CONTEXTURES

Contextures: Disease and Health: Issues in Social and Personal Wellness

MWF 10:00-1:50
LLR 226 and 326

Both of these linked Contextures courses will address issues of disease and health from differing perspectives but with some common texts. The Textures component will focus more on the texts and stories as literary materials, with attention to how things go wrong, while the Contexts component will deal with the stories as evidence of individual and community searches for healthy development. Both courses will deal with physical and mental health and illness as realities and as metaphors for social and personal well being.

Contexts: Can You Get There From Here? Psychiatric and Spiritual Health and Wellness
Dr. Pete Reichle

What is mental health? Spiritual health? Is "crazy" really crazy or being uniquely our own person (or as Menninger says, "Having a problem solving experience")?  This course explores stories of individuals and communities struggling for healthy development. Using Silko's major character who searches for the healing ceremony, Ken Wilber's attack on post modern faculty who seem to have no values, Andrew Wiel's thesis about getting  high naturally, as well as others, we examine the emotional, spiritual mental aspects of wellness. Included will be an overview of Epidemiology which complements the germs in Menacing Microbes. We will be asked to participate in some community needs assessment. This course is your emotional and spiritual "flu shot" to keep you healthy this winter.

Textures: Menacing Microbes, Men and Mindsets; The Medical Thriller and Contemporary Disease Realities
Dr. Harriette Buchanan

Health and disease are not only physical conditions, they are also important metaphors for understanding ourselves and our world. An interesting sub-genre of popular literature is the medical thriller that explores how diseases can terrify and/or can be controlled for humanity's benefit or detriment. This course, through reading non-fiction and fiction examples of the genre, will focus on the nature of the threats that we face from naturally occurring disease and physical conditions and from man-made medical threats. We will analyze the literary methods by which the authors present their materials and discuss social implications for the topics the authors present.

Tentative reading list:
Cook, Robin. Toxin.
Gerritsen, Tess. Harvest.
Hunter, Gwen. Deadly Remedy.
Karlen, Arno. Man and Microbes: Disease and Plagues in History and Modern Times.
Ouellette, Pierre. The Third Pandemic.
Palmer, Michael. Natural Causes.
Preston, Richard. The Demon in the Freezer.
Silko, Leslie Marmon. Ceremony.

Contextures: Japanese Spirit / Tao of the East and West IDS 2202-109 and IDS 2202-110 (Co-requisites)

MWF 10:00-1:50
LLR 421 and 426

China was one of the first civilizations and the only one whose history is continuous to the present day.  Before the birth of Christ, China had developed a profound culture and worldview.  The two courses which make up this version of Contextures are linked by the exploration of the interactions of Japan and the West with Chinese culture and worldview. Both courses will develop an understanding of aspects of Chinese history, culture and worldview then explore the interaction of Feudal and Modern Japan and the West with Chinese civilization in the context of the shift from the Chinese system to the world system. 

Contexts: Japanese Spirit with Chinese Learning / Japanese Spirit with Western Learning
Dr. Yoshiko Kato

In this course, we will learn the impacts of Chinese and Western political powers and cultural influences on Japan, by tracing the history of Japanese social system and culture. For the first half, we will think how Japan imported political systems and cultures from China. At the same time, we will consider that imported Chinese cultures (especially Taoism, Confucianism and Buddhism) were recreated in Japan to flourish its original spiritual cultures such as martial arts, tea ceremony, calligraphy, flower arrangements and so on (we will experiment with some of them). In the second half, we will learn the Japanese process of Westernization. We will read some modern Japanese short stories to understand how Chinese culture based culture has changed into Western culture based culture. This is a trial to look the world history through Japanese culture.

Textures: The Tao of the East and the Tao of the West
Dr. J. Linn Mackey

The I Ching, a book of divination, Tao Te Ching and The Way of Chuang Tzu, wisdom literature written before the birth of Christ, express important beginnings of the Chinese world view.  A key part of that worldview is TAO, loosely translated as the way or path.   It has been suggested that science is the TAO of the West, i.e. that science is the way or path to understanding followed in the West.  In the first part of the course we will investigate the Tao of the East.  This will include reading and discussing the I Ching, Tao Te Ching, and The Way of Chuang Tzu.  You will learn to use the I Ching as a divination tool and to do a simple form of Tai Chi. In the second part of the course we will look at some recent developments in Western science in quantum mechanics and the science of chaos, which have a strong resemblance to the ancient Chinese interpretation of the Tao.  No math or science skills are required for this part of the course.

