Online Degree Programs

Undergraduate Course> Athabasca University

Industrial Relations (IDRL) 308
Occupational Health and Safety
(Revision 2)

Delivery mode: Individualized study or grouped study.

Credits: 3 - Applied Studies (Business and Administrative Studies). This course can also be used as Social Science by credential students only.

Prerequisite: None.

Centre: Centre for Work and Community Studies
Overview

IDRL 308 examines issues of life and death on the job within their political and economic context. An extensive base of scientific and technical knowledge has been built up in the occupational health and safety field. However, conflicts often persist among practitioners and scholars on even the most basic questions. This is partly because the conflict between workers and managers (or between labour and capital, if you will), which is inherent in the field of industrial relations, is superimposed on the inevitable scientific disagreements. Some of these disagreements are legitimate, viewed on their own terms. Others involve the attempt to use scientific argument as a cloak for policy decisions about the value that should be attached to preserving life and health on the job.

The course is intended to provide necessary background on health and safety issues both for students of industrial relations from an academic perspective, and for those people who are, or plan to be, actively involved in the occupational health and safety field whether as managers, as representatives of the workforce, or as health and law enforcement professionals.
Outline

Unit 1: Occupational Health and Safety: An Orientation

Unit 2: Occupational Health and Safety: The Interplay of Law, Politics, and Economics

Unit 3: Occupational Health and Safety: The Interplay of Science, Politics, and Economics

Unit 4: Legal and Institutional Structures: The Politics of Implementation and Enforcement

Unit 5: Globalization and Future Occupational Health and Safety

Undergraduate Course> Athabasca University

History (HIST) 499
History of the Family in Western Europe: From the Middle Ages to the Industrial Revolution (Revision 1)

Delivery mode: Individualized study.

Credits: 3 - Humanities

Prerequisite: Credit in at least one history course is recommended but not required.

Centre: Centre for Global and Social Analysis

HIST 499 has a Challenge for Credit option

Overview

HIST 499 traces the changes that have occurred in family life in Western Europe from the Middle Ages to the Industrial Era. The course is organized chronologically to emphasize that families do not exist in isolation. They are a component of a larger social structure, and are affected by economic, political, intellectual, and religious movements. The course examines the functions of the family, relationships within the family, and the family as an economic unit. Furthermore, it examines how these areas were affected by historical events.
Outline

Unit 1: An Introduction to Family History

Unit 2: The Family in the Middle Ages

Unit 3: The Family in the Early Modern Era

Unit 4: The Family in the Industrial Age

Undergraduate Course> Athabasca University

History (HIST) 407
The Enlightenment (Revision 1)

Delivery mode: Individualized study.

Credits: 3 - Reading course - Humanities

Prerequisite: None. Before registering, it is strongly recommended that students have previous university-level history studies experience. This course is designed primarily for students in the last year of a BA major in History.

Precluded course: HIST 405 (HIST 407 may not be taken for credit if credit has already been obtained for HIST 405.)

Centre: Centre for Global and Social Analysis

HIST 407 has a Challenge for Credit option.

Overview

What exactly was the intellectual and cultural movement called the Enlightenment? In what way was it a continuation of the Scientific Revolution? How did it reflect changes in the structure of eighteenth century European society and politics? Did it involve a repudiation or undermining of Christianity? And did the Enlightenment philosophes succeed in creating the “science of freedom” for which some of them strove?

HIST 407 examines the intellectual history of eighteenth-century Europe in the context of its social and political history, drawing upon the writings of leading historians of the subject as well as studying the works of leading French, German, and British thinkers from the period. The first part of the course provides an overview of European political, social, intellectual, and cultural life in the seven decades before the outbreak of the French Revolution. The second part gives an introduction, interpretation, and analysis of the Enlightenment, relying on the work of one of the leading historians of this intellectual movement, Peter Gay. The last part examines Enlightenment thought at first hand, using a wide variety of primary sources written by such thinkers as Voltaire, Rousseau, Helvetius, Diderot, Montesquieu, Swift, Hume, Smith, Kant, and Condorcet.
Outline

Part I: Europe in the Eighteenth Century

Unit 1: The Eighteenth Century: State and Society

Unit 2: The Eighteenth Century: Culture, Religion, and Rationalism

Part II: Interpreting the Enlightenment

Unit 3: Interpreting the Enlightenment I: The Rise of Modern Paganism

Unit 4: Interpreting the Enlightenment II: The Science of Freedom

Part III: Enlightenment Thought: Primary Sources

Unit 5: Primary Sources on Science, Religion, Ethics, and Epistemology

Unit 6: Primary Sources on Politics and Economics

Undergraduate Course> Athabasca University

Heritage Resources Management
(HERM) 301
Introduction to Heritage Resources Management (Revision 1)

