 1 (May 18-24): THINKING WITH ANIMALS

Hurn 1: Why look at human-animal interactions?Hurn 2: AnimalityHurn 3: ContinuityA&S Introduction to the book (pp. ix-xxvii).A&S Introduction to Part One (pp. 1-4).A&S 1. "The How and Why of Thinking with Animals," Lorraine Daston and Gregg MitmanA&S 2. "Dirty Birds, Filthy Immigrants, and the English Sparrow War: metaphorical Linkage

in Construction Social Problems," Gary Alan Fine and Lazaros ChristofloridesA&S 3. "Race, Place, and the Human-Animal Divide," Glen Elder et alA&S 4. "Cultured Killers: Creating and Representing Foxhounds," Gary MarvinCostello, K., & Hodson, G. (2009). Exploring the roots of dehumanization: The role of animal–

human similarity in promoting immigrant humanization. Group Processes & Intergroup Relations, 13(1), 3–22.

Solnit, R. (2015, February). The war of the world. Harper’s Magazine, 330(1977), 5-8.

Module 2Week 2 (May 24-31):ANTHROPOMORPHISM?Mitchell, R. W., & Hamm, M. (1997). The interpretation of animal psychology:

Anthropomorphism or behavior reading? Behaviour, 134, 173-204.Knoll, E. (1996). Dogs, Darwinism, and English sensibilities. In R. W. Mitchell, N. S.

Thompson, & H. L. Miles (eds.), Anthropomorphism, anecdotes, and animals (pp. 12-21). Albany: SUNY Press.

Asquith, P. J. (1996). Why anthropomorphism is not metaphor: Crossing concepts and cultures in animal behavior studies. In R. W. Mitchell, N. S. Thompson, & H. L. Miles (eds.), Anthropomorphism, anecdotes, and animals (pp. 22-34). Albany: SUNY Press.

Quiatt, D. (1996). Silent Partners? Observations on some systematic relations among observer perspective, theory, and behavior. In R. W. Mitchell, N. S. Thompson, & H. L. Miles (eds.), Anthropomorphism, anecdotes, and animals (pp. 220-236). Albany: SUNY Press.

Richards, P. (1995). Local understandings of primates & evolution: Some Mende beliefs concerning chimpanzees. In R. Corbey & B. Theunissen (eds.), Ape, man, apeman (pp. 265-273). Leiden, Netherlands: Department of Prehistory, Leiden University.

Sickler, J., Fraser, J., & Reiss, D. (2012). Popular beliefs and understanding of the dolphin mind. In J. A. Smith & R. W. Mitchell (Eds.). Experiencing animals: Encounters between human and animal minds (pp. 301-316). New York: Columbia University Press.

Davis, K. (2012). The mental life of chickens as observed through their social relationships. In J. A. Smith & R. W. Mitchell (Eds.). Experiencing animals: Encounters between human and animal minds (pp. 13-29). New York: Columbia University Press.

Beatson, R. M., & Halloran, M. J. (2007). Humans rule! The effects of creatureliness reminders, mortality salience and self-esteem on attitudes towards animals. British Journal of Social Psychology, 46, 619–632.

Module 3Week 3 (May 31-June 7): CLOSE RELATIONSHIPS

Hurn 8: PetsA&S Introduction to Part Two (pp. 41-44).A&S 5. "Actions Speak Louder than Words: Close Relationships Between Humans and

Nonhuman Animals," Clinton R. Sanders,A&S 6. "My Dog's Just Like Me: Dog Ownership as a Gender Display," Michael RamirezA&S 7. "She Was Family: Women of Color and Animal-Human Connections," Christina

Risley-Curtiss, Lynn Holley, Tracy Cruickschank, Jull Porcelli, Clare Rhoads, Denise N.A. Bacchus, Soma Nyakoe, and Sharon Murphy

Romero, T., Konno, A., & Hasegawa, T. (2013). Familiarity bias and physiological responses in contagious yawning by dogs support link to empathy. PLOS ONE , 8(e71365): 1-8.

Mitchell, R. W., & Ellis, A. L. (2013). Cat person, dog person, gay, or heterosexual: The effect of labels on a man’s perceived masculinity, femininity, and likeability. Society & Animals, 21, 1-16.

Mitchell, R. W., & Sinkhorn, K. (2014). Why do humans laugh during dog-human play interactions? Anthrozoös, 27, 235-250.

Mechling, J. (1989). "Banana cannon" and other folk traditions between human and nonhuman animals. Western Folklore, 48(4), 312-323.

Mitchell, R. W., & Thompson, N. S. (1986). Deception in play between dogs and people. In R. W. Mitchell & N. S. Thompson (eds.), Deception: Perspectives on human and nonhuman deceit (pp. 193-204). Albany: SUNY Press.

