Fall 2009
Principles of Food and Resource Economics
Writing or Math Req: None
Gen Ed: S
| Section | Instructor | Times | Locations | ||||||
| 2539 | Evan Drummond |
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AEB 3103 is a comprehensive, introductory economics course with emphasis on the economics of agriculture, the food industry and natural resources in a global context. The course includes both microeconomics and macroeconomics. The microeconomic portion of the course emphasizes production economics and the theory of the consumer. The macroeconomic portion of the course deals with the role of government in a domestic and global environment with particular emphasis on agricultural policy and trade. The honors section of this course entails a weekly enrichment session that meets on Fridays at the regularly scheduled time slot. This seminar deals with current events, supplements to course topics, and a case study of a major agribusiness firm. There are no extra tests or exams associated with the seminar. Some extra reading is required. The grade from the seminar is based on attendance and participation. It constitutes 20% of the final course grade. Students in the honors section are expected to complete all requirements of the regular section. Prerequisite: Calculus
Evan Drummond (a.k.a. The Food Dude) is Professor of Food and Resource Economics and Senior Associate Director of the University Honors Program. His areas of interest include food policy and international economic development. He teaches introductory agricultural economics and is co-author of a book for that course. In his second year at UF he was selected Teacher of the Year by the students of the College of Agriculture and in his first year of eligibility was chosen as the national Teacher of the Year (with more than ten years experience) by the American Agricultural Economics Association.
Parasitic Diseases, Microbes, and Bioterrorism
Writing or Math Req: W - 2000
Gen Ed: B
| Section | Instructor | Times | Locations | ||||||
| 2786 | Pauline Lawrence |
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NOTE: This class is located in the Entomology Building on Natural Area Drive near the Performing Arts Center. Please plan accordingly.
NOTE: THERE IS A PRE-REQUISITE OF AT LEAST ONE BIOLOGY COURSE. Malaria, onchocerciasis, plague ("black death"), Lysteria, ebola, smallpox, birdflu, West Nile virus, etc. have caused devastation, death, and misery to people in various parts of the world. Some of these parasites, bacteria, fungi, and viruses have developed resistance to drugs and have the potential to quickly evolve into more lethal strains, far outpacing our current ability to control them. These "emerging pathogens" and the diseases they cause are transmitted by insect vectors, contamination, or sadly, by terrorists who use them in silent warfare. How do these parasites and microbes develop? Where do they live? What characteristics do they have that make them a global threat or effective biowarfare agents? These topics and more will be addressed in this discussion-oriented introductory course. We will study the life cycles, basic methods of transmission, and diseases caused by these agents. We will also discuss historical and examples and possible characteristics of microbes that are potential bioweapon.
This is a very interactive class with lots of discussion and a strong philosophy of active learning in which students generate questions and with the Instructor's help, seek the answers. This course is not structured like the traditional lecture course (I lecture, you copy notes). IT IS FOR SELF MOTIVATED STUDENTS WHO ARE INTERESTED IN PARTICIPATORY LEARNING AND ACTIVE DISCUSSION (not just copying lecture notes). IF YOU DO NOT LIKE SEARCHING THE LITERATURE OR PARTICIPATING IN CLASS DISCUSSIONS AND EVEN DEBATES, THIS MAY NOT BE THE COURSE FOR YOU. PART OF YOUR GRADE IS BASED ON ACTIVE INVOLVEMENT AND INDEPENDENT LITERATURE SEARCH. Students will be REQUIRED to (1) do literature and web searches of assigned scientific topics, prepare summaries, and present the findings to the class, (2) ACTIVELY participate in discussions, (3) work in groups to make Powerpoint (oral) presentations on relevant topics that are of interest to your group, (4) write papers on specific topics as assigned, and (5) take THREE tests consisting of essays and short answer questions throughout the semester plus a comprehensive final exam.
THERE IS NO REQUIRED TEXTBOOK, ALTHOUGH SOME TEXTS WILL BE RECOMMENDED AS STANDARD REFERENCE TEXTS AND WILL BE RESERVED IN THE MARSTON (or Health Center) SCIENCE LIBRARY.We will have invited guests who are specialists in various areas of infectious diseases and disease vectors. Attendance is essential.Come ready to participate in your learning! Active Discussion is REQUIRED!!
Dr. Pauline O. Lawrence has been Professor of Entomology and Nematology in the College of Agricultural and Life Sciences (CALS) since 1994. Prior to that time she was Professor of Zoology in the College of Liberal Arts and Sciences (CLAS) where she taught a variety of courses including Cells, Organisms, and Genetics and Ecology and Behavior to non-science majors, Animal Parasitology to senior undergraduates, and honors courses in Parasite Biology.
Dr. Lawrence's major research interest is in host-parasite co-evolution. She uses state-of-the-art technology in her National Science Foundation-funded research to study the symbiotic relationship between a poxvirus and a parasitic wasp and their separate and combined interactions with their host. She is especially interested in host immune responses to infection, the relationship between viral gene expression and the regulation of host immune gene expression. The undergraduates in her lab conduct research on a variety of topics in host-parasite responses and immunity and utilize various molecular, biochemical, and cell culture tools to test their hypotheses. Students interested in research experience or short-term volunteer opportunities are welcome to contact her at pol@ifas.ufl.edu or call 392-1901, ext 127.See website at: http://plawrence.ifas.ufl.edu/ for examples of undergraduate students and their projects.
Some Like it Hot: a Discussion of Animal Thermal Biology
Writing or Math Req: W - 4000
Gen Ed: B
| Section | Instructor | Times | Locations | ||||||
| 1146 | Daniel Hahn |
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How do fish survive under the polar ice? What can live in the steaming waters of a hot spring? Are fevers helpful or harmful? These questions and more will be covered in this Honors course on Thermal Biology. This will be an introductory course using extreme examples from the animal world to illustrate basic principles in biology. We will survey a wide variety of behaviors and physiological adaptations that animals use to deal with heat and cold and make ties back to how our own bodies work. The course format will be small and informal combining short lectures, discussions, demonstrations, and hands-on experiments (many with insects which are my specialty). Grading will rely on a combination of participation, short assignments, scheduled quizzes, and a project/term paper. Please note that the Entomology and Nematology building (Bldg 970) is located on Natural Area Drive near the Performing Arts Center. Don’t worry, you will be allowed an extra 15 minutes to get there from your previous class (i.e., class begins at 3:15 and ends at the normal time of 4:55), and there is both plenty of available parking at the Entomology and Nematology building and frequent bus service from main campus to help you get to us.
Daniel A. Hahn is an Assistant Professor of Entomology and Nematology at the University of Florida. His interests include understanding why animals vary so much in shape, size, and physiology (for example, why do rabbits have relatively big ears and mice small ones?) and using animals with unusual behaviors and physiologies to study basic processes in human diseases; especially diabetes, obesity, and infertility.
The Peoples and Cultures of Oceania
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 3222 | Ryan Peseckas |
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The islands of the Pacific, also known as Oceania, bring to mind images of palm-fringed beaches and exotic customs. However, a closer look at life in the Pacific reveals a much more complex picture that is not always as simple, idyllic, and one-dimensional as the stereotype suggests.
This course is a survey of the peoples of Melanesia, Micronesia, and Polynesia, where they originated, and how they have responded to the challenges of natural and human events through time. Although much of the course will be concerned with ‘traditional’ societies as we suppose they existed before contact with Europeans, the entire span of human inhabitation of the Pacific will be covered; from the epic canoe voyages of the ancient navigators right up to the coups, cyclones and cruise ships of today’s news.
In keeping with the four-field anthropological approach, perspectives from ethnography, linguistics, archaeology, as well as biological anthropology will be used to flesh out our understanding of the region. The course will incorporate readings, films, lectures and class discussion. Although we will be focusing on a specific region of the world, this course will contribute to a deeper understanding of culture in general by explaining how factors such as ecology, demography, migration, and the global economy shape life on even the most remote islands.
By the end of the course, you will have gained a deeper understanding of:
•The diversity of Pacific cultures, the geography and history of the region, and contemporary issues facing its people.
•The complexity of the underlying causes of socio-cultural behavior, and some theories of socio-cultural causality relating to Pacific peoples.
•What anthropology is, what anthropologists do, and how anthropology contributes to our understanding of the world.
Ryan Peseckas is a Ph.D. student in Anthropology at UF. He has conducted fieldwork in Haiti, the Dominican Republic, and Fiji, where he also worked for 2 years as a Peace Corps volunteer. His current research deals with migration and social change on remote Fijian islands.
Introduction to Forensic Science
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 0412 | Jason Byrd |
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This course addresses the various disciplines within the forensic sciences. Specifically, this course will focus on the application of the medical and natural sciences to forensics. The development of the medical examiner, coroner, and crime laboratory systems within the United States will be discussed as well as the scientific and non-scientific methods used to establish human identity, and the pathological conditions commonly found in forensic casework. This is a three-credit course designed to
familiarize the student with the application of science to law and the courtroom.
Dr. Byrd is an Associate Director of the W. R. Maples Center for Forensic Medicine and a Board-Certified Forensic Entomologist. He is the current President of the North American Forensic Entomology Association and current Vice-Chair of the American Board of Forensic Entomology. He has conducted over 100 workshops specializing in the education of law enforcement officials, medical examiners, coroners, attorneys, and other death investigators on the use and applicability of arthropods in legal
investigations. He has published numerous scientific articles on the subject of forensic entomology, and has also published two books dealing with the use of insects in legal investigations.
Beginning Chinese I
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 1889 | Cynthia H. Shen |
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As one of the most widely used languages in the world, Chinese is spoken natively by an estimated population of about 1.3 billion. This course teaches the standard Mandarin, which serves as the official language of China and Taiwan and is one of the four official languages in Singapore. In cultivating students' language ability the course will endeavor to integrate the four skills essential in language acquisition: listening, speaking, reading and writing. While providing students with grammatical and structural analysis of language to facilitate a better comprehension, the course will create many occasions for students to communicate in the target language so as to expedite the command of their communication ability in Chinese. Since the Chinese language is intimately related to its culture, cultural implications of the language will be occasionally introduced to enrich the learning experience.
