444 Course Descriptions

An in-depth exploration of the relationship between the modern corporation and democratic values. Among industrialized democracies, corporate concentrated economic power privileges those who strategically control the firm and have direct claims on the firm's surplus. This surplus generates new wealth which raises living standards over time. Also explores the tension between the rights of the private/civil sector and the reach of government. Writing intensive..

In this class, we’ll examine efforts to represent American identity to sometimes skeptical international audiences; and we’ll build and export a web-based model of our own "exportable" nation.

In 2001, Charlotte Beers, an advertising executive, was hired to shape a more positive international view of the United States. In 2003, the U.S. government launched an Arabic language magazine addressed to 18- to 35-year olds. Locally produced versions of Sesame Street appear in over 120 countries, and the U.S. Agency for International Development plans to fund the show in Bangladesh. We are in the midst of an explicit—if conflicted--government effort to export American values, beliefs, and ideologies to other parts of the world. This course examines the historical, aesthetic, and interpretive questions involved with these controversial enterprises.

We'll look to history for some models. We'll explore the 1893 Chicago World's Fair, explicitly designed as a vision of an idealized American nation. Neo-classical buildings, erected on land drained by the Army Corps of Engineers, housed inventions, art, conferences, and varied cultural products, both from the U.S and around the world, for both ordinary Americans and international travelers, whose reactions were complex and contradictory. Traveling exhibits can perform this work as well: the 1955 Family of Man photo exhibit, after its opening at the Museum of Modern Art in New York, traveled the world under the auspices of the United States Information Agency, understood by both U.S. and international audiences as an ideological comment on American values during the Cold War.

Based on these histories, on theoretical readings on national identity and what Mary Louise Pratt calls "contact zones," how would we, as a class, construct a representative model of the United States? What would be our mission statement? Who would be included, and what would they wear, and speak, and do? How would we agree (or not) on what objects were to be included? What are the histories and symbolic meanings that attach themselves to, say, blue jeans or the Constitution? Through what processes should we collect and distribute our materials? You will have to research and decide these questions, and defend your answers.

Requirements include short papers, a substantial research project, presentations, and the collaborative construction of a web-based "American Exposition." We'll take the "portable, exportable" part seriously: you'll build your own web page and publish your work on a class website. Heads up! We’ll invite American Studies students from abroad to visit and comment on our web-site. How does our "America" look to them? Writing intensive. 4 credits.

Course uses literature, essays, film, music, debate, and discussion, to explore the topics of place, history, people, politics, art and literature, and music. Lectures, discussion, assignments, and group projects will touch on issues regarding race, poverty, power, social mobility, gender roles, crime, corruption, energy, and the environment

How has the camera shaped the way we see ourselves, and the world around us? How can we "read" a photograph? What kinds of ethical and aesthetic concerns are involved in recording "reality?" What is the relationship between art and social concerns? How do photographs tell stories, and with what consequences? In what ways do photographers borrow literary images, and writers borrow photographic techniques? How does thinking visually change the way we read? How have photographers and writers--sometimes self-consciously and sometimes unwittingly--affected the definitions of what it means to be an American? What does something American look like, anyway? In this class, we'll try to answer these questions in all their complexity by looking at both photographic and written documents, from the late nineteenth century, when photography was a relatively new technology, to the present. Writing intensive

This interdisciplinary course focuses on the history and culture of the United States at the turn into the twentieth century: the period from 1885-1915. Emphasis is as much on the methods of historical studies as on the material itself: we’ll approach culture from a variety of different disciplines: history, sociology, literature, art, architecture, music, film. Writing intensive.

Are men really better than women at science? Were so few scientific achievements attributed to women because so few women participated in science? Were there so few women identified because they produced so little to be significant? Or had women simply not been recognized for their accomplishments in the sciences? This course will address these questions by focusing on the history of women, beginning with the first women scientists to women scientists in the 21st century. In addition this course will explore a variety of topics in multiple disciplines to acquire a better understanding of the issues, including: culture, society, politics, economics, and gender, as well as race, class and sexuality, which have affected the advancement of women in science through the centuries. These issues will be examined to determine where women scientists are at this point in time and what the future holds for women in the sciences.

Human attitudes toward other animals are generally divided into five categories: animal exploitation, animal use, animal welfare, animal rights, and animal liberation. While all five categories are examined, this course concentrates on the differences between animal welfare and animal rights. These two categories differ fundamentally on the basis of the ethical or moral status they give animals. Past human societies have justified both the worship of animals and the torture and sacrifice of animals to the gods. Animal rights believers rely on a rights-based philosophy, while animal welfare advocates concentrate on a utilitarian based set of values. Course concentrates on the application of these two ethical philosophies to current uses of animals such as the use of animals in research, the use of animals as food (factory farming), the production and use of transgenic animals, and the use of animals as organ donors for humans (xenotransplantation). Since animal rights is, in itself, not a discipline, students depend on information from other disciplines ranging from moral philosophy and ethics to history to genetics, production agriculture, and ethology. Writing intensive.

Students explore the enduring bond between the horse and man and the effect of that bond on civilization by considering: How has the horse and man's use of the horse shaped civilization and contributed to societal change? How has the progress of civilization and societal change affected the horse and how its role in society? What does our use of the horse say about us as individuals and as a society?

