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Do you enjoy making quick sketches or more sustained drawings? Do you have notebooks with random designs, whimsical scenes or characters you have created? Whether you draw often, or it has been many years, in this course you can not only develop your drawing skills, but bring your drawings to life with animation. Through a series of prompts, the class will create short animations that explore various aesthetic sensibilities and individual stylizations, such as childhood drawing/symbolism, abstract narratives, and drawings combined with photographic collage. Originality, and creating distinct, unique visual images will be stressed in every animation. Some projects will also incorporate the use of digital scanners which make it possible to include original textures, materials and objects. Through Adobe After Effects and Photoshop class demos, students will learn simple and effective ways to animate their drawings and explore their ideas. Note: this class will not focus on traditional hand-drawn animation methods of creating multiple frames to produce the illusion of movement (it's much easier and less time consuming than that. You only have to draw something once to animate it.) No previous drawing or software experience is required.

This course will introduce students to the history, methodology, and major issues of Asian American Studies through an interdisciplinary survey of historical texts, literature, film, and cultural theory. Since the start of the pandemic, anti-Asian rhetoric and hate crimes have soared. We will contextualize this recent wave of violence within the nation's history, highlight the many contributions of Asian Americans to our society, and invite comparison among social justice movements more broadly. The course will engage themes such as Orientalism, diaspora, political activism, and cultural representation, centering a range of Asian American perspectives, including individuals who identify as women or nonbinary, LGBTQIA, disabled, or undocumented.

This course will introduce students to the history, methodology, and major issues of Asian American Studies through an interdisciplinary survey of historical texts, literature, film, and cultural theory. Since the start of the pandemic, anti-Asian rhetoric and hate crimes have soared. We will contextualize this recent wave of violence within the nation's history, highlight the many contributions of Asian Americans to our society, and invite comparison among social justice movements more broadly. The course will engage themes such as Orientalism, diaspora, political activism, and cultural representation, centering a range of Asian American perspectives, including individuals who identify as women or nonbinary, LGBTQIA, disabled, or undocumented.

Course can be taken as HIS 240 or 340 - work load varies. Must have 1 History Credit or Instructor Approval. The war in Vietnam was like no other war in U.S. History. It was America's first truly technocratic war in which rationalized planning supported by immensely destructive firepower was brought to bear on an agricultural country--and found wanting. It was America's longest war and the first U.S. war fought by a fully integrated military. It was also the first time since before the Civil War that black and white Americans shared the same foxholes and became dependent on each other for survival. The United States first became involved in Indochina in 1941. When it was declared over with the fall of Saigon on April 30th, 1975, over 3 million Vietnamese men and women and 58 thousand Americans were dead, almost seven-thousand of them black Americans who called each other "bloods." For every one of those who served, the war was different. For black Americans, it was very different indeed. This course considers the role and experiences of Black soldiers in the Vietnam War.

What do the year 103, international cyber bank heists, nuclear weapons, hereditary communism, and Tokyo Disneyland have in common? North Korea has fascinated scholars, observers, and statesmen for the better part of 7 decades. This course is designed to enable students to understand and analyze North Korean politics through a rational choice framework. Towards such ends, students will acquire knowledge about Kim Il Sung's ascension to power; state-building and power consolidation; Kim Jong Il's governance including Juche, Songun politics, and nuclearization; the power transition to Kim Jong Un; human rights and state-society relations in North Korea; prospects for politics; Korean unification; and the growing role of women in governance and society. And, of course, international bank heists and fratricide via handkerchiefs will also be covered.

This course will examine China's most under-rated dynasty, the Song (960-1279), who ruled over the greatest economy of the time, an unprecedented cultural efflorescence covering art, philosophy, and material culture, and (contrary to their reputation) built a powerful military that defended against Mongol conquests longer than any other place on earth. Previous coursework in world or Asian history encouraged but not required. This is a seminar featuring extensive readings, discussion, and a substantial final research paper.

