AHS107 Course Outline
AHS107 Course Outline
University of Waterloo
Faculty of Applied Health Sciences - AHS 107
Sociology of Activity, Health, & Well-being - Course Outline: Fall 2019
Teaching Assistants:
Victoria Atabakhsh Unissa Begum Raisa Ladha
vatabakhsh@uwaterloo.ca vunnisab@uwaterloo.ca rladha@uwaterloo.ca
Vinurshan Selvaratnam Nicholas Tibert Kayla Benjamin
v4selvar@uwaterloo.ca ntibert@uwaterloo.ca kabenjamin@uwaterloo.ca
Sanduni Costa Maria Herrera Polyana De-Oliveria
s3costa@uwaterloo.ca m6herrer@uwaterloo.ca pdeolive@uwaterloo.ca
Cory Tremblay Tatiana Silva Bevilacqua Shoshannah Speers
c2trembl@uwaterloo.ca tsbevila@uwaterloo.ca s2speers@uwaterloo.ca
Elizabeth Del Rosso Somekene Igboanugo Sue Sherifali
ecdelrosso@uwaterloo.ca sigboanu@uwaterloo.ca sue.sherifali@uwaterloo.ca
Nnenna Ike
nauike@uwaterloo.ca
Lecture Times:
Section 1: Fridays 2:30-3:50pm STC 1012 (Science Teaching Complex)
Section 2: Mondays 2:30-3:50pm M3 1006 (Math 3)
Course Description:
This course will focus on the social and cultural factors that influence activity, health, and well-being in
different settings and among different populations. Sociological literature will be used to examine
activity, health, and well-being in the lives of individuals, groups, and society.
AHS 107 is designed and intended to be a dynamic and engaging cohort experience where you are
exposed to activity, health, and well-being related challenges and solutions while improving necessary
academic and professional skill sets (e.g., communication, critical analysis, etc.). AHS 107 will provide a
theoretical foundation that will help make connections between the classroom, professional settings, and
communities in which you work, study, and live. Furthermore, lectures and tutorials will contribute to
preparing and inspiring AHS students to attempt to take on the challenges of our time.
You may notice that you are exploring and investigating similar topics in some of your department
specific introduction courses. The Instructors of those courses and your AHS 107 Instructor are aware of
this, and in some cases this is intended.
As an Applied Health Sciences student, you are required to take AHS 107 in order to fulfil your
Communication Requirement.
Course Objectives:
1. Foster the development of written and oral communication skills (3C’s – see next section).
2. Engage in tutorial-based discussions and activities to facilitate an understanding of and respect for the
diverse knowledge and skills within the three academic units.
3. Describe how activity, health, and well-being are influenced by social, cultural, political, economic,
and technological changes in society.
4. Utilize the sociological literature as a lens for examining activity, health, and well-being in the lives
of individuals, groups, and society.
6. Engage in discussion about the ways in which theory and research in the areas of activity, health, and
well-being could be applied to professional and collaborative practice.
7. Critically reflect on how activity, health, and well-being have affected and shaped students’ own
lived experiences.
8. Examine various contexts and populations related to the experience of activity, health, and well-
being.
“Educating the mind without educating the heart is no education at all.” - Aristotle
“The way of success is the way of continuous pursuit of knowledge.” - Napoleon Hill AHS 107 Course Outline 3
Foundation Communication Outcomes – these outcomes identify the core competencies that all students
will have achieved at the end of their first year of study at UWaterloo. Communication refers to course
material (lectures, readings, etc.) and student work in both written and oral formats. It is further
assumed that students will be able to demonstrate the below competencies as individuals and in groups.
Competency 1: Comprehension
Students will have the ability to:
- understand course material
- demonstrate understanding of course material in a complex, effective, and organized manner
- address and ask questions about course material with other students, teaching assistants, and
instructor
Competency 2: Conceptualization
Students will have the ability to:
- interpret, draw connections, identify gaps, and assess significance of ideas from multiple sources
- engage with related concepts across domains and from different perspectives and disciplines
(Kinesiology, Recreation and Leisure Studies, School of Public Health and Health Systems)
- discuss, communicate differences, and offer and respond to challenging questions about
relationships of concepts with other students, teaching assistants, and instructor
Competency 3: Contextualization
Students will have the ability to:
- define a problem, address significance of the problem, present possible responses to the problem,
reflect on and assess responses, and identify the preferred response(s) in relation to key course
concepts
- apply course material through information, persuasive, and task-specific communication
practices in field-specific settings
- gather, identify, assess, and analyze central contextual components, audience interests, and
desired outcomes in field-specific settings
“Educating the mind without educating the heart is no education at all.” - Aristotle
“The way of success is the way of continuous pursuit of knowledge.” - Napoleon Hill AHS 107 Course Outline 4
Expectations of Learners:
1. You will attend and positively contribute to all classes (lectures and tutorials). Failure to attend all
regularly scheduled sessions will compromise your mastery of the material, and adversely affect
your performance in the course. Should you miss class, it should not be assumed that the instructor
will cover material presented in class on an individual basis. You are responsible for all material
and announcements made in class. Announcements may include changes in examination dates
and/or content, changes in reading assignments or other important material. Unawareness of an
announcement made in class will not be an acceptable excuse for any failure to meet course
requirements.