Mitchell, R. W., & Edmonson, E. (1999). Functions of repetitive talk to dogs during play. Society and Animals, 7, 55-81.

Merola, I., Lazzaroni, M., Marshall-Pescini, S., & Prato-Previde, E. (2015). Social referencing and cat–human communication. Animal Cognition, 18, 639–648.

Williams C. J., & Weinberg M. S. (2003). Zoophilia in men: A study of sexual interest in animals. Archives of Sexual Behavior, 32, 523-535.

Module 4Week 4 (June 7-14): AGRICULTURE

Hurn 5: DomesticationHurn 7: FoodStuart, D., Schewe, R. L., & Gunderson, R. (2013). Extending social theory to farm animals:

Addressing alienation in the dairy sector. Sociologia Ruralis, 53(2), 201-222.A&S Introduction to Part Six (pp. 179-182).A&S 17. "Consuming the Surplus: Expanding Meat Consumption and Animal Oppression,"

Bill Winders and David NibertA&S 18. "The Feminist Traffic in Animals," Carol J. AdamsA&S 19. "Once You Know Something, You Can't Not Know It: Going Vegan," Barbara

McDonaldWinsor, R. E., & Skovdal, M. (2011). Agency, resilience and coping: Exploring the

psychosocial effects of goat ownership on orphaned and vulnerable children in western Kenya. Journal of Community & Applied Social Psychology, 21, 433–450.

WILDLIFE ENCOUNTERS

Hurn 9: Communication Hurn 10: IntersubjectivityHurn 11: Humans and other primatesA&S Introduction to Part Four (pp. 107-112).A&S 11. "Paradise Lost: The Transformation of Wildlife Law in the Vanishing Wilderness,"

Robert Granfield and Paul ColomyA&S 12. "Swimming with Dolphins: A Phenomenological Exploration of Tourist

Recollections, Susanna CurtinA&S 13. "Zoopolis," Jennifer Wolch, in Animal Geographies, edited by J. Wolch and J. EmelLorden, R., Sambrook, R., & Mitchell, R. W. (2012). Residents’ and tourists’ knowledge of sea

lions in the Galápagos. Society & Animals, 20, 342-363.Miles, H. L. W. (1986). How can I tell a lie? Apes, language, and the problem of deception. In

R. W. Mitchell & N. S Thompson (Eds.), Deception: Perspectives on human and nonhuman deceit (pp. 245-266). Albany, NY: SUNY Press.

Module 5Week 5 (June14-18 [I leave on June 19 for Japan]): SELFHOOD

Hurn 4: The West and the RestA&S Introduction to Part Ten (pp. 311-314).A&S 29. "A Language of Their Own: An Interactionist Approach to Human-Horse

Communications," Keri BrandtA&S 30. "Not By Bread Alone: Symbolic Loss, Trauma, and Recovery in Elephant

Communities," Isabel BradshawA&S 31. "A Model of Animal Selfhood: Expanding Interactionist Possibilities," Leslie IrvineMitchell, R. W. (1993). Humans, nonhumans, and personhood. In P. Singer & P. Cavalieri

(eds.), The great ape project: Equality beyond humanity (pp. 237-247). London: Fourth Estate; New York: St. Martin's Press.

Hurn 6: Good to think

Module 6Week 6 (June 21-28 [I will have just arrived in Japan on June 20]):SCIENCE

Hurn 12: Science and medicineA&S Introduction to Part Five (pp. 145-149).A&S 14. "Savages, Drunks and Lab Animals: The Researcher's Perception of Pain," Mary

Phillips (You may have read this in ANS 200.)A&S 15. "Human Morality and Animal Research: Confessions and Quandaries," Harold

Herzog (You may have read this in ANS 200.)A&S 16. "Cloning Mutts, Saving Tigers: Ethical Emergents in Technocultural Dog Worlds,"

Donna HarawayLowe, B. M. (2012). Perceiving the minds of animals: Sociological warfare, the social

imaginary, and mediated representations of animals shaping human understandings of animals. In J. A. Smith & R. W. Mitchell (Eds.). Experiencing animals: Encounters between human and animal minds (pp. 317-329). New York: Columbia University Press.

Waller, S. (2012). Science of the monkey mind: Primate penchants and human pursuits. In J. A. Smith & R. W. Mitchell (Eds.). Experiencing animals: Encounters between human and animal minds (pp. 79-94). New York: Columbia University Press.

Lynn, W. S. (2010). Discourse and wolves: Science, society, and ethics. Society and Animals, 18, 75-92.

Modules 7-8Weeks 7-8 (June 28-July 12):USE THIS TIME TO WORK ON YOUR PRESENTATION AND TERM PAPER!