This course will survey the proliferation of Black representation on television shows with particular focus on the 1970s through 2000s. We will review variety shows like Flip Wilson and Richard Pryor, sitcoms like Amos 'n' Andy and Julia and entertainment shows like Soul Train and In Living Color. Special focus will be devoted to Black family shows like The Jeffersons, Sanford and Sons, The Cosby Show and The Fresh Prince of Bel Air. Students will be introduced to concepts in cultural theory and cultural criticism. This course will appeal to students interested in the intersection of popular culture and race relations. Caution: We will watch a lot of TV.

This course will explore the history and methods of American Jazz. Students will study the musical genres, geographical issues, and social movements that led to the creation of jazz and the development of the genre into present day. Major composers, arrangers, band leaders, and performers will be studied. As much of this music was derived from the combination of white and black experiences, racial issues associated with the arts and artistic creation will also be studied and discussed. The course will include a creative component where students will choose to write lyrics, compose music, and/or perform some jazz themselves. No prior musical experience is required to have a great time learning about jazz in American heritage!

Course can be taken as HIS 240 or 340 - work load varies. Must have 1 History Credit or Instructor Approval. The war in Vietnam was like no other war in U.S. History. It was America's first truly technocratic war in which rationalized planning supported by immensely destructive firepower was brought to bear on an agricultural country--and found wanting. It was America's longest war and the first U.S. war fought by a fully integrated military. It was also the first time since before the Civil War that black and white Americans shared the same foxholes and became dependent on each other for survival. The United States first became involved in Indochina in 1941. When it was declared over with the fall of Saigon on April 30th, 1975, over 3 million Vietnamese men and women and 58 thousand Americans were dead, almost seven-thousand of them black Americans who called each other "bloods." For every one of those who served, the war was different. For black Americans, it was very different indeed. This course considers the role and experiences of Black soldiers in the Vietnam War.

"In the last decade, the punitive and overzealous tools and approaches of the modern criminal justice system have seeped into our schools, serving to remove children from mainstream educational environments and funnel them onto a one-way path toward prison.... The School-to-Prison Pipeline is one of the most urgent challenges in education today." (NAACP 2005) In this course, we will examine the ways in which the U.S. system of P-12 public education has become increasingly enmeshed with the criminal justice system. As the ACLU has noted, school disciplinary measures have become more rigid and more likely to divert students toward local law enforcement agencies. Beyond the area of school conduct issues, inequities that predict students' success in our testing-focused educational system may also predict students' likelihood of engagement with law enforcement (eg: family income and educational levels, presence/absence of learning exceptionalities, stereotyping based upon personal and/or cultural identity, and wealth/poverty levels of schools and neighborhoods). In this class, we will examine the underlying policies and school-level practices that contribute to this destructive pattern, along with interventions that have been developed, such as greater attention to students' educational and vocational needs, restorative justice approaches to behavioral issues, and a focus on social-emotional learning

When faced with life's hardships, many ancient Greeks and Romans turned to magic in the hope of influencing the world around them. For some, magic offered an expedient solution for a meddlesome rival, a sore throat, or a broken heart. For others, it offered an avenue for transcending the cares of this world altogether. This course examines the widespread practice of magic in the ancient world, from the times of Homer to the early days of Christianity. Students will analyze ancient curse tablets, love charms, amulets, and magical recipe books as well as depictions of magic in ancient literature. They will learn the techniques and methods used by theurgists, alchemists, and diviners as well as the cultural contexts in which these ideas arose. In doing so, they will gain a better understanding of what magic looked like in Greece and Rome, what types of people practiced it, and why.