2. You will be prepared for class. This means that you should at least review the selected readings for
each class and be prepared to contribute to or facilitate class and tutorial discussions.
3. You will share in the learning process with fellow classmates, the teaching assistants, the course
instructor, and any guest lecturers.
4. You will not engage in disruptive behaviour (e.g., conversing while others are speaking, using
Facebook, Social Media, playing computer games, etc.). Cell phones and iPods/MP3 players
should be powered off or silent during the lectures. If you arrive late for class, you are asked to
enter quietly, find a seat quickly, and not disturb the students already in the lecture hall.
The instructor, TA coordinator, teaching assistants will be available for appointments and to the extent
possible before and after class. It has become routine for students to contact course instructors via email
and thus it has become useful to establish a policy for email correspondence. As a general rule and to
the extent it is possible, we will respond to email inquiries within 48 hours and during normal
university business hours (i.e., 8:30am-4:30pm Monday to Friday). Note that you should not expect
to receive answers to email messages on weekends, including the weekends before exams and
assignment due dates. Email is a good way to correspond about specific and straightforward matters. It
is not a good way to review or expand upon material presented in class. If you wish to discuss course
material or other matters that are not well handled by email, we will ask that you arrange a meeting with
the Instructor or your designated Teaching Assistant. Also, please contact your designated TA first,
then the TA coordinator, and then instructor if you are not satisfied with the assistance you
received. Below is a handy decision tree to assist with email correspondence.
“Educating the mind without educating the heart is no education at all.” - Aristotle
“The way of success is the way of continuous pursuit of knowledge.” - Napoleon Hill AHS 107 Course Outline 5
In Class: Class discussions are extremely important to this course. In class we will go over the main ideas
of the course readings, and content often by expanding on some aspects or specific points. Class
discussions also often deal with current events and issues that are relevant to the course material.
Participation in class discussions is strongly encouraged! In order to contribute to building a lecture
culture that promotes communication, from time to time you may be asked to share your thoughts and
learning processes in your own words with fellow students in your lecture. This may come in the form of
Think-Pair-Shares or Small Group Communication activities integrated into the lecture structure with
instructions provided by the Instructor.
Tutorials: Tutorials will require active participation. You will develop and practice necessary
communication skills (refer to 3C’s) that will assist your development and success in this course and
beyond. In tutorials, you will be engaging in debate, group discussion, tutorial facilitation, oral and
written process activities, and reflection that will help develop essential communication skills and
enhance understanding of topics introduced in class. The tutorials are designed and structured to develop
and practice communication skills and may not directly re-cover all of the content from the lectures. The
tutorials for the most part will use the main topics of lecture as a context to further the development and
practice of communication skills. Do not assume that tutorials will make up for content missed in lecture.
“Educating the mind without educating the heart is no education at all.” - Aristotle
“The way of success is the way of continuous pursuit of knowledge.” - Napoleon Hill AHS 107 Course Outline 6
Course Evaluation
**If you miss more than 2 tutorials you will lose your entire tutorial grade for the term**
Engagement Defined: Engagement is defined as paying attention, staying on task, coming prepared (i.e.,
having completed the readings and/or pre-tutorial preparations if applicable), refraining from
inappropriate use of phones or other personal devices (i.e., using personal devices for non-course related
purposes), and participating in the tutorial activities.
“Educating the mind without educating the heart is no education at all.” - Aristotle
“The way of success is the way of continuous pursuit of knowledge.” - Napoleon Hill AHS 107 Course Outline 7
**If you know ahead of time that you may have a one-off scheduling conflict (e.g., Fall High School
Graduation, UWaterloo related Commitment, Varsity Sport Road Trip – practices do not count) it is your
responsibility WELL AHEAD OF TIME (i.e. minimum 2 weeks in advance of scheduling conflict) to
notify and arrange with your TA (at their convenience) a time to meet (e.g., office hours or appointment)
to cover the tutorial material. Otherwise you will receive a 0 for that tutorial.** You must provide proof
of the scheduling conflict: Re-Read above or refer to course polices in general information section
of syllabus.
