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Sections and TAs
Section |
Day |
Time |
Place |
TA |
AA |
Thursday |
1:30 |
MGH 284 |
Chance Sims |
AB |
Thursday |
2:30 |
MGH 284 |
Chance Sims |
AC |
Friday |
8:30 |
BAG 108 |
Andrew Fleming |
AD |
Friday |
9:30 |
BAG 108 |
Andrew Fleming |
AE |
Friday |
10:30 |
MGH 254 |
Tami Rigterink |
AF |
Friday |
11:30 |
MGH 271 |
Tami Rigterink |
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Discussion Section Topic Schedule
April 3 - 4: Introductions, paper and discussion leader requirements explained and topics selected
April 10 - 11 : Discussion 1 - Gender and Gender Identity (Note: Papers on this topic are due no later than April 17 - 18.)
Readings for entire class: (These readings will be covered on test 1. They can be found on the course e-reserve list in the file labeled"Gender and Gender Identity.")
- Fausto-Sterling, A. (2000) The five sexes revisited. The Sciences 40(4), p.18-23.
- Diamond, M. (1997) Sexual identity and sexual orientation in children with traumatized or ambiguous genitalia. The Journal of Sex Research 34(2), 199-211.
Readings for students writing papers and leading the discussion (found only on e-reserve in the file labeled"Gender and Gender Identity"):
- Bullington, S. (Nov-Dec 2004) Transgendered: Feminist body Issues. off our backs, pp. 34-36.
- Meyer-Bahlburg, H. F. L. et al. (2004) Prenatal androgenization affects gender-related behavior but not gender identity in 5-12-year-old girls with congenital adrenal hyperplasia. Archives of Sexual Behavior 33(2): 97-104. (Due to its size, this article is divided into 2 separate files on e-reserves.)
- Dessens, A. B. et al. (2005) Gender dysphoria and gender change in chromosomal females with congenital adrenal hyperplasia. Archives of Sexual Behavior 34(4): 389-397.
Questions to think about in preparing your paper:
( You are NOT expected to address ALL of these issues in your paper. Select one or two issues (assuming they are closely related) to cover thoughtfully. You can address an issue related to the topic but not covered in these questions if you choose.)
- Our culture has developed a norm of recognizing two - and only two - sexes. Why do we have so much invested in maintaining a rigid distinction between male and female, masculine and feminine? And why do people become so uncomfortable when someone does not fit neatly into the categories of "male" or "female?"
- Anne Fausto-Sterling proposes a five-sex system based on the varieties of human biology found in nature. What do you think about such a system? What would/could be the advantages or disadvantages of adopting such a system?
- The biomedical community has traditionally been a proponent of "normalizing" ambiguous or misleading genitalia in infants. Should this practice be continued?
- What do you think are the costs and the benefits of the current need to "normalize" genitals? To the individual? To society?
- What evidence exists for the malleability of gender identity? What evidence suggests that gender identity is fixed?
- What is the relationship between gender appropriate behavior and gender identity? Does acting like a boy indicate that a girl has a gender-identity disorder?
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April 17 - 18 : Review for Test 1
April 24 - 25 : Discussion 2 - Egg Donation: Ethics, Motives, and Outcomes
(Note: Papers on this topic are due at the start of your discussion section meeting April 24 - 25.)
Readings for entire class: (These readings will be covered on test 2. They can be found on the course e-reserve list in the file labeled"Egg Donation.")
- Howley, K. (“Donor 15). (Sept. 2006) Ova for Sale: The art of dealing in the gray Market for human eggs. Reason.
- Pearson, H. (August 10, 2006) Health effects of egg donation may take decades to emerge. Nature 442: 607-608
Readings for students writing papers and leading the discussion (found only on the course e-reserve list in the file labeled"Egg Donation"):
- Winter, A. & Daniluk, J. C. (2004) A gift from the heart: The experiences of women whose egg donations helped their sisters become mothers. Journal of Counseling and Development 82: 483-495.
- Johnston, J. (Jan.-Feb. 2006) Paying egg donors: Exploring the arguments. The Hastings Center Report, 28-31.
