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? College of Liberal Arts & SciencesDepartment of ReligionAnn Burlein's Home Page ? ? ? ?HUHC 020F Making Babies: Religion and Reproductive TechnologyFall 2016T TH 12:45-2:10 ?Emily Lowe Hall 0203Ann Burlein | 112 Heger Hall Ann.Burlein@hofstra.edu | 516-463-7238Office Hours: T & TH 12:00-12:30, TH 6:00-7:00 and Friday 1:00-2:00Course Schedule | Assignments ?| PoliciesFacilitation DirectionsSample Informed Consent | Elements of Informed ConsentBook to buy: Gammeltoft, Haunting Images (Berkeley: Univ of CA, 2014). ? Course Schedule? ??? Tues Sept 6Please read this article BEFORE our first class. Alma Gottlieb, The Afterlife is Where We Come From: The Culture of Infancy in West Africa (Chicago: Univ of Chicago, 2004), chapter 4 pages 79-104. For information on diviners, Masters of the Earth and the different Beng spirits, click here.?Thurs Sept 8"Religion and the Body," in Embodied Religion, ed. Kent Brintnall, MacMillan 2016.????Sonography in Vietnam ????? Tues Sept 13 -- LiliGammeltoft, Haunting Images, Introduction and chapter one? Thurs Sept 15 -- Nicole & CaitlineGammeltoft, Haunting ImagesFrom chapter two: start at the bottom of pg 63 and continue to the top of pg 72. Then skip the section on Agent Orange. From chapter three: try to get to page 95. If you can get further, that is great; if not, we will add it to Thurs 9/22.?Tues Sept 20Master Class with Dr. Dyson in Guthart ? Thurs Sept 22--Laraib & JonGammeltoft, Haunting Images, chapter fourInterview Step 1 due: Who (3 names), how and why ?Tues Sept 27--Kate M.Gammeltoft, Haunting Images, chapter five ?Thurs Sept 29 -- MarianaGammeltoft, Haunting Images, chapter five, part #2. ? Tues Oct 4Draft of Interview Questions PLUS consent form due at start of class for class workshop. ? Thurs Oct 6-- BenGammeltoft, Haunting Images, chapter six?Friday Oct 7 before noon Final Interview Questions and Consent Form due on email ?Tues Oct 11--AmyGammeltoft, Haunting Images, chapter seven ????Surrogacy in Israel and India?????Thurs Oct 13 -- SydneyTeman, Birthing a Mother, Intro 9-18 and chapter one.?Tues Oct 18 -- No class! ??Thurs Oct 20 -- Joandalys & AutumnTeman, Birthing a Mother, chapter two -- Event #1 dueClick here for the video Jo and Autumn wanted to show.?Tues Oct 25 -- Lindsay & JesTeman, Birthing a Mother, chapter five, pages 134-156. ?Thurs Oct 27 -- ChristinaTeman, Birthing a Mother, chapter five, pages 156-179.??First Interview Report due at start of class. ?Tuesday Nov 1 Sample analysis ?Thursday Nov 3 -- Katie G.Amrita Pande, Wombs in Labor, chapter four "Manufacturing the perfect mother-worker: and chapter five "Everyday divinities and God's labor," pages 64-77 AND pages 84-103.?Tues Nov 8 -- Laura & Emily L.Amrita Pande, Wombs in Labor, ?chapter six "Embodied labor and neo-eugenics: and chapter eight 'Disposable mothers and kin labor," pages 104-116 and 126 AND pages 143-158 and 163-165. ?Thurs Nov 10 Sample analysis ????IVF in the Middle East??Tues Nov 15 -- Emily P.Inhorn, Local Babies, Global Science, Prologue ??Due: Final Version of Sample Analysis and Event #2?Nov 17, 22 and 24 -- no class! ??Tues Nov 29 & Thurs Dec 1Inhorn, Local Babies, Global Science, chapter 4 ?Tues Dec 6 Inhorn, The New Arab Man, Introduction pages 18-21 and chapter two. ??Report for Interviews #2 and #3. Your Reflection Essay could be due here!! ????Page written by Ann Burlein.Last updated August 26 2016. ?Assignments for HUHC 20F – Fall 2016Making Babies: Religion and Reproductive TechnologiesParticipation: This is a seminar. Thoughtful and informed participation constitute 40% of your final grade. 20% of your participation grade will be earned on the basis of how well you: listened to our class discussion; spoke in our class discussion; and gave evidence in class that you read and thought about the reading. I use the following grading scale:F – you never speak, show little evidence of paying attention and/or of having done the readingD – you speak but only very rarely and never with evidence of having done the reading C – you contribute to class, but rarely with evidence that you have done the reading and/or listened to your colleaguesB – you contribute to our class conversation by listening and by speaking regularly and dependablyA – your contributions to class conversation almost always take our discussion in a productive direction by: a) getting us to focus on the reading or b) listening thoughtfully and reframing the discussion10% will come from your class facilitation. Your task here is NOT to present the material. Your task is to come to class with a list of 5 questions that are designed 1) to get the class talking 2) about key points in the reading. As you write questions, be sure to consider what claims the author is making, as well as how the author analyzes her interview data. If you have never facilitated a discussion before, I suggest you run your questions by me before class (in person or by email). 