ACCT 297: Spring-Term Topics in Accounting: Accounting and Corporate Financial Distress (4). Prerequisites: ACCT 201 and 202. Intensive study of specific accounting issues in significant detail. Pedagogy depends on the specific topic but generally emphasizes discussion, research, fieldwork, projects, or case analysis rather than lecture. We examine the connection between financial reporting and individual company financial distress; using the financial statements of one of the companies that have recently experienced financial distress (e.g., Bear Sterns, Lehman Brothers, AIG, Circuit City, Chrysler, GM, Enron, WorldCom, Adelphia). Our analysis includes an intensive examination of financial accounting principles, regulatory structures, and standard setting relevant to the company in question. Wiest.

ACCT 356: Taxation Accounting II (4). Prerequisite: ACCT 355. This course begins by establishing a basic understanding of income tax laws as they relate to corporations, partnerships, and estates and trusts. A series of seminal Supreme Court decisions and time-related materials connect the political and economic times to the evolving tax legislation and U.S. Treasury regulations. Wheeler.

ACCT 360: Auditing (4). Prerequisites: ACCT 321 and senior standing. This course examines auditing and its role in a market economy. Course content focuses on the market for audit services, audit planning, evidence gathering, and reporting. Castelli.

ANTH 180: FS: The Wired Self: Communication Technologies, Society, and You (4). Prerequisite: First-year standing. This first-year discussion- and project-based seminar is an in-depth investigation into how new communication technologies -- most specifically the mobile phone and the Internet -- affect society and personhood, in a cross-cultural perspective. Students enrich their understanding of the personal, social, and global impact of the communication technologies that they use every day and usually take for granted. Students present readings in class and produce original ethnographic research on local use of mobile phones and the Internet. (SS4) Goluboff.

ANTH 286: Land in Lakota Culture, Religion, and History (4). Spring Term Abroad course. Combining classroom studies and field research, this seminar focuses on the religious, cultural, and historical dimensions of the Lakota Sioux's ties to their lands. During the initial week, participants receive an intensive introduction to Lakota culture, religion, and history. The seminar's second two weeks comprise a field trip in which the class visits sites in South Dakota, Montana, and Wyoming that are of major cultural, religious, and historical significance to Lakotas. These sites include the Black Hills, Badlands, Bear Butte, Wind Cave, Devils Tower, the Little Big Horn Battlefield, Crazy Horse Monument, and Mt. Rushmore. When not traveling, the group learns more about traditional Lakota concepts of place and space at Wingsprings, home of the Center for American Indian Research and Native Studies (CAIRNS) We also have the opportunity to hear representatives from Pine Ridge Reservation's social service and governmental organizations describe on-going economic, social, and political initiatives. During a portion of the field trip, participants have the chance to participate in a traditional Lakota sweat lodge and to sleep in tipis. Markowitz.

ANTH 377: Field Methods in Archaeology (4). Prerequisites: ANTH 101 and permission of the instructor. Fieldwork in archaeology. The student participates in all phases of ongoing archaeological projects. Students who have successfully completed ANTH 205 are assured of a place in ANTH 377. With the supervision of the instructor, students may take ANTH 377 more than once. May be repeated for degree credit with permission and if the topics are different. (Some financial aid may be available through departmental funds.) Bell, Devlin.

ARTH 180: FS: Identity, Memory, and the History of Photography (4). An exploration of the issues of identity and memory as generated through the genre of photographic portraiture and self-portraiture, relevant topical issues, and individual artists' oeuvres. Photographs and their makers are analyzed beginning with the mid-19th century inception of photography through the 21st century's contemporary practices. We examine artists' intentions, their relationships to their subjects, and the resulting expression, and address the following questions, among others: How is a photographic portrait different from a painted one? With what expectations do we come to photographs? How do different photographs navigate and traverse the genre and medium? (HA) Ramirez.

ARTH 273: Arts of Modern Latin America (4). This lecture course surveys the art and architecture of Latin America from circa 1900 to the present. Students explore the relationship between the arts in Europe and Latin America, trace the development of modern art in Latin America, and consider topics such as the rise of modernismo in Latin America, art in service of nationalism, indigenismo, and the growing Chicano movement in the United States. Among the artists covered are Diego Rivera, Frida Kahlo, Tarsila do Amaral, Joaquin Torres-Garcia, Wilfredo Lam, Lygia Clark, and Francisco Botero. (HA, GE4a) Lepage.

ARTH 356: Science in Art: Technical Examination of 17th-Century Dutch Paintings (4). Prerequisite: CHEM 156 in the preceding winter term. Spring Term Abroad course. A survey of 17th-century Dutch history, art history, politics, religion, economics, etc., which links the scientific analysis of art to the art and culture of the time. The course begins on campus and then history, etc., will occur for a few days in Lexington and then proceed to Center for European Studies, Universiteit Maastricht, The Netherlands. Students visit numerous museums, hear guest lectures from faculty at Universiteit Maastricht, and observe at conservation laboratories at some of the major Dutch art museums. Students are graded by their performance on two research projects involving presentations and journals. Though students are not required to learn a foreign language to participate in the program, they are expected to learn key phrases in Dutch as a matter of courtesy to citizens of the host country. (HA, GE4a) Uffelman.

ARTH 384: Renaissance Art in Venice (4). Prerequisite: ARTH 102 or 256. This course addresses issues of patronage, artistic production, uses of ancient themes and sources, criticism and art theory, and the uses and abuses of images during the High Renaissance. We focus our attention on the art and architecture of Northern Italy from about 1460 to 1575, with particular emphasis placed on images and structures produced in Venice and its territorial possessions ("The Veneto") and by those who considered la serennissima their home. (HA, GE4a). Bent.

ARTH 398: Museum Studies (4). An exploration of the history, philosophy and practical aspects of museums. Topics of discussion include governance and administration, collections, exhibitions and education. The course alternates weekly readings and class discussion with field trips to regional museums. Requires short papers and a project. (HA) Grover, Hobbs.

ARTS 214: Drawing in Place (4). Prerequisite: ARTS 111 or permission of instructor. This drawing course is intended for intermediate drawing students. The goals of this intensive course are to practice drawing skills, learn about the tradition of art of place, and to produce a series of drawings based on a specific place. We spend the first two weeks brushing up on the basics of drawing while reading and discussing writings about place and site-oriented art. Image presentations and group discussion support the readings. (HA, GE4a) Beavers.

ARTS 219: Painted Light: Interpreting the Landscape (4). Prerequisite: ARTS 217 or permission of instructor. This course begins with the introduction of en plein air, a French expression which means “in the open air” and is used to describe the act of painting outdoors. We examine artists who have worked en plein air, past and present, study their work and methods, and then apply this knowledge to painting outdoors. Emphasis is on the way light and color define form and space. Students build on their knowledge of color theory through observation and implementation. Beginning with the concept of plein air, we quickly branch out to more interpretive and subjective uses of the landscape in painting, resulting in a cohesive body of work. Lab fee required. (HA, GE4a) Olson-Janjic.

ARTS 223: Photography and the City (4). Prerequisite: ARTS 160. Spring Term Abroad course. Several major cities, including Paris and New York, play an important role in the medium of photography. Students are introduced to the historical context of photography and photographers of a particular city, as well as contemporary artists and exhibitions. Field trips to museums, galleries, and relevant sites play an integral role in the course. The geometry of the city provides a sharp visual contrast to the bucolic landscape of rural Virginia. Each student undertakes a substantial photographic project based upon a particular visual element or conceptual idea of the city, shooting for their project every day of the first three weeks while in the one of these cities, with regular group critiques. The last week of the course is spent printing the project and curating an exhibition of the work. (HA, GE4a) Bowden.

ARTS 235: Art: Site and Situation (4). Students design, construct, and install environmentally friendly site specific art. Design work is conducted in the computer lab, construction done in the art studios, and installation is on campus or at a selected site in the Lexington area. (HA, GE4a) Stene.

BIOL 101: Environmental Biology: Endangered Plants of the Appalachians (4). This course uses case studies in plant endangerment as a focal point for understanding ecological and evolutionary processes and the impact of human activities on biodiversity. Through a combination of targeted readings, intensive discussions, and basic research in the field, students gain fundamental insight into their relationship with the living world and the importance of preserving biological diversity. Field activities take place in regional hotspots of plant endemism, and give students experience in applied conservation research. Field sites and subject species vary from year to year. (SL, GE5a) Winder.

BIOL 104: Biological Illustration (4). Prerequisite: Permission of the instructors. This course covers the classic illustration techniques of pen and ink, carbon dust, watercolor, and colored pencil. It then moves into the digital corollaries of those techniques using professional-grade hardware and software. Regular field trips are included to practice scientific observation, field sketching, and photography. Ober and Hurd.

BIOL 200: Research Preparation in the Biosciences (4). Prerequisite: BIOL 111 & 113 or permission of the instructor. This course is composed of seminar and workshop modules on such topics as: critical reading of research papers; use of relevant primary literature in experimental design; integrative approaches to research questions; use of quantitative methods and modeling; data acquisition, record-keeping, and analysis; research ethics; introduction to specific lab techniques used in research; scientific writing and data presentation. In addition, students develop and present a research plan for their research project that is discussed and critiqued by the whole group. Laboratory course. I'Anson.