- Klock, S. C., et al. (1998) Predicting anonymous egg donor satisfaction: A preliminary study. Journal of Women’s Health 7(2), 229-237.
Questions to think about in preparing your paper:
( You are NOT expected to address ALL of these issues in your paper. Select one or two issues (assuming they are closely related) to cover thoughtfully. You can address an issue related to the topic but not covered in these questions if you choose.)
- What is the ethical dilemma surrounding payment for egg donation? What are the costs and benefits of underpayment? Or overpayment?
- Should the process of egg donation be regulated? By whom and why?
- How does payment for egg donation affect who will donate eggs and the risks that a woman will take to donate?
- Do children resulting from egg donation have a right to know who their genetic mother is? Why or why not?
- Are the eggs of a woman who has donated previously and had the donation result in a pregnancy worth more than those of a woman who has never donated before? Why or why not?
- Who benefits and who loses when it comes to reproduction through egg donation?
- What kinds of regulations (if any) related to egg donation should be put into place to protect a) society as a whole, b) the woman who is donating eggs, c) the parent(s) who receive the eggs and/or d) the child who results from the egg?
- Are eggs of women of different social and educational circumstances worth differing amount of money? Are the eggs of a woman with high SAT scores and a university degree worth more than those of a high school drop out?? Are the eggs of an athlete more valuable than those of a couch potato?
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May 1 - 2: Discussion 3 - Medicalization of the Female Body
(Note: Papers on this topic are due at the start of your discussion section meeting May 1 - 2.)
Readings for entire class: (These readings will be covered on test 2. They can be found in the "Medicalization" file on the course e-reserve list. )
- Ratcliff, K. S. (2002) Excerpts from: Women and Health: Power, Technology, Inequality, and Conflict in a Gendered World. Boston: Allyn and Bacon. Pp. 1-12, 210-215, 228-233.
- Pinn, V. W. (Jan. 22/29, 2003) Sex and gender factors in medical studies: Implications for health and clinical practice. JAMA 289(4), 397-400.
Readings for students writing papers and leading the discussion (found only in the "Medicalization" folder of the course e-reserves.)
- Gijsbers van Wijk, C. M. T., et al. (1996) Gender perspectives and quality of care: Towards appropriate and adequate health care for women. Social Science and Medicine 43(5), 707-720.
- Figert, A. E. (1995) The three faces of PMS: The professional, gendered, and scientific structuring of a psychiatric disorder. Social Problems 42(1), 56-73.
- Barker, K. K. (1998) A ship upon a stormy sea: The medicalization of pregnancy. Social Science and Medicine 47(8) 1067-1076.
- Parry, D. C. (June 2006) Women’s lived experiences with pregnancy and midwifery in a medicalized and fetocentric context: Six short stories. Qualitative Inquiry 12(3), 459-471.
Questions to think about in preparing your paper: ( You are NOT expected to address ALL of these issues in your paper. Select one or two issues (assuming they are closely related) to cover thoughtfully. You can address an issue related to the topic but not covered in these questions if you choose.)
- What is the biomedical model? How does this model view "the body," and women's bodies specifically? Moreover, how has this model influenced how we view and treat processes such as pregnancy, childbirth, and menopause? What are alternative models? Which of these do you think is preferable?
- In what ways does the organization of society influence women's health, healthcare, and research?
- Why might it be difficult to shift from a biomedical model of healthcare in America to a model more focused on prevention?
- Do values influence science? Give specific examples.
- What reasons have been given for excluding women from health research? What is your opinion about the validity and consequences of these reasons?
- What has been the historical relationship between doctors and midwives? How has the "taking over" and medicalization of childbirth by doctors affected women's experiences of giving birth? What are your views regarding the safety of midwifery after reading the articles?
- If women live longer than men, on average, should we be concerned if medical science does not study issues related to women’s health to the same degree and with the same intensity as it studies issues related to men’s health?
- If heart disease is the number one killer of both men and women, what are the potential costs and consequences of placing emphasis on the disease for men and failing to study or publicize its symptoms and frequency in women?