"In the last decade, the punitive and overzealous tools and approaches of the modern criminal justice system have seeped into our schools, serving to remove children from mainstream educational environments and funnel them onto a one-way path toward prison.... The School-to-Prison Pipeline is one of the most urgent challenges in education today." (NAACP 2005) In this course, we will examine the ways in which the U.S. system of P-12 public education has become increasingly enmeshed with the criminal justice system. As the ACLU has noted, school disciplinary measures have become more rigid and more likely to divert students toward local law enforcement agencies. Beyond the area of school conduct issues, inequities that predict students' success in our testing-focused educational system may also predict students' likelihood of engagement with law enforcement (eg: family income and educational levels, presence/absence of learning exceptionalities, stereotyping based upon personal and/or cultural identity, and wealth/poverty levels of schools and neighborhoods). In this class, we will examine the underlying policies and school-level practices that contribute to this destructive pattern, along with interventions that have been developed, such as greater attention to students' educational and vocational needs, restorative justice approaches to behavioral issues, and a focus on social-emotional learning

This creative writing course will focus on the aesthetic and technical craft of writing for video games by teaching students how to cultivate the required skills to produce professional and creative work in different genres of gaming. We will concentrate on the dimensions of effective storytelling in video games by examining what makes video game storytelling unique and engaging. Students will write in several different genres, including a video game review, a side quest story for an existing game title, and a storyboard for an original video game narrative. All students will create a final portfolio of their work and deliver a digital presentation of their video game narrative. Graded assignments will range from individual creative writing projects to a weekly gaming journal.

With a focus on canonical French works, this course examines how literature and art form a unique meeting place of the natural environment and the creative imagination that allows us to explore a profound questioning of the human relationship to nature. By considering the impact of science and industry on natural and urban landscapes, the environmental catastrophes that result from nuclear power and warfare, the human rapport with or treatment of animals, as well as postcolonial ecocriticism that foregrounds environmental justice, we will consider how French literature and art invites us to reexamine how we interact with and treat the earth and its creatures. Though the course focuses on French works, these will allow us to explore the idea of environmentalism on the European continent and how it remains distinct from American environmentalism and the tradition of nature writing. Sample authors and works include Descartes, Rousseau, Chateaubriand, George Sand, Baudelaire, Zola, Maupassant, Beckett, Duras, as well as Barbizon painting and Impressionist art. Taught in English; students taking the course for French credit will complete readings and assignments in French.

At various stages in the modern era, men in the western world have found themselves in a state of "crisis" requiring men to find new ways to cope in the modern world. In HIS 230-01, students study concepts of masculinity and men's experiences since 1750. Much of the course focusses on men in the western world with some attention given to masculinity in nineteenth-century colonial settings. Issues of privilege, dominance, and sexuality will be considered as students study masculinity in relation to war, boxing, relationships, industrialization, racism, science, family life, reproduction, social setting, and bodily manipulation. Starting with a study of masculinity in manners and discipline before 1800, the course will end by asking if men of the 21st century have been emasculated and used up, crushed by the modern age, or if "masculinity" has always been in a state of crisis.and reinvention. Students should be prepared to read 30-50 pages for classes, write essay exams in class, and produce short papers.

At various stages in the modern era, men in the western world have found themselves in a state of "crisis" requiring men to find new ways to cope in the modern world. In HIS 230-01, students study concepts of masculinity and men's experiences since 1750. Much of the course focusses on men in the western world with some attention given to masculinity in nineteenth-century colonial settings. Issues of privilege, dominance, and sexuality will be considered as students study masculinity in relation to war, boxing, relationships, industrialization, racism, science, family life, reproduction, social setting, and bodily manipulation. Starting with a study of masculinity in manners and discipline before 1800, the course will end by asking if men of the 21st century have been emasculated and used up, crushed by the modern age, or if "masculinity" has always been in a state of crisis.and reinvention. Students should be prepared to read 30-50 pages for classes, write essay exams in class, and produce short papers.

The texts of the Bible do not shy away from representing sex and desire and their profound concurrence with constructs of gender and power. We will probe the many sexual stories, laws, theologies, and moral teachings that populate the Bible as well as a variety of approaches to interpreting them through historical, theological, feminist, and queer frameworks. We will also critically examine the work that readings of Biblical sex perform in contemporary American sexual politics.