Contextures: Revisiting Modernity / The Good Life?

IDS 2202-101 and IDS 2202-102 (Co-requisites)
or
IDS 2202-103 and IDS 2202-104 (Co-requisites)

MWF 10:00-1:50
LLR 263 and 365

This pair of courses explores what it means to live the good life in modern times -- not just materially (although this is always important), but also socially, politically, and ethically. What sort of society should we work to create? What sort of people should we strive to become? Together, we will examine some utopian dreams, some dystopian nightmares, as well as some theories, literature, plays, and films about what the good life is or ought to be.

Contexts: Revisiting Modernity
Mr. Charles L. Smith

Chuck Smith's Contexts class will explore the social and political promises and achievements of modernity as well as its pitfalls and dilemmas. With readings from Alexis De Tocqueville's Democracy in America, Mary Shelley's Frankenstein, Marx and Engels' The Communist Manifesto, Marshall Berman's All That Is Solid Melts Into Air, and films by Charlie Chaplin and Fritz Lang, this class will critically examine what has become of the good life in modern times.

Textures: The Good Life?
Dr. Derek Stanovsky

Derek Stanovsky's Textures class will explore some of the ethical dimensions of the good life both individually and collectively including notions of individual and social justice. With readings from Horatio Alger, Plato's Republic, Bertolt Brecht's The Good Woman of Setzuan, Rigoberta Menchu, and Terry Gilliam's film Brazil, we will look at visions of the good life historically, politically, and cross-culturally.

Contextures: Silenced Voices: Artistic, Historical, Political and Ethical Perspectives

IDS 2202-105 and IDS 2202-106 (Co-requisites)
or
IDS 2202-107 and IDS 2202-108 (Co-requisites)

MWF 10:00-1:50
LLA 221 and LLA 321

Contexts: Domination, Silence and Human Rights: Historical, Political and Ethical Investigations
Dr. L. E. Gerber

Intended to compliment Dr. Beaulieu's course, this course will provide critical tools by which to understand several setting of oppression. It will also teach the students to critique the political rhetoric of  "oppression" and "victimhood," itself a political instrument in historic and contemporary struggles. 

We shall begin by considering what it means to listen to another person -- i.e., the personal ethics of listening, hearing, reflecting, and responding. I am particularly interested in the problem of how we learn to listen and converse in our present "culture of distraction." We will then turn to the question of why certain groups cannot get much of a "hearing" in society. This will set us on the road to understanding how ideology works by capturing and focusing interest and attention on the needs of ruling elites. 

We will then examine this question: "Should the descendants of former slaves be provided monetary or proprietary reparations for the losses they have suffered?" This inquiry will take us to controversies about Affirmative Action and the concept of collective responsibility. 

Our second problem will be that of Universal Human Rights. The "contexts" here will be the three genocidal conflicts discussed in Dr. Beaulieu's section: the Holocaust, the Balkan Wars, and Rwanda. As we examine the Bosnian question, we will discuss the problem of religious freedom and civil liberties in the Islamic world. The main question that will concern us is that of the "universality of human rights," recalling that rights-oriented societies like ours have often denied human standing to its people (e.g., native Americans and blacks). Obviously, we will need to confront the claim -- made by both Islam and Christianity -- that those who proclaim falsehood should be silenced so that truth can flourish. 

Our final topic will be "Losers in Contemporary America," where in we pay special attention to marginalized workers, the homeless, and those whose circumstances cause them to be "burdens on society."