What made Renaissance culture tick: who were the pivotal personalities (writers and politicians as well as artists); which are the most typical and which the least typical works produced in Italy and elsewhere throughout Europe? How did viewers think about the art of their time, and in particular how did they respond to the new mass medium of printed images? How connected is our present artistic culture to that of five hundred years ago? When did the Renaissance acquire its fame? Students consider connections between the English and the Italian Renaissances, comparing, for instance, Michelangelo and Shakespeare. Readings include sixteenth-century historical and literary sources as well as art historical essays. Writing intensive.

This seminar explores the impact of technology, industrialization, and socialism on ideas about the creation of utopias and dystopias in the twentieth century. Focuses on specific movements in art, architecture, photography, film, and science fiction--such as Expressionism, Cubism, Futurism, and the New Urbanism--that demonstrate either a rejection of the past in order to build a new future, or the dissolution of the future into chaos. Writing intensive.

How did life begin? Is there life on other planets? Can "synthetic" life be created in the laboratory? We will conduct an informed exploration of questions and theories about the origin and nature of life, the mechanisms of evolution and diversification the possibilities of past and future dissemination of life in the universe, and the growing power of human beings to understand and influence these phenomena, including ethical issues. 4 credits.

Credits: 4.00

The history and science of biotechnology and genetic engineering of bacteria, plants, and animals including humans. Applications of DNA technology, cloning and genetic engineering to agriculture, biomedicine, industrial products and environmental problems. Discussion of economic, social, environmental, legal, and ethical issues related to the applications of biotechnology and genetic engineering. No credit for students who have completed BSCI 422 (UNHM).

Credits: 4.00

An introductory investigation into the origins and development of ancient drama and its impact on European drama. Writing intensive.

The course will deal with a single element—oxygen. Oxygen is required for respiration-breathing, and without it we would die very quickly. We will consider briefly why oxygen is so crucial to living beings, rather than, say, nitrogen (another colorless odorless gas of similar physical properties). This will involve a brief overview of some chemical and biological concepts, including combustion, energy sources, etc. In addition, some background on the role of oxygen in the atmosphere will be given, and the implications and causes of atmospheric pollution will be discussed.

The history of oxygen can be seen as emblematic of the development of chemistry from the mystical philosophy of alchemy to a quantitative science. Students will learn various important chemical principles (such as conservation of matter, combining laws) during the discussion, as well as witness the scientific method at work.

Historically, the discovery of oxygen occurs during the tumultuous Age of the Enlightenment of the eighteenth century, and should be viewed in this cultural context. In addition, the discovery and isolation of oxygen raise very important questions about the nature of priority and propriety of conduct in science. This will be explored through a reading of Djerassi and Hoffman's play "Oxygen". The play will be placed in historical context through classroom discussion and debates, in which students will represent the claims and philosophical viewpoints of historical personages.

Suggested Co-requisite:
It is strongly recommended that students attend Freshman Seminar, CHEM 400 (W 1:10-2:00). (CHEM 400 is Credit/Fail.) In this course, invited speakers will discuss such topics as "Alchemy", "Atmospheric Ozone", "Oxygen Transporting Proteins", and other topics which will have direct relevance for the class. The traditional audience for this course has been chemistry freshman students. However, a mix of disciplinary backgrounds could be beneficial to both scientists and nonscientists.

This course embodies a focus on the perception, movement, creation, understanding, and use of heat. Attention to this concept is important because it bridges the disciplinary areas of chemistry, physics, and biology; it is an interesting example of the historical evolution and controversy surrounding scientific theory; its understanding involved significant technological developments; and it is a concept, clearly documented in the educational research literature, with which adults struggle, often unsuccessfully. The learning goals encompass 1) the scientific concepts and applications of heat, 2) parallelism between the historical development of ideas and the personal development of ideas, and 3) improvement in attitudes toward science, science self-concept, motivation to learn, and metacognitive ability.

This course provides a student with the opportunity to explore the various technological, environmental, economic and societal aspects of providing housing for people in various locations around the world. Included in the course are discussions of what housing means to different people, sustainability, energy issues, etc. Students also have the opportunity to design their own house.

This class examines one of the major issues faced by people throughout history, whether and under what circumstances an individual should act against the wishes of society. The great philosophical and historical works of the ancient world shed light not only on how the Greeks and Romans approached the idea of personal responsibility but also on the assumptions we today make about about human nature and the relationships on which society depends. No prior knowledge of the ancient world required. All readings are in English. Writing intensive.

Credits: 4.00

This course explores the idea and ideals of entrepreneurship, the creating of value through individual initiative, creativity, and innovation. The idea of entrepreneurship is of significant relevance in the highly dynamic and competitive 21st century global economy. It is an idea that is important for students to understand and to critically consider and apply. The course encourages the development of multiple views of entrepreneurship, and uses a broad, not just business, approach to the study as it engages students in the subject matter. Open to freshmen from all majors. (Also offered as MGT 444 in alternating terms).

An exploration of one of the oldest and most enduring of literary forms, tracing its development through thousands of years in various cultural contexts down to modern examples. Beyond that specific aim lies a broader and eve more important one: to provide an introduction to the methods of literary history and criticism, that is, how we formulate and answer questions as we characterize, categorize, and analyze heroic epic. Writing intensive.