- Is women’s health better because so many “female conditions” (such as menstruation, pregnancy and menopause) are viewed as illnesses that need to be treated?
- What are the possible advantages to women of having pregnancy and childbirth, PMS, and or menopause taken over by the medical establishment? How has this improved women’s lives? What about the negative side? What are the disadvantages?
- How are women’s interactions with all aspects of the medical system different from those of men?
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May 8 - 9 : Discussion 4 - Eating Disorders and Body Image
(Note: Papers on this topic are due at the start of your discussion section meeting May 8 - 9.)
Reading for entire class: (This readings will be covered on test 2. It is in the "Lectures" folder on the course e-reserve list.)
- Lovejoy, M. (2001) Disturbances in the social body: Differences in body image and eating problems among African American and White women. Gender and Society, 15, 239-261.
Readings for students writing papers and leading the discussion (found only in the "Eating Disorders" folder of the course e-reserves):
- Becker, A. E. et al. (2004) Genes and/or jeans?: Genetic and socio-cultural contributions to risk for eating disorders. The Journal of Addictive Diseases 23(3), 81-103.
- Hesse-Biber, S. et al. (2006) The mass marketing of disordered eating and Eating Disorders: The social psychology of women, thinness and culture. Women's Studies International Forum 29, pp. 208-224.
- Abrams, L. S. & Stormer, C. C. (2002) Sociocultural variations in the body image perceptions of urban adolescent females . Journal of Youth and Adolescence 31(6): 443-450.
- Neumark-Sztainer, D. (2005) Can we simultaneously work toward the prevention of obesity and eating disorders in children and adolescents? International Journal of Eating Disorders 38(3), 220-227.
- Miller, M. N. & Pumariega, A. J. (2001) Culture and eating disorders: A historical and cross-cultural review. Psychiatry 64(2), 93-110.
Questions to think about in preparing your paper:
( You are NOT expected to address ALL of these issues in your paper. Select one or two issues (assuming they are closely related) to cover thoughtfully. You can address an issue related to the topic but not covered in these questions if you choose.)
- Are anorexia nervosa and bulimia nervosa modern cultural inventions or might they have existed long before the current media attention on weight?
- Eating disorders seem to increase in populations undergoing cultural change. Two examples of cultural change that seem to accompany a rise in eating disorders are modernization and relative gains in the power of women. Why might these particular changes go hand in hand with increased incidences of eating disorders in a community?
- How might the cultural influences on bulimia and anorexia be the same or different?
- How do factors such as ethnicity, the peer group, and caregiver educational attainment affect girls' attitudes toward their bodies?
- Ironically, the US has the highest rates of both obesity and eating disorders in the world. What do you think drives this paradox? How can we work to simultaneously prevent and treat these problems?
- What are the arguments for and against the idea that the motivation to avoid fat (or weight phobia) underlies anorexia?
- Do anorexia and bulimia differentially affect women from different cultural groups (e.g., different ethnicity, country-of-origin, sexual orientation)? Why? Or why not??
- What evidence is there for a genetic basis for eating disorders and how is such information difficult to tease out from other potential causes of such behaviors?
- How much responsibility do the media have for portraying images of realistic women in terms of shape and size?
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May 15 - 16: Review for Test 2
May 22 - 23 : Discussion 5 - Reproductive Rights and Mandates
(Note: Papers on this topic are due at the start of your discussion section meeting May 22 - 23.)
Readings for entire class: (These readings will be covered on test 3. The Collins reading is in the "Lectures" folder on the course e-reserve list. The paper by Megan is in the "Reproductive Rights" folder on e-reserves.)
- Collins, P. H. (1994) Shifting the center: Race, class, and feminist theorizing about motherhood. In: E. N. Glenn, G. Chang, and L. R. Forcey (eds), Mothering: Ideology, Experience, and Agency. New York: Routledge, pp. 45-65.
- Megan, C. E. (Oct./Nov. 2000) Childless by choice. Ms 10(6), p.42-46
Readings for students writing papers and leading the discussion (found only in the "Reproductive Rights " folder of the course e-reserves):
- Hollingworth, L. S. (1916) Social devices for impelling women to bear and rear children. American Journal of Sociology, 22(1), 19-29.