10% will come from 2 event reports (due Oct 20 and Nov 29). Your task here is to attend two events on campus that have something (loosely!) to do with the topics of this class: religion; sexuality; reproduction; diversity broadly understood (racial, ethnic, cultural as well as religious). You essentially earn your points through your attendance; you will hand in a one page paper in which you answer the ‘So what?” question (So you went: so what? What did you learn?). Do not spend a lot of time on this paper. These deadlines are flexible on my end (because I do not need to get you feedback), so if you need an adjustment please just let me know, as long as I receive all reports by the last day of class. I have an absence policy. More than 2 unexcused absences will result in grade reductions in your participation grade according to the following scale:3 absences: 1/3 grade (e.g. from B+ to B)4 absences: 2/3 grade (e.g. from B+ to B-)5 absences: Full grade (e.g. from B+ to C+)6 absences: F for the course Interview Project – 60% of your final grade My goal is for you to leave this class with some skills at listening and interviewing people around sensitive and difficult topics such as the intersection of religion/belief systems, sexuality and reproduction. For this paper, you must complete at least three interviews (one of which can be a follow-up with the same person if it is substantial). You must speak to people for at least 20-30 minutes for it to count as an interview (you may talk longer!). To help you succeed, I have broken your grade down into steps where you can earn points bit by bit, as well as get feedback along the way (no surprises at the end). For this to work on my end, YOU MUST HAND IN EACH PART ON THE DESIGNATED DAY. NO LATE WORK will be accepted, unless you have contacted me before the due date and time and I have approved your request for an extension. 5% -- Who? How? What? Hand in 3 anonymized names plus how you will contact them. Be sure to tell me not just who you are interviewing, but also what you expect to ask them about (in other words, why you chose to interview these people). DUE DATE: Thurs Sept 2210% -- Hand in a draft of your open-ended interview questions and consent form. The latter must include how you will ensure confidentiality and anonymity. DUE DATE #1: 5% for bringing an initial draft to our class workshop on TUES OCT 4,DUE DATE #2: 5% for the final revision due to me by email on FRIDAY OCT 7 BEFORE NOON. 5% -- Hand in evidence that you have done at least one interview. Be sure to render your data anonymous! By evidence I mean: write a rough account of the interview as a whole, PLUS a verbal record of key sections that you think you might want to analyze in your final essay. You can simply turn in a copy of your interview notes, if they have lots of detail and if you have renamed your informant. Your focus here is getting the interview done and recorded. DUE DATE: Thurs Oct 2710% -- One sample analysis. Pick an excerpt from one of your interviews that you think you will want to analyze in your final paper. Write a verbal record of that section of the interview. Then write 1 ? - 2 pages using the readings to analyze what happened in that interview. Here your focus is on selecting a sufficiently intellectually interest moment – and then figuring out how to analyze it. DUE DATE FOR DRAFT OF SAMPLE ANALYSIS: EITHER NOV 1 or NOV 10 as assigned for class workshop.DUE DATE FOR FINAL VERSION OF SAMPLE ANALYSIS: Tues Nov 15. 5% -- Hand in evidence that you have completed three interviews. DUE DATE: Tues Dec 625% -- 5-8 page Reflection Essay in which you: a) reflect on your experience interviewing (2-3 pages) and b) draw on the readings to analyze what you learned from the interviews (3-5 pages). Here your focus is on writing and analysis. DUE DATE: Either TUES DEC 6 along with your interview evidence or on our scheduled exam date – whatever works best for your schedule. Some suggestions for Facilitating ClassYour task is to engage your colleagues in conversation around our class theme: the role of religion and culture in shaping how people perceive and experience the body AND technology. This is what your questions should be about. So you want to have in mind 3 or 4 passages in the day’s reading that address this theme. Then write 4-5 questions – keeping in mind that I might want to steal some of your time, so you may not have the whole class period. Your questions must be OPEN-ended, that is, they are not seeking a short factual or informative kid of answer: their intent is to get the class engaged with the reading, so they should must be open to multiple kinds of answers, different takes from different perspectives. Your job is not to master the readings. Nor is job to be the professor. Your job is spark intellectual curiosity in whatever way you can. What is important about this reading? Why care about it? Be creative!! You can start us with a video clip, or an image – anything! Well, anything except power point! No power point permitted because it does not create conversation and engagement. You should not know the answers to most of the questions that you ask. You must have an idea of a passage or two