Objectives: 1) to develop skills in the structural analysis of societies and polities; 2) to understand "the hidden injuries" of social class; 3) to violate -- with discernment -- the prohibition of theological analysis and religious history in the public school system; 3) to comprehend the enduring legacy of American slavery and the effort to repair its damages; 4) to enhance students' abilities to marshal historical, socio-economic, and geographical facts when assessing political and social-ethical claims; 5) to continue to improve in the areas of analytic reading, writing, and speaking; 6) to grow in the appreciation of and facility in interdisciplinary modes of investigation and inquiry. 

Textures: Narrative and the Politics of Oppression
Dr. Betsy Beaulieu

How do silenced voices find expression? And who speaks for those voices that are silenced permanently? This course will take as its focus the politics of oppression and various creative responses to oppression.

The stories told by silenced voices reflect the struggle of the telling -- the horror of enforced silence, the triumph of the burdened spirit. This is a course about listening; by listening we may hope to gain a new perspective on historical circumstances with which we may already be passingly familiar. In the poignant immediacy of each historical moment, we may find profound implications for our own future.

TANGENTS

Archeoastronomy | Cultural Translation | Cinema as Autobiography | Earth, Art, and Me | Hiking the Appalachian Trail | History on the Road | Maps and Facts | Movement in the Expressive Arts | New Yorker | Possibilities of Manga | Relationships and Community | "Words, words, words..."

Tangents:  Archeoastronomy

Mr. Frank Edge
IDS 2205-112 / IDS 2206-102: Lab
TR 9:30-10:45 / T 11:00-11:50
History Credit CD

We will explore the nature and cultural importance of ancient astronomy and learn to follow the primary movements of the heavens and of heavenly bodies. We will study a small number of astronomical traditions in depth, including Ice Age astronomy, Megalithic astronomy of northern Europe, and Anasazi astronomy of the American Southwest. We will also discuss in some depth oral traditions recording ancient awareness of the "precession of the equinoxes."

Besides reading and discussion, students will learn to make basic naked-eye astronomical observations and will be asked to keep an astronomical diary.

Presentations
One small group sharing of one culture-specific astronomical story
An individual final project

Evaluation
Class participation     15%
Astronomical diary and observations  20%
Examination(s) on astronomical knowledge 25%
Small group story     10%
Final paper      20%
Presentation of final project   10%

Readings
Evan Hadingham, Early Man and the Cosmos
Edwin Krupp, In Search of Ancient Astronomies
Giorgio de Santillana and Hertha von Dechend, Hamlet?Mill: An Essay on Myth and the Frame of Time
J. McKim Malville and Claudia Putnam, Prehistoric Astronomy in the Southwest
Jean Guard Monroe and Ray Williamson, They Dance in the Sky: Native American Star Myths
Franklin Edge, "Aurochs in the Sky Dancing with the Summer Moon"

Required Software
Skyglobe , KLASSM Software © Mark Haney, Ann Arbor MI (shareware, cost $20)

Film
Cracking the Stone Age Code, with Alexander Thom

Tangents:  Cinema as Autobiography

Dr. Craig Fischer
IDS 2205-109
W 3:00-6:00 pm
LLR 129
Humanities Credit

This semester, we'll study the ways that filmmakers train the cameras on themselves. 

The class will survey various modes of film practice; we'll begin by looking at the classical Hollywood cinema, and discuss how Alfred Hitchcock's thrillers function as veiled, auteuristic autobiographies. 

Next is the art film, where we'll watch François Truffaut's The Adventures of Antoine Doniel, a five-film semi-autobiographical series, and other movies with Truffaut himself as the lead actor. 

Then it's on to the experimental film, where our central subject will be the work of Stan Brakhage, from his early "trance" films to his last movie, created by etching his fingernail on a piece of black leader while he was on his death bed. 

The class will conclude with a study of the autobiographical documentaries of North Carolinian Ross McElwee. Throughout, we'll watch films by other directors, too, including Chantal Akerman, Kenneth Anger, Shari Springer Berman and Robert Pulcini, Maya Deren, Federico Fellini, Hollis Frampton, Su Friedrich, Barbara Hammer, Barry Levinson, Chris Marker, Michael Moore, Mary Beth Reed, Andy Warhol, and even some home movie "amateurs."