BIOL 241: Field Ornithology (4). Prerequisite: BIOL 111 or permission of instructor. This course integrates studies of bird biology with field observation and identification of local bird species. Topics covered include anatomy, taxonomy, reproduction, vocalization, migration, ecology, and evolution. Field trips to a variety of areas throughout Virginia emphasize identification skills and basic field research techniques. No other course may be taken concurrently. Laboratory course. Cabe.

BIOL 242: Field Herpetology (4). Prerequisite: BIOL 111 or ENV 110. Field Herpetology is a research-based course on the ecology and behavior of amphibians and reptiles. Research projects vary from year-to-year and are designed to give students plenty of time on the field and exposure to a diverse assortment of amphibian and reptile species. Students should be prepared for hiking off-trail, wading in swamps, and catching live animals. Marsh.

BIOL 280: Neural Imaging (4). Prerequisite: BIOL 113, 220 or permission of the instructor. This course examines how the architecture of specific types of neurons affect the neuron's ability to receive, process, and transmit synaptic information. In particular, we examine how some of the important dendrite differentiation cues can transmit arborization signals to the developing neurons. Topics also include neurogenesis, axonal pathfinding, and synaptogenesis. Students conduct original research in the laboratory and acquire skills with various imaging techniques and analytical tools. Laboratory course. Watson.

BIOL 296: Topics in Integrative Science: Excitable Cells and Drug Discovery (4). Prerequisite: BIOL 111 or PHYS 112 or permission of the instructor. This course integrates biology, physics and math concepts as it examines the structure and function of ion channels in excitable nerve and muscle cells, their role in the pathogenesis of ion-channel diseases (disease caused by ion-channel dysfunction), and the use of ion channels as drug targets. In particular, we examine the kinetics of sodium, potassium, and calcium channels, patch-clamp recording technique and analysis, mathematical modeling of neuronal and cardiac action potentials, ion-channel diseases of the nervous and cardiovascular systems, and drug treatments for ion-channel diseases. Students learn quantitative aspects of biology through mathematical analysis of ion-channel kinetics and action-potential modeling. Laboratory course. Blandino.

BIOL 323: Research Questions in Genomes (4). Prerequisite: BIOL 220 or permission of instructor. Genomics is a rapidly growing field that integrates and expands on diverse subjects such as evolution, molecular biology, and computer science. Genomics has increased our understanding of human health and evolution and had a direct impact on the advancement of medicine. This course provides students the opportunity to actively engage in genomics research projects, thus increasing their understanding of the research process and the significance of genomics tools. Students generate original sequence data and annotate genes and other features, leading to an independent analysis of a comparative genomics question, and contributing to research publications. Laboratory course. Ayoub.

BIOL 325: Ecological Modeling and Conservation Strategies (4). Prerequisite: MATH 101 or higher and BIOL 111 and 113, or permission of the instructor. This course is an intensive introduction to foundational methods in ecological modeling and their application, with emphasis on the dynamics of exploited or threatened populations and developing strategies for effective conservation. Topics include managing harvested populations, population viability analysis, individual based models, and simulation modeling for systems analyses. Laboratory course. Humston.

BIOL 332: Plant Functional Ecology: Yellowstone (4). Prerequisite: BIOL 111, 113, and 295, a review of pertinent literature in the previous winter term. This field-based laboratory course covers topics which investigate the vital roles that plants play in shaping Earth's ecosystems. Topics focus on the responses of native plants to environmental stresses such as global climate change (elevated temperature and carbon dioxide and drought), herbivory, and invasive species. Field and laboratory exercises focus on testing hypotheses through experiments using a variety of species from intact plant communities. This year, in collaboration with the National Park Service, the course focuses on the impacts of invasive plant species on The Greater Yellowstone Ecosystem and efforts to restore native grass species in the winter foraging range of large grazing ungulates (elk and bison) in Yellowstone National Park. Field and laboratory exercises focus on testing hypotheses through experiments using a variety of species from intact plant communities. The review of the pertinent literature is used to develop and conduct a term research project. Hamilton.

BIOL 396: The Stem Cell Controversy (4). Prerequisites: BIOL 220, junior standing and permission of the instructor. An investigation of the origin, biology, and potential of embryonic and adult stem cells for repair and regeneration. Applications to Parkinson's disease, insulin-dependent diabetes mellitus, myocardial repair, and liver regeneration are examined. Lectures, discussions of the stem cell literature, and case studies are included. Wielgus.

BIOL 464: Richmond Clinical Rotation Program (4). Prerequisites: 3.000 cumulative grade-point average; BIOL 111, CHEM 112, or PHYS 112; sophomore or junior standing; and selection through an application process. This program is for students who have demonstrated an interest in a career in medicine. The Richmond Term Program combines an introductory experience in a medical practice with academic study of Immunology and infectious disease. It exposes the students to the process and problems of medicine through observations, seminars, and discussions. This is a faculty-supervised, off-campus experience with various physicians in Richmond, VA. Simurda.

BUS 304: Money, Power, and Lies (4). Prerequisite: At least junior standing. This course integrates material from the disciplines of business ethics and organizational behavior to examine the impact of psychological and social forces on the ability of individuals to act ethically in large organizations. Beginning with the era of the ENRON and Arthur Anderson scandals and continuing through the current financial crisis, the issue of unethical behavior in large organizations has grown more disturbing. The concern is not confined to the financial industry. For example, both NASA shuttle disasters have been used as case studies in ethics and groupthink. Off-shore work practices and CEO compensation have raised ethical questions in many large companies. Herbert.

BUS 306: Computer Forensics (4). Prerequisite: at least junior standing. This course introduces computer forensic investigation and provides insight to the importance of computer security in organizations, present and future. Computer forensics involves obtaining and analyzing digital information for use as evidence in civil, criminal, or administrative cases. The course examines computer-related crimes such as hacking, theft of intellectual property, identity theft, and fraud. Students learn how consumer and citizen information is stored and shared, how electronic financial transactions are conducted, and the importance of computer forensics within areas such as accounting, business, and the law. Students also learn about the tools and methods used by law enforcement when investigating cybercrimes, how to perform computer crime investigations, and the recovery and analysis of digital evidence. The course provides hands-on experience in applying digital forensic tools and basic understanding of computer networks, including their components, functionality, and vulnerabilities. Pratt.

BUS 350: Negotiation and Dispute Resolution in a Business Environment (4). Prerequisite: BUS 205 or permission of the instructor. This course is designed to give students the abilities to negotiate successfully in a commercial environment and to create business solutions when a problem or dispute arises. Lectures, written materials, group projects, video, and role-play are utilized to explore the various theories of negotiation and types of dispute resolution, and to equip students with practical skills for forming and preserving business relationships and resolving business disputes as they occur. Culpepper.

BUS 358: Corporate Mergers, Leveraged Buyouts, and Divestitures (4). Prerequisite: Business Administration 221. This course focuses upon company valuation, mergers, leveraged buyouts and divestitures. The interactive course makes intensive use of the case method in developing an understanding of business valuation methodologies and corporate financing decisions. Advanced-level finance concepts, models, and techniques are applied by students in the development of situational problem formulation, analysis, evaluation, and decision-making skills necessary to solve the unstructured problems faced in the practice of financial and business management. Classroom participation and group presentations are emphasized. Kester.

BUS 390A: Supervised Study Abroad: Business in Ireland (4). Spring Term Abroad course. The "Celtic Tiger" has become the strongest economy in Europe. In the past 15 years, Ireland has benefited from a partnership between government, business, and labor unions, and received significant direct foreign investments. In this course, students study the business climate and management practices of modern Ireland, including its role in the European Union through lectures, discussions, presentations, and site visits. Students are also immersed in the culture of Ireland through lectures and excursions to sites of historic and cultural significance. Dean.

BUS 390B: Supervised Study Abroad in Nicaragua: Business in a Developing Economy (4). Spring Term Abroad course. This course investigates the economic and business development issues and the role business has in hindering and/or promoting development in Nicaragua. Potential areas of investigation include trade agreements, sustainable development, foreign direct investment, maquiladoras, privatization of utilities, indigenous property rights, microfinancing, fair trade, labor practices, participation of women in the economy, and local cooperatives. Reiter.

BUS 453: New York Internship Program (3). Prerequisite: Permission of the coordinator. Corequisite: POL 453. Not open to seniors. A six-week, spring-summer program in New York City. Students participate in a seminar on international commerce and work as full-time interns. Rush, Culpepper, Staff .

CHEM 106: Disorder and Chaos (4). An interdisciplinary introduction to the concepts underlying nonlinear dynamics and fractal geometry emphasizing the theories of chaos and complexity. Students study mathematical and computer modeling of physical and social systems and interpret the results of these models using graphical methods and written descriptions. Methods and concepts from calculus are demonstrated but no mathematics beyond high-school algebra is assumed. The laboratory component consists of a series of projects from diverse areas of the natural sciences, including pendulum motion, oscillating chemical reactions, and natural growth patterns. Laboratory course. (SL, GE5a) Desjardins, Pleva, Abry.

