Biology 111A (3) - Fundamentals of Biology: Human Genome - topical description - Corequisite: Biology 113. An intensive investigation of scientific thought and communication, examined in the context of major concepts such as evolution, regulation, growth, and metabolism. The complete DNA sequence of the human genome stands as one of the landmark achievements of biology. This course studies the background science of the human genome, including DNA structure and function, the nature of genes, and some of the key lessons from the human genome. (GE5a with Biology 113) Cabe

Biology 111B (3) - Fundamentals of Biology: Communication from Cell to Organisms - topical description - Corequisite: Biology 113. An intensive investigation of scientific thought and communication, examined in the context of major concepts such as evolution, regulation, growth, and metabolism. We discuss the issues of communication of a cell with its external environment beginning with the single-celled organism. Our discussion moves on to a consideration of cell size and evolution of multicellular organisms. Multicellular forms of communication are introduced and their role in maintaining a stable environment for the individual cells of the whole organism is studied. (GE5a with Biology 113) I'Anson

Biology 111C (3) - Fundamentals of Biology: Homeostasis and Human Physiology - topical description - Corequisite: Biology 113. An intensive investigation of scientific thought and communication, examined in the context of major concepts such as evolution, regulation, growth, and metabolism. Homeostasis, the maintenance of the steady state, is a unifying principle which underlies biological functioning at every level, from cell to system. In this course, students explore the centrality of homeostasis in five body systems: nervous, muscular, cardiovascular, respiratory and urinary. The case-study approach and discussion-based learning are utilized and emphasis is placed upon the development of written and oral communication skills. (GE5a with Biology 113) Wielgus

Biology 111D (3) - Fundamentals of Biology: Bacterial Genetics - topical description - Corequisite: Biology 113. An intensive investigation of scientific thought and communication, examined in the context of major concepts such as evolution, regulation, growth, and metabolism. An introduction to the study of the genetic analysis of bacteria and bacteriophages, including DNA structure, DNA transfer, gene expression and regulation. (GE5a with Biology 113) Simurda

Biology 113 (1) - Biology Laboratory - newly scheduled course - Corequisite: Biology 111. A laboratory course to accompany Biology 111. Students are trained in basic techniques of biological research by demonstrations and investigatory exercises, including data analysis and scientific communication. Hanlon. Fall, Winter

Biology 295A (1) - Biology of Homosexuality - topical description - Recent political controversy has focused on the origins and maintenance of homosexual behavior in humans. In this course, we explore the biological literature on sexual orientation. We address questions such as: What is the evidence for a genetic basis of homosexuality? How could homosexuality be maintained by natural selection? How common is homosexual behavior among non-human primates and other animals? Class meetings are based on student presentations and paper discussions. Marsh

Biology 295B (1) - Melioristic Microbes - topical description - Melioristic (from meliorism: the belief that the world tends to improve and that we can further that improvement). We discuss the current research on bacteria affecting humans and their world. Simurda

Biology 295C (1) - Chemical Ecology - topical description - Plants and animals have evolved elaborate biochemical pathways to control things ranging from birth to death and mating to poisoning. In this seminar, we examine the utilization of organic molecules by plants and animals for a variety of life processes. Topics for student presentations and papers are developed from a series of introductory lectures. Hamilton

Biology 295D (1) - A Biologist's View of Creationism - topical description - Prerequisite: Permission of the instructor. What is creationism? How do biologists view creationism? Are science and religion necessarily at odds over the subject of evolution? These are some of the questions that are explored through discussion of two books: Pennock's Tower of Babel, and Miller's Finding Darwin's God. Knox.