- Chabot, J. M. & Ames, B. D. (2004) "It wasn't 'let's get pregnant and go do it':" Decision making in lesbian couples planning motherhood via donor insemination. Family Relations, 53(4), 348-356.
- Chodorow, N. (1978) Chapter 2, Why women mother. The Reproduction of Mothering: Psychoanalysis and the Sociology of Gender. Los Angeles: University of California Press, pp. 11-39.
- Johnston, D. D. & Swanson, D. H. (2003) Invisible mothers: A content analysis of motherhood ideologies and myths in magazines. Sex Roles 46(1/2), pp. 21-33.
Questions to think about in preparing your paper:
( You are NOT expected to address ALL of these issues in your paper. Select one or two issues (assuming they are closely related) to cover thoughtfully. You can address an issue related to the topic but not covered in these questions if you choose.)
- How are women impelled to become mothers? In our culture, when does this process begin?
- How do race, class/socioeconomic status, and sexual orientation affect being a mother and mothering? In what ways does mothering provide or take away power?
- Does society prize motherhood? In what ways does society show how it values – or does not value – motherhood? Are these rewards and sanctions equally applied to all women? Who "should" mother and who "should not?"
- What are the social consequences, if any, for a woman who is “childless by choice”? Do these consequences differ by factors such as SES, race, culture, education level, religion, sexual orientation, marital status, etc.?
- In what ways are lesbian mothers demonstrating the same motivations to parent that heterosexual women display? In what ways is the experience of lesbians deciding to parent similar to and/or different from that of heterosexual women? Try not to concentrate on the superficial and the obvious but more on the decision-making process and the issues that become relevant.
- Has the pressure on white, middle class, married women to mother changed over time? (Compare Hollingworth to the rest of the articles for this.)
- How is motherhood presented in the media? Who is represented and who is not? What impact might this have on women who desire to mother and those who do not want to mother?
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May 29 - 30 : Discussion 6 - Reproductive Technology, Genetics and Eugenics
(Note: Papers on this topic are due at the start of your discussion section meeting May 29 - 30.)
Readings for entire class: (These readings will be covered on test 3. Papers are in the "Technology" folder on e-reserves.)
- Dennis, C. (2004) Deaf by design. Nature 431: 894-896.
- Hennig, R. M. (May 1998) Tempting: if you could dictate the content of your kid's genes, wouldn't you? Shouldn't you? Discover 19(5) p. 58(7).
Readings for students writing papers and leading the discussion (found only in the "Technology" folder of the course e-reserves):
- Dahl, E. (2003) Procreative liberty: the case of preconception sex selection. Reproductive BioMedicine Online 7(4), 380-384.
- Steinberg, D. L. (1997). The most selective practice: The eugenic logics of IVF. Women's Studies International Forum 20(1): 33-48
- Hildt, E. (2002) Autonomy and freedom of choice in prenatal genetic diagnosis. Medicine, Health Care and Philosophy 5, pp. 65-71.
- Robertson, J. A. (2003) Extending preimplantation genetic diagnosis: medical and non-medical uses. Journal of Medical Ethics 29(4) p 213(4).
Questions to think about in preparing your paper:
( You are NOT expected to address ALL of these issues in your paper. Select one or two issues (assuming they are closely related) to cover thoughtfully. You can address an issue related to the topic but not covered in these questions if you choose.)
- If the technology to diagnose a genetic disorder exists and parents choose, for whatever reason, not to use it, should society be required to provide special schooling, health care or environmental modifications to care for such children?
- Is it a parent's right to decide to "build in" or "build out" any physical condition they want in their children?
- Is the ability to diagnose genetic illnesses and disorders before birth - or before implantation of the embryo - a real benefit to society or a terrible risk? Who should decide and how should they decide what genetic conditions or characteristics are "keepers" and what ones should be "discarded?"
