BIO 114

biology of noninfectious disease

John Ferguson

. T . . .

. . . Th .

3:00 pm -5:00 pm

3:00 pm -6:00 pm

HEG 204

ROSE 205


While both morbidity and mortality from infectious disease declined steadily during the 20th century in developed nations, they remained constant for noninfectious diseases. Students examine the reasons for this failure to deal more effectively with these conditions as they study various specific diseases. Examples include inherited diseases such as sickle-cell anemia, Huntington's disease, and cystic fibrosis; endocrine disorders such as acromegaly; nutrional disorders such as vitamin and mineral deficiencies; therapeutic drug addiction and toxicities; various poisonings such as plant intoxications and rattlesnake envenomation; cardiovascular diseases such as myocardial infarctions and cerebrovascular accidents; neurological diseases such as Parkinson's disease and Alzheimer's disease; allergies; and autoimmune diseases such as myasthenia gravis, multiple sclerosis, and diabetes mellitus. Many of the readings are relatively nontechnical case histories, but the biology underlying each condition is thoroughly developed. This course is of interest to those focusing on a career in the health professions, but is also designed to provide liberal arts students with some degree of medical literacy in these health issues. The laboratory portion introduces students to human physiology as it relates to disease. Prerequisites: experience in high school biology and chemistry.  



NSCI 123


Hilton Weiss

Kim Touchette

M . . . .

. . W . .

8:30 am - 10:30 am

8:30 am - 11:30 am

HEG 204

ROSE 108/205


An introduction to the concepts of energy and entropy and their applications in the sciences. Students conduct a semiquantitative consideration of the factors that govern energy conversion and utilization and that predict the feasibility of all physical, chemical, and biological events. The goal of the course is to develop an understanding of entropy and its universal implications. Connections are developed to information theory and communication theory; students discuss the use of these theories as models for evaluating and understanding nonverbal communication. Class size: 18



SCI 209


Sven Anderson

Matthew Deady

John Halle

Tom Hutcheon,

Arseny Khakhalin

Maria Sonevytsky

M . W . .

6:30 pm 7:50 pm

RKC 100


2 credits this class meets for the first eight weeks of the fall semester

of related interest: Psychology; Experimental Humanities; Mind, Brain and Behavior

How can music be studied scientifically? How is this study informed by the multicultural approach of ethnomusicology, and how does it relate to the study of language? This course will integrate ethnomusicology with acoustics, psychology and linguistics, using tools such as acoustic spectral analysis, psychophysiological studies, and cognitive theories of musical structure in order to get a larger perspective on the nature of music. Discussions will be led by professors from diverse backgrounds and give students multiple ways to view this subject. Topics such as Tuvan throat singing and music therapy will serve as a lens through which to illustrate the basic properties of sound, the way sound is perceived and integrated by the brain, and the cognitive mechanisms by which music is produced and understood. Integrated projects will give students hands-on experience with the algorithms, equipment and software typically used in the study of sound. This course does not satisfy specific requirements of any program. Priority given to students who have completed at least one of the following: Acoustics, Foundations of MBB, any ethnomusicology course, Music Language and Mind, Intro Psych, Cognitive Psychology, Psychophysiology. Class size: 17