Academic learning has traditionally been organized into different categories: the arts and humanities, the physical and natural sciences, and the social sciences. Each of these three areas has different ways of approaching knowledge and of creating new knowledge. In this course, we will look at how the disciplines differ and learn a bit about their ways of discovering knowledge.
We will also work to develop our skills in writing. Writing is not just a means of communicating; it is a way of exploring and thinking. When we write, we crystallize our thoughts and organize them and come to understand them better. Better writers are better communicators, better thinkers, and better able to take advantage of life’s opportunities.
This course is designed to enhance the students’ ability to utilize mathematical tools in their daily lives. It covers such topics as use of statistics, evaluating others’ use of statistics, mathematics in finance, and use of exponents and logarithms in scientific calculations.
LSTD 1113 is the first in a series of two courses that help prepare students for interdisciplinary work by emphasizing writing and the conventions of academic discourse through natural sciences, social sciences, and humanities. In LSTD 1113, students employ a variety of voices (first, second, and/or third) appropriate for diverse rhetorical situations. Students learn to think rhetorically, to understand and employ a variety of writing strategies, to conduct research, and to interpret, critique, summarize, and paraphrase texts. Student writing is based on conversation, memory, experience, reasoning, research, and collaboration. Students become more rhetorically aware by completing three major projects (five to seven pages each) and a public blog that targets diverse audiences (three one-page entries for each unit).
The major projects are designed to provide students with practice in making appropriate rhetorical choices based on whether the writing context is informative (annotated bibliography, travelogue), reflective (memoir, biography, blog), analytical (travel literature, conversation analysis), or evaluative (rhetorical analysis of a text).
Writing is the foundation of most scholarly work in the academic community. To be a contributing member of the academy then, a student must be able to communicate what they have learned, researched, etc., in a manner that is accepted and engaged by the community. This course further develops a student’s ability to engage the community through the written word with a focus on using evidence from research and personal experience to engage an audience, hold their attention, and draw them into significant and meaningful dialogue.
As students actively engage the academic community, they also become a part of the larger civic community. Rhetoric grows from a classical desire to create an educated polis. By focusing on the foundations of classical rhetoric, particularly the five canons and the rhetorical triangle, this course encourages students to participate in their academic and civic communities by engaging the writing process.
This course completes the series of composition courses by emphasizing a student’s membership in the scholarly and civic communities. Through its emphasis on thinking rhetorically, providing evidence for assertions, creative thinking, and writing as a process, this course will prepare students for argument and research-based writing in academic interdisciplinary settings. Students will compose multiple drafts, respond to peers' drafts, sharpen their research skills, and improve their revising and editing skills.
A study of the United States may appear to you at first to be an impossible task. You recognize the geographic diversity of the country, the 500 years of history that have shaped the nation, the intricacies of representative government, the peculiarities of American capitalism, and the broad mixture of races and cultures that make up the American population. This large and complex nation might be studied from any one of the perspectives suggested here. You might focus on the geographic base and natural resources, trace the development of political theory, examine economic models or develop sociological paradigms. This course will guide you through a study of the United States by emphasizing the people of this country and the relationship of American citizens to the institutions they have created. Your study will include the efforts of some "great" men and women, but, for the most part, you will concentrate on the roles of ordinary people. You will investigate population diversity, politics, economics and social characteristics in a historical fashion, that is, with an eye to what has happened over time.
In this course, students will learn about the literary, visual and performance arts by viewing, reading and listening to some of the most famous examples of these fields. Students will also learn about the creative process and what creativity means through the production of their own art. (Gen. Ed. Core IV-Understanding Artistic Forms).
This course discusses what comprises the social sciences and how we perform research in the different areas, including addressing ethical questions.
This course is an analysis of the differing ideologies governing autocratic vs. democratic systems of government, the structure of the United States government, and the role of extra governmental elements, such as lobbyists and the OU College of Professional and Continuing Studies on the process of governing. In this course, students will be introduced to the study of government. The course will provide an overview of various types of governments followed by an in-depth examination of the American political system. The emergence of the American government, the three branches of the American government and the political process will all be examined.
This course emphasizes physics and chemistry, including topics such as laws of motion, elements of thermodynamics, wave forms, and properties, structure of atoms and the formation of chemical bonds.
An exploration of useful skills and strategies for academic, professional, and personal success. Topics discussed include individual learning styles, emotional intelligence, time management, goal setting, effective listening and communication, organization, creative and critical thinking, interdependence and collaboration skills, and combating self-defeating patterns of thoughts and behaviors.
