CollegeTransfer.Net

Course Criteria

Add courses to your favorites to save, share, and find your best transfer school.

  • ITAL 221: Advanced Italian Practice in Context I

    1.00 Credits
    Wesleyan University

    This course is designed for students who have completed at least two years of college-level Italian or who have achieved equivalent competency through study in Italy. Our primary objective is to enhance students' speaking abilities and Italian cultural literacy through exposure to a variety of Italian texts and contexts. The course will be organized both thematically and chronologically. Some groups or themes that might organize the course include the following groupings: l'amore, la morte, e l'altro; la città, la campagna, i sogni; il passato, il presente, e il futuro. We examine these themes in literary texts, paying attention to the different genres, and in opera, and film. Students are expected to participate actively in this seminar setting. Class is conducted entirely in Italian.
    ShareITAL 221 - Advanced Italian Practice in Context I
    Favorite

  • ITAL 239: The Courtier and the Courtesan in Renaissance Italy

    1.00 Credits
    Wesleyan University

    Notions of gender and class in Renaissance Italy center this course, which explores the worlds of two social figures of great significance during this period: the courtier and the courtesan. We will study the self-fashioning of the male courtier, his aims, duties, desires, and concerns. Similarly, we will explore the world of the Renaissance Italian courtesan, who rose to wealth and social significance by way of various exchanges, literary, erotic, and otherwise. To understand the worlds of these two figures and those who employed them, we will read several treatises aimed at teaching the courtier and courtesan how to attain (and retain) power. In addition, we will study the representation of these two figures in another popular genre in the Italian Renaissance, the treatise taking the form of a dramatic dialogue. Further, we will read poetic texts authored by the figures themselves. Finally, representations in theatrical form round out the types of texts under consideration. All of these texts and the world of these figures will be brought to life with the aid of paintings, prints, and examples of early modern erotica.
    ShareITAL 239 - The Courtier and the Courtesan in Renaissance Italy
    Favorite

  • JAPN 103: Elementary Japanese I

    1.50 Credits
    Wesleyan University

    An introduction to modern Japanese, both spoken and written. Class meets daily, five hours a week, and weekly TA sessions. No credit will be received for this course until you have completed JAPN104.
    ShareJAPN 103 - Elementary Japanese I
    Favorite

  • JAPN 205: Intermediate Japanese I

    1.00 Credits
    Wesleyan University

    This course offers continued practice in speaking, listening, reading, and writing. Four hours of class and a TA session per week.
    ShareJAPN 205 - Intermediate Japanese I
    Favorite

  • JAPN 217: Third-Year Japanese I

    1.00 Credits
    Wesleyan University

    This course offers continued practice in speaking, listening, writing, and reading. Three hours of class and a TA session per week.
    ShareJAPN 217 - Third-Year Japanese I
    Favorite

  • JAPN 219: Fourth-Year Japanese

    1.00 Credits
    Wesleyan University

    This course includes close reading of modern literary texts, current events reporting in the media, and visual materials. The content and cultural contexts of the assignments will be examined through critical discussion in Japanese.
    ShareJAPN 219 - Fourth-Year Japanese
    Favorite

  • LANG 153: Elementary Korean I

    1.00 Credits
    Wesleyan University

    Elementary Korean is offered as a yearlong course that will introduce students to written and spoken Korean. Taught by a native-speaker instructor, the course is useful to students who may have spoken Korean at home as well as to those students who have no previous experience with this language.
    ShareLANG 153 - Elementary Korean I
    Favorite

  • LANG 155: Portuguese (Romance Language Speakers) I

    1.00 Credits
    Wesleyan University

    This course offers students who have a strong working knowledge of Spanish or another Romance language the opportunity to study Brazilian Portuguese in an accelerated format. This course is conducted entirely in Portuguese. Completion of both semesters is required for study abroad in Brazil.
    ShareLANG 155 - Portuguese (Romance Language Speakers) I
    Favorite

  • LANG 190: American Sign Language I

    1.00 Credits
    Wesleyan University

    This course introduces students to the fundamentals of American Sign Language (ASL), the principal system of manual communication among the American deaf. Not to be confused with Signed English (to which a certain amount of comparative attention is given) or with other artificially developed systems, ASL is a conceptual language and not merely encoded or fingerspelled English. As such, while to some extent influenced by English, depending on the individual signer, it presents its own grammar and structure, involving such elements as topicalization, spatial indexing, directionality, classification, syntactic body language, etc. By the end of the semester, students should have learned between 700 and 800 conceptual signs and their use. They will also have been introduced to aspects of American deaf culture--sociology, psychology, education, theater, etc.--through a variety of readings and discussions.
    ShareLANG 190 - American Sign Language I
    Favorite

  • LANG 290: American Sign Language and Current Issues

    1.00 Credits
    Wesleyan University

    During this third semester of American Sign Language (ASL) study, students will continue to focus on language acquisition, while also examining the related ethics and controversies surrounding ASL, deaf culture, and disability issues in America. Several key questions will be considered: How are advances in genetic testing impacting the deaf community? What is the cause of a recent emergence of ASL in popular culture and the huge increase in university course offerings and enrollments? What is the "least restrictive environment" according to the Americans with Disabilities Act compared to day-to-day reality? Is the deaf community a cultural-linguistic minority group or a disabled population? Are cochlear implants a miracle cure, or are they a tool that is misrepresented in the media and/or an attempt at a form of cultural genocide? Why are many parents of deaf children forced to choose a faction of the ongoing oral vs. signing debate, often made to feel guilty by the advocates of the differing methods of education? Guest lectures and discussions will be conducted in a variety of modalities, such as spoken English, ASL, or simultaneous/total communication.
    ShareLANG 290 - American Sign Language and Current Issues
    Favorite
To find college, community college and university courses by keyword, enter some or all of the following, then select the Search button.
(Type the name of a College, University, Exam, or Corporation)
(For example: Accounting, Psychology)
(For example: ACCT 101, where Course Prefix is ACCT, and Course Number is 101)
(For example: Introduction To Accounting)
(For example: Sine waves, Hemingway, or Impressionism)
Distance:
of
(For example: Find all institutions within 5 miles of the selected Zip Code)