This seminar will focus on the intersection of Christianity and mental health in the United States. Some of the questions we will consider include: In what ways does Christianity make sense of mental illness and disorder? How might Christianity contribute to mental health and well-being, on the one hand, and to mental disorders on the other? The U.S. today suffers from an epidemic of anxiety, depression, and loneliness. How does the Christian church address these issues, along with others like mental handicaps and destructive behaviors such as addictions? Finally, what are the particular mental health challenges facing young people today, especially young men, and what resources might the American Christian tradition bring to bear on them? Prerequisite: None

The Cold War oriented foreign policies, drove international relations, and deeply affected millions of people across the globe from just after WWII until the early 1990's. It shaped generations of military and political thinking in the United States and Soviet Union and directly impacted dozens of other countries, causing, and exacerbating multiple proxy wars. In this course we will critically examine the political underpinnings of the Cold War. We will study the emergence of Cold War politics across a variety of media including primary sources. Our class will closely consider the Korean War, the Cuban Missile Crisis, the Vietnam War, the Chernobyl disaster, nuclear weapons politics, the end of the Cold War, and many other topics. We will also study and discuss the legacy and impact of the Cold War, even as it is felt in major conflicts today. Students should leave the course with detailed knowledge on the emergence and politics of the Cold War, as well as its end, and the ways in which it continues to matter in contemporary world politics.

When faced with life's hardships, many ancient Greeks and Romans turned to magic in the hope of influencing the world around them. For some, magic offered an expedient solution for a meddlesome rival, a sore throat, or a broken heart. For others, it offered an avenue for transcending the cares of this world altogether. This course examines the widespread practice of magic in the ancient world, from the times of Homer to the early days of Christianity. Students will analyze ancient curse tablets, love charms, amulets, and magical recipe books as well as depictions of magic in ancient literature. They will learn the techniques and methods used by theurgists, alchemists, and diviners as well as the cultural contexts in which these ideas arose. In doing so, they will gain a better understanding of what magic looked like in Greece and Rome, what types of people practiced it, and why.

At various stages in the modern era, men in the western world have found themselves in a state of "crisis" requiring men to find new ways to cope in the modern world. In HIS 230-01, students study concepts of masculinity and men's experiences since 1750. Much of the course focusses on men in the western world with some attention given to masculinity in nineteenth-century colonial settings. Issues of privilege, dominance, and sexuality will be considered as students study masculinity in relation to war, boxing, relationships, industrialization, racism, science, family life, reproduction, social setting, and bodily manipulation. Starting with a study of masculinity in manners and discipline before 1800, the course will end by asking if men of the 21st century have been emasculated and used up, crushed by the modern age, or if "masculinity" has always been in a state of crisis.and reinvention. Students should be prepared to read 30-50 pages for classes, write essay exams in class, and produce short papers.

At various stages in the modern era, men in the western world have found themselves in a state of "crisis" requiring men to find new ways to cope in the modern world. In HIS 230-01, students study concepts of masculinity and men's experiences since 1750. Much of the course focusses on men in the western world with some attention given to masculinity in nineteenth-century colonial settings. Issues of privilege, dominance, and sexuality will be considered as students study masculinity in relation to war, boxing, relationships, industrialization, racism, science, family life, reproduction, social setting, and bodily manipulation. Starting with a study of masculinity in manners and discipline before 1800, the course will end by asking if men of the 21st century have been emasculated and used up, crushed by the modern age, or if "masculinity" has always been in a state of crisis.and reinvention. Students should be prepared to read 30-50 pages for classes, write essay exams in class, and produce short papers.