Biology 397 (3) - Neuroendocrinology - topical description - Neuroendocrinology is the study of the interactions between the brain and the endocrine system as a form of communication with and mechanism of regulation of the body. Thus, this system is involved in almost every aspect of physiological regulation and communication. We review the literature and discuss its implications in a selected area at the forefront of this discipline. The topic area for this semester is hypothalamic-pituitary tropic hormones with special emphasis on fetal programming. I'Anson

English 101B (3) - Expository Writing: Exploring Social Issues at the Local Level - topical description - In this section, students develop greater proficiency and confidence in writing while exploring numerous social issues and their impact in the Rockbridge area. On a given issue, we analyze germane texts offering multiple perspectives and pursue experiential out-of-class learning, possibly including field trips and service projects. For example, we explore the issue of hunger by considering portions of David Shipler's The Working Poor: Invisible in America, by responding to the documentary film Super Size Me, and by visiting a local food bank. Students develop their own points of connection with the issues by writing field notes/journal entries, a personal narrative, an interview essay, critical analyses of texts, and a final persuasive paper with documented sources. Wall

English 105A (3) - Composition and Literature: Coming of Age - topical description - This course examines a number of literary works that deal with the process of coming of age - the fundamental human movement from youth to adulthood, naivete to awareness, innocence to experience. In discussions and essays, we focus on the tensions, pains, joys, myths, and realities of this transition. Major questions include: what are the crucial stages involved in coming of age? How do issues such as authority, rebellion, and conformity affect one's coming of age? How does the process differ for men and women? What roles do sexuality and desire play in this process? What larger patterns--mythic, religious, social, economic--are reflected in this movement? How is coming of age related to love? to death? What happens if the "normal" pattern is broken? Readings include Bronte's Jane Eyre, Shakespeare's Romeo and Juliet and A Midsummer Night's Dream, the poetry of Patrick Kavanagh, and Dickens' David Copperfield. Conner

English 105B (3) - Composition and Literature: The Road in North American Literature - topical description - This course examines literary works that explore the road trip as an expression of personal and cultural journeying through North America. Through class discussions, informal writings, and formal essays, we study the historical, emotional, gendered, raced, spiritual, and economic perspectives of traveling within the United States as a way of forming individual and national identity. Who takes road trips? Why? When? How do age, gender, race, and economic status figure into journeys, or do they? How do outward journeys serve as metaphors for inner exploration? Do women travel differently than men? Are journeys always voluntary? Do they always take us somewhere? Do Native Americans, Chicanos, Caucasians or African-Americans journey through the U.S. differently? What function does the road trip serve as a trope in American literature? What kinds of explorations do journeys allow? What do they help us avoid? How have North American writers used the road trip as a vehicle for cultural transformation? Miranda

English 105C (3) - Composition and Literature: Truth and Character - topical description - How is truth - in its interlocked senses of fidelity, loyalty, commitment to what is right, the pledged word, accuracy in knowing and speaking - related to character in both its psychological and ethical dimensions? How are truth and character related to honor, understood both as reputation for fulfilling societal expectations and as personal integrity? We explore these questions through discussing and writing on a broad range of literary texts: detective fiction, tracing how fact and motive are discovered, a courtroom play dramatizing how a jury evaluates competing stories of innocence and guilt, chivalric romance presenting tests of the quester's personal moral honor, a Shakespeare play depicting how narrow constructions of honor and truth lead to political ruin, two novels considering the effects of state-sponsored propaganda and spying on a nation's sense of historical truth. Craun

English 105D (3) - Composition and Literature: Noir in Print and Film - topical description - An exploration of the 20th century's fascination with crime fiction through a study of short stories and novels by three of its finest American practitioners - Dashiell Hammett, Raymond Chandler, and Patricia Highsmith - along with several classic film versions of their novels by such major directors as John Huston, Billy Wilder, and Alfred Hitchcock. The course begins with close study of the hardening in the 1920s of the high culture vs. mass culture dichotomy through a careful juxtaposition of T.S. Eliot's modernist poetry and Dorothy Sayers' popular crime fiction along with essays by both of these writers on canonical literature and popular crime fiction. We then turn to the American noir novels and films of the 1920s, '30s, and '40s and their self-conscious effort to challenge this opposition of high and mass culture with popular narratives marked by high artistic ambition. Adams