Credits: 3 - Humanities
Prerequisite: None
Centre: Centre for Integrated Studies

Overview

Heritage is central to Canadian cultural policy and is an important aspect of Canadian social, political, and economic life. Heritage Resources Management 327: Heritage Policy in Canada surveys the historical development of federal and provincial arts and heritage policies in Canada and related ideas of national and regional culture. It uses this framework to discuss perceptions of “culture” as social expression and the role of government policy in a diverse society.
Outline

Part I: Building Heritage: The Policy Framework
Unit 1: Introduction: Inventing Heritage
Unit 2: How Canada Made History
Unit 3: Heritage for the People? The Role of the State
Unit 4: Does Heritage Pay?

Part II: Heritage Where We Live: Communities and Conservation
Unit 5: Heritage in the Regions: Provinces and Territories
Unit 6: Heritage on the Street: Cities, Towns, and Villages
Unit 7: Sustainable Communities: Natural and Cultural Heritage

Part III: Heritage Stakeholders: Citizens, Audiences, and Workforce
Unit 8: Social Pluralism, Cultural Politics, and Heritage
Unit 9: Backstage Heritage: Staff, Volunteers, and Activists
Unit 10: The Museum: Public Forum or Treasure Vault?
Unit 11: Digital Technologies: Shaping Knowledge and Access
Unit 12: Thinking It Over: Review, Summary, and References
HERM 301 is not available for challenge.

Overview

HERM 301: Introduction to Heritage Resources Management introduces students to heritage resources management and creates a base for further study of the contemporary heritage field. Students study types of practice and current and emerging issues, as well as the social context, controversies, ethical questions and general concerns that characterize efforts in heritage preservation and the work carried out in museums, archives, historic places and interpretive centres. Within this theoretical and applied framework, students will begin to develop approaches and skills in administration, collecting, conservation and preservation, interpretation, audience development and visitor services.
Outline
Unit 1: Heritage Resources Management
Unit 2: Types of Practice: Museums and Archives
Unit 3: Types of Practice: Historic Places Management
Unit 4: Structuring Practice: Governance and Ethics
Unit 5: Justifying Heritage Through Tourism
Unit 6: Who Controls the Past?
Unit 7: What to Keep and Why: Determining Heritage Significance
Unit 8: Conservation
Unit 9: Approaches to Heritage Education
Unit 10: Interpretive Programming

Undergraduate Course> Athabasca University

Geology (GEOL) 201
Introductory Historical Geology

Credits: 3 - Science
Prerequisite: GEOL 200 is strongly recommended.
Centre: Centre for Science
GEOL 201 has a Challenge for Credit option.

Overview

Historical geology is involved directly or indirectly in most aspects of geological studies. There are direct links with astronomy, biology, chemistry, and physics. GEOL 201 involves discussion of the basic aspects of the discipline, the techniques and evidence used in reconstructing the evolution of Earth, and current research in mass extinctions and global change.
Outline

Unit 1: Introduction to Historical Geology
Unit 2: Sedimentary Rocks and Historical Geology
Unit 3: Life Through Time
Unit 4: Geological Concepts of Time
Unit 5: Planetary Beginnings and the Origin of the Earth
Unit 6: The Evolution and Structure of the Earth
Unit 7: Precambrian Time
Unit 8: The Paleozoic Era
Unit 9: The Mesozoic Era
Unit 10: The Cenozoic Era
Unit 11: Historical Geology Today and Tomorrow

Undergraduate Course of Communication Studies > Athabasca University

Communication Studies (CMNS) 311
Mass Media and the Law

Overview

This course introduces communication and media professionals to the legal context within which they work. The course uses case studies to illustrate how such issues as freedom of expression, defamation, contempt of court, copyright, access to information, breach of privacy, and confidentiality affect the working life of the media professional.