CHEM 155: Science of Cooking (4). Spring Term Abroad course. An introduction to the structure of molecules as well as their inter- and intramolecular interactions, with an emphasis on those species of importance to food and cooking. Chemical reactivity as it relates to cooking, food preservation, and spoilage is also discussed. Coursework includes cooking and food-based experiments. The first two weeks take place on campus, the final two weeks includes visits to a culinary school and food production facilities. This course may not be taken for credit by students who have received credit for CHEM 191 OR CHEM 295 when the topic was culinary chemistry. (SC, GE5c) France.

CHEM 165: Dynamic Systems Modeling and the Global Climate (4). Scientists agree with economists, doctors, investors, and CEOs that computer models are the best tools that we have available for understanding complex systems and addressing predictive challenges therein. In this course, you learn to design, create, and implement models of simple systems, beginning with creating a model that reproduces measureable behavior of a system in which we all have interest - the temperature of the earth. Students learn about the atmosphere, its chemistry, and its dynamics and build a "simple" model to reproduce actual measureable data. You learn to think about the design of models in terms of sources, sinks, stocks, flows, feedback, events, rates, and equilibrium. Finally, you independently identify a system to model that is either relevant to the atmosphere, to the biosphere, or of general interest to you. Readings include selections from an introductory text on computational science, excerpts from texts on global climate that involve both the policy and the science of the atmosphere, and whatever material needed to complete the final project. (SC) Tuchler.

CHEM 345: Advanced Biochemistry (4). Prerequisite: Either CHEM 342, or CHEM 341 and BIOL 220. A more advanced treatment of current topics in biochemistry. Specific topics vary by year but may include enzyme/ribozyme kinetics and mechanisms, signaling pathways, biomolecular transport, chromatin structure/function, RNA processing pathways, and regulation of gene expression. LaRiviere.

CLAS 201 (LIT 201): Classical Mythology (4). Prerequisite: Completion of FW or GE1 composition requirement. An introduction to the study of Greek mythology, with an emphasis on the primary sources. The myths are presented in their historical, religious, and political contexts. The course also includes an introduction to several major theories of myth, and uses comparative materials drawn from contemporary society and media. (HL, GE3) D. Carlisle.

CSCI 251: iPhone Application Programming (4). Prerequisite: CSCI 112 or equivalent programming background approved by the instructor. In this course, students learn how to develop programs for the iPhone / iPod Touch, the most popular smart-phone platform in use today. Classroom lectures on the Objective-C language and CocoaTouch development environment are supplemented by extensive hands-on programming assignments, leading to an independent application project of the student's devising. Williams School faculty guest lecture on the issues surrounding the iPhone App Store's novel business model. The course culminates with a presentation of each student's application, and an optional upload to the iPhone App Store to see how well the application sells. (SC, GE5c) Levy.

CSCI 335: Software Engineering through Web Applications (4). Prerequisite(s) CSCI 209 or permission of instructor. In this course, students learn to develop high-performance software for Web applications using advanced software engineering techniques. The concepts of client-server computing, theories of usable graphical user interfaces, models for Web-based information retrieval and processing, and iterative development are covered. Sprenkle.

DANC 235: Head to Toe (4). Prerequisite: Permission of the instructor. The theory and practice of creating a lecture/demonstration-style performance based on the Virginia Standards of Learning (SOLs) for elementary students. This class spends time researching recent scholarly writings on the brain, neural wiring and how pairing movement with traditional educational concepts can help young children to learn better. Students then use these principles to create a lecture/demonstration for local 4th- and 5th-grade students, including meeting and discussing ideas with local principals, setting up performances, creating a concert that ties to Virginia SOLs in English, science or mathematics, making costumes, sets or other production elements, choreographing and performing the material. Students also prepare an evaluation of the production and create literature to leave with the teachers so that the basic principles used to create the performance can be continued if desired. A service-learning course. (HA, GE4a). Davies.

ECON 232: Obstacles to Equal Opportunity for African-Americans (4). Prerequisite: ECON 101. The course analyzes policies and institutions in the U.S. that influence African-Americans in their development of human capital. Examples of topics explored include early child development, K-12 education, postsecondary education, wealth, job training programs, housing segregation, and access to quality health care. Diette.

ECON 244: The Auto Industry: Economics, Society, Culture (4). Prerequisite: ECON 101. This course investigates the automobile industry from an interdisciplinary perspective. Why did GM file bankruptcy? Why do we have 600-plus new passenger vehicles available in the US, and what is the cost of that diversity? How and why has the automobile shifted the rhythm of daily life, with the growth of suburbs remote from jobs, and what are the costs and benefits of that? What of safety and the environment? The course also considers cars themselves, the subject of two Tom Wolfe stories in The Kandy-Kolored Tangerine-Flake Streamline Baby. Smitka.

ECON 259: Supervised Study Abroad: The Environment and Economic Development in Amazonas (4). Prerequisite: ECON 101 or ENV 110. Spring Term Abroad course. Amazonas is a huge Brazilian state of 1.5 million sq. kilometers which retains 94 percent of its original forest cover. This course examines the importance of the forest for economic development in both the formal and informal sectors of the economy, and how policies can be develop to promote both environmental protection and an increase in the quality life in both the urban and rural areas of Amazonas. The learning objectives of this course integrate those of the economics and environmental studies majors. Students are asked to use economic tools in an interdisciplinary context to understand the relationships among economic behavior, ecosystems and policy choices. Writing assignments focus on these relationships and look towards the development of executive summary writing skills. Kahn.

ECON 288: Supervised Study Abroad: Economics of Tropical Coastal Seascapes (4). Prerequisite: ECON 101. This course entails the application of microeconomic analysis to coastal environmental problems and explores the underlying economic basis for the formation of coastal and marine policies. An interdisciplinary perspective is coupled with formal economic analysis throughout the entire course. Economic theories of firm and individual behavior are used to develop formal models of coastal development, environmental valuation, fish population dynamics, and the ecological services provided by coastal ecosystems. These formal models provide insights into questions related to: the sustainability of marine resources given commercial and recreational demands; the optimal amount of protected marine areas; the ideal amount of coastal development; and the link between land use-water quality-and marine populations. Class meetings are devoted to reading and discussing articles from journals with a marine or environmental focus including; Ecological Economics, Water Resource Economics, Fisheries Research, and the Journal of Environmental Economics and Management. Upon completion of this course, students are able to critically evaluate journal articles and conduct rudimentary economic analyses of coastal and marine policy. Casey.

ECON 340: Innovation and Patents (4). Prerequisite: INTR 202. Studying innovation and technological change is extremely important in economics. This course examines the innovation process paying special attention to the role played by patents and patent law. After a brief introduction to patent law and the justification for patent rights, we study issues such as the financial return to patenting, the strategic use of patents in business, knowledge spillovers, and ways in which patents may deter innovation (patent trolls, patent thickets, and the tragedy of the "anti-commons"). A significant part of the course involves hands-on work with patent and financial data using Stata. Marco.

EDUC 280: Poverty and Education (4). Prerequisite: Permission of instructor. This course examines the complex interaction between poverty and education through a variety of activities, including field work in urban and rural settings, review of contemporary film on education in high poverty communities, and relevant policy research and journal readings. In addition, the course examines the challenges of education in high poverty settings or for individuals experiencing poverty as well as schools and communities attempting to overcome the obstacles that poverty creates. Students visit public and private charter schools and innovative educational programs in Washington, D.C. and in rural West Virginia and become immersed in urban and rural culture. Students enrolled in the course must be able to be off-campus for one to two weeks of the term. Additional details form the instructor. Don Dailey.

EDUC 369: Urban Education (4). Prerequisite: EDUC 200, 210, and one additional EDUC or POV course, or permission of the instructor. Students explore pedagogy, curriculum, and social issues related to urban education by working in schools in the Richmond area for four days each week, returning to Lexington on Friday for seminar and discussion. In addition, students attend a seminar each week that rotates among the Richmond schools where students are placed. Although students read about and discuss the broader social and economic forces that have shaped urban schools, the primary focus of the course is on the ramifications of those forces for teachers in the classroom; students concentrate on observing and understanding critical components of teaching and learning in the urban classroom. Housing is provided through alums in Richmond and the students have to be in Richmond M through Thursday Ojure, Sigler.

ENGL 205: Poetic Forms (4). Prerequisite: Completion of FW or GE1 composition requirement. A course in the practice of writing poetry, with attention to a range of forms and poetic modes. Includes workshops, literary study, community outreach, and performance. A service-learning course. (HA, GE4a) Green.

ENGL 237: The Bible as Literature: Exile and Return (4). Prerequisite: Completion of FW or GE1 composition requirement. Students may not take for degree credit both this course and ENGL 236. An intensive study of exile and settlement narratives in the Old and New Testaments, focusing especially on Genesis and Exodus, I and II Kings, Ezekiel, the Gospels of Matthew and John, and the books of Acts and Revelation. Exile and return feature not just as recurrent themes in separate books but as narrative forms themselves, as metaphors, spiritual states, and central tropes of Biblical literature. Literary treatments of exile and return are also explored in two critical, formal papers, due at the middle and end of the course. Additionally, the course includes fieldwork involving the study of rare Bibles, especially during the English Reformation (when the English Bible was banned); surveys of Biblical editions, including Thomas Jefferson's "cut" Bible; and attendance of local religious services in which scripture is read. (HL, GE3) Gertz.