Required "Texts": 
Donald Spoto's The Dark Side of Genius: The Life of Alfred Hitchcock
Stan Brakhage's Essential Brakhage,
Various films you'll be expected to see outside of class time.

Dr. Yoshiko Kato
IDS 2205-104
T 2:00-4:30
LLR 421
Social Science Credit

Objectives
In this course, we will focus on both American and Japanese films, to learn cultural transformation between the US and Japan. We will learn Japanese lifestyle and culture and the Japanese process of Westernization watching Kurosawa and Ozu movies mainly. At the same time, we will compare Japanese films and American films which are based on the same stories (i.e. "Seven Samurai" and "The Magnificent Seven," "Ringu" and "The Ring," and so on) to see how American filmmakers translated Japanese traditional lifestyles, values, ethics and customs into the American styles, and what makes American films  "American." Through this process, we will learn what creates each culture, and how culture is transformed into a different way when diffused. 

We will watch about 10 - 15 films. Please make sure you have enough time for films. 

Evaluation
20% Preparation. Please be prepared for discussion.
(Especially on Japanese history and culture)
20% Journal. Keep journal on movies you watch.
20% Response papers on cultural issues
10% Presentation on your research project
30% Final report

Possible Film List
Seven Samurai (Kurosawa) / The Magnificent Seven (Starges)
Yojimbo (Kurosawa) / Fistful of Dollars (Leone)
Rashomon (Kurosawa) / The Outrage (Ritt)
Ran (Kurosawa) / King Lear (Elliot) / 
Ringu (Nakata) / The Ring (Verbinski)
Kimba the White Lion (Tezuka) / The Lion King (Disney)
The Matrix / The Animatrix
Gung Ho (Howard)
Chusingura (Kurosawa) 
Kwaidan (Kobayashi)
I Was Born, but... (Ozu)
Record of a Tenement Gentleman (Ozu)
Tokyo Story (Ozu)
Late Spring (Ozu)
Good Morning (Ozu)

Possible Book List
Umesao, Tadao, "Seventy-seven Keys to the Civilization of Japan"
Donald Richie, "Ozu"
Nakane, Chie, "Japanese Society"

Tangents:  Earth, Art & Me

Ms. Nancy Sokolove
IDS 2205-108
MW 3:30-4:45
LLR 263
Humanities/Fine arts credit

In this course we will explore the why of earth art. Through slides and readings we will explore the roots of earth art in Earth Day celebrations and the Minimalist movement prevalent in the 1970's as well as more modern day issues such as how earth art can heal via land reclamation projects.

We will explore the issues of private vs. public art, focusing on funding, patronage, controversy, and responsibility. We will look at the specific relationship between architecture and earth art, the shared understanding of 3-dimensional space, time, movement, and human interaction.

You will learn how an artist creates this earth art and will produce your own proposals with drawings. In the latter half of the semester you will create two earth art projects?one individually and one as part of a group?located on or around campus.

Readings
John Beardsley, Earthworks and Beyond: Contemporary Art in the Landscape
Selections from:
Tom Finkelpearl, Dialogues in Public Art
Seitu Jones, Critical Issues in Public Art
Lucy Lippard, Overlay: Contemporary Art and the Art of Prehistory

Films
Running Fence
A World of Art: Mierle Ukeles
Ana Mendieta: Fuego de Tierra
Maya Lin: A Strong, Clear Vision

Evaluation
Reaction papers   30%
Daily reading questions  10%
In-class participation  10%
Individual art project  25%
Group art project   25%

Tangents: Hiking the Appalachian Trail:  Literature, Culture, Experience

Mr. David Griffith
IDS 2205-110
R 4:00-6:30 pm
LLR 226
Humanities Credit

This course will examine the Appalachian Trail from a cultural and literary perspective. The readings will include what is called nature writing as well as cultural, geographic, social, and historical on the Trail and the land is crosses. A more detailed reading list and requirements will be available soon.

The class will spend Spring Break on the Trail. This trip will follow physical preparation for the rigors of hiking and the camping skills necessary for an enjoyable and comfortable experience.

Class time following Spring Break will be minimal to account for the trip. There will be some costs for transportation and food over Spring Break.