Cynthia Hsien Shen is a native Chinese. She grew up in Taipei, Taiwan. She was awarded a B.A. degree from National Taiwan University. She pursued her graduate studies in the U.S. She received her M.A. and Ph.D. degrees from the University of Cincinnati and Cornell University respectively. She taught and served in various positions at the Gainesville Chinese School before she joined the Department of Languages, Literatures and Cultures as a lecturer. She has been teaching the Honors Beginning Chinese class for 7 years, she is currently the coordinator for Beginning level Chinese as well.
One-Semester General Chemistry
Writing or Math Req: None
Gen Ed: P
| Section | Instructor | Times | Locations | ||||||
| 5636 | Staff |
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| 8007 | Staff |
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| 8010 | Staff |
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| 8020 | Staff |
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| 8023 | Staff |
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Students must have a good (AP, IB) high school chemistry background or an SAT II score of 630 or higher to enroll in this course. At Preview sessions, advisors will verify that these requirements are met.
This course is suitable for chemistry and biological science students including those intending medical, dental, and veterinary professions. Good mathematics skills and disciplined, focused study habits help.
Note:Engineering students whose majors require a total of eight hours of chemistry credit may enroll in CHM 2047 and its lab with the expectation of fulfilling the remaining four credit requirement with CHM 3120, Analytical Chemistry, and its lab or another approved Chemistry course. Engineering majors that require only one chemistry course (e.g., CHM 2045) [aerospace, computer, electrical, industrial and systems, and nuclear engineering] may enroll in CHM 2047 and its lab to satisfy the chemistry requirement.The course condenses the usual two-semester sequence of undergraduate general chemistry into a single semester consisting of this lecture course and a companion lab, CHM 2047L, for a total of 5 credit hours (instead of the usual 8 in the two-semester sequence). Although some fundamental knowledge of chemistry is assumed, the course covers most of the general chemistry topics in detail. It fulfills the general chemistry prerequisite so students can begin advanced courses (such as analytical, organic, inorganic, and physical chemistry) earlier than usual.
The course has four lecture days a week and a discussion period each Thursday run by the teaching assistant. The lectures cover the basic principles of chemistry (e.g., atomic theory, bonding, thermodynamics, kinetics, states of matter, etc.) and are supplemented with guest lectures by faculty involved in modern chemical research. The discussion sections are run in smaller groups to allow for more detailed consideration of the material. The course grade is determined by progress tests, a final exam, and homework assignments.
One-Semester Organic Chemistry
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 0808 | Staff |
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Prereq: CHM 2046, CHM 2047 or CHM 2051; CHM 2046L or CHM 2047L, or permission of instructor. Please contact Dr. Keaffaber in the chemistry department (Flint Hall room 251, jjk@chem.ufl.edu) if you would like to register.
CHM3217 is a relatively small class that focuses on problem solving based upon understanding of structure and reaction mechanisms. This course is the first part of a CHM 3217-3218 organic/biochemistry class. These two classes together satisfy both organic chemistry and biochemistry requirements for CLAS, IDS, and microbiology majors. It is not accepted by food science or pharmacy. It is accepted by the Junior Honors Medical Program, most Medical schools (State of Florida, Harvard, Chicago, Hopkins, etc.), graduate programs, Vet school, and Dental schools, except the Dental school at the University of Florida.
Bioorganic Chemistry
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 0809 | Staff |
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Prereq: CHM 3217 or CHM 2211, or permission of instructor.
An introduction to the basic concepts of biochemistry and molecular biology from the structural and mechanistic perspective of organic chemistry.
Fiction Writing
Writing or Math Req: W - 6000
Gen Ed: C
| Section | Instructor | Times | Locations | ||||||
| 1655 | Staff |
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Prerequisite: CRW 1101 or completion of 60 credits
This course will continue instruction in basic techniques of voice, plot and character, while also introducing advanced ones. Students read a lot of good stories and write a few themselves. Samuel Johnson said, "No man but a blockhead ever wrote, except for money." Juniors or seniors who have not taken CRW1101 or 1301 must have strong composition skills.
Honors Poetry Workshop
Writing or Math Req: W - 6000
Gen Ed: C
| Section | Instructor | Times | Locations | ||||||
| 1657 | Staff |
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No Prerequisite except a willingness to write poetry and knowledge of what a complete sentence is
“I suppose you want me to go to night school and read poems.”
—James Cagney, “The Public Enemy”
The University of Florida has one of the strongest creative writing programs in the country, and graduate faculty sometimes offer a beginning workshop for honors students. The best students will afterwards be eligible for upper-division workshops, always taught by graduate faculty. Poetry demands close attention to the meaning and music of language, to emotion and the structures of emotion, and to the burdens of the past. The best poetry has an understanding of psychology, botany, religion, philosophy, and how much French fries cost at the mall. No one can be a poet without reading. The beginning workshop is in part a course in poetic literature.
Poets will write one poem a week, which will form the basis of workshop discussion, along with poems of the past and present. No workshop can succeed without an inclination toward laughter and wry jokes. Field trips may be possible—no year in Gainesville is complete without a visit to the alligators. Students are not expected to have written poetry before, but must have strong language skills (you can't manipulate the language effectively without grammar and spelling). Please do not take this course if you don’t know the difference between an adjective and an adverb, or the correct usage of it’s and its, lay and lie, and who and whom. Student who don’t know what complete sentences are will be asked to drop the class.
Required reading:
Norton Anthology of Modern Poems
Four books of contemporary poetry
James McAuley, Versification
Empirical Research in Economics Seminar
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 5574 | Larry Kenny |
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Prereq: ECO and ES majors with ECO 2013 and ECO 2023, or B or better in ECO 2013 and ECO 2023
This course develops skills in the development and empirical testing of economic models. Toward this end, each student will develop and test his or her own empirical economic model. The course is broken into three parts, which are described below.
We begin the first part with a discussion of how knowledge advances and a self-contained development of statistical testing of hypotheses with regression analysis. To gain some feeling for what constitutes good empirical economic research and for what constitutes mediocre empirical economic research, we then read and discuss several published papers in economics. We also examine how papers on positive economics are best written. Other sessions further hone statistical skills and provide some training in data transformation. Finally you will be shown how easy it is to run regressions on a PC.
In the second part, you present a proposal that develops the hypotheses to be tested and describes how they will be tested. You must ascertain whether the data that are required to test the hypothesis are available. Your proposal should describe your sample (e.g., all states in 1980, annual data from 1950 to 1990), the variables you will create, your predictions about the effect of each independent variable on your dependent variable, and from what sources your data will be obtained.
In the third part, you present a complete description and analysis of your results. In your handout, develop your predictions, describe your sample, indicate how your variables were constructed, discuss whether your results support or refute your hypothesis and whether your independent variables have a big impact on the dependent variable.
The final paper develops the predictions and discusses how the data were gathered and the hypotheses tested.
Larry Kenny was chairman of the UF Department of Economics for 7 years and serves on the editorial boards for the journals Public Choice and Education Finance and Policy. His research has dealt with inequality in school spending, adoption of school vouchers, the structure of taxes in different countries, the effects of a candidate's economic performance and voting record on electoral success, voter information and turnout, the effects of voter enfranchisement on government spending, term limits, the determinants of how efficient schools are and redistribution.
Introduction to Education
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 1272 | Jeff Hurt |
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This course is intended to be an introductory exploration of the PreK-12 teaching profession. It presents issues and conditions currently relevant to teachers and the teaching profession, and examines standard practices, teaching environments, professional obligations and requirements, qualifications for entrance into the profession, certification, legal aspects of the profession, alternative and innovative programs, non-teaching educational positions, and the future of education. Students will participate in a variety of activities, including researching "current issue" topics, such as grades, classroom discipline, teacher tenure and promotion, extra-curricular activities and homework. As part of the requirements for successful completion of the course, all students will complete a minimum of 30 hours of volunteer work in a PreK-12 school system.
Dr. Jeff Hurt has been teaching for 35 years. He has been on the College of Education faculty at the University of Florida since 1985. He has experience in teaching and/or supervision at the elementary, middle school and high school levels. He has degrees in English Education, Social Science Education, Library and Information Science, and Educational Technology and Communication.
Public Health Engineering
Writing or Math Req: None
Gen Ed: P
| Section | Instructor | Times | Locations | ||||||
| 7626 | Joseph J. Delfino |
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Prereqs: AP or college level science will be helpful. Course is especially suited for pre-engineering and pre-med students
Application of engineering principles to protect public health. Areas covered include water supply, waste treatment, air pollution, occupational health, food sanitation, vector control, solid wastes and special issues such as public health aspects of endocrine disruptor compounds, sustainability, and nanotechnology.
This is a non-traditional engineering course. Class discussion is emphasized. In addition to topics in the catalog description, the course will cover public health aspects of current news events, to include natural disasters, environmental law, economics and ethics, contaminants in food and the environment, international public health issues, environmental security and ways in which environmental and health threats are assessed.
A course text and an outside reading book are assigned.
Joseph J. Delfino is a Professor in the Department of Environmental Engineering Sciences. He served as Department Chairman from January 1990 through August 1999, Interim Chairman during 2002-2003, Graduate Coordinator for 17 years, and has been at UF since 1982. Previously, he served on the faculty of the University of Wisconsin at Madison where he was Professor and Head of the Environmental Health Sciences Section of the Wisconsin Laboratory of Hygiene and Associate Director of the Water Resources Center. Dr. Delfino's interests are industrial ecology (sustainability), water resources and water quality. He currently serves as Associate Editor of the Journal of the American Water Resources Association.
Speaking and Writing for Engineers
Writing or Math Req: W - 6000
Gen Ed: C
| Section | Instructor | Times | Locations | ||||||
| 4908 | Staff |
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Note: This course will substitute for ENC 2210, Technical Writing.