Bionics is the study of living systems with the intention of applying their principles to the design of useful technology for mankind. Students will learn strategies to discover bio-inspired technology. The student will investigate the fields of bio-inspired cyborgs, defense and attack mechanisms in biology leading to military applications including non-lethal weapons, bio-inspired sensors including brain-computer interfaces, bio-inspired robots, and animal and plants that generate energy for technology. Writing Intensive. Laboratory. 4 credits.

The central issue in this seminar is the nature of learning. What does it mean to learn? To be a learner? What role does learning play in students' own lives - both in and out of school? Students will consider the roles of the environment, the teacher, and the learner in thinking about what it means to learn. Through readings, discussions, classroom activities, investigations and observations students will develop their own beliefs and understandings about what it means to learn. Students in the course will explore specific topics related to learning, including the nature of intelligence and motivation, and the roles of attention, memory and context in learning. They will consider both formal and informal learning environments as well as structures that support or impede learning. Students will work together in groups to solve problems and present information to others. They will use reflection as a tool for learning and increase their understanding of themselves as learners. 4 credits.*

Course addresses the roles of the environment, the teacher, and the learner in thinking about what it means to learn. Specific topics related to learning, including the nature of creativity, intelligence and motivation, and the roles of attention, memory, culture and context in learning are covered. Students work reflectively as well as together in groups to solve problems, present information to each other, and address each other?s questions. Writing intensive.

Using problem and inquiry-based pedagogy, this class delves into the ways in which new words are coined, how they become established or die, and how they change over their natural lives. Touching upon topics in philosophy (the nature of meaning), theoretical linguistics (morphology, sociolinguistics), and lexicography, it will introduce students to both the methods of text-based analysis and field-based research. Topics include word formation; the history of vocabulary in English; the making of dictionaries; slang, jargon, and taboo language. Writing intensive. (Also listed as LING 444B.) 4 credits.

College. The subject of this course is the history and philosophy of higher education in the Unived States. Students will develop their own perspectives on the value of college through extensive critical reading (in fiction as well as non-fiction), writing, collaborating with other students in small groups, interviewing students, faculty, and administrators, presenting in groups, evaluating other students' work, and putting together a book of their essays.

Explores the historical causes and literary effects of emigration from Ireland to other regions in the North and South Atlantic. Considers the political and economic conditions of Ireland itself and asks how Irish identities are first formed dialectically through contact with indigenous others and then nostalgically constituted through the experience of migration. Writing intensive.

Animals are central to the real and imaginative lives of human beings. We eat them, tell stories about them, experiment on them, take care of them and fear them; they help us work, play, dream and define ourselves. In this course we will address the many, and often contradictory, ways in which we use animals to understand who we are. We will look at books that portray animals in relation to religion, science, food, sex, children, death and beauty.

Students engage in active research to understand how we use language to construct and interpret identity. Linguistic patterns typical of groups of various types (regional, ethnic, gender, age, communities of shared practice, etc.) are explored as are issues related to education, language use in politics and marketing, ESL, ASL, and African-American English. Course engages students in inquiry-based learning: determining what questions are important in the field, figuring out how to find answers, pursuing these answers, and interpreting what you find out, following established practices in the social sciences. Writing intensive. (Also listed as LING 444F.)

This course introduces students to literature by and about African Americans, Asian Americans, Natives, and Latino/as. It introduces approaches in American Studies that will guide students in understanding and appreciating what we call ethnic literature. Secondary sources might include readings in and about ideological criticism, historical analysis, race and ethnic studies, multicultural education, formal narrative, and genre analysis. Writing intensive.

Explores cinematic images of American culture, in particular that of Hollywood cinema, looking closely at representations of race, class, gender, sexuality, and nation. Also examines the medium of cinema itself, particularly aspects of film form, apparatus/technology, economy, and spectatorship. Students are required to attend weekly film screening labs in addition to classes. This course is Blackboard intensive. Special fee.

The natural distribution of water is not adequate to sustain modern civilization. As water mining and redistribution projects continue to grow in number and size, so do the concomitant stresses on the environment. Through a detailed look at the unique properties of water and the processes that drive the earth's hydrologic cycle; this course will explore the concepts of water stress, water scarcity, and safe yield.

An interdisciplinary course that examines perceptions of difference and foreign culture through and exploration of the process of emigration of of Chinese, Japanese, Cambodian, and Vietnamese families from Asia to America and their experiences here. Class considers history, economics, state and national legislation and regulations, politics, art, gender and generational differences, and family relationships, as well as North American American reactions to the presence of Asians, how stereotypes by both Asians and Americans were developed, and their impact on family members. Writing intensive.

What do historians do? This Inquiry course will examine the historian's work and methods through a study of the Civil War era in U.S. history. The course covers the period from (roughly) 1828 to 1865 in U.S. History, focusing on the origins and course of the Civil War. The course does cover military aspects of the war in some detail, but it is not primarily a course in military history. It also deals with slavery, race relations, abolitionism, politics, life on the home front, and written communications related to the war.