Outline

Part I: Fundamental Principles of Canadian Law
Unit 1: Basic Principles of Law
Unit 2: The Shape of Government and the Law in Canada
Unit 3: Freedom of Expression and Freedom of the Press

Part II: Legal Issues Before the Fact
Unit 4: Access to Information
Unit 5: Privacy Law
Unit 6: Confidentiality of Sources
Unit 7: Access to Court Information

Part III: Legal Issues After the Fact
Unit 8: Contempt of Court
Unit 9: Copyright Law
Unit 10: Defamation
Unit 11: Review and Conclusion

Undergraduate Course of Biology > Athabasca University

Biology (BIOL) 204
Principles of Biology I

Overview

BIOL 204 is a preparatory course in general biology and the first of two introductory biology courses that will prepare students for most second-year biology courses. This course is designed for home study, supplemented with home labs. Topics covered include chemical basis of life, cell structure, biological membranes, cellular structure, cellular metabolism, photosynthesis, cell reproduction, principles of heredity, molecular genetics, genetics of development, natural selection, population genetics, speciation, and evolution.
Outline

Part 1: The Organization of Life
Chapter 1: A View of Life
Chapter 2: Atoms and Molecules: The Chemical Basis of Life
Home Lab 2: Physical and Chemical Properties of Water
Chapter 3: The Chemistry of Life: Organic Compounds
Home Lab 3: Isomers and Simple Food Tests
Chapter 4: Organization of the Cell
Home Lab 4: Sectioning—3D to 2D
Chapter 5: Biological Membranes
Home Lab 5: Diffusion and Osmosis

Part 2: Energy Transfer Through Living Systems
Chapter 6: Energy and Metabolism
Home Lab 6: Enzymes
Chapter 7: How Cells Make ATP: Energy-releasing Pathways
Home Lab 7: Fermentation
Chapter 8: Photosynthesis: Capturing Energy
Home Lab 8: Carbon Fixation

Part 3: The Continuity of Life: Genetics
Chapter 9: Chromosomes, Mitosis and Meiosis
Home Lab 9: Mitosis and Meiosis
Chapter 10: The Basic Principles of Heredity
Home Lab 10: Genetics
Chapter 11: DNA: The Carrier of Genetic Information
Home Lab 11: DNA
Chapter 12: RNA and Protein Synthesis: The Expression of Genetic Information
Home Lab 12: Protein Synthesis
Chapter 13: Gene Regulation: The Control of Gene Expression
Chapter 14: Genetic Engineering
Home Lab 14: DNA and Gene Regulation
Chapter 15: Human Genetics
Home Lab 15: Human Genetics
Chapter 16: Genes and Development

Part 4: The Continuity of Life: Evolution
Chapter 17: Introduction to Darwinian Evolution
Home Lab 17: Evolution
Chapter 18: Evolutionary Change in Populations
Home Lab 18: Population Genetics
Chapter 19: Speciation and Macroevolution
Chapter 20: The Origin and Evolutionary History of Life
Chapter 21: The Evolution of Primates

Undergraduate Course of Biology > Athabasca University

Biology (BIOL) 205
Principles of Biology II

Overview

BIOL 205 is a continuation of BIOL 204. Home labs supplement the textbooks. Students may register in LABB 207: Biological Laboratories while they are taking BIOL 205. BIOL 204 and BIOL 205 prepare students for most second-year biology courses. However, some students may also require LABB 207.
Outline

Part 5: The Diversity of Life
Chapter 22: Understanding Diversity: Systematics
Home Lab 22: Classification
Chapter 23: Viruses and Bacteria
Home Lab 23: Bacteria
Chapter 24: The Protist Kingdom
Home Lab 24: Protista
Chapter 25: Kingdom Fungi
Home Lab 25: Fungi - Divisions Zygomycota and Basidiomycota
Chapter 26: The Plant Kingdom: Seedless Plants
Chapter 27: The Plant Kingdom: Seed Plants
Home Lab 27: Seed Plants
Chapter 28: The Animal Kingdom: Animals without a Coelom
Home Lab 28: Lower Invertebrates
Chapter 29: The Animal Kingdom: The Coelomate Protostomes
Home Lab 29: Higher Invertebrates
Chapter 30: The Animal Kingdom: The Deuterostomes
Home Lab 30: Vertebrates—Optional Fish Dissection

Part 6: Structure and Life Processes in Plants
Chapter 31: Plant Structure, Growth and Differentiation
Chapter 32: Leaf Structure and Function
Home Lab 32: Plants I
Chapter 33: Stems and Plant Transport
Chapter 34: Roots and Mineral Nutrition
Chapter 35: Reproduction in Flowering Plants
Home Lab 35: Plants II
Chapter 36: Growth Responses and Regulation of Growth