This course has been expressly designed for engineering students to equip them for speaking and writing assignments associated with undergraduate coursework and careers in the field of engineering. Students will learn valuable techniques and tools that will help them become effective communicators of technical material, capable of organizing and expressing ideas to satisfy the demands of both general and specialist audiences. Writing and speaking assignments will mirror actual tasks in school and in the field. In the process, students will learn how to become critical evaluators of their own communication skills by commenting on and evaluating the spoken and written work of peers in class. The primary writing assignments include a résumé and a cover letter, a procedural manual, and a final team design proposal. Oral assignments include an interview supporting the cover letter and résumé, a presentation of the team proposal, and role-playing as peer reviewers of other team projects.
Speaking and Writing for Premed Students
Writing or Math Req: W - 6000
Gen Ed: C
| Section | Instructor | Times | Locations | ||||||
| 7858 | Staff |
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Medical professionals have a special obligation to communicate without ambiguity, either in the written or spoken word; they depend on their communication skills to interact productively with other medical experts, their colleagues, clients and their families, and the public at large. This team-taught course will provide students with the opportunity to participate in a range of activities: researching, processing, and sharing medical information with others. Students will learn to do research using medical databases and other research tools, as well as discovering how best to organize and present their findings to other medical professionals or patients. The physician must often act as intermediary between the specialized world of scientific research and the more pragmatic world of the general public; consequently, we will also investigate how best to present technical medical information to the layperson. This course is predicated on the idea that the ability to write and speak clearly are learned skills, not innate talents, which means that better communication can be learned by practice. Students will experiment with a range of communication strategies in class: lectures will be followed by focused written and oral activities that allow students to put theory and strategies into practice. We will read and dissect examples of both good and bad writing in order to learn from them, in addition to examining several types of medical writings: written patient instructions, technical/research papers, case reports, and patient records. Students will also participate in a variety of speaking assignments in class, ranging from impromptu to prepared presentations. We will discuss techniques for improving public speaking, interviewing and listening skills, and patient-doctor communication.
Writing for Prelaw Students
Writing or Math Req: W - 6000
Gen Ed: C
| Section | Instructor | Times | Locations | ||||||
| 2817 | Staff |
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In courts of law people's lives depend on the character of words, and the livelihood of lawyers depends on their ability to put language to its most productive ends. It is with these ideas that we take up the subject of writing and law. Lawyers are notorious for producing impenetrable documents. On the other hand, some of the most eloquent writing about our society has been set down by attorneys and judges. Our job will be to learn what we can from those well-stated arguments and opinions and to avoid what makes legal writing so notoriously difficult to read. This course is designed to be, in large part, a practical workshop on the most common forms of legal writing. It is also a consideration of the character of legal communication in general. To these ends, we will write three documents: a legal brief, a legal memorandum, and an analytical essay. In writing the first two, we will become familiar with legal research and law library resources. In the analytical essay we will examine how common perceptions of legal institutions are played out in popular venues, such as film or theater, as well as in the media. In all of the writing we will develop the rhetorical skills of argument and persuasion while mastering the basic elements of style. Several field trips, including at least one to the county court and one to the law school's moot court, will show how speaking is integral to this discipline. Hence, our course also has an oral communications component wherein students will learn the basic skills of legal debate.
The Holocaust and Hitler's Racial Agenda
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 1125 | Geoffrey Giles |
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Geoffrey Giles was born and educated in England. He took his bachelor’s degree in German at the University of London, and received his Ph.D. in history from the University of Cambridge. Following four years as a Postdoctoral Fellow in a Yale University think tank, he has been a professor in the History Department at the University of Florida since 1978.
His book, Students and National Socialism in Germany, published by Princeton University Press, examined the attempts of the Nazi college students’ association to indoctrinate undergraduates. He has continued to publish articles and book chapters on the history of education in Nazi Germany. Out of his work on students grew another specialty: the social history of alcohol in Germany.
For the academic year 2000-2001, Professor Giles was appointed the Senior Scholar-in-Residence at the United States Holocaust Memorial Museum’s Center for Advanced Holocaust Studies in Washington DC, where he was asked to conduct research on a neglected victim group, namely homosexuals during the Third Reich. He continued work on the book as an Alexander von Humboldt Fellow at the University of Munich in 2003-2004, and has already published several articles on this topic.
This year will see the fifth annual “UF in Munich” study abroad program, led by him over Thanksgiving. This eleven-day, two-credit course explores some important sites of German history in and around Munich, including the Dachau concentration camp, the royal castles at Neuschwanstein, and Nuremberg. Special attention is given to the victims of National Socialism, the perpetrators and the resistance movement.
Discover German 1
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 1792 | Christina Overstreet |
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Discover German I and II for Honors Students are 5 credit courses for beginning learners of German and unlike any other language courses you may have had! A new format of Discover German was created by language and culture experts in collaboration with instructional designers of the Center for Instructional Technologies and Training (CITT) at the University of Florida with the goal to provide a virtual immersion into the German language and culture for students on and off campus.
This sequence will be a taught as a hybrid course for Honors students. While you access all materials in the e-learning environment, submit both written and oral work online, post to the discussion board etc., you are also required to meet with the instructor two times per week in the classroom for face-to-face interaction. In order to be successful, we recommend that you set aside at least 10 hours per week. Activities and assignments are organized in weekly segments and it is crucial that you complete each one within the given time.
Although you are working independently, you will have the support of your instructor and your classmates. One of the greatest advantages of studying in the online environment is that you have access to ‘the voice of the teacher’ at any given time, and you can interact with the course content in ways that best accommodate your individual learning style.
By using innovative technology based on sound principles of foreign language learning and pedagogy, students will not only learn the German language, but also how to use their linguistic and cultural knowledge to function in everyday situations. After successful completion of two semesters of Discover German (10 credit hours), you are prepared to participate in our Intensive Intermediate German Program in Mannheim Germany (Summer B, 9 UF credits). At the end of six weeks you may complete your studies by taking the Zertifikat Deutsch, an internationally recognized certificate of proficiency.
The instructor of your course will be delighted to support you in your learning adventure! Welcome to Discover German!
Christina Overstreet, Ph.D. is a senior lecturer in the Department of Germanic and Slavic studies. She is a native speaker of German and trained in Foreign Language Pedagogy and Second Language Acquisition. Dr. Overstreet has directed the Summer Program at the University of Mannheim and has extensive experience in teaching German language and culture on the beginning and intermediate levels. She has been instrumental in developing and implementing web-based courses that present language in the context of culture. Her research interests include the effective integration of new technology into the foreign language classroom. In her free time, Dr. Overstreet enjoys running, gardening, traveling, and spending time with her grandchildren.
Remembering, Repeating and Working through the Past: Postwar German Literature and Visual Culture
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 5230 | Eric Kligerman |
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“How have Germans come to terms with their recent history?” is the central question of this interdisciplinary course. Through an analysis of postwar German literature, film and art, we will investigate the attempts by German writers, artists and filmmakers to confront the traumas of the past: World War Two and the Holocaust. By reading poetry, plays, novels, viewing movies and paintings, we will pay special attention to the problems that German artists face in representing the Nazi past and the Holocaust, and how they interpreted the past through such representations. How are the after effects of the traumas of the Third Reich dealt with (or avoided) and processed by German writers, artists and filmmakers? In addition to reading texts from Paul Celan, Nelly Sachs, Theodore Adorno, Peter Weiss, Heinrich Böll, Ingeborg Bachmann Günter Grass and Bernhard Schlink, we will view Resnais’ film Nacht und Nebel, Sanders-Brahms’ Germany, Pale Mother, Fassbinder’s The Marriage of Maria Braun, Schlöndorff’s The Tin Drum and and paintings by Anselm Kiefer.
Eric Kligerman is an Assistant Professor of Germanic and Slavic Studies. His field of work focuses on 20th Century German literature and visual culture, Holocaust Studies and critical theory.
Physical Geology
Writing or Math Req: W - 4000
Gen Ed: P
| Section | Instructor | Times | Locations | ||||||
| 8923 | Raymond Russo |
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Nature is sublime, and the Earth is central to the human experience of awe inspired by the physical world. Deducing Earth's structure; its workings as a set of interlocking physical, chemical, and biological mechanisms; and the long term evolution of these processes and structures, challenge the intellect and is magnificently beautiful. Come find out how our planet works -- in detail -- at all scales, and why it uniquely in the known universe supports abundant, complex life. Emphasis will be on
the processes that control the formation and modification of the Earth, especially plate tectonics and the evolution of the lithosphere, hydrosphere, and atmosphere from the time of Earth formation; sedimentary, igneous, and metamorphic rocks and minerals of the Earth's crust and upper mantle; interactions of the solid Earth with the atmosphere and hydrosphere (processes of weathering and mass wasting, groundwater flow, glaciation) and resulting geomorphology, and lacustrine, riparian, and eolian systems; evolution of life on Earth; and processes and effects of solid Earth dynamics: volcanism, seismicity, and crustal deformation.
Grading Method: Three in-class exams 50%, term paper 25%, weekly labs 25%.
Dr. Ray Russo, Assistant Professor geophysics at the University of Florida, works on the flow of the Earth's mantle and its relation to global surface tectonics. To figure out how the Earth's mantle flows in situ, he uses temporary field deployments of seismometers (most recently in southern Chile and the Romanian Carpathians), freely-distributed seismic data, and computer modeling of large-scale tectonics. He also
studies seismicity and seismic hazard in the Caribbean region, especially the Greater and Lesser Antilles and Panama, and has worked in Trinidad &
Tobago and Venezuela. Russo has taught undergraduate and graduate classes
in physical geology, structural geology, tectonophysics, terrestrial gravity and magnetism, time series analysis, and seismology. He also developed and taught a course aimed at examining connections between physical sciences and the arts, called "Science and Art in the Western World". Prior to working at University of Florida, Russo was on the
faculty at Northwestern University, where he got his MS and PhD, and was the Harry Oscar Wood Fellow at the Department of Terrestrial Magnetism,
Carnegie Institution of Washington, and an NSF-NATO Fellow at the Université
de Montpellier in France.