ENGL 242: Individual Shakespeare Play: Hamlet's Ghosts (4). Prerequisite: Completion of FW or GE1 composition requirement. A detailed study of a single Shakespearean play, including its sources, textual variants, performance history, film adaptations and literary and cultural legacy. The course includes both performance-based and analytical assignments. A specter is haunting Europe—and, for that matter, the rest of the world—the specter of Hamlet. In the first part of our course, we examine Shakespeare's play in detail, studying its sources, textual variants, performance history, and film adaptations. Subsequently, special attention is given to the play's literary and cultural legacy to see ways the play has been both cited and revised to comment on our modern situation. Students write analytical and creative papers as well as perform a scene from Hamlet in groups. A two-day workshop at the Blackfriars Playhouse in Staunton helps students prepare for their scene performances. (HL, GE3) Pickett.

ENGL 255: Superheroes (4). This course explores the development of the superhero character, genre and form, focusing especially on pulp novels published before the first appearance of Superman in 1938. The cultural context, including Nietzsche's "Superman" philosophy and the larger eugenics movement, is also central. Students read, analyze, and interpret literary and cultural texts to produce their own analytical and creative writing. Likely works include: Superman Chronicles, Vol. 1, Jerry Siegel, Joe Shuster; Batman Chronicles, Vol. 1, Bob Kane, Bill Finger; The Scarlet Pimpernel, Baroness Orczy; Tarzan of the Apes, Edgar Rice Burroughs; The Adventures of Jimmie Dale, Frank L. Packard; Gladiator, Philip Wylie; Doc Savage: Man of Bronze, Lester Dent; Essential Amazing Spider-Man, Vol. 1; Essential The Punisher, Vol. 1.; The Watchmen, Alan Moore, Dave Gibbons; and The Dark Knight, Frank Miller. (HL, GE3) Gavaler.

ENGL 293: Business in American Literature (4). Prerequisite: Completion of FW or GE1 composition requirement. Intensive study of selections from Adam Smith's The Wealth of Nations and of various stories and films dealing with American business. (HL, GE3) Smout.

ENGL 317: Fantasies of Untamed Nature (4). Prerequisite: Three credits in English. A study of how untamed nature is imagined differently by writers as the landscape changes from the Anglo-Saxon settlement to the 16th century, than again in late-20th-century industrialized Britain. Genres: lyric, folk epic, ballad, romance, animal fable, modern romantic fantasy, postmodern novel and short story. Readings throughout in historical geography, videos on the English landscape at different stages, maps. (HL, GE3) Craun.

ENGL 387: Supervised Study in Ireland (6). Prerequisites: Six credits in English at the 200 level or higher, and permission of the instructor. Spring Term Abroad course. An intensive engagement with the literature, landscape, and culture of Ireland, carried out over six weeks in Ireland. Readings are coordinated with site visits, which range from prehistoric and Celtic sites to early and medieval Christian sites to modern Irish life. Authors include early Gaelic poets, medieval Irish poetry, the Blasket Island storytellers, major modernists such as Yeats, Joyce, Synge, Gregory, Heaney, and others. Note: This is a six-week spring term course. Conner.

ENGL 388: Exploring the West of Ireland (4). Prerequisites: ENGL 299 and two courses at the 300-level in English or permission of instructor. Spring Term Abroad course. An immersion in the literature, history, politics, and culture of Ireland, specifically the traditional, rural west of Ireland. We spend four weeks in the southwest of Ireland, based in Tralee, County Kerry, and travel throughout the southwestern region of Ireland, focusing on the relations between the land and the literature. Site visits include a wide range of pre-historic, Celtic, early Christian, Norman, Medieval, Georgian and 19th, 20th, and 21st-century sites. Readings include medieval and modern Irish poetry, works of fairy-tale, folk-tale, and mythology, the Blasket storytellers, and the great modern writers W.B. Yeats, J.M. Synge, and Lady Gregory. Conner.

ENGN 250: Introduction to Engineering Design (4). Prerequisite: PHYS 112. This course introduces students to the principles of engineering design through first-hand experience with a design project that culminates in a design competition. In this project-based course, the students gain an understanding of computer-aided drafting, machining techniques, construction methods, design criteria, progress- and final-report writing, and group presentations. Students are engaged using various methods, including traditional lectures, seminars, apprenticing, group work, and peer critiquing in order to achieve the learning objectives for the class. Kuehner.

ENGN 255 (PHYS 255): C++ for Engineering and Physics (4). Prerequisite PHYS 112. An introduction to the C++ programming language, with applications characteristic of computation-intensive work in engineering and physics. Numerical integration, difference approximations to differential equations, stochastic methods, graphical presentation, and nonlinear dynamics are among the topics covered. Students need no previous programming experience. Williams.

ENV 210: Biogeography and Sense of Place (4). Through field studies of plant species, complemented by discussions of readings that describe the history of the field of biogeography, from the early 19th century to the present, we explore the underlying evolutionary and ecological processes responsible for patterns of distribution, and the lessons this information provides for species conservation. We focus most especially on the work of Charles Darwin in his groundbreaking narrative, The Voyage of the Beagle. Students practice a variety of writing techniques to develop their own skills in observation and interpretation. Warren.

ENV 211: The Chesapeake Bay Watershed Service Learning (4). This course is intended to create a community partnership between Washington and Lee University's Program in Environmental Studies, Boxerwood Nature Center, and the Natural Bridge Soil and Water Conservation District. The partnership will serve the Rockbridge County School system by supporting classroom curriculum with experiential opportunities that will encourage a more complete understanding and appreciation of the watershed and promote responsible stewardship. The course will prepare students to conduct meaningful watershed investigations that address significant issues pertaining to local watershed and the Chesapeake Bay. The course will highlight both natural and cultural entities that influence water quality in the Bay watershed. Students will participate in service projects that will draw connections between water quality and use and ultimately gain a greater understanding of the Chesapeake ecosystem, including how a sense of place and service play a role in environmental stewardship. Holter.

ENV 250: Ethics, Ecology and Economics in Land-Use Practices: Forest Ecosystem Management (4). Prerequisite: Permission of the instructors. We explore environmental issues surrounding the management of forest ecosystems in west-central Virginia. Forests are used for resource extraction (lumber, etc.), wildlife habitat for hunting and biodiversity preservation, and recreation. What are the trade-offs in terms of present use and future sustainability? What are the implications of land use policies for the economic, ethical, and ecological well-being of local communities? We examine these issues through reading, film, and field trips, culminating in a position paper expressing an informed best practice recommendation for the region. Hurd, Cooper. (still under consideration)

FREN 172: Supervised Study Abroad: Nice (4). Prerequisites: FREN 111 and 112 during the same academic year and a grade of B (3.0) or better in FREN 112. Majors in subjects other than French, including other languages, are encouraged to apply. Spring Term Abroad course. A period of direct exposure to the language, culture, and people of France. The program includes formal language instruction, living with a French family, excursions, and other cultural activities. In addition to weekly journal entries, students are required to adopt a neighborhood, a street, an organization, a market, etc., in their choice of surroundings. A 10-15-page easy is required on a unique aspect of their chosen subject. Students are encouraged to take advantage of their home-stay families in gathering information for this project. Kamara.

FREN 212: Supervised Study Abroad: Nice (4). Prerequisite: FREN 162 or equivalent or permission of the instructor. Majors in subjects other than French, including other languages, are encouraged to apply. Spring Term Abroad course. A period of direct exposure to the language, culture, and people of France. The program includes formal language instruction, living with a French family, excursions, and other cultural activities. In addition to weekly journal entries, students are required to adopt a neighborhood, a street, an organization, a market, etc., in their choice of surroundings. A 10-15-page easy is required on a unique aspect of their chosen subject. Students are encouraged to take advantage of their home-stay families in gathering information for this project. Kamara.

FREN 274: Cinéma français et francophone (4). Prerequisite: FREN 261 or equivalent or permission of instructor. This course uses contemporary French films as the basis for discussions and directed compositions. Students learn vocabulary to describe films and narrative technique. This is an intensive workshop for students who would like to improve their writing and analytical skills. (HL, GE3) Lambeth.

GEOL 105: Earth Lab: American Southwest (4). Prerequisite: Three credits in geology and permission of the instructor. The emphasis and location of the study area differs from year to year. Most course activity involves outside field work with a series of multi-day to multi-week field trips. The primary goal of this course is an in-depth introduction to a particular region or field of geological study for introductory level science students. Information about the course is made available prior to the end of the fall term. For Spring 2010, the course travels for three weeks across the American Southwest to explore some of the most spectacular geology in the US, focusing mainly on the geology and evolution of the Colorado Plateau in Utah, Colorado and Arizona. (SL, GE5a) Kuehn, Stemper. (still under consideration)

GEOL 231: Environmental Field Methods (4). Prerequisite: Permission of the instructor and either GEOL 100, 101 or 105. An introduction to the study of standard methods, equipment and tools used in environmental field investigations. Special attention is given to methods used by geologists to measure, record, and report field observations associated with groundwater, surface water, soil and air. Focus is given to the validity of data obtained using various investigative strategies as well as data handling and presentation. The course has an intensive field component using the local watershed as a model environmental system. Knapp, Low.