English 105E (3) - Composition and Literature: Mysteries, Puzzles, and Conundrums - topical description - It is with mysteries that we will concern ourselves this semester - "mysteries" not in the generic sense of stories about crime and detection but mysteries of character, morality, religion, and art. Central to each of the works we will read is some puzzle, secret, riddle, enigma, ambiguity, or complexity. (Sometimes the work itself is the mystery, a kind of hieroglyph.) Each work, in its own way, raises questions about the methods and the limitations of human discovery. Oliver

English 105F (3) - Composition and Literature: Wicked Women - topical description - This section begins with Chaucer's Wife of Bath and ends with recent essays on Hillary Clinton. We look at witchcraft, femme fatales, and prostitutes as a way of considering literary approaches towards women and men's power and sexuality. The course is not for women only - for instance, our discussion of witchcraft and wizardry runs from Miller's The Crucible through excerpts from Harry Potter. Brodie

English 105G (3) - Composition and Literature: Family and Identity: A Study of Gender, Race, Class and Kin - topical description - Students develop their critical writing skills in this course that focuses on the institution of the family. We consider how families function independent of and within larger societal contexts focusing on relationships between family members and between families. Themes such as family "dysfunction," class, immigration, race, sexuality, gender, religion, and nationalism structure our discussions. At the end of the course, we consider contemporary political discourse about families in writings about topics such as single-parent families and same sex marriage. We read short stories, poems and novels by authors such as Edwidge Danticat, David Sedaris, Toni Morrison, June Jordan, John Cheever and Flannery O'Connor. We also watch the Danish film, The Celebration, and the documentary Spellbound. Solomon

English 105H (3) - Composition and Literature: Literary Twins and Doubles - topical description - This discussion-based, writing-intensive course investigates the portrayal of biological twins and ideological doubles in a wide variety of literary texts. We take it for granted that differences can create conflict between individuals, but what about similarities? Literary twins often raise interesting philosophical questions about the ways sameness can pose a challenge to the concept of individual identity. Readings may include Shakespeare's Comedy of Errors and/or Twelfth Night, Marie de France's "Le Fresne," Christina Rossetti's Goblin Market, Oscar Wilde's The Importance of Being Earnest, Mark Twain's Pudd'nhead Wilson, Arundhati Roy's God of Small Things, and Zadie Smith's White Teeth. Our discussions and writing assignments are designed to facilitate three major objectives: to acquaint students with the questions and rewards generated by the major literary genres; to sharpen students' analytical skills needed in order to understand, enjoy, and critique different forms of literature; and to provide students with the opportunity to improve argumentative writing skills. Pickett

English 105I (3) - Composition and Literature: Home and Away - topical description - This class challenges students to enter the intellectual world of college by developing, deepening, and practicing skills as an attentive reader, critical thinker, and analytical writer. Our theme is "home and away" - the question of how writers have thought about "home," and journeys away from it, as part of the process of discovering, creating, or transforming the self. Our engagement with poetry, fiction, and drama enables students to develop skills in thinking, writing, and speaking critically about literature and the questions literature allows us to ask. Students are invited to think critically about personal experience of being "away from home" at the beginning of the college experience. Course texts likely include novels by Jane Austen (Mansfield Park) and Toni Morrison (Beloved); poetry by Homer, William Wordsworth, and Lucille Clifton; and drama by Shakespeare (Hamlet). Writing requirements include several short papers, two longer essays, a revision of at least one essay, and miscellaneous exercises. Matthews

English 105J (3) - Composition and Literature: Faith and Doubt - topical description - A writing-intensive seminar on belief and skepticism in selected literary texts ranging from Genesis to Shakespeare, Milton to Hopkins, Hardy to Larkin and Lorrie More. Topics include trials of faith, sorcery and ghosts, communities of faith, the Victorian crisis of faith and tensions between faith and rationality. Students expand their knowledge of literary form and history by analyzing drama, prose, and poetry from several centuries. Concurrently, they develop facility in composition and argumentation by writing and revising a series of short papers based on course readings. Gertz-Robinson