Tangents:  History on the Road:  In Search of America's Civil Rights Movement

Dr. Joe Gonzalez
IDS 2205-107 / IDS 2206-104: Corequisite course for Spring Break component
TR 3:30-4:45
LLR 326
History Credit

What are you doing for Spring Break? Going home? Going to the beach? Or would you like to meet some people who changed the world?

In this course, you will meet men and women who created America's most successful non-violent movement for social change: The Civil Rights Movement, 1955-1968.

During Spring Break we will travel the South, from Nashville to Jackson, MS, from Memphis to Atlanta, from the Mississippi Delta to Greensboro. As we go, we will meet men and women of great courage, who, when they were your age, redefined what it meant to be an American.

This trip is imbedded in a course in which we will prepare ourselves for the people we'll meet and the places we'll visit. The cost of the trip is $800, which is considered education costs under Financial Aid.

For information on previous trips, go to www.umich.edu/~onthebus

Enrollment is limited to 12. If you are interested, contact Joe Gonzalez at gonzalezjj@appstate.edu as soon as possible for more information and to interview for a place in the course.

Tangents:  Maps 'N Facts: Essential Information for the Impending Age of Apocalypse

Dr. Leighton Scott
IDS 2205-101
MWF 9:00-9:50
LLR 263
History Credit

This course will try to compensate for an element of wilful US ignorance about the rest of the world, so we're a little readier the next time. Al Qaeda wasn't and isn't that formidable. We were just weren't all that good enough to stop them on Sept. 11, and they knew it! Teacher is historian-writer-journalist, who was once told by a Muslim mafiosa in Sarajevo: "Leighton, sorry to say, Americans don't know where they are or why they're there." We meet actually only once a week on Monday evening, potentially dangerous for your grades, but the course will run routinely through the week via a chatroom! Careful, now. There may be more assignments during the week than over the weekend.

We'll use interactive software in Geography and History. We'll use online periodicals such as the INTERNATIONAL HERALD TRIBUNE and THE ECONOMIST (and, of course, some NEW YORKER too). We may even use scientific periodicals and The United States ARMY SURVIVAL MANUAL!  Hey, we'll use it all. You MUST keep up with assignments on a timely basis. No "catching up," hear? But you will be better informed, one could hope. Oh, and we'll be doing "History Backwards" (how DID we get hooked into the Middle East?) and Geography starting with watersheds and terrain -- political boundaries can wait; they change a lot anyhow. Assessment? - This course is too new to work that out until we sort out all the resource materials, but it will be fair.

Tangents:  Movement In The Expressive Arts

Patience Harrison Perry
IDS 2205-113
W 2:00-4:45 pm
The Great Hall in the LLR
Social Science MC

Overview
This class will explore the mind/body connection through the expressive arts, movement, and group counseling process. A holistic approach to health which integrates the mental, physical, spiritual, and emotional self will be discussed. We will draw upon Ayurvedic, Native American, and Taoist principles as well as the Expressive Arts. Therefore, this class incorporates various art forms and disciplines including the visual arts, dance, drama, poetry, music, ecology, psychology, and philosophy. No dance experience is required. Aspects of this class may be therapeutic, but do not constitute clinical group therapy.  Students will, however, be asked to speak their "truths" and share in vulnerable ways in the context of verbal discussion, writing, art making, and dance.

Requirements
Students are required to attend all classes since the methodology of this course is largely experiential. 
Students will keep a dream journal throughout the semester.
Students will submit a personal Self-Care Plan.
Each student will demonstrate a Version of Self during the closing ritual.