GEOL 373: Regional Geology: Greece (4). Prerequisite: Permission of the instructor and two geology courses numbered 200 or above. The emphasis and location of the study area differs from year to year. Most course activity involves outside field work with a series of multi-day to multi-week field trips. Information about the course is available prior to the end of the fall term. May be repeated for degree credit with permission and if the topics are different. Only four credits may be used toward major requirements. Rahl. (still under consideration)

GERM 264: Bonn and Beyond: A Supervised Study Through Germany's Rhineland (4). Prerequisite: German 111 and 112 completed with a grade of B (3.0) or better at W&L and the approval of the International Education Committee. Spring Term Abroad course. This intensive language course offers students an extended period of direct exposure to the language, culture, and people of Germany. Students immerse themselves in the culturally rich environs of Bonn, Cologne, and Germany's Rhineland, improving their language skills through extensive and innovative language instruction. Students also gain greater understanding of German history and contemporary culture through lectures by native authorities, tours of museums and churches, and through their contact with their host families as well as native German university students. Kramer.

GERM 304: Bonn and Beyond: A Supervised Study Through Germany's Rhineland (4). Prerequisite: German 261 and 262 completed with a grade of B (3.0) or better and an average of B in all German courses taken; or permission of the department; and the approval of the International Education Committee. Spring Term Abroad course. This intensive language course offers students an extended period of direct exposure to the language, culture, and people of Germany. Students immerse themselves in the culturally rich environs of Bonn, Cologne, and Germany's Rhineland, improving their language skills through extensive and innovative language instruction. Students also gain greater understanding of German history and contemporary culture through lectures by native authorities, tours of museums and churches, and through their contact with their host families as well as native German university students. Kramer.

GERM 335: German Playwriting (4). Prerequisite: GERM 311 or permission of the instructor. A four-week intensive seminar, taught in German, which leads to the writing of a one-act play in German for possible production the following winter. A workshop with an established playwright and the reading of several successful German one -act plays provide the theoretical component. Students conceptualize and draft a one-act play in German of approximately thirty minutes in performance length. Through dramatic readings and peer review, students continue to modify and improve their manuscript to achieve the final, stage-worthy version. Crockett.

HIST 115: The Machiavellian Moment (4). Is it better to be loved or feared? How much of our destiny can we control? When are societies fit for self-government? When and how must people be forced to be good? Niccolò Machiavelli, the first and most controversial modern political theorist, raises issues of universal human and political concern. Yet he did so in a very specific context-the Florence of the Medici, Michelangelo and Savonarola-at a time when Renaissance Italy stood at the summit of artistic brilliance and on the threshold of political collapse. This course draws on Machiavelli's personal, political, historical and literary writings, and readings on history and art, as a point of entry for exploring both the Italian Renaissance and perennial issues in politics and history such as the corruption and regeneration of societies. (HU, GE4b) Peterson.

HIST 200: Seminar: The Sea Peoples and the Collapse of the Bronze Age (4). Prerequisites: Permission of the instructor and successful completion of HIST 109, 110, or 111. The crucial period encompassing the collapse of the Bronze Age in the Levant and in Greece saw the fall of powerful kingdoms (the Myceneans, the Hittites, individual states on the Syrian coast) and the weakening of the Egyptian Old Kingdom. A long dark age followed. When the dust cleared new peoples and states emerged on the scene (Hebrews, Assyrians, Philistines, Phoenicians, Phrygians, Dorian Greeks, etc.) The causes of the crisis are still hotly debated as is the chronology of the period. The era, which also saw the fall of Homer's Troy, played a key role in later foundations myths (Greek, Italian, North African, even British). This course focuses on the various historical controversies that vie to explain the problem (climate change, system collapse, changes in military technology, disease, barbarian raids, piracy, "failure of nerve," etc.) (HU, GE4b) Sanders.

HIST 244: The Military Leadership of the Civil War: Four Case Studies (4). Prerequisite: HIST 345 or permission of the instructor. Preference given to history majors. This seminar examines the role of military decision-making, the factors that shape it and determine its successes and failures, by focusing on four Civil War battles: Sharpsburg, Fredericksburg, Chancellorsville and Gettysburg. Extensive reading and writing. Battlefield tours. (HU, GE4b) Merchant.

HIST 274: Histories of Everything (4). Intensive reading and analysis of diverse works of world history and 'universal history'. Students develop understanding of historiographical traditions and develop their own framework for thinking about the human past. (HU, GE4b) Jennings.

HIST 322: Seminar in Russian History: The USSR in World War II and the Origins of the Cold War, 1939-1953 (4). Prerequisite: HIST 102, 221, or permission of the instructor. Through a wide variety of primary and secondary sources, this seminar examines the role of the Soviet Union in the Second World War (1939-1945) and explores the origins of the Cold War up through Stalin's death and the end of the Korean War in 1953. Students write a research paper on a topic of their own choosing with the instructor's permission. Meetings include short lectures, viewing of documentary film, and discussion of assigned readings. Readings include English translations of declassified documents from Russian archives. Bidlack.

HIST 367: Seminar in American Social History: 9/11 and Modern Terrorism (4). Terrorism is a form of collective violence famously illustrated in the attacks on the World Trade Center in New York City and the Pentagon near Washington on September 11, 2001. This course provides an intensive interdisciplinary examination of the origins of the 9/11 attacks and the terrorist organization that launched them. The course also addresses the impact of the attacks and the future prospects of mass violence against civilians, as well as the role of the media in covering (and dramatizing) terrorism. Much of the course focuses on the social divisions and conflicts that lead to terrorism and its increasingly lethal nature over time. Topics include "old terrorism" (as seen in Northern Ireland and Algeria), "new terrorism" (such as that associated with Al Qaeda), the logic of terrorist recruitment, and the nature of and spread of weapons of mass destruction. (HU, GE4b) Senechal.

HIST 397: Winning World War II: U.S. and Allied Grand Strategies, 1940-1945 (4). Prerequisite: 15 credits in history and/or politics or permission of the instructor or the History Department head. Counts toward the American history area of the history major. The United States fought World War II as part of a coalition, one of the most successful wartime coalitions in history. This seminar explores how and why it did so, and why the Allied effort was so successful. Emphasis is placed on U.S. strategic planning, its relationship to U.S. foreign policies, and the ensuing conflicts between U.S. strategies and policies and those desired by its British and Soviet allies, and the ways in which these conflicts were resolved by Churchill, Roosevelt and Stalin. As such, it also focuses on civil-military relations and Allied diplomacy during the war, as well as how and why the alliance collapsed after victory had been achieved. Readings include key primary and secondary sources. (HU, GE4b) Stoler.

INTR 220: Great Cases and Controversies in American Law (4). From animal rights to abortion, this course explores some of the most significant cases and controversies in American legal history. Topics of discussion include but are not limited to eugenics, access to contraception, abortion, assisted suicide, the death penalty, the right of privacy, school prayer, and First Amendment freedoms. The ultimate goals of the course are threefold: (a) to have you thinking, reading, researching, and writing like a lawyer; (b) to help you understand how extralegal factors, such as the societal and historical context of a case, impact legal outcomes; and (c) to explore the "human story" underlying each "great case." Perdue.

INTR 995: Spring Option (0). Prerequisite: At least sophomore standing. The Spring Option allows students to use the spring term of their sophomore, junior and/or senior years to engage in an internship, service program, employment, travel or educational program that will broaden and enhance their collegiate education. The faculty offer this opportunity to encourage students to seek creative outlets not provided in the normal academic setting. Sophomores, juniors, and seniors may spend one or more of their spring terms off campus engaged in other activities, such as study at another institution (domestic or abroad), internships, employment, service opportunities, or travel. Seniors taking advantage of the Spring Option must have completed all requirements for graduation and are required to return for commencement. Unlike a Leave of Absence for fall or winter terms, the Spring Option does not require petition to the Committee on the Automatic Rule and Reinstatement. Notification of a student's intent to spend a spring term off campus under this option must be made on the required form ( http://registrar.wlu.edu/forms/spring-option-form.pdf) and must be filed by the last day of winter term classes. Students are responsible for checking their degree audits and maintaining progress toward degree requirements. Students exercising the Spring Option and returning must register for the subsequent term on the normal schedule. Students competing on an intercollegiate athletic team for which the season or playoff period extends into the spring term must be registered full-time for courses during the spring term. Dittman.

INTR 998: Approved Study Abroad (non-W&L courses) (4). Prerequisite: Approval of the Center for International Education. Brooks.

INTR 999: Approved Exchange/US Study Off Campus (4). Prerequisite: Approval of the University Registrar. Dittman.

JAPN 100: Supervised Study Abroad: Beginning Japanese (4). Prerequisites: Desire to study Japanese or JAPN 111, permission of the department, and approval of the International Education Committee. Spring Term Abroad course. This course is designed to introduce the Japanese language and culture to students with little or no previous language background. Classes are held at the Ishikawa Foundation for International Exchange, a prestigious Japanese institution in Kanazawa. Students live with a host family and can experience typical Japanese daily life. The program includes field trips to points of historical interest and many cultural activities. Ujie.