Course can be taken as HIS 240 or 340 - work load varies. Must have 1 History Credit or Instructor Approval. The war in Vietnam was like no other war in U.S. History. It was America's first truly technocratic war in which rationalized planning supported by immensely destructive firepower was brought to bear on an agricultural country--and found wanting. It was America's longest war and the first U.S. war fought by a fully integrated military. It was also the first time since before the Civil War that black and white Americans shared the same foxholes and became dependent on each other for survival. The United States first became involved in Indochina in 1941. When it was declared over with the fall of Saigon on April 30th, 1975, over 3 million Vietnamese men and women and 58 thousand Americans were dead, almost seven-thousand of them black Americans who called each other "bloods." For every one of those who served, the war was different. For black Americans, it was very different indeed. This course considers the role and experiences of Black soldiers in the Vietnam War.

This course will introduce students to the history, methodology, and major issues of Asian American Studies through an interdisciplinary survey of historical texts, literature, film, and cultural theory. Since the start of the pandemic, anti-Asian rhetoric and hate crimes have soared. We will contextualize this recent wave of violence within the nation's history, highlight the many contributions of Asian Americans to our society, and invite comparison among social justice movements more broadly. The course will engage themes such as Orientalism, diaspora, political activism, and cultural representation, centering a range of Asian American perspectives, including individuals who identify as women or nonbinary, LGBTQIA, disabled, or undocumented.

This course will introduce students to the history, methodology, and major issues of Asian American Studies through an interdisciplinary survey of historical texts, literature, film, and cultural theory. Since the start of the pandemic, anti-Asian rhetoric and hate crimes have soared. We will contextualize this recent wave of violence within the nation's history, highlight the many contributions of Asian Americans to our society, and invite comparison among social justice movements more broadly. The course will engage themes such as Orientalism, diaspora, political activism, and cultural representation, centering a range of Asian American perspectives, including individuals who identify as women or nonbinary, LGBTQIA, disabled, or undocumented.

2nd Half Semester In the heart, it's intention; coming forth in words, it's poetry." So says the "Preface" to the Book of Songs, the ancient classic of Chinese poetry. In this course, we will read selections (in English) from the Book of Songs, and later poets like Li Bo [Li Bai], Du Fu, and Wang Wei. We will study how Chinese poets use image and metaphor to convey their distinctive ideas about nature, religion, and human life. On occasion, we will also read Chinese poems alongside selected English-language poems, comparing their techniques and aims. Absolutely no knowledge of Chinese is required.

With a focus on canonical French works, this course examines how literature and art form a unique meeting place of the natural environment and the creative imagination that allows us to explore a profound questioning of the human relationship to nature. By considering the impact of science and industry on natural and urban landscapes, the environmental catastrophes that result from nuclear power and warfare, the human rapport with or treatment of animals, as well as postcolonial ecocriticism that foregrounds environmental justice, we will consider how French literature and art invites us to reexamine how we interact with and treat the earth and its creatures. Though the course focuses on French works, these will allow us to explore the idea of environmentalism on the European continent and how it remains distinct from American environmentalism and the tradition of nature writing. Sample authors and works include Descartes, Rousseau, Chateaubriand, George Sand, Baudelaire, Zola, Maupassant, Beckett, Duras, as well as Barbizon painting and Impressionist art. Taught in English; students taking the course for French credit will complete readings and assignments in French.

2nd Half Semester This course serves as an introduction to mathematical thinking through examples in games and puzzles. We will look at the mathematical structures in puzzles like Rubik's cubes and Sudoku. We will also study mathematical games, that is games involving only logic, strategy, and chance. One of the main goals of this course will be to develop critical thinking and problem-solving skills that will aid you outside of mathematics courses. This course does not count toward the mathematics major or minor. It will count toward the quantitative literacy requirement.

This is a course for ROTC students at the campus of Purdue University and follows Purdue's term dates. Purdue's Fall semester dates are August 22 - December 10, 2022. Purdue's Fall break is October 10-11 (Monday - Tuesday) and their Thanksgiving break is November 23-26 (Wednesday - Saturday).