2) Quick Communication Assignment (5%) – Due Date: Thursday September 19th 2019 by 11:55pm
to your TA’s Inbox.
For your First AHS 107 Communication Assignment, you are being asked to send an email to your TA.
The purpose of this assignment is to get us familiar with the proper/professional manner in which to draft
an email. Email is a very powerful form of communication and the contexts in which we use email
requires certain components. There is a huge difference between an email you would send your friend vs.
what you would send your boss or potential employer.
IMPORTANT NOTE:
These assignments are individual! Therefore, no sharing, collaborating, copying, or using classmates’
work (or previous cohorts assignments) on the writing/completion of your assignments will be tolerated.
However, it is okay to discuss and share a good resource with your classmates or where you found it.
Rationale/Creation of Questions:
The following questions were developed by various professors in AHS with the purpose for you to
generate a position (i.e., support or not support the issue). These questions provide examples of clear
divisions of opinion in society in regards to activity, health, and well-being, which can be argued with
facts and inductive reasoning. Visually, these questions can be represented on a spectrum from completely
agree to completely disagree. You are to choose one question and find out where you fit on the spectrum
(i.e., your position) and complete the assignments through the instructions provided. The purpose of a
position paper is to form your own opinion about the topic and convincingly support this position with
your own experience and evidence from scholarly research. Being able to form a stance, justify it with
credible sources while acknowledging opposing views is important for effective communication.
“Educating the mind without educating the heart is no education at all.” - Aristotle
“The way of success is the way of continuous pursuit of knowledge.” - Napoleon Hill AHS 107 Course Outline 8
Questions:
1. Now that Cannabis is legalized, should all illegal drugs be decriminalized?
2. Should 100% of post-secondary education be publically funded (free tuition)?
3. Should immunizations/vaccinations be legally mandated?
4. Are competitive aspects of sport (i.e. score keeping, winning, tournaments, etc.) introduced too
early or not early enough in youth sports?
5. Does calorie labeling in restaurants contribute to societal weight stigma and bias?
6. Should city planners develop in favour of more pedestrian/car-less transportation options?
7. Would a raise in minimum wage make for healthier communities for all?
8. Should human cloning/genetic engineering research be allowed?
9. Should healthcare in Canada be privatized?
10. Should transgender athletes be required to participate/compete in the sex category they were
assigned with at birth?
11. Is female sport coverage (tv, social media, etc.) equitable?
12. Can exercise worsen health?
3A Continued) Part A: Outline & Annotated Bibliography (10%) – Due Date: Thursday October
10th 2019 by 11:55 pm to LEARN Dropbox in MS Word doc format **Your Last Submission will be
Graded** If we cannot open the document you submit in LEARN it will not be marked. No email
submissions accepted.
Position paper outline and annotated bibliography assignment is designed to help increase your familiarity
with electronic and print resources available through the library. Additionally, this assignment will assist
you in drafting your position papers, how to summarize scholarly information, how to cite literature to
avoid plagiarism, and how to recognize various citations in text and reference pages. The annotated
bibliography will include 3 (three) sources for your position paper and the search method used to find the
references. The annotation will justify the use of the references/sources for the paper. You will also
include the question you have chosen, a brief introduction of your position paper and thesis/position
statement. An outline of the assignment and further details will be posted on LEARN and conveyed
during lecture.
**Instructions & Rubric for Part A can be found on LEARN**
3B) Part B: Final Position Paper (25%) – Due Date: Thursday November 14th 2019 by 11:55 pm to
LEARN Dropbox in MS Word doc format **Your Last Submission with be Graded** If we cannot
open the document you submit in LEARN it will not be marked. No email submissions accepted.
You are to write a position paper on your selected question following your outline, taking into
consideration suggestions from Part A and integrating them into Part B. The position paper will include
an introduction, your position/thesis statement, arguments for and against your position, a conclusion, and
reference page. The paper will be no more than 5 (five) pages of text (does not include title page &
reference page), double spaced (typed, 12 pt. font, times new roman, 1” margins). The paper must use
APA format. Details and grading rubric will be posted on LEARN, along with what the paper should
visually look like. Additionally, on 1 (one) separate page following your reference page you will be
required to submit a Final Letter (instructions available on LEARN) to indicate how you included the
suggestions received from Part A. Any additional sources used should also be indicated.