JAPN 115: Supervised Study Abroad: First-Year Japanese (4). Prerequisites: JAPN 112, permission of the department, and approval of the International Education Committee. Spring Term Abroad course. This course is designed to improve active oral proficiency in Japanese, to introduce the culture and society of Japan, and to prepare students for second-year Japanese study. Classes are held at the Ishikawa Foundation for International Exchange, a prestigious Japanese institution in Kanazawa. Students live with a host family and can experience typical Japanese daily life. The program includes field trips to points of historical interest and many cultural activities. Ujie.

JAPN 265: Supervised Study Abroad: Second-Year Japanese (4). Prerequisites: JAPN 261 or 262, permission of the department, and approval of the International Education Committee. Spring Term Abroad course. This course is designed to introduce the Japanese language and culture to students, to introduce the culture and society of Japan, and to prepare students for third-year Japanese study. Classes are held at the Ishikawa Foundation for International Exchange, a prestigious Japanese institution in Kanazawa. Students live with a host family and can experience typical Japanese daily life. The program includes field trips to points of historical interest and many cultural activities. Ujie.

JAPN 365: Supervised Study Abroad: Third Year Japanese (4). Prerequisites: JAPN 302, or the equivalent, permission of the department, and approval of the International Education Committee. Spring Term Abroad course. This course is designed to introduce the Japanese language and culture to students, to introduce the culture and society of Japan, and to prepare students for fourth-year Japanese study. Classes are held at the Ishikawa Foundation for International Exchange, a prestigious Japanese institution in Kanazawa. Students live with a host family and can experience typical Japanese daily life. The program includes field trips to points of historical interest and many cultural activities. Ujie.

JOUR 212: The Journalist in Fiction and Film (4). Since the time of Sophocles, at least, citizens have been tempted to "kill the messenger." Those bearing news are often at odds with the citizens to whom they bring the news. This class explores the tension between citizens and modern-day messengers by reading and viewing fictional depictions of journalists. Students examine the role of popular culture in forming myths, stereotypes and false expectations of journalists - and other groups - to understand better the role of journalists in a free society. Luecke.

JOUR 214: The Vietnam War and the Journalists Who Covered It, 1961-1975 (4). Prerequisite: First-year or sophomore standing only. Appropriate for non-majors. A critical in-depth study of reporting and reporters during the Vietnam Conflict from the death of the first American military adviser to South Vietnam's last hours. Students meet at least one journalist who covered the conflict and are exposed to numerous examples of journalists' work. Student write essays and an inclusive final project or research essay. de Maria.

JOUR 216: The Press and The Civil Rights Movement (4). Prerequisite: Journalism 101 or permission of the instructor. Appropriate for history majors or African-American studies students. This research seminar examines the press's role in the Civil Rights Movement of the South in the 1950s and '60s. It includes a 10-day tour of key sites of the movement and archives related to its history (Greensboro, Atlanta, Birmingham and Nashville), oral-history interviews with press veterans, readings, discussions, and proposals for a research paper and a magazine article. Cumming.

JOUR 241: Media and Poverty: The Poor in Journalism and Film (4). This course offers an in-depth examination of portrayals of poverty, chiefly in the United States, from the late 19th century to the present through an intensive review of distinguished print journalism, nonfiction books, documentary film, and movies. By consulting social science literature as well, students gain a deeper understanding of the various conceptual paradigms through which poverty has been understood and explained. Wasserman.

JOUR 266: Cross-Cultural Documentary Filmmaking (4). The United States is a melting pot of nationalities and cultures. As people move to the U. S. from other countries they go through cross-cultural adaptation, and identity becomes an issue for everyone. Students in this course work in three-person teams to produce five-minute documentaries on cross-cultural adaptation by an ethnic community in our region or by selected international students at Washington and Lee. Students are expected to immerse themselves in learning about the home countries and current communities of their subjects. The course includes instruction in the techniques of documentary film-making, allowing student to develop their writing, storytelling, shooting and editing skills. Somani.

JOUR 270: Digital Media and Society (4). Facebook, YouTube, and iPhones are popular, if not essential elements in college students' busy lives. Being born into the digital age, students have grown up with profound and rapidly-changing media and communication technologies, yet likely take them for granted. This course takes an in-depth look at digital media, exploring the relationship between technology and social change. The concept of technological determinism guides our examination of social networking, online news/information, digital entertainment, and health online. Artwick.

JOUR 320: Covering Crime and Justice: A Practicum (4). This course exposes students to how the news media cover the three branches of government as they act separately and in concert in dealing with crime and justice. Through the creation of a Washington and Lee "courts bureau" in Washington, students spend five days covering "real" cases in "real" time in the D.C. District Court, arguably one of the nation=s most important federal trial courts, and the U.S. Court of Appeals, which is widely considered second in importance only to the U.S. Supreme Court. Students learn how courts are structured, how they work, and how the press covers the Judiciary as it interacts with the other two branches of government in the administration of justice. Locy.

JOUR 356: In-Depth Reporting (4). Prerequisite: JOUR 253 or 263. The principles and techniques of developing and creating enterprising, heavily researched journalistic work for the mass media. Students produce in-depth work for newspapers, magazines, radio, television and the World Wide Web. Extensive group work is required. Richardson.

LIT 180: FS: Fictions of Vietnam in France and the USA (4). Prerequisites: Completion of FW or GE1 composition requirement and permission of the instructor. "Indochine" and "Vietnam" inspire immediate reactions in France and the United States. The military defeat of both nations' armies in Southeast Asia - accompanied by a loss of territory for France - contributed to national malaise about their positions as world powers and directly influenced long and costly wars in Algeria (France) and in lraq (the United States). In an attempt to determine how fiction and film shape "reality" and our perceptions of it, we first learn about Vietnamese history and culture before studying fiction and film set in French Indochina and American texts and films about Vietnam. We also analyze fictional works by overseas Vietnamese in France and in the United States that touch on their host countries' involvement with their homeland. Short readings provide historical background and critical orientation to allow for discussion of how these works of art both reflected and influenced their times. All course materials are in English, but students with knowledge of French or Vietnamese are encouraged to consult works in their original language. (HL) Dixon.

LIT 201 (CLAS 201): Classical Mythology (4). Prerequisite: Completion of FW or GE1 composition requirement. An introduction to the study of Greek mythology, with an emphasis on the primary sources. The myths are presented in their historical, religious, and political contexts. The course also includes an introduction to several major theories of myth, and uses comparative materials drawn from contemporary society and media. (HL, GE3) D. Carlisle.

LIT 235: Tragedies East and West (4). Prerequisite: Completion of FW or GE1 composition requirement. This course is designed to introduce students to the topic of tragedy in both China and the West from its origin in Greece and the Chinese Yuan dynasty up to modern times. It examines the concept of tragedy as a literary genre in the West, its evolution in history, and the aptness of its application to Chinese drama. Primary texts from Western and Chinese classical drama as well as from the modern period are selected as a basis for comparison, with a view to helping students form a comparative perspective in their appreciation of both Chinese and Western drama. Course activities include frequent discussions, writing assignments and projects of student performance, video screenings and a possible trip to either Washington DC or New York City to view a Chinese or Western play in performance. (HL, GE3) Fu.

MATH 171: Mathematics of Cryptography (4). Prerequisite: MATH 101 or 121. The history and application of cryptography. Topics include private-key codes, the ENIGMA machine and other WWII codes, public-key codes, and the RSA system. Appropriate mathematics is introduced, as necessary, to understand the construction and use of these codes. Several assignments are themselves in code, and students must decipher them just to find out what the homework is. (SC, GE5c) Dresden.

MATH 301: Fundamental Concepts of Mathematics (4). Prerequisite: Six credits of mathematics or a grade of at least B in MATH 102. An introduction to abstract methods in mathematical analysis and algebra. McRae.

MATH 369: The Mathematics of Puzzles and Games (4). Prerequisite: MATH 322. The application of mathematics to puzzles and games. A brief survey on the designs of tournaments. The puzzles and games include but are not limited to the Rubik's Cube, poker, blackjack, and peg solitaire. Dymàček.

MUS 296: Spring-Term Topics in Music: Music in the Films of Stanley Kubrick (4). Selected studies in music with a focus on history and culture, non-classical genres, ethnomusicological topics, or performance. May be repeated for degree credit with permission and if the topics are different. In this course students read and develop theories of how music adds meaning and power to a film. We explore the roots of the connection between the flow of music and a dramatic text/narrative as well as how music can enhance visual images. We study in detail the classical compositions chosen by Stanley Kubrick by learning about their musical elements, style, subject and original intent to see how they connect with the subjects and issues in Kubrick's 2001: A Space Odyssey (1968), A Clockwork Orange (1971), Barry Lyndon (1975), and The Shining (1980). The ability to read music is not a requirement of this course. Having a musical curiosity and an investigative mind is a necessity. (HA, GE4a) Gaylard.

PE 325: Women's Health: Food, Fitness, and Fertility (4). This course focuses on women's health and alternative ways health can be achieved. Students gain knowledge and tools necessary to prepare them for a lifetime of health and wellness, including examinations of political, social, and medical pressures which may influence a woman's ability to "be well". Varied definitions of wellness are examined. Students establish fitness goals and develop and implement service-learning projects throughout the term to improve their personal fitness levels and to improve an organization that affects the community's health. Literature and research are examined on typical American eating habits; food, nutrition, supplements; and making healthy choices. Students' concerns and interest help determine an exploration of fertility and sexual health, including such issues as infertility, home birth, birth control, sexually transmitted infections, and sexual and nonsexual relationships. Local experts, including health professionals not typically consulted, serve as guest lecturers throughout the term. Orrison.