Module 9Week 9 (July 12-19 [I arrive back from Japan on July 16]): CONSERVATION

Hurn 13: Conservation Abell, J. (2013). Volunteering to help conserve endangered species: An identity approach to

human–animal relationships. Journal of Community & Applied Social Psychology, 23, 157–170.

Jhamvar-Shingote, R. & Schuett, M. A. (2013). The predators of Junnar: Local peoples’ knowledge, beliefs, and attitudes toward leopards and leopard conservation. Human Dimensions of Wildlife, 18, 32–44.

Bright, A. D., & Manfredo, M. J. (1996). A conceptual model of attitudes toward natural resource issues: A case study of wolf reintroduction. Human Dimensions of Wildlife, 1, 1-21.

THE DARKSIDE

A&S Introduction to Part Three (pp. 71-75).A&S 8. "The Causes of Animal Abuse: A Social Psychological Analysis" Robert AgnewA&S 9. "Battered Women and Their Animal Companions: Symbolic Interaction Between

Human and Nonhuman Animals," Clifton FlynnA&S 10. "The Relationship of Animal Abuse and Interpersonal Violence," Arnold Arluke, Jack

Levin, Carter Luke, and Frank AscioneHurn 14: Hunting and blood sports

Module 10Week 10 (July 19-26): HEALTH AND WELFARE

A&S Introduction to Part Eight (pp. 243-247).A&S 23. "Veterinary Dilemmas," Joanna SwabeA&S 24. "The Problem of Unwanted Pets: A Case Study in How Institutions 'Think,'" Leslie

IrvineA&S 25. "Hope and Conflict in the Animal Sheltering Community," Arnold ArlukeIrvine, L., Kahl, K. N., & Smith, J. M. (2012). Confrontations and donations: Encounters

between homeless pet owners and the public. The Sociological Quarterly, 53, 25–43.

HEALING

A&S Introduction to Part Nine (pp. 281-285).A&S 26. "Domestic Dogs and Human Health: An Overview," Deborah WellsA&S 27. "How Prison-Based Animals Programs Help Inmates," Gennifer FurstA&S 28. "Dogs and Their People: Pet-Facilitated Interaction in a Public Setting," Douglas

Robbins, Clinton Sanders, Spencer Cahill

Module 11Week 11 (July 26-August 1):ENTERTAINMENT AND EDUCATION

A&S Introduction to Part Seven (pp. 209-213).A&S 20. "Reservoir Dogs: Greyhound Racing, Mimesis and Sports-Related Violence," Michael

Atkinson and Kevin YoungA&S 21. "The Wild Animal in Late Modernity: The Case of Disneyization of Zoos," Alan

Beardsworth and Alan BrymanA&S 22. "'Hey, They're Just Like Us!' Representation of the Animal World in the Discovery

Channel's Nature Programming," David Pierson

RIGHTS

Hurn 15: Animal rights and wrongsA&S Introduction to Part Eleven (pp. 339-342).A&S 32. "Interactional Progress and Repress on Animal Rights," Bonnie BerryA&S 33. "Practices, Opportunity, and Protest Effectiveness: Illustrations from Four Animal

Rights Campaigns," R. EinwohnerA&S 34. "Every Sparrow That Falls: Understanding Animal Rights Activism as Functional

Religion," Wesley Jamison, Caspar Wenk and James ParkerA&S 35. "Two Movements and Human-Animal Continuity: Positions, Assumptions,

Contradictions," Barbara NoskeMarcu, A., Lyons, E., & Hegarty, P. (2007). Dilemmatic human–animal boundaries in Britain

and Romania: Post-materialist and materialist dehumanization. British Journal of Social Psychology, 46, 875–893

Hurn 16: From anthropocentricity to multispecies ethnography

Module 12Week 12 (August 1-7):PRESENTATIONS! TERM PAPERS DUE!

Final notes: Departmental Writing Statement: Students in all psychology courses are expected to use correct grammar, spelling and composition in written assignments. These elements of writing will be taken into consideration in grading all out-of-class writing assignments. If you would like free help with your writing, you may use the Noel Studio in Library 208.Disability Statement: If you are registered with the Office of Services for Individuals with Disabilities, please obtain your accommodation letters from the OSID and present them to the course instructor to discuss any academic accommodations you need. If you believe you need accommodation and are not registered with the OSID, please contact the Office in the Student Services Building Room 361 by email at disserv@eku.edu or by telephone at (859) 622 2933 V/TDD. Upon individual request, this syllabus can be made available in an alternative format. Academic Integrity Statement: Students are advised that EKU’s Academic Integrity policy will strictly be enforced in this course. The Academic Integrity policy is available at www.academicintegrity.eku.edu. Questions regarding the policy may be directed to the Office of Academic Integrity. Official E-mail: An official EKU e-mail is established for each registered student, each faculty member, and each staff member. All university communications sent via e-mail will be sent to this EKU e-mail address.