“Educating the mind without educating the heart is no education at all.” - Aristotle
“The way of success is the way of continuous pursuit of knowledge.” - Napoleon Hill AHS 107 Course Outline 9
Re-Grading of Assignments:
We are happy to go over your graded assignment with you and provide clarification – first see your TA
who marked the assignment. The TA Coordinator and Instructor will not look at your assignment unless
you have met with TA first. If you feel that you have earned a better mark on your assignments you will
need to provide exact details and justification (e.g., Page 3, lines 7 to 12, & why you think you have
earned more marks). Your mark could go up or down up on re-grading. Your TA may alter your mark, but
the TA Coordinator and Course Instructor reserve the final say on any re-grading of assignments.
Quizzes will be multiple choice questions based on readings, lectures, guest lectures, videos, in-class
activities, tutorials, and anything else that is covered in the term.
** It is important that you write your quiz in your assigned lecture section. Please do not ask to
write in another lecture section. If you need alternative accommodations to write your quizzes
please register with AccessAbility Services (contact info in General Information section of the
syllabi) or make an appointment to meet with the course instructor or TA coordinator if it is not an
AccessAbility related issue ** If you write your quiz in the wrong section/lecture time it will be
considered that you have missed your scheduled quiz time and therefore will receive a zero –
consistent with course policy (see General Information section of the syllabi for missed and late
tests, quizzes, assignments, tutorials). If you are unable to write your quiz in your scheduled section
or miss your quiz, follow the steps and policy for missed and late quizzes.**
“Educating the mind without educating the heart is no education at all.” - Aristotle
“The way of success is the way of continuous pursuit of knowledge.” - Napoleon Hill AHS 107 Course Outline 10
“Educating the mind without educating the heart is no education at all.” - Aristotle
“The way of success is the way of continuous pursuit of knowledge.” - Napoleon Hill AHS 107 Course Outline 11
Tutorial Schedule
Week Tutorial # Tutorial Topic Activity/Participation
From time to time, students will encounter extenuating circumstances such as significant illnesses, ongoing
medical conditions, or religious observations that prevent them from meeting academic obligations. The
University is committed to assisting students who experience these events.
Students who are unable to meet assignment due dates or write a test must provide documentation verifying
the events that have precluded them from meeting their academic deadlines. When illness is the cause of a
missed deadline, students should seek medical treatment and provide confirmation of the illness to the
instructor(s) by submitting a completed University of Waterloo Verification of Illness Form (VIF) to
support requests for accommodation due to illness. If you are ill and miss a test or tutorial, you are required
to submit a valid VIF; otherwise a grade of zero will be assigned. A penalty of 20% per day will be
applied to late assignments. Email the course instructor and/or TA coordinator/TA within 48hrs of
missing a quiz/test/turorial or assignment due date. If you do not contact your TA, TA Coordinator or
Instructor within 48hrs of the due date (i.e., send an email) you will forfeit that mark. Re-read “what to do
if you miss a tutorial” outlined previously in the syllabi if you miss a tutorial for illness, medical condition,
etc. Failure to contact the instructor within 48 hours of a test/exam missed due to unforeseeable
circumstances or failure to submit acceptable documentation according to the timeline determined by the
course instructor will result in a mark of “zero" for the test/exam. In short – email us within 48hrs and then
provide documentation.
The University of Waterloo VIF is normally the only acceptable medical documentation. Students who
consult their physician or use the services of an off-campus walk-in clinic must provide a VIF to the
attending physician for completion; notes and forms created by the physician or clinic are normally not
acceptable. Although not compelled to do so, instructors may accept medical documentation that contains
the same information specified on the University of Waterloo VIF. Health Services charges a fee for
completing the University of Waterloo VIF that is not covered by OHIP/UHIP. Fees for this service or those
levied by off-campus practitioners are the student's responsibility.
https://uwaterloo.ca/registrar/current-students/accommodation-due-to-illness
https://uwaterloo.ca/health-services/student-medical-clinic/services/verification-illness
In addition to illness, there may be events that preclude students from attending their Registrar scheduled
tutorial time or from handing in a tutorial assignment by the assigned due date. The following are examples
of valid circumstances and the required documentation that may warrant (not guaranteed) academic
accommodation:
• A member of a varsity team travelling for competition – a letter/email from the head coach verifying
the departure and return dates and times.