PHIL 275: The Unruly Body: Philosophy, Science, and Culture (4). In this course students study theories of embodiment. Beginning with the history of philosophy, we consider how the body gets to be subordinated to a mind; how it is considered mere matter, a building block that is unpredictable and passionate and needs to be controlled or shaped by the mind or the soul (e.g., Aristotelian biology). Continuing with an examination of how in science the body is depicted, shaped and, at times, reconstructed, the course then moves to social-cultural structures, including bodily containment and construction and, with Foucault, execution of power and punishment. Lastly, we consider how we can rethink, relive, regard, refigure, restore and respect our bodies and the bodies of others in more productive and thought-provoking ways. (HU, GE4c.) Verhage.

PHIL 280: Philosophies of Life (4). Prerequisite: One W&L course in philosophy, one course taught by a W&L philosophy faculty member, or permission of the instructor. This course provides opportunities to explore philosophies of life held by influential philosophers and by ordinary people, focusing on what it means to live a good or worthwhile life. It also gives students a chance to clarify and develop their own vision of what a good life is for them. Projects include conducting interviews with members of the community outside the classroom. (HU, GE4c). Bell.

PHIL 296: Art and Authenticity (4). Prerequisite: Permission of the instructor. A consideration of selected issues in philosophy. May be repeated for degree credit with permission and if the topics are different. The following course is approved under this new rubric for Spring 2010, conditional on the necessity of an additional course being needed. This course examines aesthetic theory and art from a philosophical and a personal perspective. It deals with the question of how beauty relates to knowledge and morality. A central theme is whether recognition of beauty or the making of art can reveal, discover or create something about the self, society or nature. The course also deals with the conception of a passionate artistic spirit that strives for authentic self-expression. Projects include the creation of a beautiful work of art and a trip to a prominent art gallery. (HU, GE4c). Lowney.

PHIL 370: Roe v. Wade and the Abortion Question (4). Prerequisite: Permission of the instructor. This course considers the question of whether abortion should be legal in a modern state from the perspectives of contemporary moral philosophy and U.S. law. (HU, GE4c) Mahon.

PHIL 375: Philosophy of Time Travel (4). Prerequisite:One course in philosophy or permission of the instructor. This course considers the philosophical possibility of time travel. First we read 20th-century philosophers on time, followed by late 20th- and early 21st-century philosophers on time travel. Lastly, we hear from a physicist on these issues. Concurrently, we watch time-travel movies, some professional, others made by students in class. (HU, GE4c) Goldberg.

PHYS 133: Introduction to Radio Astronomy (4). This course provides a unique opportunity for each student to both learn the principles of radio astronomy and to become fully engaged in the design, construction, and use of a small radio telescope. This project-based course involves students collaboratively in basic electronic circuitry, celestial coordinates, and the acquisition of radio-telescope data. Each student group designs, builds, and acquires data from a small radio telescope to be used on campus. Formal lectures are supplemented by various laboratory experiences. Students write journals and group reports, and become involved in peer-reviewed group presentations. Laboratory course. (SL, GE5a) Boller.

PHYS 151: Stellar Evolution and Cosmology (4). Prerequisite: Permission of the instructor. An introduction to the physics and astronomy of stellar systems and the universe. Stellar evolution, the special and general theories of relativity and cosmology are studied. An assessment is made of the probabilities for life elsewhere in the universe. The feasibility of communication over interstellar distances also is investigated. Emphasis is on comprehension and application of principles rather than memorization of facts. The laboratory stresses the observational aspects of astronomy. Elementary geometry, algebra, and trigonometry are used in the course. Laboratory course. (SL, GE5a) Sukow.

PHYS 255 (ENGN 255): C++ for Engineering and Physics (4). Prerequisite PHYS 112. An introduction to the C++ programming language, with applications characteristic of computation-intensive work in engineering and physics. Numerical integration, difference approximations to differential equations, stochastic methods, graphical presentation, and nonlinear dynamics are among the topics covered. Students need no previous programming experience. Williams.

POL 279: Comparative Political Analysis (4). This course provides students with an accelerated introduction to the conduct of comparative political analysis. Students develop complementary expertise under a unifying theme, working together with the faculty member and fellow students to write a collective product based on individual and group research. Students gain practice with the comparative method, hypothesis formation and testing, historical-institutional analysis, theory building, and scholarly critique. Students define case studies for comparative examination in conjunction with a team of peers, with each encouraged to study historical moments of their choosing, in consultation with faculty. (SS4, GE6b) Dickovick.

POL 280: Biopolicy: Policymaking on the Frontiers of Science (4). This course is open to all students, is of particular interest to science and social science students, and is geared toward pre-law and pre-med students at any level. Counts towards the field requirement in American politics. A survey of policy problems arising from advances in microbiology and genetics, particularly including human cloning, reproductive technologies, genetically modified organisms, forensic DNA, behavioral genetics, patenting genetic material, genetic medicine, and genetic counseling. (SS2, GE6b) Harris.

POL 282: Politics and Film (4). No prerequisites. Open to non-majors and majors (counts toward global politics field requirement) of all classes. Recommended for students interested in cinema, political dynamics, Russian area studies. This is an interdisciplinary study combining social science and humanistic models to help explain the dynamics of political entities. Grading based on class discussion and essays. (SS2, GE6b) C. McCaughrin (Politics), G. McCaughrin (Russian) .

POL 350: Ralph Ellison and the American Dream (4). Prerequisite: At least sophomore standing or permission of the instructor. The goal of the seminar is to discern the social and political implications of Ralph Ellison's conception of America. Students read his classic novel, Invisible Man (1952), as well as many of his other works of fiction and non-fiction, as a way to examine the American Dream in the context of the gap between American political principle and practice. (SS2, GE6b) Morel.

POL 453: New York Internship Program (3). Prerequisite: Permission of the coordinator. Corequisite: BUS 453. Not open to seniors. A six-week, spring-summer program in New York City. Students participate in a seminar on international commerce and work as full-time interns. Rush, Culpepper, Staff .

POL 466: Washington Term Program (6). Prerequisites: POL 100, 105, or 111. Grade-point average of 3.000 overall and in politics courses. The Washington Term Program aims to enlarge students' understanding of national politics and governance. Combining the practical experience of a Washington internship with academic study, it affords deeper insight into the processes and problems of government at the national level. A member of the politics faculty is the resident director, supervising students enrolled in this program while they are in Washington, D.C. Connelly .

POV 103: Poverty and Human Capability: An Interdisciplinary Introduction and Fieldwork (4). Students may not take for degree credit both this course and POV 101 and 102. An exploration of the nature, scope, causes, effects, and possible remedies for poverty as a social, moral, political, economic, legal, psychological, religious, and biological problem. The course focuses on domestic poverty in the United States but also considers poverty as a global problem. This spring term version of the course integrates service fieldwork into the introductory course taught in the fall and winter and offers the same credit as Poverty and Human Capability 101 and 102 combined (HU, GE4 as credits only, not an area). Beckley.

PSYC 213: Development of Human Sexuality (4). Prerequisite: PSYC 113. This course examines the fundamentals of the development and practice of sexuality in the human being and the historical, psychological, and psychosocial aspects of human sexuality from childhood to old age. The course covers major theories of the development of sexuality in heterosexual, gay, and lesbian people. Students also explore how sexuality itself may be "constructed" as a result of culture, media, and gender. Primary source material as well as popular media depictions of sexuality are examined. Students engage in the creation of a comprehensive sexual education program which involves contact with parents, teachers, and experts in the field. (SS3, GE6c) Fulcher.

PSYC 214: The Psychology of Humor (4). This course focuses on theoretical and empirical approaches to understanding humor, covering traditional and contemporary theories of humor, along with social psychological, developmental, biological, and cognitive perspectives on humor. In addition, humor as a moderator of life stress is examined. Disparagement humor is a central topic, along with nonverbal markers of humor elicitation. (SS3, GE6c) Woodzicka.

PSYC 296: Spring-Term Topics in Psychology: Cross-Cultural Psychology (4). This course focuses on how an individual's cultural environment influences the way s/he thinks, feels, and behaves. The contribution of different cultural views and norms to a wide array of psychological topics will be examined, including: intelligence, sensation and perception, emotion, motivation, human development, and psychopathology. This course also consists of a three-day trip to New York City to learn about specific cultures by visiting cultural museums and neighborhoods. (SS3, GE6c) Mechlin.

PSYC 380: Science and Policy: Legislating Smell (4). Prerequisite: Permission of instructor. Students in this course adopt the role of consultants for a hypothetical legislator who must make a decision on a matter of public policy. A clear understanding of the scientific background and consequences of the policy must inform the legislator's decision. Each student works as a part of the consulting team and creates a document on a narrow aspect of the science related to the public policy. The policy being evaluated changes each term. Examples include: funding for mental health care, enactment or suspension of motorcycle helmet laws, establishing or abolishing court awards for mental suffering, and similar topics. Owing to increasing public demand, legislation is being introduced to control nuisance odors. This new legislation seeks to identify troublesome odors, measure them in order to identify the degree to which they impact others and introduce penalties to control their misuse. Lorig.