In this course, which is the first part of the humanities overview, students will gain an understanding of what the humanities are, what areas of study are included in the humanities, and why this field is an important and interesting one. Because the basic definition of the humanities refers to a historical study of the great achievements of humans through time, each of these disciplines will be introduced within a historical framework, and by the end of the class, students should be able to trace the development of the humanities both chronologically and typologically. Students will focus on the humanistic traditions found beginning in the prehistoric time period, before writing, and end with the beginning of the Renaissance in Europe.
This course is a continuation of "LSTD 2113: The Humanistic Tradition from Prehistory through the Renaissance." In this course, students will gain an overview of what the humanities are, what areas of study are included in the humanities, and why this field is an important and interesting one. Because the basic definition of the humanities refers to a historical study of the great achievements of humans through time, each of these disciplines will be introduced within a historical framework, and by the end of the class, students should be able to trace the development of the humanities both chronologically and typologically. Students will focus on the humanistic traditions found beginning in the Baroque Age through the modern world. This course will be organized in the same way as LSTD 2213, with seven weeks to complete the textbook readings and its workbook assignments, and one week for the comprehensive exam or final project. Consult your instructor for more detailed instructions on these assignments and deadlines.
The course will examine the ways in which religious faith has been used to rationalize war, terrorism, ethnic cleansing and other evil acts. Using comparative religious study as a basis for inquiry, students will learn the five warning signs of imminent evil in the name of religion. This is an interdisciplinary course, drawing upon perspectives from religious history, sociology, education and religious philosophy.
A study of culture from a social sciences perspective, including investigating topics such as ethnocentrism, cultural relativism and personal identity within the context of being American.
This course serves as an introduction to some of the social issues that we are faced within our modern-day society. It begins by introducing learners to differing sociological perspectives and addresses issues such as the consequences of the changing demographics of the U.S., gender inequality, the environment, and a look at utopian and dystopian societies. Students will review, ponder and write about how each of the addressed topics affects their lives either directly or indirectly.
This course will analyze and criticize the scientific method, design of experiments and collection, and interpretation of data in scientific investigations.
This course focuses on life’s diversity and its unity through thinking critically about the natural world. Key concepts, current understandings, and research trends are highlighted throughout the course.r.
Presenting in front of an audience is a skill that takes practice, tools and a variety of quality techniques. This course will identify the principles and elements of visual communication that enable you to create and deliver a well-designed and effective presentation.
The purpose of the course is to encourage students to consider an alternative and long-standing form of human expression: the cartoon. Humor, as a human trait, is uniquely suited to the combination of funny art and funny words comprising a cartoon. Yet, an appreciation for the perishable and transient nature of human mirth can be gained when viewing archaic, out-of-style or obscure cartoons that once appealed to people as fresh, spontaneous or insightful. The exposure of truth and the leveling of human opportunity in a single panel or series of cartoon images are significant accomplishments to be appreciated by students setting out on life's journey where humor may keep them resilient. The cartoon summary of the U.S. 9/11 Commission and the Danish cartoons portraying Islam's founder represent two recent episodes where cartoons demonstrated their power and their danger. Cartoons can be powerful motivators, as noted in the U.S. legal system when Joe Camel was banned to prevent children from imitating his smoking. Momentous cartoon events enraging throngs are not necessary to fully demonstrate why a study of cartoons would be important to students. Students need to be aware of the subtle, daily allure of their favorite cartoons whether in the comic strip or selling something.
This course is the study of the messages in the images found in popular culture used to persuade individuals to purchase something, to believe something or to behave in a certain manner. The images will be examined to determine what they indicate dominant culture attitudes about gender, race, ethnicity, science, tradition and being "different."
Life Cycle Nutrition is an online, special interdisciplinary course that introduces basic chemistry, physiology and research principles related to nutrition and focuses on the application of these principles to optimal health and wellness throughout all stages of the life cycle. There are no prerequisites required for this three-credit course.
The purpose of Life Cycle Nutrition is to provide students of all disciplines with nutrition knowledge that can be applied to the prevention and treatment of common disorders or conditions throughout the human life cycle.