Part 7: Structure and Life Processes in Animals
Chapter 37: The Animal Body: Tissues, Organs, and Organ Systems
Home Lab 37: The Animal Body: Introduction to Structure and Function
Chapter 38: Protection, Support, and Movement: Skin, Skeleton, and Muscle
Chapter 39: Neural Control: Neurons
Chapter 40: Neural Regulation: Nervous Systems
Home Lab 40: Neural Regulation: Nervous Systems
Chapter 41: Sensory Reception
Home Lab 41: Sense Organs
Chapter 42: Internal Transport
Home Lab 42: Internal Transport
Chapter 43: Internal Defence
Home Lab 43: Internal Defence
Chapter 44: Gas Exchange
Home Lab 44: Gas Exchange
Chapter 45: Processing Food and Nutrition
Home Lab 45: Processing Food
Chapter 46: Osmoregulation and Disposal of Metabolic Wastes
Home Lab 46: Osmoregulation and Disposal of Metabolic Waste
Chapter 47: Animal Hormones: Endocrine Regulation
Home Lab 47: Endocrine Regulation
Chapter 48: Animal Reproduction
Chapter 49: Animal Development
Home Lab 49: Development
Chapter 50: Animal Behaviour

Part 8: Ecology
Chapter 51: Introduction to Ecology: Population Ecology
Chapter 52: Community Ecology
Chapter 53: Ecosystems and the Biosphere
Home Lab 53: Communities
Chapter 54: Ecology and the Geography of Life
Chapter 55: Humans in the Environment

Undergraduate Course of Anthropology > Athabasca University

Anthropology (ANTH) 278
Human Evolution and Diversity

Overview

ANTH 278 is an introductory level physical anthropology course designed to provide students with an understanding of human evolution and diversity from a biological perspective. The course is divided into five parts and begins with an introduction to physical anthropology within the discipline of anthropology. Part Two presents a history of the development of evolutionary theory, and discusses the biological basis for human evolution and adaptation. Part Three covers the ecology, physiology and social behaviour of nonhuman primates. Part Four explores the origins of our hominid ancestors, with particular reference to reconstructions of physiology, ecology and behaviour. The course concludes with an overview of contemporary human evolution, including Neandertals, anatomically modern humans, and modern features of human variation and adaptation.
Outline

The course consists of the following fifteen units.
Unit 1: Introduction to Physical Anthropology

Part 1: Heredity and Evolution
Unit 2: The Development of Evolutionary Theory
Unit 3: The Biological Basis of Life
Unit 4: Heredity and Evolution

Part 2: Primates
Unit 5: An Overview of the Primates
Unit 6: Fundamentals of Primate Behaviour
Unit 7: Models for Human Evolution

Part 3: Hominid Evolution
Unit 8: Processes of Macroevolution: Mammalian/Primate Evolutionary History
Unit 9: Paleoanthropology: Reconstructing Early Hominid Behaviour and Ecology
Unit 10: Hominid Origins
Unit 11: Homo erectus and Contemporaries
Unit 12: Neandertals and Other Archaic Homo sapiens
Unit 13: Homo sapiens sapiens

Part 4: Contemporary Human Evolution
Unit 14: Microevolution in Modern Human Populations
Unit 15: Human Variation and Adaptation

Undergraduate Course of Anthropology > Athabasca University

Anthropology (ANTH) 390
Community-Based Research Methods

Overview

Community-based research takes place in community settings and involves community members in the design and implementation of research projects. Such activities should demonstrate respect for the contributions made by the community members involved in such research. In order to achieve these goals, the following principles should guide the development of research projects involving collaboration between researchers and community partners, whether the community partners are formally structured community-based organizations or informal groups of individual community members.
Principles

Community members and research partners should be involved at the earliest stages of the project, helping to define research objectives and having input into how the project will be organized. Community researchers, members, and partners should have influence on project direction—that is, enough leverage to ensure that the original goals, mission, and methods of the project are adhered to.

Research processes and outcomes should benefit the community. Emphasis in this course is on educating community members with the intent that the research should help build and enhance community assets. Community members are part of the analysis and interpretation of data, and should have input into how the results are distributed. Productive partnerships between researchers and community members should be encouraged to last beyond the life of the project. This will make it more likely that research findings will be incorporated into ongoing community programs and therefore provide the greatest possible benefit to the community from research.

ANTH 390 was developed for research projects in Indigenous communities, and the presentations and texts in this syllabus reflect this focus, but these resources would be changed for other communities or community organizations interested in community-based research methods instruction for their members.