English 105K (3) - Composition and Literature - topical description - Why are literary villains repeatedly depicted as ethnic "Others," women, or those whose sexual preferences deviate from a presumed norm? This course approaches the subject of composition through critical analysis of a variety of texts and genres representing the intersection of difference and criminality: Shakespeare's Othello; McCarthy's Child of God; short stories by Willa Cather, Susan Glaspell, William Faulkner, and Sheridan Le Fanu, among others; the 1944 film Laura, directed by Otto Preminger. The primary goal of this class is to develop skills necessary for the effective, thoughtful study of fiction. Written work for this course is intensive; it includes short response papers, quizzes on reading and language use, and four work-shopped, 4-5 page essays. Howe

English 203 (3) - Introduction to Creative Writing: Fiction Writing - revised course description - In this class, students develop their ability to write complete short stories through a focus on the fundamental elements of fiction: character, plot, structure, and voice. Students do a variety of exercises in and out of class, turn in stories, and revise their work. The centerpiece of each class meeting is a writing workshop, during which students respond to each other's writing. The class also reads and discusses published work. The goal of this class is to produce distinct and fully engaging work. Students work very hard and take their craft seriously. Solomon

English 250 (3) - British Literature: Medieval and Early Modern: Individual and Community - revised course description - This course explores how individual identity and character are developed in relation to a community's values, social practices, types of writing, and institutions. Among these communal forces are the heroic code of the Anglo-Saxon warrior, chivalric honor, marriage, the literature of romantic love, Christian biblical exegesis, monarchy, misogynistic texts and defences of women, and humanistic education. Major writers; the Beowulf poets, Geoffrey Chaucer, Marie de France, Sir Thomas More, William Shakespeare, Edmund Spenser, John Donne, John Webster, Lady Mary Wroth. Craun

English 251 (3) - British Literature in an Age of Global Expansion: Experiment and Exploration, Invention and Imagination - topical description - The years between 1660 and 1832 were characterized in part by the rapid proliferation of print culture, the inauguration of "Enlightenment" thought, and the expansion of the British Empire through exploration and commerce. Writers of all kinds were interested in discovering and understanding a world that seemed to grow larger and more confusing by the day. In this survey, we engage work by major and minor authors across a range of genres with an eye to understanding the interrelationship of experiment and exploration, invention and imagination during a period fascinated by each. Course requirements include thoughtful participation, periodic response papers, two formal essays, and a final exam. Howe

English 299 (3) - Seminar for Prospective Majors: Introduction to Native American Literature - topical description - This course surveys literature written by Native American authors, with an emphasis on novels, autobiography, and poetry of the 20th century. We take an interdisciplinary approach, locating these texts and authors within their appropriate historical and cultural contexts and focusing on issues of identity, sovereignty, and community. Authors studied may include D'Arcy McNickle, Leslie Marmon Silko, Louise Erdrich, Carter Revard, Linda Hogan, Joy Harjo, Leslie Silko, Sherman Alexie, Betty Bell, and others. Miranda

English 319 (3) - Shakespeare and Marlowe - topical description - This study of Renaissance drama focuses on the two greatest playwrights of the era, William Shakespeare and Christopher Marlowe. Through the detailed comparison of paired poems and plays, we test some of the critical commonplaces associated with the two men, both born in 1564. Just how big an influence was Marlowe on his exact contemporary? Was he, as Shakespeare in Love would have it, Shakespeare's major dramatic inspiration and arch-rival? How accurate is the critical truism that Marlowe's bold characters reflect his own "overreaching" atheism, homosexuality, and involvement in espionage? Why are Shakespeare's characters, in contrast, more often used as evidence of the evasiveness and "negative capability" of his own personality? Finally, what can the comparison of their two bodies of work reveal about competing theories of the Renaissance dramatist? Their markedly different handling of technical matters (such as spectacle and stagecraft) and thematic matters (such as racial, sexual, and religious difference) expose some of the major debates in early modern literature and culture. We supplement our discussions of the authors' works with historical, critical, and biographical materials. The course culminates in a final paper and performance. Pickett