This is a course for ROTC students at the campus of Purdue University and follows Purdue's term dates. Purdue's Fall semester dates are August 22 - December 10, 2022. Purdue's Fall break is October 10-11 (Monday - Tuesday) and their Thanksgiving break is November 23-26 (Wednesday - Saturday).

This is a course for ROTC students at the campus of Purdue University and follows Purdue's term dates. Purdue's Fall semester dates are August 22 - December 10, 2022. Purdue's Fall break is October 10-11 (Monday - Tuesday) and their Thanksgiving break is November 23-26 (Wednesday - Saturday).

This is a course for ROTC students at the campus of Purdue University and follows Purdue's term dates. Purdue's Fall semester dates are August 22 - December 10, 2022. Purdue's Fall break is October 10-11 (Monday - Tuesday) and their Thanksgiving break is November 23-26 (Wednesday - Saturday).

This course will explore the history and methods of American Jazz. Students will study the musical genres, geographical issues, and social movements that led to the creation of jazz and the development of the genre into present day. Major composers, arrangers, band leaders, and performers will be studied. As much of this music was derived from the combination of white and black experiences, racial issues associated with the arts and artistic creation will also be studied and discussed. The course will include a creative component where students will choose to write lyrics, compose music, and/or perform some jazz themselves. No prior musical experience is required to have a great time learning about jazz in American heritage!

This course considers examines the relationship between different kinds of music and Christianity. We'll discuss examples from chant in Medieval monasteries up to Contemporary Christian pop music, using the music to examine the societal, political, and aesthetic priorities of specific times and places in history. We will also consider the concept of "sacred music" in a broad sense, examining how its definitions have changed over time

What is the relationship between the three pounds of wet biomass in your skull and the fact that you understand the sentence that you are currently reading? This question, as with many good philosophical questions, is simple to state but very difficult to answer. Here is another way to think about it. One the on hand, you are a thinking being: You have thoughts, feelings, desires, wishes, and a rich inner mental life to which you alone have access. There is something that is it like to be you. On the other hand, you are a physical being: You are composed primarily of water and carbon, and constitute a complex system of biochemical reactions. You are the sort of thing that can be studied, and whose behavior can be explained, by biochemistry, neuroscience, and psychology. What are we to make of these two aspects of ourselves? In this course, we will study a variety of philosophical approaches to understanding the mind and its place in nature. Along the way, we will pay special attention to questions concerning the relationship between thought and language, the nature of conscious experience, and the possibility of artificial intelligence.

What is the relationship between the three pounds of wet biomass in your skull and the fact that you understand the sentence that you are currently reading? This question, as with many good philosophical questions, is simple to state but very difficult to answer. Here is another way to think about it. One the on hand, you are a thinking being: You have thoughts, feelings, desires, wishes, and a rich inner mental life to which you alone have access. There is something that is it like to be you. On the other hand, you are a physical being: You are composed primarily of water and carbon, and constitute a complex system of biochemical reactions. You are the sort of thing that can be studied, and whose behavior can be explained, by biochemistry, neuroscience, and psychology. What are we to make of these two aspects of ourselves? In this course, we will study a variety of philosophical approaches to understanding the mind and its place in nature. Along the way, we will pay special attention to questions concerning the relationship between thought and language, the nature of conscious experience, and the possibility of artificial intelligence.

It's a familiar idea from political discourse that taxation involves the government taking our money. An extreme version of this idea finds expression in the polemic that "taxation is theft." Whether or not this idea is true, however, depends on whether property rights are creatures of custom or convention, or are in some sense natural. If property rights are the product of a set of laws or customs, of which the tax system is an important part, then it may seem like one can only own one's income after-tax. In this course, with the help of both classic and contemporary texts, we'll address head-on the question of whether property rights depend on convention. Along the way, we'll think through some questions of practical interest that arise acutely in the context of discussions of property rights' relation to social facts-questions concerning homelessness, gentrification, and whether each of us have a natural right to housing.