This course examines the ways in which scientists, psychologists, philosophers, and laypersons have investigated various phenomena related to the paranormal over the past 150 years. Using the rhetoric of science as an investigative framework, students will critically evaluate the evidence for and against the existence of life after death, analyze the debate regarding parapsychology's legitimacy as a scientific pursuit, and learn about the role of argumentation, rhetoric, and evidence in the development of scientific theory. This is an interdisciplinary course, drawing upon perspectives from communication, history of science, sociology of science, and philosophy.
This course is intended as an introduction to the study of social inequality. It is based upon the assumption that social inequality is multidimensional and that a theoretical understanding is necessary for students to understand inequality's undesirable consequences (hence the content of Unit 2 is an overview of several theoretical explanations for social inequality). By the end of this course, students will not only have a better understanding of social inequality but also a desire to use this knowledge to close the gap of inequality among the haves and the have-nots, and to do away with discrimination in its various forms. The course is divided into four units, and specific topics addressed will include forms of social inequality, general explanations of inequality, consequences of social inequality and stability and change in the system of social inequality.
This course will utilize the best-selling book, The Tipping Point, and other resources chosen by the instructor to investigate and evaluate certain ideas, observed trends, and social behavior in American culture. The Tipping Point, by Malcolm Gladwell, utilizes real-world phenomena from business to education to fashion and media to explain human beings' social behavior and social epidemics.
This course is a music appreciation course focusing on music of the western European tradition, sometimes referred to as "classical" music. Surveying the continuum of musical history from the Middle Ages through present time, the student will discover the elements of music (pitch, melody, rhythm, harmony, form, etc.), instruments of the orchestra, a musical vocabulary with which to understand and evaluate musical expression, and the lives and works of great composers.
This course serves as the primary orientation for all undergraduate programs in the OU College of Professional and Continuing Studies. The students will be introduced to the concept of interdisciplinary inquiry, which is the foundation of the Bachelor of Arts with a Major in Integrative Studies degree.
In this course, students will explore a broad variety of cultural themes found concurrently in both Western and non-Western cultures from Antiquity through the Renaissance. This course consists of four parts that are divided both chronologically and thematically and focuses on different disciplines within the humanities.
In this course, students will explore a broad variety of cultural themes found concurrently in both Western and non-Western cultures from the Renaissance through the modern world.
This course reviews ethical theory and issues in applied ethics. It reviews current issues while looking at both sides of each argument. Each unit contains a set of guiding questions which are used in order to direct the student to look at the entire ethical view of each issue. Many basic questions must be addressed in order to help attain a decision on each issue. This course is to give the student a chance to look at each issue in a broad sense while trying to develop your own viewpoint on each topic.
The majority of the art made in Italy during the time of the Renaissance was commissioned by the Roman Catholic Church for didactic, propagandistic or devotional purposes. Therefore, artists had to devise a method of translating biblical and apocryphal texts into visual images of great beauty. In this class, we will explore how artists created these images, and what style, subject, compositional devises, techniques, and materials they used to create such effective messages to the public. Thus, the focus of our discussion will be on explicating religious textual narratives and exploring how artists translated these ideas into visual form to create an effective message. The course will deal with painting, sculpture, and architecture, yet we will highlight well-known artists such as Giotto, Raphael, and Michelangelo.
In this course, students will explore a broad variety of cultural themes found in non-Western art from the ancient world to the modern world. Specifically, students will gain an introduction to the art of a variety of non-Western cultures and examine the role that art history plays in the study of these visual objects. The course will be divided into four parts: African art; Asian art of India, China and Japan; Native American art of North, Meso America; and South America and the Pacific.
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LSIS 3223 - Social Justice Leadership
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LSIS 3243 - Leadership in LGBTQ Studies
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An exploration of film noir as an art form through the perspectives of history, sociology, psychology, philosophy, and technology. Topics include the intellectual and literary origins of film noir and the genre’s impact on film-making and culture.
Sophomore standing or permission from PACS academic advisor.
Sleep and dreams occupy approximately one-third of our lives. This course is designed to review the history and current research regarding sleep. Theories of the purpose and significance of dreams will be investigated.
This course will address issues that affect institutions from family through those that affect the national population, including health care, education, the economy, and the interaction of government with all such questions. The course also addresses problems that arise from inequality among groups in the society, including poverty, elderly and young, minority and majority, and gender concerns.
This course introduces students to challenges that people living in the world are facing today. These new challenges include perspectives of conformity and deviance as they apply to sexual behavior, drugs, crime, and violence. In addition, changes in population, environmental issues, and global issues will be addressed.