English 333 (3) - Studies in Restoration and Early 18th-Century Literature: Licensing and Licentiousness: British Drama 1660 to 1737 - topical description - In 1660, Charles II reopened theaters dark for 18 years, and for the first time, women were allowed to act on the legitimate stage. In 1737, Robert Walpole finally managed to pass a major piece of legislation requiring that plays be licensed prior to performance. This Licensing Act effectually stifled a vibrant - and politically dangerous - period of theatrical experimentation. Between those two pales, British theater flourished, though not without struggle. In this course, we study a variety of dramatic pieces from the Restoration and the early 18th century, seeking throughout to understand the role of the theater in an age that was dominated by the promise and the threat of theatricality. Because it is not sufficient merely to read drama but to imagine it in the multiple dimensions of performance, part of our course requirements include a collaborative web research project. Howe

English 380 (3) - Advanced Seminar: Comfort Fiction - topical description - A cultural study of the 19th-century novel focusing on its material status as a luxury item of an affluent society, one which afforded many of its citizens the resources in time and money to indulge in the pleasures of leisurely reading. The novels and career of the great Victorian novelist Anthony Trollope stands at the center of this course since they provide the clearest case study of novels in light of the concept of comfort in a wide variety of senses - monetary, physical, cultural, psychological, and readerly. From Trollope this seminar ranges back to his own inspiration in comfort in the novels of Austen and Scott, outward to contemporary rivals to Trollope in comfort such as Gaskell and Oliphant and opponents of fictional comfort such as the sensational novelists Collins and Braddon, and forward to followers and critics of Trollope from Galsworthy to Gissing. Adams

English 413A (3) - Senior Research and Writing: Talk, Reputation, Slander, Truth, Honor - topical description - Early British literature in many genres explores how our social selves are built by others' talk and how that "name" relates to our own sense of ourselves. Men and women are given reputations according to how they seem to fulfill society's expectations, given their class, line of work, status and gender. Knights and ladies at court talk about the chivalric achievements of a Lancelot or Tristram; merchants assess the creditworthiness of their fellows; family and townspeople speculate about the character and social behavior of unmarried women - and wives. They are assigned social value - and that in large part determines social prospects and success. Sometimes - take the case of Shakespeare's Hero or Desdemona - women are slandered, intentionally misrepresented by malicious people so that their social selves, their social value, are destroyed. Sometimes whole social groups are slandered: women by jealous or disappointed men (as in The Wife of Bath's Prologue) and vice versa, by professional groups, by their rivals. In contrast, individuals have a strong sense of their own ethical truth or lack of it: commitment to what they believe is right, loyalty to those to whom they are tied by social bonds. They seek to make their "true" selves known or to conceal their violation of truth. Some texts: The Canterbury Tales (especially the tales of the Franklin, Knight, Shipman, Friar, Summoner, Wife of Bath) and other works of Chaucer (The House of Fame); Malory's Morte Darthur, Sir Gawain and the Green Knight; Shakespeare's Coriolanus, Much Ado about Nothing, Measure for Measure, Othello, Henry IV, Part I; Webster's The Duchess of Malfi. Craun

English 413B (3) - Senior Research and Writing: My Life: Personal Writing in Early Modern England - topical description - This course examines the genre of personal narrative as it develops in the medieval and Renaissance eras. In these eras, autobiography, or the writing of one's own life story, would have been thought of as unnecessary, if not presumptive. While personal records such as diaries, letters and spiritual musings survive, the whole "life" of an individual, at least when presented as a coherent text, was usually reserved for telling the stories of the dead. And even the dead needed to be exemplary in order to achieve publication. There were, however, a few exceptions, notably within religious tradition. These include Augustine's Confessions and Peter Abelard's Historia Calamitatum, the latter of which narrates the fated love between the famous philosopher and his pupil. We read Augustine and Abelard as examples of life narrative for the time, contrasting them with other kinds of personal writing, such as love letters, diaries, accounts of trial and imprisonment, travel notes and spiritual visions. We ask what paradigms exist for thinking about personal experience, and examine what discourses authorize self-analysis. To get a sense of the stakes of writing about the personal, we read both literary criticism on the genre of autobiography and historical work on concepts of selfhood in the medieval and early modern periods. Students identify autobiographical texts of interest to them by searching EEBO, a database of early modern printed books and pamphlets. Or, they may choose to write about letters and diaries in modern, printed editions. In the course, an emphasis is placed on spiritual autobiography and, more specifically, the abundance of women's texts from these periods that center on spiritual vision, temptation, and conversion. Gertz-Robinson