• Death of a family member – a copy of the death certificate, a copy of the obituary or a link to the
online obituary.
• Co-op job interview – see section on Co-op Interviews below. Academic obligations take priority
over co-op interviews.
• Travel – from time-to-time students are required to travel during an academic term for reasons NOT
related to pleasure/vacation. If you are travelling and require accommodation, you must inform the
instructor at least 2 weeks in advance of your travel, indicate the reason for travel and provide a
boarding pass upon return to campus.
• Elective Arrangement (e.g., Trips/Travel) and heavy workloads are not considered acceptable
grounds for accommodations.
“Educating the mind without educating the heart is no education at all.” - Aristotle
“The way of success is the way of continuous pursuit of knowledge.” - Napoleon Hill AHS 107 Course Outline 13
False claims of illness or false claims of the circumstances outlined above and/or the submission of false
supporting documentation of extenuating circumstances constitute an academic offence that will result in
disciplinary action under Policy 71.
Adjustment of due dates or deferrals of term tests or final examinations are not automatic upon the
presentation of suitable documentation. Instructors will use this documentation along with all information
available to them when determining whether accommodation is warranted. When instructors elect to
provide an accommodation, the options available to students vary based on the nature of the extenuating
circumstances they are facing, and on the type of evaluation they were unable to complete on time.
For in-term assignments, instructors may use their discretion and allow an extension. If the instructor does
not grant an extension and an element is missed, it is recommended that the weight of the missed element
– an assignment, a laboratory report, or other evaluation mechanism – be transferred to similar types of
elements due later in the term. If this option is not available, the weight of the missed assignment may be
transferred to a test or the final examination.
If students are granted an accommodation for a test, the weighting of the missed test is added to the final
examination weighting or spread over the remaining tests. Term tests are normally not deferred.
Co-op Interviews
Academic obligations take priority over co-op interviews. Whenever possible students are encouraged to
swap interview times to avoid conflicts with academic obligations. If you swap interview times or you
cannot find a student to swap with, you must complete an Interview Conflict form. Follow this link for
more information on interview process and procedures. You can submit an Interview Conflict form by
following these steps:
1. Login to WaterlooWorks
2. Select 'Submit a form' from your dashboard
3. Select the category 'Pre and Post Interview support'
4. Select the sub-category based on your current situation. There are two sub-categories
to choose from:
• Interview Conflict - another student agreed to switch times
• Interview Conflict - unable to switch times with another student
• Interview location accommodation required - interview at UW interview site
other than my home campus (for Architectural Engineering and Architecture
students)
5. Complete and submit the form.
If none of these steps have worked and an interview conflicts with a lab or tutorial, you may request to
swap lab/tutorial sections for only the day/week in question. Please provide your instructor a screenshot
from WaterlooWorks such that your name, UW ID and the date and time of the scheduled interview are
visible on the screenshot. If the interview was scheduled outside of WaterlooWorks, a letter/email from
the prospective employer with the details outlined above will suffice.
“Educating the mind without educating the heart is no education at all.” - Aristotle
“The way of success is the way of continuous pursuit of knowledge.” - Napoleon Hill AHS 107 Course Outline 14
Academic Integrity
In order to maintain a culture of academic integrity, members of the University of Waterloo community
are expected to promote honesty, trust, fairness, respect and responsibility. Check the Office of Academic
Integrity's website for more information.
All members of the UW community are expected to hold to the highest standard of academic integrity in
their studies, teaching, and research. This site explains why academic integrity is important and how
students can avoid academic misconduct. It also identifies resources available on campus for students and
faculty to help achieve academic integrity in — and out — of the classroom.
Grievance: A student who believes that a decision affecting some aspect of his/her university life has been
unfair or unreasonable may have grounds for initiating a grievance. Read Policy 70, Student Petitions and
Grievances, Section 4, www.adm.uwaterloo.ca/infosec/Policies/policy70.htm. When in doubt please be
certain to contact the department’s administrative assistant who will provide further assistance.
Appeals: A decision made or penalty imposed under Policy 70 (Student Petitions and Grievances) (other
than a petition) or Policy 71 (Student Discipline) may be appealed if there is a
ground. A student who believes he/she has a ground for an appeal should refer to Policy 72 (Student
Appeals) www.adm.uwaterloo.ca/infosec/Policies/policy72.htm.