Western Humanities 1
Writing or Math Req: W - 6000
Gen Ed: H, N
| Section | Instructor | Times | Locations | ||||||
| 3187 | James Hodges |
|
|
This section of Honors Humanities is a survey of Western culture from ancient Greece through the Renaissance, with readings from literature, philosophy, and religion. In addition to selections from the Bible, the course includes The Iliad, plays from Sophocles and Euripides, Plato's Republic, The Aeneid, Dante's Inferno, Machiavelli's The Prince, and Shakespeare's King Lear. Readings about and viewings from classical, medieval, and renaissance architecture, sculpture, and painting are also part of the curriculum. There will be a series of reaction papers required on the assigned readings and a cultural event report.
James Hodges is a Professor Emeritus of English. In addition to his thirty-three years on the faculty at UF, Dr. Hodges has also taught at the Sewanee Military Academy (Tennessee), the University of North Carolina at Chapel Hill, and East Tennessee State University. He holds degrees from Vanderbilt University (B.A. and M.A.) and a Ph.D. from the University of North Carolina, Chapel Hill.
Western Humanities 2
Writing or Math Req: W - 6000
Gen Ed: H, N
| Section | Instructor | Times | Locations | ||||||
| 3190 | James Hodges |
|
|
This section of Honors Humanities is a survey of Western culture from the Eighteenth Century to the present, with readings from literature, psychology, and philosophy. The course includes Voltaire’s Candide, Goethe’s Faust, Flaubert’s Madame Bovary, Dostoyevski’s Notes from Underground, Ibsen’s A Doll’s House and other plays, T.S. Eliot’s The Waste Land and other poems, Hemingway’s The Sun Also Rises, and Sartre’s No Exit and other plays; also included are Freud’s Civilization and Its Discontents and Jung’s Man and His Symbols. Readings about and viewings from architecture, sculpture, and painting are also part of the curriculum. There will be a series of reaction papers required on the assigned readings and a cultural event report.
James Hodges is a Professor Emeritus of English. In addition to his thirty-three years on the faculty at UF, Dr. Hodges has also taught at the Sewanee Military Academy (Tennessee), the University of North Carolina at Chapel Hill, and East Tennessee State University. He holds degrees from Vanderbilt University (B.A. and M.A.) and a Ph.D. from the University of North Carolina, Chapel Hill.
Magic and Witchcraft
Writing or Math Req: W - 6000
Gen Ed: H, D
| Section | Instructor | Times | Locations | ||||||
| 1940 | Judy Ann Turner |
|
|
"Magic and witchcraft, the fear of daemons and ghosts, the wish to manipulate invisible powers--all were very much a part of life in the ancient world." --Georg Luck, Arcana Mundi, p. xiii. The occult, folklore, mystery cults, oracles, and superstition--the 'darker side' of religious experience--impacted the lives of average Greeks and Romans much more than did the Olympian or 'civic' gods. Yet this significant feature of ancient religious practices receives little attention in scholarship. This course is an effort to lessen the void in topics of ancient religion available to students. Through the use of film, lecture, reading of ancient (in translation) and modern sources, the course will examine origins and practices of ancient magic, witchcraft, mystery cults, demonology, astrology, alchemy, religious 'possession'and other occult subjects. We will explore continuity or resurgence of some ancient occult practices, and if schedules permit, there will be some guest speaker talks on course topics.
Judy Ann Turner (Ph.D. in Ancient History, University of California) was the Andrew Mellon Research/Teaching Fellow at the University of Southern California '84- '85 and taught at Cal Poly State University '85-'89. In Florida, she taught at SFCC (Humanities, '90-'93) and at U.F. (Honors Program and Classics Dept.) since '93. She has been an officer in the Archaeological Institute of America, Gainesville Society for more than a decade. Her publications include articles on sacerdotal women in the Linear B tablets and and articles on Greek Priesthoods. She is writing a book on Greek priestesses and ancient cults.
Age of the Blockbuster
Writing or Math Req: None
Gen Ed: H
| Section | Instructor | Times | Locations | ||||||
| 3862 | Dana Peterson |
|
|
This course examines American popular culture in the Age of the Blockbuster. Beginning in the mid-1970s--Steven Spielberg released Jaws on June 30, 1975; Stephen King published his first novel, Carrie, in 1974; George Lucas launched Star Wars in May 1977--the Age of the Blockbuster heralded America's current obsession with bigger, louder, and richer. This section of IDH 3931 will ask students to think critically about American popular culture in the last quarter of the twentieth century. Students, therefore, should be interested in learning more about who "we" are, and in turn, be willing to consume as much "culture"--i.e., movies, books, TV, music, sports, advertising--as they can. Students will also be expected to share these experiences in classroom discussions and presentations. Course requirements include a series of reading responses/journals and a group project.
Dana H. Peterson is on parole for a variety of offenses committed on his (unfortunately under-publicized) nationwide 1985 crime spree that ended just outside Dollyland in Tennessee. He currently teaches at the University of Florida under his mother's maiden name, Staff. Highly regarded for the level of expertise he brings to a variety of subjects, Dr. Staff also directs the AIM Program, the university's initiative to help disadvantaged students succeed at UF. Though Dr. Peterson died at the end of 2004, he still continues to teach this course as part of his penance for how he lived his life. He also continues to answer e-mail, so feel free to contact him at peterson@clas.ufl.edu.
Biomedical Ethics
Writing or Math Req: W - 6000
Gen Ed: H
| Section | Instructor | Times | Locations | ||||||
| 9593 | Gayle Brown |
|
|
This course is designed to introduce students to some of the central issues of biomedical ethics. Ethics addresses questions such as:
How should I act?
How do I decide whether one way I could act is morally better than some other way?
Are different ethical systems equally acceptable, or are some people's values just wrong?
Biomedical ethics addresses these questions in the context of patient care and the distribution of medical attention, and seeks to determine which actions or options in medical practice are obligatory, which permissible, and which impermissible. By the end of the course students will be familiar with the major ethical theories relevant to medical practice, and be able to apply these theories to current issues in biomedical ethics. Specific topics include: abortion, physician-assisted suicide, genetic engineering, reproductive technology, patient confidentiality, HIV/AIDS, and race and gender issues in the allocation of scarce resources.
G.M. Brown has taught a wide variety of courses in philosophy in both the Honors Program and the Philosophy Department at UF, including ethics, epistemology, metaphysics, the philosophy of religion and the philosophy of science. She also teaches the popular Tao of Star Trek course. In addition to philosophy, her academic interests include poetry, literature, archeology, theology, theoretical physics and evolutionary biology.
Disease and Society
Writing or Math Req: None
Gen Ed: S, N
| Section | Instructor | Times | Locations | ||||||
| 7767 | Robert Kwong |
|
|
This course examines diseases and epidemics have affected society. Famous disease and known outbreaks discussed include leprosy, Black Plague, anthrax, HIV/AIDS and SARS. Discussions will focus on how fear, misperceptions and mass hysteria impact healthcare education, healthcare delivery and societal or cultural norms. It is the goal of this course to provide insight and awareness about why healthcare providers need to be better educated about the social effects disease have; it is the hope students will become compassionate and sensitive to those individuals who suffer from discrimination or ridicule because of the disease for which they are affected. This will course will require significant student participation, a research paper and poster presentation is required at the end of the term.
Robert Kwong graduated from Loyola University Chicago with a B.S. in Chemistry and a minor in Biology and continued to get his M.S. in Biomedical Science at Barry University in Miami, FL. He has taught pre-health courses in the Biology departments at National-Louis University, North Park University and Loyola University of Chicago since 1995. While at Loyola University he was a Learning Assistance Counselor helping students learn the "right" study strategies for science coursework. Robert is now the Chief Pre-Health Professions Advisor in the College of Liberal Arts and Sciences at the University of Florida.
Engineering and Astronomy of the Ancients
Writing or Math Req: W - 4000
Gen Ed: H, N
| Section | Instructor | Times | Locations | ||||||
| 4317 | Jonathan Walz |
|
|
Have you ever wondered how & why Egyptians constructed pyramids? Why the ancient Mayans and Chinese observed celestial events? Or, whether meaning or function empowers an Aboriginal boomerang? In this course we explore ancient technologies & ideologies through archaeology & other sources. Whether you’re interested in the Seven Ancient Wonders or the origins of tools 2.6 million years ago, this course seeks, quite explicitly, to challenge the technology/ideology dichotomy of our modern world. My intent is to force a reconsideration of the cultural roots of human technology, construction, travel, time-keeping & religion.
Jonathan R. Walz is a Ph.D. Candidate in Anthropology at UF. His current interests range from the archaeologies of Africa to the interface between ideologies and technologies and from ornithology to classical music. University studies at UNC-Chapel Hill, UF, and the University of Dar es Salaam (Tanzania) inspired his passion for teaching and learning.
Global Environmental Issues
Writing or Math Req: W - 4000
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 0843 | James Nation |
|
|
The environment in which we live is more global in importance than ever before. In Global Environmental Issues we will explore local, state, national, and international environmental issues. Most issues, such as availability of clean water, clean air, growth or decrease in human populations, biodiversity, conservation, environmental hazards, waste disposal, and how human populations use energy, are common to every region of the world. In this course we will explore all those issues. This is a Gordon Rule course, and students will be expected to write 3 essays during the course about (1) a local environmental issue, possibly in their home town, (2) an environmental issue with specific concern to Florida, and (3) an issue that has world-wide impact with illustrative examples from different regions of the world. A current textbook (2008 edition) will be used and students will be graded upon completion of assigned readings in the book and hand-outs from the instructor, class attendance, short quizzes, and the essays noted above. Frequent use of video presentations will be used, but the course will be structured around class discussion of topical environmental problems.
