100 divided by 5 squared times 4 =? BECAREFUL, many will do this WRONG!
100 divided by 5 squared times 4 =? BECAREFUL, many will do this WRONG!

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This seminar will focus on human aging in biocultural perspective. We will consider how patterns and processes of human aging compare with those in other animals, particularly nonhuman primates and other hominins. Evolutionary life history theory will be employed to frame adaptive and non-adaptive views of human aging. Cross-cultural patterns in aging will be considered to highlight similarities and differences in the aging process and experience. Discussions will feature topically salient aspects of aging such as sexuality, work, grandparenting, and health. An emphasis is on student critical evaluation of aging research, including methodological approaches one might employ to address some scholarly or applied problem or question concerning human aging.

This is a special topics Honors seminar that investigates the roles communication plays in analytical thought, scientific investigation, and the diagnosis, prevention, and treatment of mental and physical illnesses. The study of artful communication, the course argues, gives us the tools needed to investigate the mystic power of scientific discourse, the objectivity of scientific investigation, and the deep impact of medical discourse on the individual body and the body polis. Thus, students in this course will discover the tools that scientists and doctors, politicians and experts, have available to them when they desire to influence our common world by shaping knowledge, its products and uses, and the publics who consume and participate in their goods—knowledge, technology, medicine, and health. We are all scientists, as A. F. Huxley argues, but more specifically, those who are considering a career in science or medicine will learn in this course how to think critically about the internal and external communicative processes unique to their field and how those practices shape the knowledge, practice, and moral responsibility of their professional enterprise. We are all humans, but more specifically, students in the humanities will explore how to apply their knowledge of language, philosophy, and history to improve their relationships with caregivers enrich their knowledge of the natural world. Most importantly, we are all citizens. This is what unites us and this is why tax dollars are used to fund our enterprise in this very classroom. Being present, here, means a commitment to trying to build a better common world than the one we inherited. Thus, all students will learn how to critically analyze the public arguments of science and medicine and to be mindful of how scientific and medical discourses have been used, historically, to harm, disenfranchise, and kill others.

Studies in Teaching 2006 Research Digest

Consequences of Teacher Response to Student Misbehavior on Classroom Engagement

2006 •

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