What do the year 103, international cyber bank heists, nuclear weapons, hereditary communism, and Tokyo Disneyland have in common? North Korea has fascinated scholars, observers, and statesmen for the better part of 7 decades. This course is designed to enable students to understand and analyze North Korean politics through a rational choice framework. Towards such ends, students will acquire knowledge about Kim Il Sung's ascension to power; state-building and power consolidation; Kim Jong Il's governance including Juche, Songun politics, and nuclearization; the power transition to Kim Jong Un; human rights and state-society relations in North Korea; prospects for politics; Korean unification; and the growing role of women in governance and society. And, of course, international bank heists and fratricide via handkerchiefs will also be covered.

It's a familiar idea from political discourse that taxation involves the government taking our money. An extreme version of this idea finds expression in the polemic that "taxation is theft." Whether or not this idea is true, however, depends on whether property rights are creatures of custom or convention, or are in some sense natural. If property rights are the product of a set of laws or customs, of which the tax system is an important part, then it may seem like one can only own one's income after-tax. In this course, with the help of both classic and contemporary texts, we'll address head-on the question of whether property rights depend on convention. Along the way, we'll think through some questions of practical interest that arise acutely in the context of discussions of property rights' relation to social facts-questions concerning homelessness, gentrification, and whether each of us have a natural right to housing.

Will Republicans retake control of Congress at the end of this year, or will Democrats manage to hold on to their razor-thin margins in the House and Senate? How will political parties and candidates mount their congressional election campaigns, and how will voters, donors, and other political actors respond? What will the implications be for President Biden's agenda, the 2024 presidential election, and the future of American politics? Timed to coincide with the 2022 midterm elections, this special topics course will address these questions and more. We'll examine previous political science research findings on the dynamics of congressional elections and explore whether and how these findings are playing out on the ground in real time this year.

What do the year 103, international cyber bank heists, nuclear weapons, hereditary communism, and Tokyo Disneyland have in common? North Korea has fascinated scholars, observers, and statesmen for the better part of 7 decades. This course is designed to enable students to understand and analyze North Korean politics through a rational choice framework. Towards such ends, students will acquire knowledge about Kim Il Sung's ascension to power; state-building and power consolidation; Kim Jong Il's governance including Juche, Songun politics, and nuclearization; the power transition to Kim Jong Un; human rights and state-society relations in North Korea; prospects for politics; Korean unification; and the growing role of women in governance and society. And, of course, international bank heists and fratricide via handkerchiefs will also be covered.

The Cold War oriented foreign policies, drove international relations, and deeply affected millions of people across the globe from just after WWII until the early 1990's. It shaped generations of military and political thinking in the United States and Soviet Union and directly impacted dozens of other countries, causing, and exacerbating multiple proxy wars. In this course we will critically examine the political underpinnings of the Cold War. We will study the emergence of Cold War politics across a variety of media including primary sources. Our class will closely consider the Korean War, the Cuban Missile Crisis, the Vietnam War, the Chernobyl disaster, nuclear weapons politics, the end of the Cold War, and many other topics. We will also study and discuss the legacy and impact of the Cold War, even as it is felt in major conflicts today. Students should leave the course with detailed knowledge on the emergence and politics of the Cold War, as well as its end, and the ways in which it continues to matter in contemporary world politics.

The texts of the Bible do not shy away from representing sex and desire and their profound concurrence with constructs of gender and power. We will probe the many sexual stories, laws, theologies, and moral teachings that populate the Bible as well as a variety of approaches to interpreting them through historical, theological, feminist, and queer frameworks. We will also critically examine the work that readings of Biblical sex perform in contemporary American sexual politics.

The Fall 2022 offering of this course can fulfill a requirement for the Environmental Studies minor. This is a discussion course that examines the relationship between religion and ethics from many different perspectives, beginning with theological models of talking about God, the self, and ethical goods and ending with discussions of specific ethical problems. We examine ethical perspectives rooted in analyses of human virtue, conceptions of freedom and liberation, calculations of public goods, and the challenges of weighing likely outcomes of policies. The emphasis in FA 2022 will be on environmental ethics. Students will read about the economics of climate change, innovative technologies with complex moral implications, and green home design. The class will also build a replica of Thoreau's cabin at Walden Pond, which the College plans to use on one of its wetland properties.