BRIEF AUTOBIOGRAPHY: Dr. James L. Nation is currently Professor Emeritus in the Entomology & Nematology Department, College of Agriculture and Life Sciences, University of Florida. Dr. Nation taught graduate courses in Entomology & Nematology, and also taught Global Environmental Issues in the Honors Program before retiring in June 2003 after 43 years teaching and research at the University of Florida. He holds a BS degree (1957) from Mississippi State University and a PhD (1960) from Cornell University. Dr. Nation was voted Teacher of the Year by the graduate students in the Entomology & Nematology Dept. in 1989-90, 1994-95, 1996-97, 1998-99, and 2000-2001. In 2001 he received the Distinguished Faculty Award from Florida Blue Key for outstanding service to the University of Florida. In 2006 he was presented with an award from the Florida Entomological Society in recognition of Achievement for Teaching in Higher Education. He edited the international Journal of Chemical Ecology from 1994-2000, and currently edits the Florida Entomologist, An International Journal for the Americas. He has authored or co-authored more than 85 scientific publications in refereed journals and in the Encyclopedia of Entomology, and authored Insect Physiology and Biochemistry (CRC Press, Boca Raton, FL, 2002), a textbook for graduate and undergraduate studies. The revised second edition of the book was published in April 2008. He taught a graduate course in Insect Physiology for entomology students at Florida A & M University in the fall term, 2006. The course was taught principally by interactive TV from Gainesville. A web page is maintained at http://entnemdept.ifas.ufl.edu/nation.htm. His e-mail address is jln@ufl.edu
Icelandic Sagas: The Sword and the Cross
Writing or Math Req: None
Gen Ed: N
| Section | Instructor | Times | Locations | ||||||
| 2445 | Avery Cahill |
|
|
Trolls, dragons, battle and revenge, the very stuff of the Icelandic Sagas. This course is designed to give students an in-depth introduction to the myths and sagas of Icelanders. We will study the Icelandic sagas as literature written by Christians about their pagan ancestors, focusing on the cultural history of Iceland in the Viking era and the Middle Ages. It begins with an overview of Medieval Scandinavia with an emphasis on Iceland from its settlement to the end of the Viking Age. In light of the heroic ideal, the role of women, and the interplay between pagan codes of honor and Christian ethics, we will analyze a number of these blood drenched yarns, including the Vinland sagas-the first European discovery of America, Hrafnkel's saga-revenge and the pagan priest of Frey, Egil's saga-the murderous poet, Gisli's and Grettir’s sagas-Iceland’s most famous outlaws, and selections from the mythic stories in the prose and poetic Eddas. Emphasis will be placed on writing and thinking about the past.
Avery D. Cahill received his MA in Scandinavian Studies from the University of Wisconsin in 2000. He has lived and studied abroad in Oslo and Tromso, Norway. After graduation, he was hired to teach Norwegian Language and Literature at Luther College in Decorah, IA. After capably teaching the entire Luther College football team to curse in Norwegian and to speak like the old fishermen he met in Norway, he came to the University of Florida in 2002, where he has taught, among other things, a course on Medieval Latin. When he is not teaching, you will most likely find him either in the library reading about Medieval Scandinavia or studying kung fu under the watchful eye of Sifu Des Jackson of the Gainesville Dojo.
Immigration, Race, Gender and Ethnicity in American Culture
Writing or Math Req: None
Gen Ed: S, D
| Section | Instructor | Times | Locations | ||||||
| 2829 | Esther Romeyn |
|
|
The goal of this course is to introduce the student to various social and cultural issues related to the experience of immigration and the place of ethniciy within American culture. The primary focus will be on the period between 1880 and the present. The class is structured around the reading of four autobiographies. We will explore the meaning of such concepts as immigration, ethnicity, ethnic identity, Americanization, acculturation, globalization, and transnationalism by drawing on social and cultural theory. We will examine how ethnicity is experienced, in particular in relation to such factors as language, memory, race, and gender. We will also discuss the tension between ethnic diversity/pluralism and national unity, and the parameters of contemporary debates about such issues as bi-lingual education and affirmative action.
Required Readings:
Abraham Cahan, The Rise of David Levinsky; Piri Thomas, These Mean Streets; Maxine Hong Kingston, Woman Warrior; Richard Rodriguez, Hunger of Memory
Esther Romeyn received her Ph.D. in American Studies from the University of Minnesota. She taught in the Interdisciplinary Humanities Program at Arizona State University from 1998 until 2005. Her main interests lie in Ethnic Studies, Cultural Studies, Performance Studies, Jewish Studies, Urban Studies, and cross-cultural psychology. Her publications are concerned specifically with immigrant acculturation as a process of cultural “translation” (or “mistranslation”); the performance of ethnic identity (in daily life, festivals, parades, and theater); and the shifting boundaries of “race” in American culture.
Introduction to Forensic Anthropology
Writing or Math Req: None
Gen Ed: S
| Section | Instructor | Times | Locations | ||||||
| 4259 | Jason Byrd |
|
|
Forensic anthropology, an applied subfield of biological anthropology, is a science that utilizes methods developed in skeletal biology, archaeology, and other forensic sciences to solve cases of medico-legal significance. This course is a three-credit class designed to present how forensic anthropologists help resolve modern and historic crimes both in the laboratory and the field. Students will be introduced to the techniques that forensic anthropologists use to recover and identify individuals who died as a suicide, homicide, accidents and mass disasters.
Dr. Byrd is an Associate Director of the W. R. Maples Center for Forensic Medicine and a Board-Certified Forensic Entomologist. He is the current President of the North American Forensic Entomology Association and current Vice-Chair of the American Board of Forensic Entomology. He has conducted over 100 workshops specializing in the education of law enforcement officials, medical examiners, coroners, attorneys, and other death investigators on the use and applicability of arthropods in legal
investigations. He has published numerous scientific articles on the subject of forensic entomology, and has also published two books dealing with the use of insects in legal investigations.
Multicultural Communication
Writing or Math Req: W - 2000
Gen Ed: S, N
| Section | Instructor | Times | Locations | ||||||
| 4306 | Tim Fogarty |
|
|
Multicultural Communications is a participatory experience in understanding how ethnocentricity keeps us from communicating effectively with a large percentage of our fellow Americans, not to mention billions of others around the world. Our learnings will not be solely theoretical, but will include actual experiences of cross-cultural communication. The basic texts ( two required readings for the course) will be Intercultural Communication by Everett M. Rogers and Thomas M. Steinfatt (1999) and Readings in Intercultural Communication by Judith Martin, Thomas Nakayama and Lisa Flores, 2nd Edition.
Multicultural communication is not an optional skill in our pluralistic society and globalizing world; rather it may be the most important skill that a person can acquire both from the point of view of being a productive member of the economy and a productive national and world citizen. Lack of ability to communicate cross-culturally leads to such undesireable social outcomes as ethnocide, war, and so called "clashes of civilization". The diversity that we find in the classroom itself will serve as a microcosm of the campus, community and world around us. We will become personally involved in bridging differences of social class, race, ethnicity, religion, sexual orientation, gender, age, etc. and in so doing we will be personally, emotionally as well as cognitively, changed. The theoretical fields that underlie the readings and class activities are those of socio-linguistics and anthropology, especially linguistic anthropology which has been applied to cross-cultural communication since the 1950s.
About Tim Fogarty: I have a BA in philosophy, an MA in Religion, and Ph.D. in Anthropology (2005 University of Florida). My research is in development anthropology, a sub-field of socio-cultural anthropology. My research program is to understand how solidarity forms between North Americans and Central Americans across national, social class, ideology and life style differences.
I have participated in over 20 different short term small group tours to Nicaragua and other countries in Central America, accompanied by North Americans who travel there to do something helpful in the midst of the second worst poverty in the Western Hemisphere. These trips have been hosted by small non-governmental organizations and often go to remote and isolated rural communities as well as the typical tourist attractions. I am the program director of the honors study abroad program, UF in Nicaragua which takes students there for an experience of cross-cultural communication, during Summer A (May and June). Multicultural communication would be a good preparatory course for such a journey.
Music and Health
Writing or Math Req: W - 6000
Gen Ed: H, N
| Section | Instructor | Times | Locations | ||||||
| 1008 | Miriam Zach |
|
|
We will explore the relationship of music and medicine via readings, recordings, lectures, discussions, and musical experiences, investigating the history, theory, and practice of the creative power of sound and music in international health care settings. In addition to reviewing the work of musicians-physicians and music therapy research in the medical literature, we will study prevention of injury and maintenance of health of musicians, and medical challenges of performing artists and composers. Students are expected to listen to musical compositions of various styles and genres, be able to identify them by composer, historical context, and stylistic characteristics, and their potential use as treatment in clinical application. There will be two listening tests and a research paper/creative project presentation, and several brief essays on research experiences. The starting point for work in the course will be Kristine Forney and Joseph Machlis' The Enjoyment of Music, chronological version, 10th edition with 8 accompanying CD's; and Randall McClellan's The Healing Forces of Music.
Miriam Zach, Ph.D. (minerva@ufl.edu or http://www.womencomposerslibrary.org) is Assistant Professor in the Honors Program at the University of Florida. She holds degrees from Northwestern University and the University of Chicago. In addition to teaching courses on Music History, and Music and Health, she maintains her own studio in Gainesville giving lessons in piano, harpsichord, and pipe organ, and is a member of the Alachua Consort which specializes in Baroque chamber music. In 2003 she became co-principal with her husband Dr. Mikesch Muecke in the design/build architectural practice misumiwaDesign ( misumiwadesign.com), and in 2007 co-edited and published the book "Resonance" (http://www.cularchpress.com). In 2006 she published For the Birds: A Women Composers’ Music History Speller with Culicidae Press (http://www.culicidaepress.com). In 1998 she recorded the CD Hidden Treasures on the Princeton University Chapel organ, and plans to record future CDs of music by women composers on her new house organ, designed and built by A. David Moore in 2005. She was named International Woman of the Year for 1992 & 1997 & 2000/2001 from the International Biographical Centre in Cambridge (England) for her distinguished service to music.
Neurotheology
Writing or Math Req: W - 6000
Gen Ed: H
| Section | Instructor | Times | Locations | ||||||
| 1325 | Lou Ritz |
|
|
Are religious and spiritual experiences brain-based? If they are, what are the implications to understanding brain circuitry? If they are not, what are the implications to our understanding of who we are? Our course, Neurotheology, will investigate the neural correlates of religious and spiritual experiences and the implications of such relationships.