Evaluation
Class participation (50%)
Dream Journal (5%)
Notebook (5%)
Self-Care Plan (10%)
Personal Self-Care Grade (10%)
Reflection Paper (10%)
In-Class Presentation (10%)

Reading List (course will include excerpts from the following):
Barks, C. & Moyne, J.  (1984).  Open Secrets: Versions of Rumi.  Putney, VT: Threshold Books.
Bosnak, R.  (1985).  Little Course in Dreams.  Boston: Shambala.
Chopra, D.  (1991).  Perfect Health: The Complete Mind/Body Guide.  New York: Harmony Books
Coleho, P.  (2003).  The Alchemist.  San Francisco: Harper Books.
Fischer, A.  (2002).  Radical Ecopsychology: Psychology in the Service of Life.  Albany: State 
University of New York Press. 
Gibran, K.  (2000).  The Prophet.  New York: Alfred A. Knopf.
Halprin, A.  (2000).  Dance as a Healing Art:  Returning to Health through Movement and Imagery. 
Mendocino, CA:  LifeRhythm Books. 
Pallaro, P. (Ed.).  (1999).  Authentic Movement: Essays by Mary Starks Whtehouse, Janet
  Adler and Joan Chodorow.  Philadelphia: Jessica Kingsley Publishers.
Shah, I.  (1990).  The Way of the Sufi.  Arkana: Penguin Books. 
Storm, H.  (1972).  Seven Arrows.  New York: Ballentine Books.
Tsu, L. (1989).  Tao Te Ching.   Feng, G. & English, J. (Trans.).  New York: Vintage Books. 

Tangents:  New Yorker

Dr. Leighton Scott
IDS 2205-102
MW 2:00-3:15
LLR 321
Humanities/Literature Credit

Overview
New Yorker is life and literature based on the magazine of that name.  Students get semester-subscription for about $12.50 (total course cost); company sends free videotapes, reprints.  Magazine has been the definer of the best in American culture; extraordinary artistic nonfiction: Susan Faludi, John McPhee, Paul Theroux; prize-winning fiction: Joyce Carol Oates, Thom Jones, Alice Munro, Annie Proulx; cartoons and reviews
(by Terrence Rafferty, John Updike, Calvin Trillin). 

Excellent background information on 2001 terrorism by America's star investigative reporter Seymour Hersh.  And you can bet your bottom that all of it won't be over for a long, long, time. Even longer than that.  You can learn to write like a pro by studying this magazine.  (You can learn everything about Texas truckstops; Miami; Madagascar; N.Y. clubs, anyway.)  Best if you are a serious lit-student; maybe do some writing? 

Method(s) of Evaluation
Class discussion and essays.  Quizzes if necessary; none, if not--but they're usually necessary.  If quizzing is necessary, you should know that your grade may depend 65% on it and other ways I have of determining you've done the work. Plan to attend virtually all the classes, having read well enough to retain and discuss the material.  Look at a few copies of the magazine if you're not familiar with it.  Don't take the course just because it's cheap.  That could cost you 3 credit hours of tuition, and that ain't cheap!

Goals, Objectives
Understanding and expressing oneself on literature; art (incl. cartoons); public affairs -- such as the current clash of civilizations now termed "war on terrorism"; and even magazine advertising.  Ability to differentiate fiction and nonfiction and what the authors are trying to do.  Understand what is funny; analyze humor.

Primary Text
THE NEW YORKER magazine; $12.33 for semester-subscription (as of October) when ordered through the instructor. Each student must own a semester subscription. Secondary: some classic older articles and stories, plus secondary sources  -- articles about the NEW YORKER. 

Attendance
Attendance is required, except for two unexcused absences.  Each further costs a half letter grade.  But the ONLY attendance which really counts for grading is participatory attendance (as in life itself; Woody Allen doesn't know anything). 

Schedule
There isn't one, or rather it conforms to what they send us.

Tangents:  Possibilities of Manga (Graphic Novels)

Dr. Yoshiko Kato
IDS 2205-103
MW 2:00-3:15
LLR 421
Social Science Credit MC

Objectives
In Japan, graphic novels are not only for kids, but also for grown-ups. Why, in Japan, does everybody read graphic novels? Why are graphic novels considered as kids/youth culture in the US? Why cannot graphic novels be "high culture?"

This course has three main objectives. First, we will seek the power and possibilities of graphic novels through several different Japanese graphic novels. We will compare novels, movies, and anime to graphic novels, to find out what makes graphic novels so popular in Japan.

Second, through the reading, we will learn Japanese history and social structure to understand Japanese "mysterious culture."