The course will include weekly lectures, but the focus of this course will be the Civil War from the perspective of the participants, using autobiographies, newspaper accounts, editorials, magazines, official documents, letters, diaries, and journals. These will help generate scheduled group discussions and research using primary sources. These sources will be made available through your texts, Blackboard, other web sites, and the UNH Library's Special Collections Department. Please note: Enrollment limited to 35.

Examines a series of foreign policy crises that might have led, and in some cases did lead, to war between the United States and some foreign foe. Using diplomatic documents, a basic diplomatic history text book, and a range of secondary sources, we will examine several times when the United States came to the brink of war, and we will ask when and why the nation has chosen to resolve its foreign policy problems with force. Topics include neutrality during the early Napoleonic wars, the War of 1812 1812, the War with Mexico in 1846 and the avoided war with Britain of the same year, the Spanish-American War, both World Wars, Cuba and Vietnam, and the two Iraq wars. Students are able to connect decisions about war with larger trends and developments in U.S. history. In the end, they have refined their understanding of when the nation has chosen to use force as well as their ability to apply that knowledge to future crises. Focus on policy making rather than the impact of war itself, although naturally historical lessons about war shape decision making. Writing intensive.

In 1776, Tom Paine's declaration "Tis Time to Part" launched and Atlantic Revolution in America that ended with the spread of the French Revolution by bayonets in Central Europe. This Inquiry seminar will read diaries of revolutionary travelers who echoed Paine’s pronouncement "A share in two revolutions is living to some purpose" as they fought mosquitoes in Virginia and were buried in snow crossing the Alps. We will investigate the clubs that sent petitions across the Atlantic to end the slave trade, act out the plays set on desert islands in the Mediterranean, and follow the rumors sailing north on ships going to Paris and Philadelphia of Caribbean revolts. In addition to class discussions of common readings and short response papers, students will write their own histories (10 pages) of a revolutionary question that interests them. We will go to the Boston Public Library as a class and possibly the American Antiquarian Society in Worcester to do research for these papers that should add a whole new dimension to the textbook histories of the American Revolution assigned in high school. There will be no final exam.

Examines multi-media propaganda in World War I and World War II Britain and the U.S. to investigate the total war experience, the relationship between these two nations, and the workings of a critical weapon. Propaganda was a bloodless weapon in an era of high-tech tools, but it was also a feared and ubiquitous one. Some of the issues addressed in this course include: Who were some of the targets of propaganda? How were posters different from films or radio broadcasts? What were the messages of propaganda? What does propaganda say about these nations as cultures and societies as well as about their war efforts? We analyze multimedia primary sources as well as use secondary ones in our discussions. Writing intensive.

This course examines the evolution and practice of the institution of slavery in Africa from the earliest times to the era of European colonialism. Using contemporary personal narratives by the slaves, the course will examine specific historical contexts of various slave systems, continuity and change in the ideologies and practices of slavery, religion and slavery, race and slavery, gender and slavery, conditions of slaves, as well as the making and uses of slaves- as domestics, concubines, eunuchs, officials, soldiers, labor and capital. Using films, slides images, and a comparative approach, African slavery will be examined within the context of the early evolution of slavery in the Mediterranean and Islamic worlds as well as its later expressions in the Atlantic world of the Americas.

Most Americans recognize the Holocaust as an extraordinary crime, though there is less agreement about who was responsible, whether justice was rendered and appropriate compensation awarded survivors. Things become more complicated when examining what might be considered crimes committed by Americans. This course concentrates both on the Holocaust and the underside of American history and poses questions about the connections between the past and the responsibilities of citizenship in the present. Writing intensive.

This course will explore how society’s view of disability --- its “construction” – is influenced by a variety of cultural variables and the implications of that construction on institutions such as medicine and health care, education, the arts, the legal system, architecture and engineering, etc. Kunc’ hierarchy of disability attitudes and practices will provide the theoretical foundation through which disability construction is viewed. This hierarchy is comprised of four levels representing society’s attitudes towards and treatment of people with disabilities, including marginalization, reform, tolerance, and valuing. Students will seek to understand how multiple aspects of one's cultural identity and experience – gender, nationality, race, education, and religion – influence how disability is constructed by individuals and reflected in social institutions.

An inquiry course that introduces first-year students to the history of the university and to the philosophical, artistic, and political crises it has undergone and continues to undergo today. HUMA 444 is an interdisciplinary course, team-taught by three professors from different fields. Writing intensive. 4 credits.

An interdisciplinary introductory seminar designed for first-year students. Course uses an inquiry-guided approach to examine the concept of the hero and the heroic life through a variety of media. How do we define a hero? What are the common characteristics inherent in the heroic life? How has the idea of the hero evolved over time? Do we share a common definition of the hero? What criteria are essential to the heroic life? What does it mean to be a hero today? Students will explore possible answers to these questions through an examination of primary texts from ancient Indo-European myths to Celtic sagas, articles from historical, anthropological, and literary sources, and popular culture.

Risk means different things to different people. For the insurance agent risk is to be controlled and eliminated. The entrepreneur plays with risk as part of the economic game, something with positive and negative consequences. To the rock climber, risk is essential for the enjoyment of the sport. Educators, adolescents environmentalists, all see risk through different lenses. This course will look at the unavoidable topic of risk that is part of all of our lives. It is organized around discussions of real risk problems while introducing different risk management paradigms. The class will include projects, problem solving exercises, research papers, focusing on decision making and critical thinking skills. A professional risk manager who works with adventure programs worldwide will join the class for numerous exercises.