The course will consist of weekly presentations and discussions led by the course instructor. Student group dialogue and exchange will be emphasized. Topics to be explored include: organization of higher cortical function in the human brain; effects of cortical brain lesions on our perception of reality; the variety of religious experiences; modern brain imaging; meditation and spiritual experiences; brain correlates of meditation; eastern and western views of the mind; how the brain constructs reality; attention and awareness; mind-body medicine; psychedelics and mystical experiences; the neurobiology of emotions; how the mind can change the brain; and the God gene--the genetic basis of spiritual experiences.
The instructor is a founding member of the University of Florida Center for Spirituality and Health, and co-teaches a well-received Honors course in Spirituality and Health Sciences. (For more information, see www.spiritualityandhealth.ufl.edu).
Dr. Lou Ritz is an Associate Professor of Neuroscience, within the College of Medicine and the McKnight Brain Institute. His research interests that have been funded by the National Institutes of Health are concerned with spinal cord injury and repair. He is the course director for Medical Neuroscience, taken by all first year medical students and is a member of the College of Medicine Curriculum Committee. Dr. Ritz is the Director of the University of Florida Center for Spirituality and Health and a co-director of the John Templeton Spirituality and Medicine Award for incorporating spirituality, cultural diversity, and end-of-life issues into the UF medical school curriculum. He has a longtime personal interest in meditation and spiritual development. Questions about the course can be sent to: ritz@mbi.ufl.edu
Seafarers, Sultans, Slaves and Spices: The Indian Ocean in Antiquity
Writing or Math Req: W - 2000
Gen Ed: H, N
| Section | Instructor | Times | Locations | ||||||
| 4329 | Jonathan Walz |
|
|
The Indian Ocean lies at the crux of the ancient Afro-Asian world. Navigable seaways and monsoon winds channeled peoples, ideas, and resources across this vast space over three millennia. Imperial expeditions from Egypt foretell of later Portuguese, Dutch, and Omani duels of political ambition. Elites and religious pilgrims from Arabia to Thailand sought ideological converts while merchants traded heavily in ivory, pepper, and opium. Slaves from Ethiopia and India, embroiled in such contests, toiled as fieldworkers in Mauritius or served as concubines in Persia. All the while, musical, architectural, and philosophical ideas diffused across the Arabian Sea, Bay of Bengal, and beyond, creating countless variations on aspects of shared heritages. This course introduces the vibrant societies and rich histories of the Indian Ocean while questioning their silencing in standard world histories.
Jonathan R. Walz is a Ph.D. Candidate in Anthropology at UF. His current interests range from the archaeologies of Africa to the interface between ideologies and technologies and from ornithology to classical music. University studies at UNC-Chapel Hill, UF, and the University of Dar es Salaam (Tanzania) inspired his passion for teaching and learning.
Jonathan R. Walz is a Ph.D. Candidate in Anthropology at UF. His current interests range from the archaeologies of Africa to the interface between ideologies and technologies and from ornithology to classical music. University studies at UNC-Chapel Hill, UF, and the University of Dar es Salaam (Tanzania) inspired his passion for teaching and learning.
Sketchbook/Journal: Illustrating the Human Condition
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 7859 | Daniel Stepp |
|
|
"Art is a human activity consisting in this, that one consciously, by means of external signs, hands on to others feelings that one has lived through, and that other people are infected by these feelings and also experience them." --Leo Tolstoy
Artists have been regarded as consummate watchers and decipherers of the act of living. Through notes, sketches, studies, experiments, and skilled observations they have processed the human experience. Sketchbooks are prized tomes of knowledge that artists and readers alike turn to for inspiration and understanding. Sketching is the most immediate, responsive reaction to visual stimulus. A journal may be creatively complete or a foundation for future work. This class will challenge students to investigate the human condition through the vehicle of sketching. We will observe, record, and attempt to decipher behavior, social constructs, human interactions, and ways of living. Throughout the course we will look at sketchbooks and journals of other artists as a way to further our own notebooks.
Demonstrations, exercises, fieldtrips, readings, slide presentations, and guest lectures will be used as motivation for exploration. This class is not predicated on innate artistic ability but rather a desire to investigate and describe the world visually. Students are encouraged to be inventive, courageous, and prolific.
Daniel Stepp has taught painting and drawing at the University of Florida since 1998. He received his MFA from the New York Academy of Art and has exhibited in Florida, New York, and Canada. His current paintings have been described as American genre with a focus on tools and technology, sex roles in labor, corporate branding, initiation, ritual, the transference of myth and archetype onto genre activities, and the conflict created by contrived culture imprinted onto evolved, long-standing traditions.
The Four Johns
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 7169 | Melvyn New |
|
|
This is not a course in PBS specials or a study of prostitution.
Rather, we will study four great poets spanning 250 years of the English literary tradition: John Donne (1572-1631), John Milton (1608-74), John Dryden (1631-1700), and John Keats (1795-1821). We will read all of Paradise Lost, and ample selections from the love poetry and Holy Sonnets of Donne, the brilliant satires of Dryden, and the odes and lyric poems of Keats. We will try to talk about poetry as poetry and learn something about different forms and techniques, as well as engage with the subject-matter of the poets–as varied as the Christian theology of Donne and Milton, the politics of Dryden, and the philosophizing about love, time, death, and art among all four.
Melvyn New retired from the English Department after 42 years of teaching, including nine as chair of the department. He has degrees from Columbia University and Vanderbilt University, and has published some dozen books and editions, and more than sixty essays, most of them on eighteenth-century English literature. His oldest granddaughter will be graduating from UF at the end of the fall semester.
Professional Development Strategies
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| DEP-X | Regan Garner |
|
|
Planning to apply for a Goldwater, Truman, Udall, or a Beinecke Scholarship? Local application deadlines for the next cycle are late fall 2009 and early spring 2010 (eligibility: Goldwater and Udall applicants must be in third or fifth semester at UF. Truman and Beinecke applicants must be in fifth semester).
If you are thinking about competing for these highly competitive scholarships, it is essential that you get a head start and take this one credit class in the fall. By the end of the semester you will have a draft application and some suggestions about holiday reading and how to prepare for these highly competitive competitions. Winning one of these is a career-maker!
For information on the scholarships go to www.honors.ufl.edu and click on Scholarships. You can also come into 118 Hume and look at past applications.
To enroll in the class please e-mail Regan Garner at rlgarner@honors.ufl.edu.
Regan has a BA in Classical Studies and a M.Ed. in Social Foundations from UF. Her research interests are desegregation and the socioeconomic and racial components of the American public school experience.
Individual Work
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| DEP-X | Your individual supervisor |
|
|
If you have found a faculty member who is willing to do an independent study with you, you may sign up for this course. For approval you will need to provide a cogent plan of study and a faculty signature indicating approval of your course of study. Your project cannot duplicate a regularly offered course in the UF curriculum. You may use this course for elective credit. You will receive credit for IDH 4905, "Honors Individual Work" on your transcript if you undertake an independent project but do not participate in any documented research. You can get the application form in the Honors Office, 118 Hume Hall, or on the Honors webpage (http://www.honors.ufl.edu/forms.html).
Note: For a list of UF faculty who have opportunities for undergraduates, please consult the Undergraduate Research Database (http://www.honors.ufl.edu/researchdatabase.html). Faculty are under no obligation to work with you or employ you under their grant. With perseverance you may find someone who is willing to have you get involved.
Introduction to Professional Development
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| DEP-X | John Denny |
|
| ||||||
| DEP-X | Regan Garner |
|
| ||||||
| DEP-X | Melissa Johnson |
|
| ||||||
| DEP-X | Staff |
|
| ||||||
| DEP-X | Staff |
|
| ||||||
| DEP-X | Melissa Johnson |
|
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Prerequisite: This course is restricted to students who entered UF during Summer B or Fall 2009.
In this course, students will work closely with an honors advisor and a current honors student leader to develop an action plan for university involvement. Students will learn how to find and apply for scholarships and awards, internships, study abroad programs, research opportunities, and leadership and service projects. Students will get to know the inner-workings of the university and discover available resources and opportunities, all while working with other highly motivated honors students. Finally, they will learn how to display the skills and experiences gained through these activities.
John is an alumnus of the University of Florida, earning his bachelors degree in Psychology in 1992. After working in community mental health for 2 years he attended the University of South Florida where he completed his Master of Social Work. John interned at the Moffitt Cancer Center after receiving a scholarship in Oncology Social Work from the American Cancer Society. He has 6 years experience in health care providing medical social work services. John came to the University of Florida in 2001 as an Assistant Dean of Students and Director of Disability Resources. He was instrumental in opening the Disability Resource Center at Reid Hall, the first-ever designated center for students with disabilities at the University of Florida. John is currently pursuing his Ph. D in Higher Education Administration. He is an avid music lover who enjoys playing guitar, hiking and travel.
Regan has a BA in Classical Studies and a M.Ed. in Social Foundations from UF. Her research interests are desegregation and the socioeconomic and racial components of the American public school experience.
Melissa Johnson is an Assistant Director of the Honors Program. Melissa has a BA in Classical Studies and History and an MEd in Higher Education Administration from The University of North Carolina at Greensboro, and currently is completing her PhD in Higher Education Administration at the University of Florida. Her research interests include first-year students' motivation to pursue undergraduate research and the experiences of peer leaders who co-teach first-year experience courses.
Researching Internships
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| DEP-X | Regan Garner |
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This course is designed to introduce freshmen and first-semester sophomores to the process of finding and securing an internship. The course will focus on campus involvement, leadership skills, communication skills, intermediate resume writing, and search strategies.
The most valuable factor in obtaining an internship is a strong understanding of the process and its many facets. Through this course, students will gain a greater understanding of the level of competitiveness involved in certain programs, the application process, and most importantly- what interviewers are looking for.
This course is available to honors students via invitation only. If you are interested in taking this course, please e-mail Regan Garner (rlgarner@ufl.edu).
Regan has a BA in Classical Studies and a M.Ed. in Social Foundations from UF. Her research interests are desegregation and the socioeconomic and racial components of the American public school experience.