To stroll through a shopping mall, scan a newspaper, or flip through the channels on a television set is to confront the ubiquity of consumerism in contemporary America. Demonstrating the pervasiveness of consumption is easy. But making sense of consumer culture is a far more complicated and far more important task. And, as scholars, writers and critics have increasingly realized, gender is central to consumption. This course analyzes the relation between gender and consumption by drawing on captured the attention of scholars in the social sciences and humanities, in social and cultural history as well as scholarship in literature, cultural studies, economics, and anthropology. It also encourages students to apply the theory, method, and knowledge they have acquired from assigned readings and web-based research to their own lives and experiences.
This course will give students an opportunity to analyze women's relationship to consumption and consumer culture. At the end of the course, students will be able to take a position and defend it with respect to various controversial arguments or ideas about women's relationship to consumption and consumer culture.
This course reviews ethical theory and issues in applied ethics. It reviews current issues while looking at both sides of each argument. Each unit contains a set of guiding questions which are used in order to direct the student to look at the entire ethical view of each issue. Many basic questions must be addressed in order to help attain a decision on each issue. This website purpose is to give the student a chance to look at each issue in a broad sense, while trying to develop your own viewpoint on each topic.
The American intellectual is different from his or her European counterpart in his/her simplicity and ability to communicate profound truths to the average citizen. This course examines the unique and diverse styles of four important Americans from four different eras in order to determine the impact these individuals had on society and posterity.
An exploration of the historical methods and uses of astronomy in cultures throughout the world, with examples from six continents and islands in the Pacific. This undergraduate course explores the history of how astronomy has been used as a tool by various cultures throughout the world, including for navigation and timekeeping to determine the proper times for planting, harvesting, and religious festivals. The course will also provide insight into how astronomy was often a central part of the creation mythologies of many cultures. Various uses of astronomy will be compared and contrasted. Students will gain a strong understanding of global cultural astronomy in its many facets.
The interdiscipline of Archaeoastronomy is the scientific study of prehistoric astronomical knowledge. Quality Archaeoastronomy research provides useful understanding of prehistoric cultures that is otherwise not accessible. Notwithstanding, some related pseudoscience has been published that led to popularization of unsupported nonsense. This course applies comparison of well-founded Archaeoastronomy work with examples of pseudoscience to provide critical thinking experience. This undergraduate upper division course introduces archaeoastronomy, which is an interdisciplinary research field that integrates positional astronomy, anthropology, archaeology, history of science, and the history of religion. This course uses archaeoastronomy case studies to provide students with critical thinking skills and experience in the assessment of popular accounts of scientific debate. Examples of well-founded interdisciplinary research are contrasted with popularized pseudoscience. The course includes such case studies for claimed cultural astronomy for Mayan, Egyptian, and Canary Islands cultures.
This course focuses on the mechanics and methods of Cultural Astronomy and teaches proper data collection and publication. The underlying concepts of astronomy are introduced, and students are familiarized with research instruments such as sighting compasses, inclinometers, and theodolites. Cultural Astronomy is the study of cultural applications of astronomical knowledge. Cultures have applied astronomical knowledge in diverse ways to include the development of calendrical systems, the development of belief systems and deities, and for prognostication. In addition, increasingly precise understanding of planetary motions played a key role in development of the modern scientific method. This course provides students with understanding of Cultural Astronomy research with focus on interdisciplinary research methods and the challenges of archeoastronomy; the cultural astronomy of prehistoric peoples.
This undergraduate upper-division course uses the field of Cultural Astronomy to develop enhanced understanding of interdisciplinary research. Particular focus is placed on methods, to include celestial coordinate systems and the apparent motions of celestial objects as observed with the naked eye. A processual view of interdisciplinary research methods is presented, and archaeoastronomy field survey techniques are reviewed. Through the use of case studies, students develop an understanding of how interdisciplinary methods can yield useful results.
This course addresses the evolution of the universe through consideration of the laws that govern its behavior. The course assumes that students have a basic understanding of classical physics, especially the concepts included in Newton's laws of motion, gravity, energy, momentum and kinetic theory of the behavior of gases. If you need to refresh yourself on these concepts, you should review the appropriate chapters in the text, An Introduction to Physical Science. These chapters are: Chapter 3: Newton's Laws of Motion, Gravity, and Momentum; Chapter 4: Energy; and Chapter 5: The Kinetic Theory of Gases. These concepts will be referred a number of times throughout the readings for this course.