At last, we will think what makes cultural hierarchy (Why is Shakespeare high culture? Why manga low?) We will seek the possibilities of graphic novels to be high culture!

Evaluation
20% Preparation. Please be prepared for discussion.
(Especially on Japanese history and culture)
30% Interpretative papers on each manga.
20% Response papers
30% Personal research project on any cultural issues of graphic novels.

Possible Manga List
Tezuka, Osamu, "Black Jack"
Shirato, Sampei, "The Legend of Kamui"
Inoue, Takehiko, "Vagavond"
Nakazawa, Keiji, "Barefoot Gen"
Otomo, Katsuhiro, "AKIRA"
Silverman, Laura K., "Bringing Home the Sushi"
(This features "Section Chief Shima Kosaku")

Possible Book List
Umesao, Tadao, "Seventy-seven Keys to the Civilization of Japan"
Levine, Lawrence W.  "Highbrow/Lowbrow"
Nakane, Chie,  "Japanese Society"
Ibuse, Masuji, "Black Rain"

Tangents:  Relationships & Community

Dr. Pete Reichle
IDS 2205-106
TR 3:30-4:45
LLR 263
Social Science Credit

Warning: 
This class discusses sensitive material and the line between personal and professional may seem blurry to the participant at times even though all work is presented in a professional manner.

A study of the variety of human relationships from birth to death.  Emphasis will be placed on practical applications and communication skill building in relationships.  Examples of the various types of relationships to be examined are friend/buddy/roommate; romantic; love/sexual/erotic; sibling; parental; intuitive/spiritual; and supervisor/supervisee work relationships.  These relationships may be brief and specific or long term.  This will be a community building, group process class, and the effects we have on each other as we grow as a group will be part of the class learning.  Emphasis will also be placed on identifying feelings and expressing them appropriately.  Pain, loss, and growth in relationships will be explored.

Requirements
An autobiography
Marriage and divorce interviews
Class attendance and participation
Two night classes at the Reichle?
Three book critiques

Evaluation
In-class mid-term examination    20%
Interviews       10%
Final exam         20%
Book critiques, three (l0% each)    30%
Attendance, autobiography, class participation       20%

Texts
Connecting, S. Miller, Wackman, Nannally, P. Miller
Forgiveness, Casarjian
The Road Less Traveled, M. Scott Peck
The New Peoplemaking, Virginia Satir

Dr. Kay H. Smith
IDS 2205-105
TR 9:30-10:45
 LLR 221
Humanities/Literature  W, CD

Words, words, words is an area course for people who like Scrabble, who like cross-word puzzles, who like to play Ghosts (Thomas Pyncheon's favorite word game), who want a vocabulary bigger than Bud Gerber's, who wonder if the Eskimos really do have 55 words for "snow," who are planning to go to law school, graduate school, professional school and know they will need a bigger vocabulary.  Words, words, words is a course for people who like language and love the idea of intimidating their parents, teachers, and friends with their large vocabulary and intimate knowledge of their mother tongue!

Possible Texts
Crystal, David. The Cambridge Encyclopedia of the English Language
Eschholz, Paul, Alfred Rosa and Virginia Clark.  Language Awareness
Bryson, Bill.  The Mother Tongue
Stewart, Mark Alan.  Words for Smart Test Takers
Vincent, Nora.  The Instant Intellectual
Burgess, Anthony.  A Clockwork Orange or Hoban, Russell. Riddley Walker

Method of Evaluation
One of the most important parts of the course will be field research in a language related topic.  You might consider doing dialect research, or researching slang, gender-neutral language  or ?talk,?r volunteering to do ESL training with migrant workers to see how people go about learning English.  There are many possibilities.  Your field research will result in an 8-10 page paper which you will present to the class (25%)

Several quizzes and short essays based on readings. (25%)

Vocabulary Development group projects: bulletin boards, videos, web sites, games are some of the possibilities. The class will also lead one Chautauqua which will be devoted to playing word games. (10%)

The image enhancing bi-weekly vocabulary quiz. (40%)

Dr. Sarah Greenwald
MAT 1010-117
TR 2:00-3:15  Walker 303A
M 4:00-5:50  Walker 209B
Call # 13470
ND, W, C Designators

This section of MATH 1010 is designed for Watauga College students. You'll receive full general education math credit while developing a liberal arts appreciation of mathematics.  While parts of the class are similar to other Mat 1010s,  it differs from other sections via an interdisciplinary and thematically linked format.