This course uses hockey as a vehicle for exploration and practice in three critical processes of scholarship – 1) analyzing and framing questions, 2) employing different methods/sources for pursuing answers to the questions, 3) presenting the results of research. Research exercises, discussions, and papers will consider hockey's development in larger social and cultural contexts/practices such as ethnicity, nationalism, technology, mass media and marketing, gender relations, labor relations, and regionalism. The course will also look at hockey as a medium of craft, hero formation, community, and collective violence. Students will read and analyze interdisciplinary articles and books, and also work with a range of historical sources, including those in the UNH Archives and the Charles Holt Archives of American Hockey.

Using problem and inquiry-based pedagogy, this class delves into the ways in which new words are coined, how they become established or die, and how they change over their natural lives. Touching upon topics in philosophy (the nature of meaning), theoretical linguistics (morphology, sociolinguistics), and lexicography, it will introduce students to both the methods of text-based analysis and field-based research. Topics include word formation; the history of vocabulary in English; the making of dictionaries; slang, jargon, and taboo language. Writing intensive. (Also listed as ENGL 444B.) 4 credits.

Students engage in active research to understand how we use language to construct and interpret identity. Linguistic patterns typical of groups of various types (regional, ethnic, gender, age, communities of shared practice, etc.) are explored as are issues related to education, language use in politics and marketing, ESL, ASL, and African-American English. Course engages students in inquiry-based learning: determining what questions are important in the field, figuring out how to find answers, pursuing these answers, and interpreting what you find out, following established practices in the social sciences. Writing intensive. (Also listed as ENGL 444F.)

The Great Wall of China. The Fall of the Berlin Wall. Climbing Walls. Stone Walls. Garden Walls. The Vietnam Memory Wall. Prison Walls. Do walls tell stories? The idea, image and material character of walls as a universal aspect of everyday culture and one that has generated and continues to generate many kinds of narratives. Writing intensive. 4 credits.

In this course, we look at German films from the early Weimar period to the present. Our main question is: What connections exist between love stories and the creation of national identity in films from different periods of German history? We learn to read films as an aesthetic text with a narrative and form and as an historical text with a social and political function. Special fee. Writing intensive.

Encourages students in their freshman year of college-level education to move beyond the US borders, to make connections with the diversity of European cultures, and to think as citizens of a global world. This introductory course focuses on contemporary France from the perspective of a long European historical and cultural tradition, as well as in the new context of post-May 29, 2005. (French vote against the EU Constitution) The icons on both sides of the Euro banknotes serve as illustrations of the scope of this course: bridges will be established between European countries, and windows will open onto 21st Century France at a critical crossroad. This course ultimately leads students to ask themselves new questions about their own history, identity and culture. Special fee. Writing intensive.

Students investigate essential components of modern culture and Western tradition through the mind, art and writing of Salvador Dali. This interdisciplinary course poses fundamental, universal questions about human existence including death, rebirth, eternity and God, sexuality and love as well as the irrational dark side of our psyche. Certain cultural movements such as the Surrealist movement, Freudian psychoanalysis, the Gothic tradition and modern scientific discoveries and concepts are also explored. Special fee. Writing intensive.

This course is designed around the theme of love in disguise, which we will study in French dramas (in translation) from the 17th to the 20th centuries. In each play one or more characters use a disguise to obtain or confirm a romantic attachment and each play uses disguise in a somewhat different manner. The course considers the French drama over four centuries through a coherent body of texts. As time allows, we will view films based on these plays and/or have brief performances of selected passages. Students are required to participate actively in this course (attendance, participation in class discussion, and text presentation). Students are also required to attend a performance of the University's Celebrity Series. Writing intensive.

Course is designed around the phenomenon of emigration from Italy to the United States over the last century or so, with particular attention to the time period between the end of the nineteenth century and the mid-twentieth century. While core media under examination are literature and film, we also draw on historical, anthropological, political and sociological readings to help us consider the many issues involved.

Credits: 4.00

This course explores the idea and ideals of entrepreneurship, the creating of value through individual initiative, creativity, and innovation. The idea of entrepreneurship is of significant relevance in the highly dynamic and competitive 21st century global economy. It is an idea that is important for students to understand and to critically consider and apply. The course encourages the development of multiple views of entrepreneurship, and uses a broad, not just business, approach to the study as it engages students in the subject matter. Open to freshmen from all majors. (Also offered as DS 444 in alternating terms).

Inquiry and exploration of social and ethical issues associated with scientific research and advances in the medical and biological sciences, the value-laden questions that they often precipitate, and their impact on individuals, population groups, and society at large. The course instructors are committed toward fostering open dialog of the ethical and value-related issues in science and seek to facilitate an active learning process through which students will individually and collectively wrestle with selected areas of scientific progress, involving both in class and out-of-class inquiry-oriented activities 4 credits.

This course will analyze seven major disease processes and associated biological concepts. The student will evaluate each major disease process covered as to historical perspective, lore/misconceptions, disease etiology, physical impact of symptoms, diagnostic criteria, prevention and treatment. Emphasis will be placed upon clinical significance of race, class, gender, and global cultural traditions in the study of the selected diseases. The laboratory section will include hands on performance of pertinent diagnostic testing for disease identification. Lab fee. Writing Intensive.