REL 180: FS: The Lives of the Prophet Muhammad (4). This seminar explores the centrality of the Prophet Muhammad to Muslim lives, practices, and institutions as a model for pious behavior and the conveyor of God's Revelations in the Qur'an. Readings include the Qur'an, early oral accounts of the Prophet's life (the hadith), traditional biographies, and modern retellings of Muhammad's story in scholarship, literature, and film. Discussion culminates in the current debates over the depiction of the Prophet in fiction and visual art. (HU, GE4d) Hatcher.

REL 205: Self-Help and the Pursuit of Happiness (4). This course addresses the relation of the concept of 'self-help' and 'the pursuit of happiness' to religion both past and present, and it considers philosophical, psychological, and medical-scientific perspectives on these pursuits. Students examine questions including the following: To what extent do the concepts and practices of self-help share in the pursuit of a supposed dream of religion and philosophy: to realize perfection, happiness, or the good life? Are philosophies and religions reducible to or interpretable as forms of self-help? How have modern scientific discoveries, in particular advances in cognitive science and medical science, shaped the modern pursuit of happiness? What are we to make of scientific claims to teach us how to be happy? This course meets once a week with SOC289: Sociology of Self-Help and the Pursuit of Happiness in a seminar where students become teachers and lead a class in which we all discuss together the work we have done separately during the week. In this way, students become part of a broad learning community that cuts across the many disciplines and divisions that make up the university. (HU, GE4d) Kosky.

REL 295A: Special Topics in Religion: Witches, Warlocks, Seers, and Saviors: Magic in the Ancient World (4). This course introduces the main themes and ideas of ancient magic from the 8th century BCE through the 6th century CE. We explore the social, ritual, and ideological contexts of Greco-Roman magic, with a particular emphasis on ancient practitioners and their wares. Additionally, we compare Greco-Roman magical practices with those of other contemporary traditions, including ancient Judaism and Christianity, and explore where these traditions overlap and intersect. Through a combination of lectures, peer-facilitated discussions, group work, and writing assignments, students actively engage and critically analyze the documents left to us by ancient "witches, warlocks, seers, and saviors." By the end of the term, students possess the skills needed to study ancient magic academically and the ability to use various methods to analyze and discuss ancient texts and their relevance within contemporary contexts. (HU, GE4d) Sowers.

REL 295B: Special Topics in Religion: Buddhist Meditation (4). For nearly 2500 years, Buddhists have promoted meditation as a simple means to realize total liberation from all suffering. Often with sights set a bit lower, in the last century the West took notice on a number of levels. Western Buddhists have adopted the Buddha's teachings from several teaching traditions, and often emphasize meditation even more enthusiastically than their Asian counterparts. Psychologists and physicians now recognize mental and physical benefits to meditation. Neuroscientists are beginning to employ the insights of Buddhist meditation teachings to better understand mind, brain, emotion, and cognition, and have gone as far as to map the brains of meditators to try to isolate the activity of meditation in the brain. Obviously meditation is not as simple as we may have once thought. What can these various sources teach us about religion, the human condition, the mind, and the cultures from which they emerge? (HU, GE4d) Haskett.

RUSS 113: Conversational Russian (4).Prerequisite: RUSS 112 or its equivalent. An activation and enrichment of vocabulary and grammatical structures already learned. Conversation and composition themes focus on everyday life in contemporary Russia. Conducted primarily in Russian. Rodionova.

SOC 180: FS: Challenges of Religious Pluralism (4). This course utilizes three theoretical perspectives to explain relationships of religions to society, especially the state, and to elucidate challenges posed by religious pluralism. Does religious pluralism divide or unite Americans? Does it lead to greater social fragmentation or enhance social integration? We look specifically at several religions to help us answer these questions. (SS4). White.

SOC 225: Peoples of Central Europe through Literature and Film (4). This course provides basic information about the citizens of the Central European nations of Poland, the Czech Republic, and Hungary. The beliefs, attitudes, and value systems of the people of Central Europe are studied using core textbook readings supplemented by feature films, video materials, novels, short stories, plays, and poetry. Class discussions focus on interpreting these works of art in the context of comparative historical-sociological analysis of the Polish, Czech, and Hungarian cultures and societies. (SS4, GE4d) Jasiewicz.

SOC 264: Work and Family (4). Surveys research and theory in the growing area of work-family studies. Explores how work and family life interconnect and influence each other and the implications of these linkages for women, men, children, employers, the community and society. Examines how gender, social class, family structure, poverty, and race and ethnicity affect individuals' ability to manage work and family. Topics include work-family conflict, single-parent families, dual-career families, childcare and eldercare issues, international perspectives on work and family, and changing attitudes towards work-life integration. Private and public policy initiatives are reviewed. Cintron.

SOC 289: Sociology of the Self, Self-Help, and the Pursuit of Happiness (4). Beginning with a survey of sociological theories of modernity and modern identities, the course moves to a consideration of empirical scholarly claims that modern identity is somehow problematic, and modern persons somehow especially 'world-open' and incomplete. In trying to understand the emergence of social movements oriented toward 'helping' and 'healing' the self, the following questions are considered: What sociological conditions underlie these movements? Do they have analogues in other times and places or are they tightly linked to the conditions of 'modern' societies? If, in the end, 'self help' aims to address problems that are sociological at root, can we expect its remedies to be useful? Are any non-individualized solutions to the problems lying behind a felt need for 'self help' possible? This course meets once a week with REL 205: Self-Help and the Pursuit of Happiness in a seminar where students become teachers and lead a class in which we all discuss together the work we have done separately during the week. In this way, students become part of a broad learning community that cuts across the many disciplines and divisions that make up the university. (SS4, GE6d) Eastwood.

SPAN 210: The Road to Santiago (4). Prerequisites: SPAN 162, 164 or equivalent. Spring Term Abroad course. A study of Spanish culture and language conducted entirely in Spain. During the first three weeks of the course, students live in Madrid with Spanish-speaking families and study language at Estudio Internacional Sampere. At the same time, students engage in an in-depth study of the history and legend of the eight-centuries-old pilgrimage to the shrine of Santiago de Compostela, the burial site of St James, apostle of Christ. During the last week of the course, students travel to northwestern Spain to visit and study the monuments associated with the Santiago pilgrimage as well as experience the art, architecture, and culture of pilgrimage as they hike the last portion of the trail. (HU) West-Settle.

SPAN 295: Special Topics in Conversation: Hispanic Women in Literature, Cinema, and Society (4). Prerequisite: Three credits from any 200-level Spanish course or permission of the instructor. Further development of listening and speaking skills necessary for advanced discussion. Acquisition of both practical and topic-specific vocabulary. Appropriate writing and reading assignments, related to the topic, accompany the primary emphasis on conversational skills. This course focuses on women in the Hispanic world and on social issues concerning the role of women in society and the advancement of female agency, as seen through literature, news articles, cinema, and life in the community. The course is organized around several broad issues, including: "Female Identity and the Construction of Gender;" "The Public and the Private: Women's Roles in Society;" "Motherhood;" "The Immigrant Woman;" and "Ecofeminism." For each topic students read literary works by Hispanic women writers, including novels, short stories, and poetry, and selections of news articles; and see, discuss, and analyze movies by and about Hispanic women. In addition, the course has a community service component, with students using their Spanish language skills to work every week with Hispanic women from the area, through various community organizations in Rockbridge County. This is an intensive reading and writing course, with appropriate assignments designed to enhance the course's primary emphasis on conversational skills. Pinto-Bailey.

SPAN 352: Voces caribeñas (4). Prerequisite: SPAN 215,240 (or 212), and at least three credits from any 300-level Spanish course. A multi-genre study of artistic and cultural representations from Cuba, the Dominican Republic, and Puerto Rico, with special emphasis on the resultant impact on the U.S. Caribbean diaspora. Viewed as a collage of Caribbean "voices," this course examines artistic works that reflect a sense of Spanish-Caribbean identity. Students analyze diverse examples from prose, poetry, film, music, and the plastic arts, as well as non-fiction discourses. (HL, GE3) Barnett.

THTR 235: Design and Performance (4). Prerequisite: Four credits in theater or dance. This course is an in depth exploration of the crafted artifacts of the theater, specifically relate to the properties of puppets and masks. Through videos and demonstrations, students experiment with various puppet and mask construction techniques and performance methods. (HA, GE4a) Collins.

THTR 296: Spring-Term Topics in Performing Arts: Motion Picture Screenwriting (4). Prerequisite: Three credits in theater or permission of the instructor. An introductory study in modern writing for visual media, including the story structure of film, the unique format for writing in the discipline, and the elements of plot and character development. Writing and reading assignments as well as film screenings are required. The course culminates in the composition and reading of a screenplay for a short film. (HA, GE4a) Dean.

WGS 150: Women in Sport (4). In this course, students use feminist theories and women's studies to examine many aspects of women's participation in sport in the United States. Students examine a range of topics including women's achievements in sport; Title IX and associated arguments for and against its implementation; social and cultural influences on women's participation; gender stereotypes associated with sport; and the role of the media in reinforcing gender-based stereotypes. Levine.