This course addresses the interaction of ecology and genetic alteration in bringing about biological diversity through evolution. This course assumes that students have a basic understanding of what constitutes an organism and how organisms perform the basic functions of living systems. If you find you need to review these topics, you may wish to look through Chapters 4-7 of Biology: Concepts and Applications by Cecie Starr, which is the primary text for the course.
In this course, you will learn how to relate chemistry to your everyday life. The course will cover various topics that are useful to people and relate to the field of chemistry. The student will write summaries over each reading and end the course by writing a final paper that covers the ethical issues that come up throughout the readings.
This is a preparatory course assisting students in searching for quality literature, critiquing literature, identifying and developing research topics, and improving the quality of academic writing. This class will help you write your Study-in-Depth, the capstone writing project all integrative studies students must successfully complete to satisfy the requirements for graduation.
This is a course in the Bible as literature – that is, we will study the Bible as we would any other work of literature, even though it is, in my opinion, the greatest work of literature ever written. To study the Bible as literature means to approach it without concern for the doctrines of any particular religion. For instance, we will not assume that the Bible cannot contradict itself; we will see if it does or not. If this approach makes you uncomfortable, this is not the course for you.
We will use the King James Bible in this course. More modern versions may be more accurate translations of the Hebrew and Greek in a few instances, but that does make up for what is lost in the beauty of the language. The Kings James version was compiled at one of the greatest moments in English literary history – the time of Shakespeare, Jonson, Webster and Donne (in fact, Shakespeare made an important contribution as we shall see when we get to the Psalms) – and is not only beautiful in its own right, but it has inspired a great deal of later literature and has been very widely quoted.
This course offers students ways of exploring their own and their family's past and, if they wish, with larger cultural and historical contexts.
The process of writing a memoir is complex, but it need not be difficult. A memoir is what you can remember, and in the course of completing these units, you will find that one memory of an event, location, or person will trigger many others. This is a crucial step, and even as an end in itself, it can be enormously satisfying.
Of course, it need not be the end of the process. Put into narrative form, memoirs are not only a way of passing information to others — children, grandchildren, extended family, and friends — but of understanding the story of one's life and of one's place in the context of local and even national history.
This course has as its primary objective the development of an understanding of various points of views and mindsets in the global community, with an end to developing writing skills, enhancing creative problem-solving abilities, improving an understanding of cultural diversity and conflict resolution, and enhancing one's awareness of how values, ethical positions, perspectives manifest themselves and how they evolve over time.
Road Trip of the Mind contains an analysis of how images, archetypal narratives and various types of "authority" exert a deterministic influence on readers and audiences and contribute to the "managing" of meaning. These processes can occur in overt ways, as in propaganda, or in more subtle ones, as is the case in films and advertisements.
At the end of the course, the student will have had several opportunities to examine perspectives that may be very different than his or her own "framework" and will have analyzed the process by which conclusions were reached and knowledge generated.
This course will investigate the relations between science and culture as it has developed in the modern world, from the time of Mary Shelley's novel, Frankenstein, early in the 19th century, to the present day. Among the historical topics we will investigate will be the rise of modern science, skeptical rationalism and empiricism since the Enlightenment, and their conflict with the faith-based knowledge and inquiry that had dominated in Europe in preceding centuries, the perceived conflict between scientific reason and feelings in the Romantic period, and the attack on scientific "social engineering" from modernist culture in the early 20th century.
Our more contemporary concerns will include issues of science literacy and where people get their information about science, the nature of science as a process, and the nature and importance of evidence in science, the public perception of science, and the ways science and culture clash in modern society. Is it possible for science and culture to be compatible in today's world?
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A course about jazz, its social history and its relationship to world cultures and the international community. Although jazz is no longer the most popular music in the United States, as it once was, its history and the issues surrounding its nature stand at the heart of a diverse America that has borrowed from cultures and traditions all over the world. Not only is jazz multicultural but it is also international; it has spread everywhere and has contributed to a developing global psyche.
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Socrates lived between 470 and 399 B.C. He stands alone as the first thinker in the Western tradition to focus upon reason as the cornerstone of human understanding. Although there are sketches of his character in scant other writings, we only know Socrates' thoughts through the writings of his student, Plato (427-348 B.C.). The bulk of Plato's writings are "dialogues" in which Socrates is a character who is intent upon examining the deeper issues of humanity. In these dialogues, Socrates' unique approach to solving problems, understanding the world and evaluating truth is considered unanimously to be the cornerstone of Western culture. This course will examine how Socrates approached problem-solving, the role of rational inquiry and critical thinking, and the value of philosophical wisdom, especially in the current world of conflicting ideologies and cultures.