Course explores and analyzes the signficant, and at times catastrophic, effects of viral, bacterial, fungal and parasitic infections on human societies, cultures, economies, and religions world-wide from some of the earliest recorded events (ca. 350 BCE) to the present. The latter portion of the course focuses on the impact of microbial diseases on the colonization, exploration, territorial expansion, and growth of the United States, including its impact on Native American populations, and the known and potential threats of current, emerging, and re-emerging microbial diseases to our American society. Writing intensive.

Focuses on music in the United States during the early to mid-twentieth century as it alternately reflected and led movements for social change. Course work consists of listening to selected repertoires, reading scholarly and popular essays about those repertoires, and extensive in-class (and on-line) discussion about issues raised by the listening and reading. The goal of the course is twofold: 1) to heighten critical listening skills so as to become more aware of ways in which music can express social attitudes; and 2) to introduce the social, cultural, and political issues surrounding the music being studied. Writing intensive.

A freshman inquiry course that provides students with a multi-disciplinary perspective of issues and management of endangered species. The sociological, economic, political, and biological forces that influence policy and management of endangered species are explored with guest lectures and student-led activities including weekly discussions of current events, international species, and team discussions of assigned readings and regional case-study seminars. Writing intensive. 4 credits.

Exposes students to the breadth of research opportunities at UNH, and engages them in collaborative research projects to develop and disseminate new knowledge broadly for the benefit of society. Through an integrated series of lectures and highly interactive work sessions, students will learn the emerging foundations and examples of Outreach Scholarship, are paired with a community partner to develop a research proposal in an area that interests them, and learn critical professional skills including proposal writing and presentation.

Eating is an agricultural act", as Wendell Berry tells us. And, if you eat from the soils of your home, you are an embodied expression of your place, we are told. Are you interested in the "botany of desire?" How about the "ecology of happiness?" Do you like good food? Do you believe that you are what you eat? Do you like the sweet smell of soil? Gazing into the eyes of Jerseys (cows, that is)? Do you want to know how U-Doo is made? Do you want the real dirt on sustainable agriculture? Do you want to visit UNH's farms and forests, and learn what your university is doing to feed future New Englanders? Do you like farmers markets? Organic food? Community supported agriculture (CSA)? Do you want to see what the UNH Student Organic Gardening Club, one of the most popular student organizations on campus, is up to? Then register for "The Real Dirt" (NR 444-B)!

The history and dynamics of the Earth as a system, considered in 4 general areas: 1. The Solid Earth (age of the Earth, plate tectonics and meteor impacts), 2. The Climate System (general circulation, ice ages, El Nino), 3. The Vegetated Surface (distribution of biomes, biodiversity, human land use), and 4. Element cycles (carbon, nitrogen, oxygen). The human role in modifying natural processes is a crosscutting theme, leading to discussions of current environmental issues. Writing intensive.

Course examines hunting in America from a multi-disciplinary perspective that addresses biology, technology, history, culture, economics, politics, philosophy and more. The goal is to move people away from their bias and learn/study/inquire of the complexity of this human behavior. Students will look beyond personal and ethical controversies of hunting, as well as the professional link of wildlife management and hunting. Special fee.

Course examines a variety of animal poisons and venoms in different contexts. Historical, cultural, physiological, pharmacological, and evolutionary viewpoints are explored. Readings, guest lectures, and peer blog entries are used to refine critical thinking skills and form the basis of in-class discussions.

Course consists of: a) exploring the impact that technology has on human lives; when technology becomes assistive technology, and when assistive technology becomes universally designed technology for all, b) exploring technology, using hands-on exploration of hundreds of assistive technology solutions, c) analyzing case studies of individuals whose lives have been affected by this technology, and d) developing creative problem-solving skills for everyday life challenges. Special fee.

Remaking Nature: The Ethics and Politics of Genetic Engineering will examine the biological, ethical, social, and political issues raised by genetic engineering. Students, acting as an "Advisory Council on Bioethics," will formulate policy recommendations about whether or not there should be a Federal ban on research involving, e.g., cloning of human embryos and genetically modifying plants and animals for food. 4 credits.

An inquiry into the nature of the self and into the conditions under which it may best flourish. Is the self fundamentally biological, spiritual, or social? Draws on a variety of perspectives in an attempt to answer these questions, including East Asian as well as Western philosophical ideas, feminist theory, Existentialism, and others. Writing intensive.

The discoveries of nuclear physics have spawned the nuclear power plant and bomb, but also many far reaching, though less recognized applications of nuclear science in medicine, research, and our everyday lives. This course examines the underlying physics of nuclear science, the resulting technological applications and dangers, and some of the implications for public policy. In the process, we dispel many of the popular myths and misconceptions that surround nuclear science and radiation in the public's mind and the media. You may be surprised! Topics are wide ranging and inherently interdisciplinary. They include nuclear stability and radioactivity, natural sources of radioactivity, the effects of radiation on living things, particularly people, nuclear medicine, nuclear science in fields such as biology, archeology, geology and engineering, nuclear chain reactions, nuclear reactors and energy, nuclear accidents, radioactive waste, nuclear weapons and proliferation, nuclear energy in stars, and the origin of the elements. Be prepared to actively participate. 4 credits.