English 413C (3) - Senior Research and Writing: Constructing Gender in 20th-Century African-American Novels - topical description - This course is an inquiry into representations of gender and gender dynamics in African-American novels of the 20th century. In this collaborative "independent" study, students begin the term by reading essays grounded in modes of analysis including critical race theory, feminism and psychoanalysis, and works by authors such as Richard Wright, Gloria Naylor, Gayl Jones, Ralph Ellison, Toni Morrison, Gwendolyn Brooks, Alice Walker, Eldridge Cleaver, Trey Ellis, Ntozake Shange, and others. Eventually students choose texts either from or beyond the syllabus for the focus of their final project. Though the focus of this course is literature, we discuss and study contemporary debates about gender politics in the African-American community centered on popular culture, particularly representations in hip hop music and video and late 20th-century political discourse. Solomon

French 342 (3) - Le Roman français contemporain - topical description - Prerequisite: French 273. This course features a selection of French novels since 1950 including texts by Albert Camus, Georges Perec, Michel Tournier, Marguerite Duras, Marguerite Yourcenar, and J.M.G. LeClézio. Students give oral presentations in class and write an analysis of each novel. The class is conducted in French and the papers are written in French. Considerable attention is given to developing writing skills and analytical skills. (GE3) Lambeth

French 397 (3) - Séminaire avancé. La France sous l'Occupation - topical description - Prerequisite: Three French courses at the 300 level or permission of the instructor. Strongly motivated students and non-majors who do not meet the prerequisite are encouraged to apply for permission to take this course. The particular topic chosen for this course is life in France during the German Occupation (1940-1944), and how the controversy that raged then, about what was the preferable course of action, collaboration or resistance, has endured in French society. Materials for the course include a whole array of multimedia: literary texts, historical documents, songs, documentary and fiction films, etc. Oral reports and discussions are conducted in French. All papers are written in French. (GE3) Frégnac-Clave

History 329B (3) - War, Genocide, and the Pursuit of Justice in the Former Yugoslavia - topical description - Not open to students who took History 195A during Spring 2005. The wars leading to the dissolution of the former Yugoslavia returned concentration camps, ethnic cleansing, and genocide to Europe for the first time since World War II. Origins, nature, and consequences of these wars and the pursuit of truth and justice in trials at the International Criminal Tribunal for the Former Yugoslavia (ICTY). (GE4) DiCaprio

Interdepartmental 201 (3) - Information Technology Literacy - Newly scheduled course - Registration for this course is by invitation only from the course administrator. Students enrolled in the any one of the following courses after the drop add period will be invited to register: Accounting 201 or 202; Economics 101, 102, 201 or 203; Management 201 or 203; or Politics 201. Pass/Fail only (does not count toward limit of one pass/fail course per term). Credit does not count toward course load for a given term but is added to the student's record at the end of the term, so you must have a full load without counting this course.

Interdepartmental 295 (3) - Analyzing Local Transportation Needs - topical description - Participate in a study to assess local transportation needs. Surveys are developed, implemented and analyzed to determine preferences for alternative public transport systems in Rockbridge County, Virginia. Kahn

Interdepartmental 231 (1) ‑ Introduction to Jury Advocacy ‑ Prerequisite: At least sophomore standing and permission of the instructor after competitive presentation. Introduction to the jury system, federal rules of evidence, and trial practice. Participants are introduced to the legal, practical, and policy implications of jury advocacy in the United States, and put that learning into practice through role‑plays as both witness and advocate. Members of the intercollegiate mock‑trial team are selected from those who complete the courses successfully. Registration is by late add with permission of Prof. Belmont.