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As a human being, you are surrounded by images and emotion. Health or wellness may be viewed from physical and spiritual aspects, each its own drama in life. How is medicine portrayed in art? What is your image of health? Can you draw, illustrate, paint, cartoon, sculpt, stain or photograph? Can art heal? These are but a few of the questions you will contemplate in this course where art and medicine come together to expose your talent and possibly enrich your spirit. Or you can simply appreciate art and do not have to be an artist! This course will allow you to discover some of the greatest artists of history as they subjected medicine to the pen and brush. You will consider the human face (your own and others in portrait). Lectures alternate with fun and practical assignments to release your muse. Art materials are listed for student purchase and basic instruction in art principals will be provided to get you started. Enjoy, learn and create!
This course is designed to help the student understand how governments deal with the problem of securing the "homeland." After the tragic events of 9/11, for example, the U.S. government created the Department of Homeland Security to deal with this problem on a national scope. This might suggest that the government had not dealt with homeland security in the past. Nothing could be further from the truth. The United States, like all societies, has engaged in homeland security since its inception. The advent of DHS was merely the first time that the efforts had been coordinated under one centralized agency. This class will examine what terrorism is, how America has traditionally dealt with homeland security and how that perspective is evolving. Once we understand what terrorism is, the focus of the class will be on how law enforcement and the courts have taken on the challenge of providing global security while ensuring justice.
This course highlights the many ways in which timekeeping is founded upon astronomy. It explores early derivations by cultures learning to keep time by observing movements of the Moon and Sun. The calendars of many cultures are examined, and the course shows how contemporary timekeeping evolved from early traditions. This is an undergraduate level course that explores astronomy and the fundamental role that it played in the development of timekeeping. Students will learn of the astronomical derivation of hours, days, and months. They will learn how astronomy guided timekeeping in cultures such as those of the Babylonians, the early Chinese, the Maya, the Aztecs, and the Incas. Students will become knowledgeable of the evolution of our Gregorian calendar from its roots in the Egyptian, Roman and Julian calendars. They will be familiar with the Hebrew and Islamic calendars. Students will learn of the astronomy behind moveable feasts and how to calculate the date of Easter. They will also learn how astronomy influenced the names and order of the days of the week, as well as the derivation of the names of the Gregorian months.
This course explores the many ways that astronomy plays a role in culture. It focuses on cultural examples and ways that people are inspired to react to astronomical events. It will instill an understanding of the effects of astronomy in culture and examines ceremonies at sites such as Chaco Canyon, Machu Picchu, and Stonehenge. This is an undergraduate-level survey course that explores astronomy and its uses in contemporary culture outside of scientific research. Students will be guided to a thorough understanding of the astronomy that appears in popular culture. They will learn how astronomical events affect certain people and in what ways they react. Students will grow to understand cult activity and also ceremonies that take place at significant astronomically oriented sites throughout the world. The place of astrology in culture will be explored, as well as the ways the public has been and can be influenced by eclipses, comets, and other significant visual astronomical events. This all is with the goal of students becoming very familiar with contemporary influences of astronomy on society.
This course is appropriate for natural science-focused undergraduate students or for anyone with an interest in astronomy and astrophysics. This course will cover aspects of physics, chemistry, and astronomy. This course will study the entire life cycle of stars through a descriptive point of view. Students in the course will also study the classification system used to sort stars by type and how relevant parameters, such as a star's mass, surface temperature, radius, and evolutionary phase are determined. The cultural impact of stars, shaping mythology, and ritual will be examined in each unit.
Grasslands cloak central North America with prairie and plains extending across the U.S. and into southern Canada and northern Mexico, but scattered grasslands occur across the continent. Other native grasslands occur in Africa, Asia, Australia, Europe, and South America, typically between 30° and 45° latitude. Grasses are, however, cosmopolitan – they occur in all terrestrial biomes, including forests and deserts, and on all the continents. The history and evolution of humans and grasses and humans and grasslands are closely intertwined. Three domesticated grasses (wheat, maize, and rice) provide about 70% of our species' calories. Rye and barley, along with the above three cereals, are important in brewing and distilling spirits. Our livestock consume grains and graze on grasslands. Grasses are also used to bind soils, as construction materials, and to soften the landscape. Many grasses, in turn, are dependent on human society for their propagation.