- In what ways can reproductive technologies be used to more distinctly separate the privileged from the non-privileged in our society? How do the higher status people benefit from such technologies? How do those with lower status in society benefit from these technologies?
June 5 - 6: Review for Test 3 (final exam)
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Discussion Section Assignments - General Information
Papers:
You will be asked to prepare one 3-4 page (not counting the reference page) critical review paper during the quarter. For this paper you will be assigned one of the topics selected for discussion in quiz section. For your discussion topic (the one you will write your paper on), you are expected to read the paper(s) on that topic assigned for the entire class but also the additional papers assigned for that topic. You will also identify and read one additional scholarly (that means it's in a journal) paper on the topic that will help round out the argument you intend to make in your paper. Your paper will be based on this set of readings.
You will be provided with a series of questions and/or issues that may help you decide what thesis to address in your paper.
You are expected to prepare at least two drafts of the paper. One draft must be taken to a campus writing center for review prior to preparation of the final draft. Remember to allow time for this review in your writing schedule. You will turn in:
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The draft reviewed by a campus writing center including their comments and edits. The writing center associate should sign the draft and indicate their center verifying that you did indeed seek their help. There are a large number of writing centers on campus. A partial list of available centers can be found below.
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A revised, final draft of the paper - 3-4 pages not including the required reference page, double spaced, 1-inch margins, 12-point font. The paper must be spell checked and use correct grammar. All material must be appropriately referenced. You may choose either APA, MLA or Chicago style referencing but you must use a consistent style throughout the paper. A list of references cited must be included and this page is not to be counted as part of the required 3-4 page limit of the paper.
Papers must be turned in at the beginning of the class devoted to your topic. One exception to this rule: Papers on the first topic will be due April 17 - 18 - one week after the discussion.
Late Papers: Given an adequate reason (to be determined by your TA), late papers will be accepted but the final grade on the paper will be reduced by 1 course point for every calendar day late. Any paper arriving after the end of the discussion section meeting at which it is due but before midnight will be considered 1 day late. Additional points will be deducted for each day the paper is late with a day defined as midnight to midnight. Weekend and non-class days count as “days.”
Plagiarusm:
Read the University definition of plagiarism below prior to submitting your paper and be certain that you are not plagiarizing in any sense of the term. Plagiarized papers will earn few, if any, points.
Papers are worth a total of 45 points. They will be graded on:
Content (24 points)
Is the information accurate? Is the information used in such a way that it logically supports the arguments being made by the writer? Is the information included referenced appropriately and clearly?
Organization and Clarity (12 points)
Is the thesis of the paper clearly stated? Are the supporting paragraphs written clearly and do the arguments follow in a logical fashion? Is it easy for the reader to follow the issues being raised? Did the writer avoid repetition or restatement of the same issue over and over?
Style (5 points)
Does the paper use correct grammar and spelling? Is the language used appropriate to a formal academic paper?
First Draft and Writing Center Review (4 points)
Inclusion of the draft you took to the Writing Center and signed by the center staffer.
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Discussions:
All students are expected to be actively involved in all discussions and to have read the article assigned to the entire class prior to that section meeting. (Note that papers assigned to the entire class are fair game for questions on the exam immediately following that discussion assignment.)
Leading Discussions:
Students preparing papers on a given discussion topic should be prepared to relate information from your supplemental readings throughout the discussion. These students are not to present paper summaries or monopolize the discussion. Rather, the group of students assigned a given topic should prepare a list of sub-issues that the class can address and provide any necessary facts about the topic found in the supplemental readings. You will earn up to 5 course points co-leading the class discussion.
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PlagiarismThe following section was copied verbatim from http://depts.washington.edu/grading/issue1/honesty.htm#plagiarism. One of the most common forms of cheating is plagiarism, using another's words or ideas without proper citation. When students plagiarize, they usually do so in one of the following ways:
1. Using another writer's words without proper citation. If you use another writer's words, you must place quotation marks around the quoted material and include a footnote or other indication of the source of the quotation.