Interdepartmental 450 (0) - Shepherd Alliance Summer Internship - newly scheduled course - Prerequisite: Interdepartmental 101 and successful application for Shepherd Alliance. Eight-week summer internship working with individuals and communities. Supervised work with agencies in business and economic development, community organizing, education, environmental advocacy, healthcare, law, religious ministry, and social services which work with impoverished persons and communities. Eight weeks of full-time work is preceded by an orientation to prepare the interns and followed by a closing conference for interns to reflect critically on what they have learned. W&L students work with students from other participating colleges. Students keep journals reflecting on their work. Financial support is available; in rare instances the Shepherd Program director may approve other internship programs to meet this requirement but approval must be in advance with special conditions and stipulations. Beckley.

Mathematics 101Z (3) - Calculus I - reserved for students who have had some previous work in calculus

Mathematics 221A (3) - Multivariable Calculus - freshmen only

Mathematics 401 (1) - Problem Solving - topical description -  Pass/Fail only. Problem-solving techniques and strategies for mathematics contests as well as the GRE subject test in mathematics. Bourdon

Philosophy 395B (3) - Feminist Social and Political Philosophy - topical description - If the unexamined life is not worth living, then no student can count his or her education complete without a thorough critical examination of the gender norms that pervade our identities, govern our everyday behavior, and organize our social life. This course undertakes such an examination. In particular, we consider: What is gender? In what ways does it affect the quality of women's and men's lives? Is gender difference natural? Does it justify some kinds of differential treatment? Should men pay for dates, or open doors for women? Does gender difference have value? How is society affected by women's role in families? By the structure of market labor? By (male and female) attitudes about sexuality, or beauty? Are women in modern democracies oppressed, and if so, what are the forces of oppression? How does sexual oppression compare with racial, ethnic, or economic oppression? Is there a relationship between feminism and lesbianism? What can any of us do to promote good relations among the sexes? (GE4) M. Bell

The following Physical Education courses have an additional charge, billed to the student's account after registration: PE 149 Bowling; PE 151 Golf; PE 170 Horsemanship; PE 178 Ballet; PE 179 Modern Dance; PE 304 First Aid/CPR.

Religion/Anthropology 224 (3) - American-Indian Religions, Landscapes, and Identities. Drawing on a combination of scholarly essays, Native accounts, videos, guest lectures, and student presentations, this seminar examines the religious assumptions and practices that bind American-Indian communities to their traditional homelands. The seminar will elucidate and illustrate those principles concerning human-environmental interactions common to most Indian tribes; focus on the traditional beliefs and practices of a particular Indian community that reflected and reinforced their understanding of the relationship they sought to maintain with the land and its creatures; and examine the moral and legal disputes that have arisen out of the very different presuppositions which Indians and non-Indians hold regarding the environment.. (GE4 as religion) Markowitz.

Religion 299 (3) - Directed Study in Sanskrit - newly scheduled course - Prerequisite: Permission of the instructor. Instruction in Sanskrit language and literature. For students at the elementary level, the course presents all the basic grammar of the language over the course of a year, with readings of gradually increasing difficulty from the first class. Recitation and the use of spoken Sanskrit to analyze grammatical forms are taught. At the intermediate level, the course gives more attention to syntax, the use of compounds, and metrics. All readings are taken from original Sanskrit works, beginning with easy epic passages and fables in prose and verse. For students at the advanced level, the course guides students in the reading, analysis, and interpretation of important works in Sanskrit (chosen in accordance with the students' interests), providing historical, religious, and cultural background, as well as a consideration of the relevant secondary literature. Students also have opportunities for reading from manuscripts. May be repeated for degree credit with permission and when the levels of instruction are different. Lubin.

Theater 397B (3) - T Seminar in Theater Topics: Fundamentals of Dance - topical description - Prerequisite: Permission of the instructor. A studio dance course that emphasizes development of movement skills and dance vocabulary in modern, ballet and jazz dance. Selected readings on the historical and cultural contexts of dance as an art form and attendance at dance performances are required. The course culminates in a public performance. Staff.