Objectives
Develop mathematical common sense, problem solving skills, critical thinking skills, research techniques, and communication skills.

Format
We will begin the course with a style of doing mathematics familiar to many students, by working with formulas from a textbook and then applying these formulas to interesting real life financial problems (for example, when buying a new car, should you take the rebate or the low interest rate option?).

In the next segment we'll analyze a number of statistical techniques to develop statistical common sense, using this in the context of real life problems (ex., how should we interpret opinion polls?).

In the third segment we'll examine the way mathematicians do research and the kinds of problems they work on, like Fermat's Last Theorem.  You'll see that many mathematicians struggle with math in ways that you might, and that there are many diverse styles among successful mathematicians.

In the final segment you'll become a mathematician with the geometry of the earth and universe as your field of study.

Required Resources
Heart of Mathematics:  An Invitation to Effective Thinking (rental text)
How Do You Know?  Using Math to Make Decisions (purchased text)
Scientific calculator that can do powers (y^x or x^y or ^ symbol)
3-Ring Binder to store handouts (from class, lab, or on the Web)
Access to a web-browser and to campus pipeline twice a week

Evaluation
Participation (20%)
Weekly lab projects (35%)
Major topic exams, presentations, and/or papers (20%)
Final exam (25%)

THIS SECTION OF MAT 1010 WILL COUNT TOWARD YOUR TOTAL HOURS IN WATAUGA

Mr. David Huntley
IDS 2205-111
TR 2:00-3:15
LLR 226
Credit determined by individual focus CD

This is the first, and, because of this fact, experimental version of Frames, the sophomore capstone course in Watauga. Below is the general description and intent of Frames, from which this particular section will be developed:

Frames asks students to fit together and build on the elements from their first year of courses in Watauga College, and to produce and present collaboratively an original project reflecting these studies to the students, faculty, and staff of Watauga College. The course begins from the Watauga 100 list developed during the students' first year in Watauga College and frames, explores, integrates, connects, and pursues issues and elements on this list. Faculty help frame these elements through selected readings, guided discussion, and focused research. Students then work at developing and producing an original project, performance, publication, or other event. These projects are then presented to the entire College at the end of the semester and may take the form of a theatrical production, literary magazine, service-learning event, community research project, experiential education, travel opportunity, video, fine art, landscape design, Web project, or some other type of performance, publication, or event.

Frames emphasizes creative, independent, and collaborative learning; explores performative communication; and develops skills in research and creative synthesis. Sections are offered both Fall and Spring semesters and students may earn a variety of general education credits depending on the section. IDS 2205. Fall/Spring. 3 hours.

We will draw from the Watauga 50, which will be listed on the website before the end of the fall semester, and of course any of the second group of 50 to emerge early enough in the spring. "Creative connections" is the operative phrase here.  Because the Watauga 100 is designed to include items that we, as educated, cultured, civilized Americans should know, we will use this list to examine American civilization and culture, focusing on the following and whatever other questions arise: where and how did it originate, what are its characteristics, what makes it American, is it improving in quality, is it likely to endure, does it deliver what it promises, who and what set its direction?  This will be an unbiased, penetrating, and critical assessment that will probably produce far more questions than answers.

I see the course in three overlapping phases: 1) We'll begin with choosing the content, the items on the list and sources for exploring these items.  2) We'll apportion out the work among class members who will do the necessary reading, interviewing, researching, experimenting, etc.  3) We'll design and then implement the presentation of our work.

Students in the course need to be motivated, curious, attentive, and willing to work alone as well as collaborate with their classmates.  Anyone who needs definitive answers for satisfaction will find this course very frustrating?those who are intrigued by questions and exploration should find it exciting.

Permission of instructor; priority given to sophomores.

top