In this course, we will explore 1) the features of the grass family that permitted the origin and continuance of grasslands and the co-evolution of grazing animals and grasslands; 2) the ecology and geography of grasslands, especially the prairie and great plains of North America; 3) the relationships of early humans and the prairie and plains of North America; and 4) modern agriculture on the prairies of the U.S., its promises and perils. Another goal of the course is to provide a primer on ecology, environmental science, and evolution using grasses and grasslands as examples.
To introduce students to remote sensing systems and illustrate their utility in a diverse range of applications. Students will become equipped to understand and apply the appropriate aspects of remote sensing technology to a variety of disciplines.
An introduction to energy balance, temperature, atmospheric moisture, cloud formation, static stability, precipitation mechanisms, winds, mid-latitude and severe storms, weather forecasting and climate. The course is designed for students who are not scientists.
It is likely that no other single issue will affect the future of your grandchildren than genetic engineering. This course will examine the role of gene manipulation in the past, present, and future. It will begin with descriptions of genes, evolution and fitness. Unit one will conclude with your own exploration of mate choice and how that relates to gene manipulation. Unit two will address the history of genetic engineering, its impact on and the ultimate fate of civilizations. You will conclude unit two with an exploration of the fate of your state in the absence of genetic engineering. In the third unit, you will explore modern genetic engineering and its role in crops, livestock, and humans. This section will conclude with your locating a genetically engineered object (food or human) in your community and exploring the role of this object. Unit four will address the scientific and political future of genetic engineering. You will conclude this section with a discussion of "Major Nelson's" syndrome and its consequences for genetic engineering.
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American popular culture encompasses a multitude of subjects and themes, from the early days of colonial America to social Internet networking sites such as Facebook. These topics can be studied from equally diverse points of view. In this course, we will attempt to define popular culture by examining the ordinary lives, common beliefs and values, as well as ordinary practices of Americans. More importantly, we will decipher how these commonalities ascend from the ordinary and commonplace to the exceptional, remarkable and "popular." All of this will hopefully help us to understand what makes up American culture and sets us apart from the rest of the world. Some of the themes of this course will include style, literature, music, film, sports, television, media, politics and the Internet, among others. We will look at factors such as race, gender, social status and age, along with other catalysts and how they affect society. Popular culture provides a window through which we can view the social history of the United States and her diverse people in their everyday lives. The course will compare and contrast folk culture, mass culture, and popular culture and help us to understand how people use popular in the routine of their lives, but more importantly why they do so.
The world's biodiversity is declining at a fast rate due to human activities and population growth. This course addresses threats to global biodiversity and the need to conserve. Thus, students will learn about the extent to which human activities have destroyed the world's biological communities, and factors necessary for designing effective conservation management programs. Through the examination of the socioeconomic impacts on species distribution and preservation, the course provides a broad introduction to biodiversity conservation issues within ecosystems and man-made environments such as zoos, gardens, and aquariums. The course also examines the role human communities play in conservation programs and highlights the importance of social and ethical factors and government involvement in management strategies.
Worldwide, food practices are not shaped by concerns of physiology and production alone. Culture, socio-economic status, sentiment, symbolism, marketing, and globalization also determine food selection and consumption. This course studies how what we eat both reflects and produces ethnic identity, gender, social boundaries, social status, health, and how we think about the world we live in.
When we say we want justice, what does that mean? What is the role of mercy, and how did William Shakespeare get mercy written into American law? Why do we both venerate and villainize lawyers, and what roles have literature and popular culture played in forming our conflicting attitudes?
This course examines the intersections between law and literature, both the legal themes of literature and the use of literature in the formation of binding law. The selected texts – several novels from different time periods, three different countries, and both male and female writers; two short stories; one play; one song; and one film – act as lenses through which students begin to consider the themes that permeate legal literature as well as the roles stories about the law play in society. Court opinions from state and federal courts demonstrate judicial use of literary references. The assignments do not relate solely to the units in which they are assigned. Rather, they reflect back on one another, as the themes run throughout the course, encouraging synthesis work and the ability to build toward broader analysis as the course progresses.