Undergraduate Research
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| DEP-X | Your research supervisor |
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If you have found a faculty member who is willing to do a research project with you, you may sign up for this course. For approval you will need to provide a cogent plan of study and a faculty signature indicating approval of your course of study. Your project cannot duplicate a regularly offered course in the UF curriculum. You may use this course for elective credit. You will receive credit for IDH 4917, "Honors Undergraduate Research" if your project involves research. You can get the application form in the Honors Office, 118 Hume Hall, or on the Honors webpage (www.honors.ufl.edu/forms.html).
Note: For a list of UF faculty who have opportunities for undergraduates, please consult the Undergraduate Research Database (http://www.honors.ufl.edu/researchdatabase.html). Faculty are under no obligation to work with you or employ you under their grant. With perseverance you may find someone who is willing to have you get involved.
Internship
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| DEP-X | Regan Garner |
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| DEP-X | Robert Kwong |
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The Honors Program offers credit for internships through IDH 4940. Students from any department may submit an application for consideration, but please note that Journalism majors must present a letter from an academic advisor or department chair with their application. You need not be an honors student, but you must have a minimum GPA of 3.0 to be approved for Honors internship credit. Grading is S/U and based on the completion of a paper at the end of the internship and a letter of support from your supervisor. A course taken for S/U does not normally apply to major requirements, but you may use these hours for elective credit.
The application form is available online (http://www.honors.ufl.edu/forms/idh4940.pdf). For more information, please visit the Honors Program Internships website (http://www.honors.ufl.edu/internships.html). If you have any questions about a prospective internship, please e-mail our intership director, Ms. Regan Garner (rlgarner@ufl.edu).
Regan has a BA in Classical Studies and a M.Ed. in Social Foundations from UF. Her research interests are desegregation and the socioeconomic and racial components of the American public school experience.
Robert Kwong graduated from Loyola University Chicago with a B.S. in Chemistry and a minor in Biology and continued to get his M.S. in Biomedical Science at Barry University in Miami, FL. He has taught pre-health courses in the Biology departments at National-Louis University, North Park University and Loyola University of Chicago since 1995. While at Loyola University he was a Learning Assistance Counselor helping students learn the "right" study strategies for science coursework. Robert is now the Chief Pre-Health Professions Advisor in the College of Liberal Arts and Sciences at the University of Florida.
Washington Internship
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 0669 | Regan Garner |
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The Washington Center (TWC) allows UF students to earn academic credit while working in Washington, DC. Summer, Fall, and Spring internships are available in over 2000 public, private, non- profit and government agencies in all fields. Application to TWC and UF approval is required to earn credit. Please visit www.twc.edu for more information and contact campus liaison Regan Garner (rlgarner@ufl.edu) with questions AFTER reviewing the TWC web site.
Regan has a BA in Classical Studies and a M.Ed. in Social Foundations from UF. Her research interests are desegregation and the socioeconomic and racial components of the American public school experience.
Caribbean History to 1800
Writing or Math Req: W - 2000
Gen Ed: H, N
| Section | Instructor | Times | Locations | ||||||
| 1637 | David Geggus |
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No other part of the world has been shaped so completely as the Caribbean by the two institutions of European colonialism and plantation slavery. This course, which covers the development of colonization in the Caribbean until the end of the 18th century, is designed to give students an understanding of the making of the Caribbean and the role of African slavery in its evolution. It begins with the Amerindian societies that welcomed Columbus and ends with the slave revolution that created Haiti.
We will focus on the types of society that evolved in the region and the internal and external forces that influenced their development. The region will be approached from the inside and the outside, and placed in comparative perspective. Approximately equal attention will be given to the Spanish and North European colonies, and to economics, politics, and society. Underlying themes will include agriculture, disease, language, and law, and particular stress is placed on plantation slavery. The intention is to provide a composite analysis of life in the colonial Caribbean and the influences that shaped it.
David Geggus, Professor of History, is a specialist in the histories of slavery and the early modern Caribbean with a particular interest in the slave revolution that created Haiti. He taught at Oxford University, England, in the 1970s and has been on the UF faculty for 26 years.
Calculus I
Writing or Math Req: M
Gen Ed: M
| Section | Instructor | Times | Locations | ||||||
| 3200 | Staff |
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| 3201 | Staff |
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Prereq: strong background in pre-calculus
A first course in calculus for students with strong backgrounds in mathematics. The topics covered in the MAC 3472/3473/3474 sequence closely parallel those covered in MAC 2311/2312/2313 but are treated in greater depth. (Credit will be awarded for ONE of MAC 2311 or MAC 3472, but not both.)
Calculus II
Writing or Math Req: M
Gen Ed: M
| Section | Instructor | Times | Locations | ||||||
| 3205 | Staff |
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| 3624 | Staff |
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Prerequisite: Grade of C or better in MAC 3472 or MAC 2311
This is the second course in calculus and builds on the knowledge of the first course. Topics covered are the same as in the regular Calculus II course and include techniques of integration, infinite sequences and series, and polar coordinates. In this honors section some topics will be covered in greater depth, and some more challeging problems will be assigned. Honors Classes will be smaller in size than the regular class. (Credit will be awarded for MAC 2312 or MAC 3473, but not both.)
Calculus III
Writing or Math Req: M
Gen Ed: M
| Section | Instructor | Times | Locations | ||||||
| 3207 | Staff |
|
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| 3208 | Staff |
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Prerequisite: Grade of C or better in MAC 2312, MAC 2512 or MAC 3473
This course is designed to cover the material in MAC 2313. This course will cover the fundamentals of calculus in several variables, including vector geometry and vector analysis. The aim will be not only to present methods appropriate to the subject matter but also to impart an understanding of the concepts involved. Honors Classes will be smaller in size than the regular class. (Credit will be awarded for MAC 2313 or MAC 3474, but not both)
Elementary Differential Equations
Writing or Math Req: M
Gen Ed: M
| Section | Instructor | Times | Locations | ||||||
| 3221 | Staff |
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Prerequisite: Grade of C or better in MAC 2312, MAC 2512 or MAC 3473
This course covers first-order ordinary differential equations, theory of linear ordinary differential equations, solution of linear ordinary differential equations with constant coefficients, and the Laplace transform and its application to solving linear ordinary differential equations.
Masterworks of Music
Writing or Math Req: W - 6000
Gen Ed: H, N
| Section | Instructor | Times | Locations | ||||||
| 0511 | Miriam Zach |
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This course is to be enjoyable and enlightening. Emphasis will be placed on the aesthetic elements within various international masterworks of music which give value to the work under study. In addition to readings, recordings, lectures and discussions, each student will attend four concerts during the course of the semester and submit brief written reports on each concert attended. There will be three listening tests to identify composer, historical context, and stylistic characteristics,a research paper/creative project presentation, and several brief essays on research experiences. The starting point for work in the course will be Kristine Forney and Joseph Machlis' The Enjoyment of Music, chronological version, 10th edition, with 8 accompanying CD's.
Miriam Zach, Ph.D. (minerva@ufl.edu or http://www.womencomposerslibrary.org) is Assistant Professor in the Honors Program at the University of Florida. She holds degrees from Northwestern University and the University of Chicago. In addition to teaching courses on Music History, and Music and Health, she maintains her own studio in Gainesville giving lessons in piano, harpsichord, and pipe organ, and is a member of the Alachua Consort which specializes in Baroque chamber music. In 2003 she became co-principal with her husband Dr. Mikesch Muecke in the design/build architectural practice misumiwaDesign ( misumiwadesign.com), and in 2007 co-edited and published the book "Resonance" (http://www.cularchpress.com). In 2006 she published For the Birds: A Women Composers’ Music History Speller with Culicidae Press (http://www.culicidaepress.com). In 1998 she recorded the CD Hidden Treasures on the Princeton University Chapel organ, and plans to record future CDs of music by women composers on her new house organ, designed and built by A. David Moore in 2005. She was named International Woman of the Year for 1992 & 1997 & 2000/2001 from the International Biographical Centre in Cambridge (England) for her distinguished service to music.
Magic Bullets
Writing or Math Req: W - 6000
Gen Ed: S, B
| Section | Instructor | Times | Locations | ||||||
| 4568 | Michael McKenzie |
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Note: This class meets in the HPNP Building near Shands. Please plan accordingly.
This course is planned to stimulate intellectual curiosity by providing historical, scientific, and social perspectives about pharmaceutical research and issues. Participants need not have a background in the pharmaceutical sciences; they should have a strong interest and/or aptitude in the sciences. The course will emphasize concepts and processes; it will not focus on factual knowledge within the pharmaceutical sciences. The seminar course will examine topics such as: drug tragedies, drug research in children, drug research in animals, drug approval process, and drug research applied to selected disease states such as hypertension, stroke, Alzheimer's disease, epilepsy, alcoholism, infectious diseases, and cancer. The course will include commentary on social issues related to pharmaceutical research such as the time, expense, and testing necessary to deliver drugs to the public, and the need to properly monitor drug effects in patients once drugs are released for general use. The course will require readings, discussions in class, reports, and a term paper. The course is a 6000 level writing requirement course. Academic performance will be evaluated through attendance records, class participation, exams, written reports, and a term paper. Professors in the departments of pharmaceutics, medicinal chemistry, pharmacodynamics, pharmacy practice, and pharmacy administration in the College of Pharmacy will participate in the course.
Michael McKenzie, (Ph.D., Purdue University) is Professor of Pharmacy Practice and Associate Dean for Professional Affairs in the College of Pharmacy. He obtained his B.S. in Pharmacy degree from Samford University and his M.S. in Hospital Pharmacy from the University of Florida. He has clinical experience in pediatric pharmacy having served as a researcher and faculty preceptor at Shands Hospital and Clinics. His research interests have involved the study of adverse drug reactions and evaluation of educational methodologies. He has made presentations and coordinated the Honors Course in Pharmaceutical Research, otherwise known as "In Search of Magic Bullets," for many years.
