|
|
Course Criteria
Add courses to your favorites to save, share, and find your best transfer school.
-
4.00 Credits
Introduces students to the nature of mental illness based on taped interviews of people suffering from a variety of psychiatric conditions. Investigates what illness and treatment are like from patient's perspective. Interviews supplemented by readings which include a variety of patient narratives. Provides background on categories of mental illness, the varieties of treatment available, and the nature of the illness experience itself.
-
4.00 Credits
Humans have long understood that the blood flowing in their veins was imperative to their health and well-being. This course will examine the history, attitudes and beliefs surrounding blood. We will study human beliefs about blood and its uses in cultural beliefs and ceremonies. We will examine the science associated with blood: the production and the function of blood in the body, ideas of blood regarding medicine, healing, blood-related illnesses, biotechnology, nanotechnology and stem cell research.
-
4.00 Credits
Cancer" represents hundreds of different diseases with a wide variety of causative mechanisms. We will study the biology of cancer and what makes a normal cell become a cancer one, delving into acquired and inherited genetic abnormalities and effects of environmental factors, such as nutrition, radiation, and tobacco. Current approaches to cancer will be discussed from prevention and early detection to treatment of survivorship.
-
4.00 Credits
This seminar considers the conditions of a cell necessary to support life. The proposal is to find a definition for a living system using information and principles of biology, chemistry and physics to characterize some central properties of living cells, like energy and material uptake and use, cellular crowding, diffusion and molecular interactions, homeostasis and growth.
-
4.00 Credits
Seminar asks students to think and write critically about American higher education--its history, purpose and ongoing challenges. Considers "the uses of the university" from a variety of perspectives: historical, sociological, economic, and developmental. Addresses questions: What constitutes a liberal arts education? What are its goals? How should students be assessed? What role do extracurricular activities play in a college education? Does bachelor's degree certify a vocational education, a cultural one, or a moral one?
-
4.00 Credits
Reads classical waka, its modern descendant the tanka, and examples of linked verse (renga) and modern poems in free and prose-poem forms. (And haiku too!) Focuses on themes such as desire, renunciation, time, memory, war, death, sorrow, and receptivity. Students keep a diary of their encounters with the new poetry, practice the art of sequencing, and make their own translations based on literal renderings and explanations of Japanese originals.
-
4.00 Credits
What can we know; how can we know it? Can I know that I am not a brain in a vat being manipulated into thinking that I have a body? Can I know that Lincoln was assassinated, that E=MC2, that Hamlet is better than Harry Potter, that the sun will rise tomorrow? This seminar will study skeptical arguments and responses to skepticism to explore the nature and scope of knowledge.
-
4.00 Credits
Examines key examples of "genre" pictures, that is, depictions of everyday life, in ten different Boston-area collections. Investigates the changing nature and value of the genre picture from its emergence as a specialty product in the Renaissance through its rejection in Modernist art practice. Considers what the current study of the visual arts--scholarship, criticism, collection, preservation and display--imagines the "everyday" to be.
-
4.00 Credits
Jesus has inspired great works of art, literature, and music, but Christians have not always agreed on the function of beauty. This seminar will consider Christian aesthetics, art (Italian Renaissance), and music (Bach, Messiaen, and spirituals), but the focus will be on literary works of St. Francis, Dante, Herbert, Donne, Hopkins, Hawthorne, Melville, C.S. Lewis, and O'Connor. The abiding question will be: In what ways does aesthetic form-- beauty-- enhance, qualify, complicate, or obscure the gospel?
-
4.00 Credits
Considers art theft from several angles, looking first at the popular appeal and glamorization of art heists in fiction and film and then focusing on different types of art theft (heists, grave robbery, and looting) to critically examine and debate the ethical issues and legalities of provenance and provenience that concern public and private collectors, museums, institutions, and the international art market. Topics include the Elgin Marbles, Nazi looting, and the national treasures of Iraq.
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|