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This course is a survey of various political forms (democracy, authoritarianism, totalitarianism), and political institutions (presidential and parliamentary systems; federal and unitary systems). Some attention may also be given to questions related to leadership, political parties, interest groups, globalization, and media in politics. The course emphasizes the development of necessary university-level skills such as critical thinking and clarity of expression.


This course is designed to provide you with a comprehensive theoretical introduction to the positive and/or normative aspects, respectively, of marketing as a task, an activity, a function, an orientation, a paradigm, and a science, in order to build a solid foundation for advanced business courses in general and advanced marketing courses in particular. You will be introduced to: the marketing terminology; the theoretical considerations and practical applications of marketing; the scope of marketing activities in modern societies and their importance to that society’s standard of living; the global marketing environment; and ethical issues involved in marketing decisions. Students successfully completing this class will be better prepared for the next business class they take, better prepared for a business career in general and a marketing career in particular, and better prepared for life. Hopefully, this course will also further stimulate your interest in marketing studies and applications. In addition to the learning objectives listed above, upon successful completion of this course, you will have also demonstrated your ability and willingness to: engage in constructive criticism and discussion; exhibit oral and written communication skills; manage your time; use a wide range of research resources; exhibit skills and characteristics desired by employers of AUIS graduates – these skills and characteristics include motivation, dedication, discipline, creativity, integrity, diversity awareness, global thinking, analytical thinking, and a positive work attitude.


This course will provide an introduction into skills required to analyze materials from a legal perspective. It will focus on critical reasoning, legal terminology, legal writing, and supporting an argument. 

Aimed equally at literature and journalism students, this course trains students in the genres of writing about the arts that can lead to local or international publication, with a goal of each student taking at least one of the documents they create during the semester through the full process from pitch to publication in a non-campus venue. We will examine the conditions of the current field and market of arts writing, locally and internationally, online and in print, and analyse the requirements of a number of different genres of arts-writing, from reviews of single artworks, to interviews with artists, to guides to an exhibition. 

Students will read and write about a variety of art media, from literature to music, film, and computer games, with students encouraged to pursue projects in the arts that most interest them. Guest speakers will give students opportunities to learn from professional writers and editors, and students will frequently put themselves in the editor’s shoes when workshopping classmates’ writing.  By the end of the semester each student will assemble a portfolio of arts-writing written to professional specifications. 

By default a JRL course, students can list this as a LIT class if their final portfolio contains no more than 1 document written about a non-literature artform.

This course involves two elements: a survey of ancient and modern thought regarding the nature of leadership and statesmanship; and, an investigation of particular leaders and statesmen through biography and autobiography. The course is intended to raise questions such as these: What is leadership? What is statesmanship? What kind of knowledge do leaders and statesmen possess? Should leaders be bound by ethical and moral principles? What is the role of ambition in political life?

 

Prerequisites: CIV 101 and 102.


This course will give students exposure to American literature in a variety of forms, from letters and poems to the short story, the novel and the play. From its beginnings as a colonial society to its rise as a major twentieth century power, America has experienced great social change. The nation’s literature has, at turns, caused, responded to and reflected those various upheavals.

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This particular section of the course can be sub-titled “The National Literature of Irrationalism.” 

American Literature is at the heart of American History: many politicians attributed the end of slavery, for example, to the success of an anti-slavery novel (Uncle Tom’s Cabin). But that novel was unusual precisely because it was a simple, realistic representation of social conditions. American literature, others have argued, addresses the world in stranger ways: rejecting realism for romance, it’s philosophically abstract, formally inventive, and obsessed with the weirder parts of human experience. If America is a country whose constitution is founded on Enlightenment ideas of rationality, it's also a culture capable of electing an irrationalist like Donald Trump president. So while this course will address fundamental questions like how texts by enslaved Africans, native Americans, white aristocrats, and middle-eastern immigrants can all count as “American,” we’ll focus on that underlying strangeness. Immerse yourself in an America of ghosts, madmen, murderers, mutineers, fools, tricksters, demonic possessions, fanatics, and all kinds of revolutionaries.

CIV 203 tackles important questions regarding the human condition within their historical context. It examines how perceptions, ideas and social organizations have changed over time as well as the ways in which people in different places and times have sought to answer certain ‘big questions.’ Such questions transcend ‘civilizational’ divides and are part of our common humanity; hence, this course takes a comparative approach. Students will engage with questions that are relevant to present-day dilemmas in their society.

This particular iteration of CIV 203 will be devoted to an examination of liberal education about justice and the gods through a close study of four texts -- Plato's Republic Books I and II, Averroes’ Commentary on Plato’s Republic, selected chapters of Maimonides Guide of the Perplexed and Aristotle’s Politics Book VIII.  


This course will study philosophic and literary explorations of the nature of love and friendship through a close and careful study of an ancient and a modern novel (Plato's Symposium and EM Forster’s Howard’s End). This course is a Humanities Core Option.


This course, designed to be run as a directed study, provides an on-campus opportunity for

students to practice journalistic, reporting, and writing work in a practical professional

environment. Specific locations for the internship may vary, from editorial roles on the AUIS

Voice to work for the Communications department or research centres.

Students will agree on a project and workload before the end of the first week of the semester and

then spend the rest of the semester doing weekly tracked hours of internship work, as well as

regularly meeting with the course’s faculty supervisor to discuss their work and its relation to their

journalistic skills and training. The course grade will be assessed on the basis of a combination of

documented work hours, quality of work produced, and metacognitive reflection on the

contribution the internship is making to the student’s professional skills.

This course will familiarize you with different genres of college-level writing in order to help you write in an academically acceptable fashion as college students. Additionally, the course will help you develop your formal speaking skills by having you verbally discuss and present about the topics you write about.  Because writing is closely linked to reading and thinking critically, this course will focus on class discussions and exchange of ideas to analyze a variety of genres, topics and issues that class material and discussions will deal with. 

In this particular version of the course, we’ll address four increasingly complex models of argument. By the end of the course you’ll be competent with all of them. We’ll begin with generating illuminating and precise thesis statements, then examine the logical connection between argumentative theses and the premises they’re based on. We’ll then look at how to argue with other people, before shifting focus to examine the ways in which argumentation can be inner-directed, helping us improve our cognitive capacities and our relationship to the truth.



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