Intro to Philosophy - The Tao of Star Trek
Writing or Math Req: W - 6000
Gen Ed: H, D
| Section | Instructor | Times | Locations | ||||||
| 7148 | Gayle Brown |
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Our general aim in this course is to explore various philosophical issues through the medium of science fiction. We will be spending the semester in the place where philosophy and science fiction intersect. Science fiction affords us an excellent venue for philosophical exploration. Some of the best philosophy is driven by thought-experiments-imaginary scenarios that are designed to illuminate some difficult philosophical questions. For example, we might imagine that you and I were to switch brains, or that a transporter mishap results in the fusion of two people into a single person, and then we might ask ourselves what our thoughts about such bizarre circumstances contribute to our understanding of who and what we are.
Philosophy is the exploration of the concepts we employ to understand ourselves and the world around us. We want to examine how we think. Sometimes, upon examination, our pre-theoretical notions turn out to be inadequate. How then shall we respond? What are we to say? Science fiction writers have always looked to philosophy as a fertile source of ideas. Many episodes of the various incarnations of Star Trek are inspired by issues in philosophy, while films such as A Clockwork Orange, The Matrix, 12 Monkeys and others borrow from philosophy in more ways than can easily be counted. Philosophy and science fiction are kindred spirits, for they are both animated by a sense of wonder and by the seemingly limitless possibilities that lie before us.
G.M. Brown has taught a wide variety of courses in philosophy in both the Honors Program and the Philosophy Department at UF, including ethics, epistemology, metaphysics, the philosophy of religion and the philosophy of science. She also teaches the popular Tao of Star Trek course. In addition to philosophy, her academic interests include poetry, literature, archeology, theology, theoretical physics and evolutionary biology.
Contemporary Moral Issues
Writing or Math Req: W - 6000
Gen Ed: H
| Section | Instructor | Times | Locations | ||||||
| 9480 | Gayle Brown |
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The aim of this course is to help you reason more clearly and effectively about moral issues. The subject matter of the course can be divided roughly into two parts. First, we want to explore general issues about morality: what is morality? Is there a systematic way of understanding our moral judgments? What principles should we use to decide difficult moral issues? The second and main part of the course consists of an examination of difficult moral problems. Specific topics include as abortion, euthanasia, capital punishment, affirmative action, welfare reform and privacy.
Our focus shall be three-fold. First, we want to see how different moral theories may lead to different conclusions about what the right response is to these problems. Second, we shall aim to be as precise as we can about the arguments supporting these conclusions. Third, we want to critically evaluate these arguments--that is, we want to determine whether they are good arguments or bad arguments. It is important to realize that philosophy is not fundamentally about imparting information; it is about learning to reason more carefully and thoroughly. Thus, the main objective of the course is to improve students' skills in understanding and evaluating arguments.
G.M. Brown has taught a wide variety of courses in philosophy in both the Honors Program and the Philosophy Department at UF, including ethics, epistemology, metaphysics, the philosophy of religion and the philosophy of science. She also teaches the popular Tao of Star Trek course. In addition to philosophy, her academic interests include poetry, literature, archeology, theology, theoretical physics and evolutionary biology.
Physics With Calc I
Writing or Math Req: None
Gen Ed: P
| Section | Instructor | Times | Locations | ||||||
| 0132 | Guido Muller |
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| 0162 | Tarek Saab |
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Prerequisites: high-school physics or PHY 2020, or equivalent and MAC 2311; Corequisite: MAC 2312. Note: Students enrolled in this class should also enroll in the corresponding lab, PHY2048L.
The first of two courses in calculus-based physics for science and engineering majors, featuring Newtonian Mechanics. Included are statics and kinematics, the concept of work, and conservation laws such as energy, momentum, and angular momentum. Interactions of particles, e.g. via gravity, is treated. Special attention is given to harmonic oscillators, waves, and elasticity. Thermal and mechanical properties of materials, fluids, and gases are also studied. This course is based on problem solving. Practical problems are assigned weekly to be submitted over the Internet. The exams, 6 per semester, are administered during class and are also problem-solving. The honors version of this course has the same lecture as the rest of the course, but has a separate discussion section for honors students.
Physics With Calc II
Writing or Math Req: None
Gen Ed: P
| Section | Instructor | Times | Locations | ||||||
| 3898 | Aneta Petkova |
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| 3899 | Andrew Rinzler |
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Prerequisite: PHY 2048 and MAC 2312; Corequisite: MAC 2313. Note: Students enrolled in this class should also enroll in the corresponding lab, PHY2049L.
The second of a two-semester sequence of physics for science and engineering majors. Content includes Coulomb's law, electric fields and potentials, capacitance, currents and circuits, Ampere's law, Faraday's law, inductance, Maxwell's equations, electromagnetic waves, ray optics, interference and diffraction. One hour per week is devoted to problem solving and discussion. The honors version of this course has the same lecture as the rest of the course, but has a separate discussion section for honors students.
Enriched Physics 1
Writing or Math Req: None
Gen Ed: P
| Section | Instructor | Times | Locations | ||||||
| 3879 | Ivan Furic |
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Corequisite: MAC 2312 or equivalent. Note: Students enrolled in this class may also enroll in the corresponding lab, PHY2048L.
Course description: This is the first in a four-course sequence for physics majors and others wishing a deeper understanding of the material covered in introductory physics. The topics are largely the same as those covered in PHY 2048, with the addition of the Special Theory of Relativity which is introduced early. Interested students are encouraged to contact the instructor or an undergraduate physics adviser to see if this course is the right one for them. PHY 2060 is the most challenging introductory course in the physics department. Students should have a firm understanding of elementary calculus, and most students will have had a strong physics course in high school.
Physics 2
Writing or Math Req: None
Gen Ed: P
| Section | Instructor | Times | Locations | ||||||
| 0829 | Gregory Stewart |
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Prerequisite: PHY 2060 or consent of the instructor; Corequisite: MAC 2313 or equivalent. Note: Students enrolled in this class may also enroll in the corresponding lab, PHY2049L.
This is the second of the enriched physics with calculus course sequence for physics majors and others wishing a deeper understanding of the material. PHY2061 covers classical electricity & magnetism and some vector analysis and special relativity. The classes are a mixture of lecture and problem solving. There is a course website for PHY 2061 at
http://www.phys.ufl.edu/~fry2061/ which contains the course syllabus, external links, and the homework assignments.
Introduction to Theoretical Physics
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 3924 | James Fry |
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Prereq: MAC 2313 and PHY 2061, or permission of instructor.
This course expands and systematizes the treatment of standard problems previously encountered in elementary physics. Mathematical techniques are developed to study problems in thermodynamics, statistical physics, the motion of coupled oscillators and electrodynamics.
American Catholicism
Writing or Math Req: None
Gen Ed: H
| Section | Instructor | Times | Locations | ||||||
| 2605 | David Halkett |
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|
This course offers an introductory overview of the American Catholic experience. Primary emphasis is given to ordinary people, not just the clergy, and to religious experience, rather than the development of institutions. Topics to be considered include: the moral teachings of the New Testament; Catholic social teachings; an historical overview of American Catholicism; popular beliefs and practices; Catholic spirituality, and the contemporary church.
Short reflection papers will be the primary measure of academic achievement.
Dr. David Hackett’s first book, The Rude Hand of Innovation: Religion and Social Order in Albany, New York 1652-1836 (Oxford, 1991), received the Brewer Prize from the American Society of Church. He is currently exploring the relationship between men’s religious lives in Freemasonry and their participation in organized religious life in Freemasonry and American Religious History (Princeton). Dr. Hackett’s personal memoir on the relationship between contemplative Catholicism and Zen Buddhism, The Silent Dialogue: Zen Letters to a Trappist Monk was published in 1996 (Continuum).
Beginning Russian I
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 2410 | Michael Gorham |
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|
The first of a two-semester Russian-language sequence, this course is designed to introduce learners to the basics of the language and culture through a variety of interactive methods. It takes a four-skills approach, devoting equal attention to developing skills and strategies for speaking, listening to, reading and writing Russian. Students who attend class regularly, participate actively and perform competently on written and oral quizzes, tests and exams can expect to be able to produce and comprehend both spoken and written Russian in a variety of basic communicative spheres.
When he's not teaching courses in Russian language, culture, folklore and literature, Professor Gorham writes books and articles about the language culture and politics of Russia today. His most recent research projects include "The Fictions of Vladimir Putin" and "Language and Politics in Post-Soviet Russia."
Introduction to Public Speaking
Writing or Math Req: W - 6000
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 4373 | Christa Arnold |
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Theory and practice in presenting public speeches; determination of communication purpose(s) and adaptation of organization, evidence, language and other message characteristics for designated audiences.
Christa L. Arnold, Ph. D. is currently lecturing in the Dial Center for Written and Oral Communication in the College of Liberal Arts and Sciences. She has taught over ten different communication courses on the collegiate level but specializes in public address courses.
Students needing more information about this course can e-mail questions to carnold@cwoc.ufl.edu.
Intermediate Spanish 1
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 4272 | Staff |
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Prereq: SPN 1116 or SPN 1131, or the equivalent placement score. Not open to bilingual speakers of Spanish.
This course is the first of the intermediate Spanish language sequence. Focus is on developing intermediate skills in reading, writing, speaking and listening. The primary goals are to build communicative competence and enhance social and cultural awareness of the Spanish-speaking world. The course is taugh entirely in Spanish.
Spanish Composition
Writing or Math Req: None
Gen Ed: None
| Section | Instructor | Times | Locations | ||||||
| 0518 | Staff |
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Prerequisite: SPN 2240. Can be taken concurrently with SPN 2240 or SPN 3301. Not open to bilingual speakers of Spanish.
This is an intensive language course designed to develop students' mastery of grammatical principles, increase their vocabulary and enhance their writing and compositional skills. This course (or SPN 3350 for bilingual speaker) is a prerequisite for most 3000 and 4000 level courses in Spanish.
Introduction to Statistics
Writing or Math Req: M
Gen Ed: M
| Section | Instructor | Times | Locations | ||||||
| 4431 | Maria Ripol |
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| 5370 | Maria Ripol |
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