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Course Criteria
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4.00 Credits
GSS This seminar looks at the intertwined relationship between women's liberation and art in the United States during the 20th century. It considers the role of women in the Arts and Crafts movement, the art and artists associated with the suffragist movement, and the "Second Wave"feminism of the 1970s, among others. Students present reports to the class about selected women artists or about issues concerning the interplay between art and women's political issues. Readings include documents of feminist art history and theory, including texts by Charlotte Perkins Gilman and Linda Nochlin.
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4.00 Credits
LAIS This course examines the muralism movement's philosophical origins in the decades following the Mexican Revolution; the murals of Orozco, Rivera, and Siqueiros, the Tres Grandes (? ?he Three Great Ones"); and the work of lesserknown Mexican muralists. Also considered is the muralism movement's wide-ranging impact on murals executed under the WPA in the United States throughout the 1930s, in Nicaragua during the 1970s, and in urban Chicano communities. Prerequisite: Art History 101-102 or 160 or permission of the instructor.
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4.00 Credits
This seminar, designed primarily for art history majors, helps students develop the ability to think critically about a range of different approaches to the field of art history. Students read and discuss a variety of texts in order to become familiar with the discipline's development. Methodologies such as connoisseurship, cultural history, Marxism, feminism, and postmodernism are analyzed.
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4.00 Credits
STS This course, offered in cooperation with the Bard Center for Environmental Policy (BCEP), is designed to provide students with a comprehensive review of Geographic Information Systems (GIS), Global Positioning Systems (GPS), and remote sensing technologies as they apply to many environmental fields. Through a mixture of lectures, readings, and hands-on exercises, students acquire an understanding of the structure of spatial data and databases, basic cartographic principles, how to conduct spatial analysis, and the methods for developing sound practices for GIS project design and management. The course focuses on examples of how GIS and related geotechnologies are used in conservation planning, environmental management, and urban/regional planning. Prerequisite: permission of the director of the BCEP.
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4.00 Credits
Both morbidity and mortality due to infectious disease declined steadily during the 20th century in developed nations, but remain high in poorer nations. Students examine the reasons for this disparity as they study agents of bacterial, viral, protozoan, and metazoan disease. Diseases covered include anthrax, typhoid fever, cholera, botulism, tetanus, bubonic plague, Lyme disease, leprosy, tuberculosis, influenza, smallpox, rabies, yellow fever, polio, AIDS, malaria, African sleeping sickness, and schistosomiasis. This course is of interest to those aiming for a career in the health professions, but is also designed to provide liberal arts students with some degree of medical literacy. Prerequisites: experience in high school biology and chemistry; Biology 141 or its equivalent is strongly recommended.
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4.00 Credits
While both morbidity and mortality from infectious disease declined steadily during the 20th century in developed nations, they remained constant for noninfectious diseases. Students examine the reasons for this failure to deal more effectively with these conditions as they study various specific diseases. Examples include inherited diseases such as sickle-cell anemia, Huntington's disease, and cystic fibrosis; endocrine disorders such as acromegaly; nutritional disorders such as vitamin and mineral deficiencies; therapeutic drug addiction and toxicities; various poisonings such as plant intoxications and rattlesnake envenomation; cardiovascular diseases such as myocardial infarctions and cerebrovascular accidents; neurological diseases such as Parkinson's disease and Alzheimer's disease;allergies; and autoimmune diseases such as myasthenia gravis, multiple sclerosis, and diabetes mellitus. The laboratory portion introduces students to human physiology as it relates to disease. Prerequisites: experience in high school biology and chemistry; Biology 141 and 142 or the equivalents strongly recommended.
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4.00 Credits
Why are there so many differences in the social behaviors of men and women? Why are there two sexes? Why do women get depressed more often than men but commit suicide less often? Why are women, on average, shorter than men? Why do they live longer? Students in this course, intended for nonscientists, examine the biological bases of sex and gender. They consider evidence for hypotheses that attempt to explain differences in behavior between males and females, including data from behavioral studies on humans and other animals. The genetic and hormonal determinants of sex and gender are investigated, and the arguments for how and why sex evolved in the first place are considered, especially in light of the strong evolutionary advantages of self-cloning. No specific science or mathematics background beyond algebra is required.
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4.00 Credits
In this course, students use insects and other arthropods to explore biological topics such as how bugs are put together, how they reproduce and grow, and how they interact with their biological environment to do things like find food, catch prey, avoid predators, and compete for mates. Also discussed is how the study of insects contributes to our understanding of genetics, evolution, and disease. Prerequisites: successful completion of the Q exam, and high school biology and chemistry.
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4.00 Credits
Designed to acquaint the interested nonscience student with the plants and animals that make the Bard campus their home, including trees and shrubs in their winter condition and wildflowers in the spring. Animal tracks and bird migrations also are objects of study. Although the course includes some lab work on preserved specimens, especially during severe weather, most class meetings are field trips. Participants must have clothing appropriate to the weather and terrain: good walking shoes or boots, warm clothing, and rain gear. Some Saturday field trips and early morning meetings may be required. Limited to 10 students. Prerequisite: permission of the instructor.
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4.00 Credits
Why do some flowers open at the same time each day, and how do bees consistently arrive just minutes before? Why does jet lag often feel worse the second or third day? What are possible consequences of the shift from our days being an "echo of the sun" to living in a "24/7society? Intended for nonscientists, this course examines the timekeeping mechanisms of organisms including fungi, plants, insects, and vertebrates. A significant amount of time is spent on human circadian biology, such as mutations that alter sleeping patterns, the health effects of jet lag and shift work, and the promise of chronotherapy in the treatment of cancer. Laboratory experiments include analysis of circadian rhythm properties and the cellular/molecular underpinnings of clock mechanisms. No specific science or mathematics background beyond algebra is required.
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