1st Half Semester Can religious beliefs by adequately analyzed or explained by cognitive science? If so, how and to what extent? If not, why not? These are the questions that this course will address. The relatively new field of cognitive science is the scientific study of the human mind, drawing on fields like psychology, anthropology, archeology, linguistics, and neuroscience. The course has 3 parts. First, we'll read what some cognitive scientists have to say about religion, e.g. Pascal Boyer, Religion Explained: The Evolutionary Origins of Religious Thought. Second, we'll read some philosophical and theological critiques of these ideas. Third, in light of these critiques, we'll consider their adequacy to the task of analyzing or explaining religious beliefs.

This seminar will focus on the intersection of Christianity and mental health in the United States. Some of the questions we will consider include: In what ways does Christianity make sense of mental illness and disorder? How might Christianity contribute to mental health and well-being, on the one hand, and to mental disorders on the other? The U.S. today suffers from an epidemic of anxiety, depression, and loneliness. How does the Christian church address these issues, along with others like mental handicaps and destructive behaviors such as addictions? Finally, what are the particular mental health challenges facing young people today, especially young men, and what resources might the American Christian tradition bring to bear on them? Prerequisite: None

This course considers examines the relationship between different kinds of music and Christianity. We'll discuss examples from chant in Medieval monasteries up to Contemporary Christian pop music, using the music to examine the societal, political, and aesthetic priorities of specific times and places in history. We will also consider the concept of "sacred music" in a broad sense, examining how its definitions have changed over time

This course introduces students to strategic communication, an umbrella term and subfield that considers how organizations use communication to achieve their missions. This course will explore the rhetorical facets of message design related to information campaigns, public relations, and marketing. This class will be organized into different modules, each addressing a different context of strategic communication. Within each module, students will learn theories and models of best practices, audience analysis and research, and communication ethics. The capstone assignment will have students research and analyze a strategic communication case study of their own choosing.

This course investigates the role of communication in the process of social change. We will examine a variety of theoretical perspectives that highlight the possibilities and constraints of employing rhetoric as a key agent in social movements. By exploring a range of historical and contemporary case studies in and outside of the United States, students will critically analyze how various rhetorical strategies operate in the advocacy and resistance of social change. This course will engage with multiple questions on the relationship between rhetoric and social movements including: How are social movements organized and maintained? What rhetorical tactics do social movements utilize to advocate or resist change? What are historical, social, and political conditions that make certain strategies effective/ineffective, silenced/heard, or remembered/forgotten? We will engage these questions through critical facilitated discussions, case study presentations, and a final paper rhetorically analyzing a social movement artifact.

1st Half Semester Stage Management will introduce students to the role of the Production Stage Manager. Upon completion of the course students will have an understanding of the Stage Manager's role in facilitating a production team in support of the production. Students will gain experience with the Stage Manager's function, responsibilities, tools, paperwork, the process of calling a show, and the creation of and maintenance of a Production Prompt Book.

2nd Half Semester Properties (Props) design will guide students through the role of a props designer. The process of analyzing a script for the creation and research of a props list for hand props, set props, furniture, and paper props. Students will use various techniques to create props from scratch, sourcing and adapting items to become new props, the use of photoshop, and other methods a properties designer may use in their profession.

Devised Theater is a creative, collaborative act of teamwork. Through improvisation, and a blend of techniques and experiences informed by theater, dance, visual arts, creative writing, and music, students create new theater as a team. Starting with texts and movement sequences, students construct solo, duets and group improvisations and performances. This course is suitable for interested students of all majors, but students who have a particular interest or experience in Theater, Art, Film & Digital Media, Music, and/or Creative Writing, are particularly encouraged to enroll.