Note for Students with Disabilities: The AccessAbility Services, located in Needles Hall, Room 1401,
collaborates with all academic departments to arrange appropriate accommodations for students with
disabilities without compromising the academic integrity of the curriculum. If you require academic
accommodations to lessen the impact of your disability, please register with AccessAbility Services at the
beginning of each academic term.
Turnitin.com: Text matching software (Turnitin®) may be used to screen assignments in this course.
Turnitin® is used to verify that all materials and sources in assignments are documented. Students’
submissions are stored on a U.S. server, therefore students must be given an alternative (e.g., scaffolded
assignment or annotated bibliography), if they are concerned about their privacy and/or security. Students
will be given due notice, in the first week of the term and/or at the time assignment details are provided,
about arrangements and alternatives for the use of Turnitin® in this course. It is the responsibility of the
student to notify the instructor if they, in the first week of term or at the time assignment details are provided,
wish to submit the alternate assignment.
“Educating the mind without educating the heart is no education at all.” - Aristotle
“The way of success is the way of continuous pursuit of knowledge.” - Napoleon Hill AHS 107 Course Outline 15
Intellectual Property: Students should be aware that this course contains the intellectual property of their
instructor, TA, and/or the University of Waterloo. Intellectual property includes items such as:
•Lecture content, spoken and written (and any audio/video recording thereof);
•Lecture handouts, presentations, and other materials prepared for the course (e.g., PowerPoint slides);
•Questions or solution sets from various types of assessments (e.g., assignments, quizzes, tests, final
exams); and
•Work protected by copyright (e.g., any work authored by the instructor or TA or used by the instructor
or TA with permission of the copyright owner).
Course materials and the intellectual property contained therein, are used to enhance a student’s educational
experience. However, sharing this intellectual property without the intellectual property owner’s
permission is a violation of intellectual property rights. For this reason, it is necessary to ask the instructor,
TA and/or the University of Waterloo for permission before uploading and sharing the intellectual property
of others online (e.g., to an online repository).
Permission from an instructor, TA or the University is also necessary before sharing the intellectual
property of others from completed courses with students taking the same/similar courses in
subsequent terms/years. In many cases, instructors might be happy to allow distribution of certain
materials. However, doing so without expressed permission is considered a violation of intellectual
property rights.
Please alert the instructor if you become aware of intellectual property belonging to others (past or present)
circulating, either through the student body or online. The intellectual property rights owner deserves to
know (and may have already given their consent).
Permission Required Before Sharing/Uploading: Students are strongly advised to err on the side of
caution and ask for permission from their instructors before sharing and/or distributing any course
materials. These course materials will usually be made available only for personal use by students.
Students may not distribute or reproduce the materials, whether for commercial purposes or not, without
the express written consent of the faculty or instructor. Neither faculty nor the instructors waive their
intellectual property rights when granting limited use of their course materials to students. There are
institutional guidelines pertaining to organizations external to the University of Waterloo that make
available teaching resources from the University of Waterloo: https://uwaterloo.ca/secretariat/faculty-
staff-and-students-entering-relationships-external.
“Educating the mind without educating the heart is no education at all.” - Aristotle
“The way of success is the way of continuous pursuit of knowledge.” - Napoleon Hill AHS 107 Course Outline 16
Clear Copyright Violations and Sanctions: Uploading course materials, including lectures, quizzes, and
exams, onto online sharing platforms such as Course Hero, OneClass, and similar platforms is considered
to be a copyright violation, regardless of whether an individual did so intentionally or unintentionally.
Ignorance of the law is not an excuse and may result in a $500 to $20,000 monetary penalty plus all
attorney fees, court costs, and any financial gain made. Criminal convictions, fines, and prison
sentences may also be included in addition to civil penalties.
Miscellaneous: Research at UW is an integral component. As you move through your programs you
might be interested in the many interesting labs and projects that are happening in our faculty. With that
said, from time to time you may be asked to participate in research studies from upper year undergrad and
graduate students working on honours theses and dissertations. Sometimes these researchers may ask to
have 5-10mins of class time to introduce their research projects and recruit voluntary participation. If this
happens in AHS 107, the choice to participate in those research projects would be completely voluntary
and not connected to your grades in the course. The course instructor will not know if you participate or
note. Note that all research projects will have received ethics clearance and have been approved by the
office of research ethics here at UW. By volunteering and participating in research projects you can get an
idea of what it is like to be involved in research and contribute to the research output and help out a fellow
student.
Important information about University of Waterloo resources and policies is outlined above. It is
your responsibility to read and understand the University of Waterloo’s policies.
“Educating the mind without educating the heart is no education at all.” - Aristotle