92413 |
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 |
SCI |
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.
92412 |
NSCI 123 ENERGY, ENTROPY & INFORMATION |
Hilton Weiss Kim Touchette |
M . . . . . . W . . |
8:30 am - 10:30 am 8:30 am - 11:30 am |
HEG 204 ROSE 108/205 |
SCI |
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
92019 |
SCI 209 A COMPARATIVE APPROACH TO
MUSIC COGNITION |
Sven
Anderson Matthew
Deady John
Halle Tom
Hutcheon, Arseny Khakhalin Maria
Sonevytsky |
M . W . . |
6:30 pm – 7:50 pm |
RKC 100 |
NONE |
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