A seminar course that introduces students to some of the most exciting aspects of physics and astronomy: the nature of space and time, the Big Bang and the evolution of the universe. Writing intensive. 4 credits.

The course combines course material from a number of scientific and social science disciplines as students explore the following climate change related topics: the construction scientific consensus and the associated controversies; the nexus between scientific information (and organizations) and policymaking in the United States and at international level; the interactions between American domestic politics and international politics; public understanding of scientific and technical information; media representations of environmental politics and of scientific and technical information; political activities of various 'stakeholder' groups regarding climate change issues and policies, including environmental organizations, academics, and private sector organizations.
NOTE: The class will be writing intensive, including a number of short (2-5 page) writing assignments of various kinds. At least 60% of students' grades will be determined by written work. Writing intensive. 4 credits.

An examination of the spirit of a modern democracy and its influence on the thoughts and actions of those who live within it. Includes selections from Tocqueville?s Democracy In America and an examination of characters in the works of Weems, Twain, and Salinger. Writing intensive.

Examines alleged paranormal phenomena and various ways that people approach and attempt to understand them. Students explore alternative ways of making sense of these phenomena. Draws heavily on the social sciences (e.g., psychology, sociology, anthropology), but information and approaches from the physiological and biological sciences are introduced as appropriate. Cannot receive credit if credit earned for PSYC 591A. Writing intensive. 4 credits.

Peace is more than just the absence of war. A culture of peace incorporates respect and dignity for all persons, stewardship of natural resources, a striving toward justice and equality, the non-violent resolution of conflicts, non-hierarchical decision-making and participatory community life. Exploration of the origins and conceptual foundations of peace culture and examine each of the elements of a culture of peace as adopted by UNESCO in its declaration of the Decade of Education for A Culture of Peace (2000-2010). Throughout the semester students will learn and practice skills such as listening, re-framing problems, resolving conflicts and imagining the perspectives of others as they are empowered to create a peace culture within the classroom itself.

In contrast to the traditional view of disability as a defect, students learn how disability provides a unique vantage point on our world and can be perceived as an ordinary part of the twists and turns of life. Examines the history of social responses to disability, with an emphasis on the present day concepts of inclusion and self-determination. Students explore expressions of the disability experience through print and visual media. Writing intensive.

Conventional wisdom holds that success in modern America depends on personal attributes such as intelligence, a strong work ethic, and specialized skills. Conventional wisdom also holds that opportunities for success are abundant and that those who seek it commonly experience upward mobility. The celebrated achievements of well-known entrepreneurs, athletes, and entertainers continually affirm our collective faith in this perspective. However, the picture becomes more complex as we move away from individual biographies to consider larger societal patterns. This class uses a multidisciplinary perspective to examine the major social and economic trends that have affected American mobility patterns since the 1950s. The primary goal of the course is to help students ask and answer questions about the processes of social mobility and social change. Students will learn how social scientists formulate research questions, how they collect and analyze data to answer those questions, and how their findings inform scholarly debates and shape public policy.

Introduction to societies of the far North today, from Alaska and Canada through Greenland, Iceland, northern Scandinavia and Russia. Reviews interconnected issues of social change, environment, sustainable development, local control, and modernization vs. traditions. Arctic dilemmas highlight some basic questions facing all societies in the 21st century. 4 cr.

A freshman inquiry course that provides students with a multi-disciplinary perspective of grief and loss. Students will examine personal, public, and institutional responses to losses, which inhibit or enhance one's ability to accept change. The various ways one may find and give informal support to others dealing with loss are explored, as are the personal responses that allow one to better cope with adversity and the expression of grief. Proposed themes of the course are: losses sustained through leaving home, confronting parental divorce in late adolescence, losses through death, adjusting to physical impairments, losing employment, letting go of dysfunctional relationships, and loss as a result of one's poor decision making e.g., credit card debt).

Fundamental concepts of symmetry are explored in a non-mathematical manner using pictures, artwork, textiles, models, and music. Field exploration and original work will play vital roles in this course. The course will examine the principles and classification of symmetry, dissymmetry and asymmetry. It will explore the role of symmetry in chemistry, biology and mineralogy in order to understand the nature of crystal structures such as diamonds, the activities of enzymes, drugs, and antibodies and the origins of chirality ("handedness") on Earth and (perhaps) beyond. Indeed, our most fundamental concepts of opposites (male/female; Yin-Yang) relate to early alchemical concepts and explain the structure and function of DNA. The dynamics of symmetry, driven in part by the natural tendency for randomness countered by the attractive forces that prevail in ordered arrays, will be analyzed. Concepts related to symmetry recur in literature (Alice Through The Looking Glass). A particularly enjoyable and easy example for exploration is Abbot’s nineteenth century satire Flatland in which we learn about our perceptions of dimension.