This course is appropriate for natural science-focus BALS students or for anyone with an interest in astronomy and astrophysics. This course will cover aspects of physics, chemistry, and astronomy. This course will study formation of our solar system and the details of each member from a descriptive point of view. Students in the course will also study the ongoing missions to each part of the solar system to see "science in action" and understand what impact that has on our culture. The cultural impact of the planets, comets, and meteors as tools for shaping mythology and ritual will be examined in each unit.
Since the mid-1980s, state socialism, once a world power, has almost completely disappeared. In this course, we will study life under communism, the Cold War and the "fall of communism," nations in Eastern Europe and Central Asia that attempted to change to capitalist economies and democratic governments, the global impact of China's growing market, the remaining Marxist holdouts, and the surrounding post-socialist transitions today.
LSTD 4700 consists of a brief survey of print culture and the history of books in the West from 1450 to the present and examines how the rise of digital culture in recent decades has revolutionized our sense of the possibilities of print and the future of the book.
Whether people of different countries are negotiating with, marketing to or collaborating with one another, an understanding of the other's history – which is to some extent a shared history – and the current issues that another group is facing are essential to successful relationships. While everyone is becoming accustomed to hearing that we live in a globalized society, this does not mean that each country, and in fact groups within each country, no longer have their own histories and cultures. Although South American and North American cultural issues can never be fully covered in any single class, this course invites a method of study that uses essay, literature, film and the Internet to consider common origins, the current political landscape of South America, which necessarily includes differing responses to globalism and North America, and the ability of creative works of fiction to testify to a country's history and cultural issues. Through viewing films, reading, research and short writing assignments, students will engage with these issues.
This course may be of special interest to students going into a profession related to medicine and health care. However, although not every student who takes this course will be entering medical school or planning a health career in the near future, the subject is vitally important to every student. A person's view of the universe and how it came to be forms the basis for ideas about health and wellness, or more expansively, wholeness in life. A person's religious outlook or spiritual orientation sets the stage for his or her interpretations and thoughts about illness, disability, and death and how to get through life. If a student enters the health care field, not only will one's own beliefs be important, but also knowledge and appreciation for the beliefs of patients will be critical to helping the patient back to wellness or maintaining a healthy state. If a student does not plan a health career, nevertheless, the same appreciation for one's own beliefs and those of others will affect success in relating to others, whether the career choice is religion, law, politics, science, teaching, business or virtually any endeavor. This course will briefly introduce and analyze some images of spirituality in medicine, survey the major religions of the world and their views on wholeness, health, and disease, and consider some other religious and philosophical beliefs. The class will undertake a review of past and current research in the area of spirituality and medicine, gain exposure to resources available in conducting research into spirituality and medicine, learn a little about qualitative and quantitative methods of research, review institutional review board (IRB) forms, and design, write proposals and possibly implement research projects in targeted areas of inquiry in spirituality and medicine. Beyond this course, students may submit their completed research papers over research they envisioned and conducted through preparation in this course for peer review and possible publication..
The course introduces students to the different ways humans respond to landscapes. We will examine how cultural traditions instill ideas about landscapes and nature and how these ideas change over time. Nature is to some degree culturally constructed. But it is also quite capable to evoke powerful responses in humans. We will look at the dynamic relationship between humans and particular places in nature as historical, economic and social circumstances influence both.
The purpose of the course is to acquaint students with different perspectives on land, regions, and environment. The interrelationship of culture and landscape/environment is the central idea of the course. The goal is to provide a better understanding of how human societies emerge out of their particular places and, in turn, have an impact on those places.
This course focuses on the Vietnam War era and its effect on modern American culture. Attention will be given to how contemporary understanding of the Cold War has shaped our understanding of Vietnam. An American history course should be taken prior, but it is not mandatory.
This course provides the student with an opportunity to gain experience by working with a company or series of companies in an internship conducted via distance methods, primarily via the Internet. The intern will perform tasks such as online research, market research, demographics analysis, analysis of competition and competing brands, trade conditions and financial transactions. The focus will be on the integrated process—from the inception of the idea to the completion of a final report.
This course is designed to assist you in the completion of your study-in-depth paper, the capstone experience in the Bachelor of Arts with a Major in Integrative Studies program. The course will focus on developing your thesis statement, locating and evaluating references, writing and organizing your paper, and putting your paper into its final form, including the list of references cited. This course is faculty driven with full flexibility for the director of the study-in-depth to manage the task in accordance with the subject undertaken.
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