in the reading to draw our attention to, if people do not know where to start to respond. Best is if you can draw our attention to a passage, let us discuss it, and then follow up with another passage that complicates the first, adds to it, raises questions, or in some way deepens our discussion of the original question or topic. When the discussion starts to wander, it is your job to bring it back on track. Prioritize your questions! Life is short and so is class – especially if your professor yada yadas on the way we tend to do! Don’t beat around the bush – get right to it. We have 16 class days – and 20 of you: so if you would like to work in a pair – please do! Finally, if you are facilitating on a day when the class as a whole has a written assignment due, I will let you hand in your writing a little later so that you can prep for class. If you would like to take advantage of this, please let me know that day so that I can give you a new due date. Informed Consent Form Researcher nameIn this study, I aim to interview three people about the interrelations between their views on religion, sexuality and reproduction {you might be more specific if you choose]. These interviews are part of a project for my honors seminar in religion and reproductive technologies. I will use them to write a 5-8 page reflection essay. I would like you, as interviewee, to talk to me anonymously. I will obscure your name and any personally identifying information, unless you explicitly tell me otherwise. I will not use your real name in any quotations, drafts, or reports of my findings.The interview will take about an hour.I would like to record our interview for greater accuracy. The audio will be kept in my possession for purposes of this research project only. [Optional.] The final paper will be read by my professor, and may be presented publicly, either orally or in published form, at a later date. Drafts may be discussed in class with other students.Your participation is entirely voluntary and you do not have to answer all my questions. You can discontinue participation at any time. During the interview you can signal if anything should be off the record and it shall be so.Please feel free to contact me anytime. If If you want to talk to my professor anytime, her contact information is below, too.Your contact infoProfessor contact infoAnn Burlein115 Heger Hall/Religion Dept.Hofstra UniversityHempstead, NY 11549ann.burlein@hofstra.eduCell: 704.277.3385Please mark each statement with an X or leave it blank.______ I agree to participate in ______________’s research project on religion and reproductive technologies at Hofstra.______ I agree to have my interview recorded.______ I agree to participate “on the record,” which means ____________ can identify mewith my data in published accounts resulting from this research. ____________________________________________________________________________________Print NameSignature DateChecklistBasic Elements of Informed Consent FORMCHECKBOX A statement that the study involves research FORMCHECKBOX An explanation of the research FORMCHECKBOX The expected duration of the study FORMCHECKBOX A description of the procedures to be followed FORMCHECKBOX A description of any foreseeable risks or discomforts FORMCHECKBOX A description of benefits to the subject or others which may result from the study FORMCHECKBOX A statement describing the extent, if any, to which confidentiality of records identifying the subject will be maintained FORMCHECKBOX A statement that participation is voluntary, that subjects may discontinue participation at any time, and that they do not have to answer every question asked in questionnaires and interviews FORMCHECKBOX Terms of payment and conditions under which subjects will receive partial or no payment FORMCHECKBOX An explanation of whom to contact for answers to pertinent questions about the research FORMCHECKBOX An explanation about whom to contact with questions about subjects’ rights (Usually the Chair of the Committee for the Protection of Research Subjects at 919-684-3030)For research involving behavioral interventions: FORMCHECKBOX Clarification that the effectiveness of the intervention is being studied - so that participants will not expect particular results FORMCHECKBOX Clarification that any standard services, curriculum, or courses of treatment will continue to be availableFor research involving more than minimal risk: FORMCHECKBOX A description of available services in the event of research related injury (in social and behavioral sciences research “injury” refers primarily to emotional distress), and if so, what they consist of, and where further information may be obtained FORMCHECKBOX Contact information in the event of research-related injury (for example, a referral list for on-campus psychological services) FORMCHECKBOX An explanation of reporting responsibilities of the researchers should child abuse or suspected child abuse be revealed during the course of the studyRevised May 2004 ................
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