The manner in which humans interact with symmetrical and non-symmetrical objects will be explored. For example, classical Roman architecture relied upon highly symmetric structures and elements of structure (e.g. columns) having planes of symmetry. The results were solid, reassuring static structures. In contrast, Native American cultures typically employed designs that possessed axes (but not planes) of symmetry and were dynamic in appearance. Indeed, aboriginal cultures in many locations typically add a flaw to an otherwise symmetric craft to avoid offending deities. Passages in music that are symmetrical (plane of symmetry or center of inversion for example) are often pleasing to us but may feel too mechanical. In contrast, breaks in symmetry (in musical structure or harmony) may surprise and please (or shock) listeners. Tiles for a floor can be triangular, square or hexagonal but never pentagonal. Pentagons cannot "tile" (or pack closely). One consequence is that virus particles tend to have six-fold (but not five-fold) symmetry so that they can pack (crystallize) in their dormant state.

The world of advertising makes extensive use of symmetry and dissymmetry depending upon the message to be delivered. To provide just one example- the hubcaps of automobiles furnish a treasure trove of design. Obviously, at its core there must be a symmetrical placement of hubcap screws in order to symmetrically distribute load. However, the artistry of hubcaps will tend to use axes rather than planes of symmetry in order to convey a dynamic sense.

This class will be highly interactive and will include model-building and field trips- the latter will enhance the discovery mode of the course. We will include nature field trips, home objects (door knobs, right-handed scissors, wallpaper), examples of artwork and advertising to have the student explore whether symmetry (or dissymmetry) is imposed by underlying structure, function and/or aesthetic needs and to discuss and analyze them both in writing and in class discussion. Writing intensive. 4 credits.

This course that will examine to what degree dramatic literature and theatre art has effected socio-political change in the past, and in the present, through an in-depth exploration of texts, artistic methods and theatrical techniques. Students will create theatrical art related to various sociopolitical issues. Absolutely no experience in theatre is necessary, as this course is built around the premise that we all have the ability to create art and affect politics and society. Special fee.

Using a social construction approach, students will explore the multiple ways in which gender is constructed within the lives of children, women, men, and transgender people. Specific attention will focus on the social institutions and systems that encourage both the construction and reproduction of gender identity and expression across the lifespan. Students will actively participate in identifying historical and current day factors and institutions that shape gender. Students will explore the roles of families, schools, educational settings, media, the workplace, recreation activities, the medical system, religion, laws, and the laws and the legal system in the construction of gender. 4 credits.

This course will explore the construction of gender in everyday life. It is based on the premise that every person has a gender. We will thus explore the multiple ways in which gender is constructed within the lives of children, women, men and transgender people. Students will explore the social institutions and systems that encourage both the construction and reproduction of gender identity and expression across the lifespan. Students will actively participate in identifying historical and contemporary factors and institutions that shape gender. Students will explore the roles of families, schools, educational settings, media, the workplace, recreation activities, the medical system, religion, laws and the legal system in the construction of gender. This exploration will lead to greater understanding of the range of gender and offer a deeper understanding of the interrelated nature of gender roles and challenge commonly held gender assumptions such as: there are only two genders - femininity and masculinity; an individual’s gender must match their sex (physiological characteristics); gender is solely a product of biology; individuals who challenge gender roles are deviant; etc.

Utilizing guest lectures, films, readings, projects and discussion, this writing intensive course provides first-year students with the opportunity to investigate the social, historic, economic and political factors that shape sports opportunities for girls and women in the United States. Students examine the extent to which sports experiences are the same for all girls and women in their diversity, as well as comparable to males across their differences. Writing Intensive.

Class examines race categories in the United States and how these historically changing categories shape our diverse realities across racial, ethnic, gendered, classed, and national identities. Students examine race as a category of difference and explore the multiple ways that individuals claim racial identities. Specific attention focuses on how diverse women have made history in their own lives and in the lives of others by resisting the interlocking systems of oppression.

A freshman "inquiry" seminar introducing fundamental evolutionary concepts and mechanisms, as well as examining the nature of science, and the ways in which scientists use imagination and inference to better understand the natural world. Through evolutionary case studies ranging from the very real to the purely imaginary, students learn to compare and assess explanatory hypotheses, and to use creative, scientifically-disciplined inference as working scientists do. They also develop their abilities to decide what is or isn't science, and to judge the relevance and adequacy of evidence claimed to support hypotheses. The course begins by introducing the mechanism of natural selection through the engaging example of dog domestication, move from there to broader discussions of speciation (including species definitions, and case studies of speciation in progress). The central portion of the course focuses on issues of definitions (what is a "hypothesis" anyway?), and developing increasingly sophisticated and well-informed judgments about different sorts of biological information. In the final section, we explore proper and improper roles of imagination and creativity in science: how (and why) real scientists use fictional species, and how to tell the difference between fictions and frauds while leaving room for humor and invention. Writing intensive

Snake head fish that walk on land, water milfoil that chokes our lakes and Asian sand crabs that are rapidly replacing established green crabs are examples of exotic species are invading our oceans, lakes and rivers, disrupting the natural ecosystem by out-competing many native species. This hands-on course explores the causes for these invasions, their impacts on nature and society and whether or not these species can be controlled. Field trips will be taken to lakes and the ocean shore to observe and make collections of recent invasive species. Students will develop and carry out experiments to test hypotheses and observe predatory and competitive behavior of exotic and native species, such as crabs, alewife fish and tunicates. Seminars and discussion groups will cover a wide range of topics related to invasive species, such as global climate change and impacts of human activities.