2. Using another writer's ideas without proper citation. When you use another author's ideas, you must indicate with footnotes or other means where this information can be found. Your instructors want to know which ideas and judgments are yours and which you arrived at by consulting other sources. Even if you arrived at the same judgment on your own, you need to acknowledge that the writer you consulted also came up with the idea.
3. Citing your source but reproducing the exact words of a printed source without quotation marks. This makes it appear that you have paraphrased rather than borrowed the author's exact words.
4. Borrowing the structure of another author's phrases or sentences without crediting the author from whom it came. This kind of plagiarism usually occurs out of laziness: it is easier to replicate another writer's style than to think about what you have read and then put it in your own words. The following example is from A Writer's Reference : by Diana Hacker (New York, 1989, p. 171).
Original: If the existence of a signing ape was unsettling for linguists, it was also startling news for animal behaviorists. Unacceptable borrowing of words: An ape who knew sign language unsettled linguists and startled animal behaviorists.
Unacceptable borrowing of sentence structure: If the presence of a sign-language-using chimp was disturbing for scientists studying language, it was also surprising to scientists studying animal behavior.
Acceptable paraphrase: When they learned of an ape's ability to use sign language, both linguists and animal behaviorists were taken by surprise.
5. Borrowing all or part of another student's paper or using someone else's outline to write your own paper.
6. Using a paper writing "service" or having a friend write the paper for you. Regardless of whether you pay a stranger or have a friend do it, it is a breach of academic honesty to hand in work that is not your own or to use parts of another student's paper.
7. In computer programming classes, borrowing computer code from another student and presenting it as your own. When original computer code is a requirement for a class, it is a violation of the University's policy if students submit work they themselves did not create.
Note: The guidelines that define plagiarism also apply to information secured on Internet web sites. Internet references must specify precisely where the information was obtained and where it can be found. You may think that citing another author's work will lower your grade. In some unusual cases this may be true, if your instructor has indicated that you must write your paper without reading additional material. But in fact, as you progress in your studies, you will be expected to show that you are familiar with important work in your field and can use this work to further your own thinking. Your professors write this kind of paper all the time. The key to avoiding plagiarism is that you show clearly where your own thinking ends and someone else's begins.
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Writing CentersThere are a variety of writing centers available on campus and you may use any of them. Here are a number of links or descriptions that may help you find the right center for you. These descriptions are often taken verbatim from the centers web-site.
1. WS/AES/CHID Writing Center
Spring 2008 Hours:
- Mondays: 1:00pm-5:30pm in PDL B-110G (WMST)
Tuesdays: 9:00am-11:00am in PDL A-518 (AES) Wednesdays: 9:00am-3:00pm in PDL C101 (CHID) Thursdays: 10:30am-12:30pm in PDL A-518 (AES) Fridays: closed
Go to the following web site to make an appointment: http://depts.washington.edu/chid/wcenter/index.php
2. CLUE Evening Drop-In Writing Center
Mary Gates Hall Commons
Interdisciplinary, open to all undergrads from 7-midnight, Sunday-Thursday. No appointment needed.
The staff have taught writing and ESL courses. Excellent resource - even at the last minute!
http://depts.washington.edu/clue/dropintutor_writing.php
3. Odegaard Writing and Research Center
Odegaard Undergraduate Library, Room 326 (3rd floor)
http://depts.washington.edu/owrc/
Interdisciplinary, appointments or walk-ins, trained student tutors, day and evening hours!
A joint project of the College of Arts and Sciences and UW Libraries.
Sunday through Thursday, 1:30-4:30 pm and 6:00-9:00 PM.
owrc@u.washington.edu (for appointment)
4. English Department Writing Center
B-12 Padelford Hall
Day time by appointment only.
Schedule an appointment on-line at:
http://depts.washington.edu/wcenter/
5. Psychology Writing Center
http://depts.washington.edu/psywc/
Faculty and graduate tutors offer one-on-one consultation, handouts, and other resources on general and scientific writing for undergraduates in psychology.
Scheduled appointments have priority and are STRONGLY recommended. Drop-in's are OK if the tutor is available (don't count on it).
Schedule an appointment at:
http://web.psych.washington.edu/writingcenter/appointments.html
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