HNRS 1007 Honors Introduction to Life Sciences for

Non-Majors Are you majoring in: Engineering, English,Physics, Humanities, Philosophy or another non-biology major and looking to fulfill your Gen-Edrequirement in Biology?

This Honors Biology for Non-Majors course will be taught with anemphasis on current biology and current biological research at LSU andat large.

HNRS 1007 will be taught by:Vince LiCata – biological molecules, proteins, DNAGinger Brininstool – cell biology and genetics Evanna Gleason – neurobiology and the brain

each teaching in their specialty areas

The course is designed to be more interactiveand discussion oriented than a standard lecture course.

The laboratory section of HNRS 1007 will NOT be like other labcourses, it will consist of: lab experiments, open discussion andQ&A sessions, visiting faculty talking about their research, movies,field trips, and more.

Fall, 2013: T, Th 10:30 – noon and ONE of the following labs sections:

Monday 1:30-4:30pmor Monday 4:30-7:30pm

BIOL 1007/1008 will be a year-long sequence that can be taken together or separately and which satisfies general education requirements for biology. Class size is limited to 44 students.

For more information, contact Vince LiCata: licata@lsu.edu

One hundred years ago, in 1914, the nations of Europe went to war in a conflict that destroyed

their civilization. From prosperity and cultural and intellectual vitality in 1900, through the horrors

of trench warfare and poison gas, to devastation and a peace settlement that left Germany bitter

and resentful, Europeans and indeed the whole world struggled to understand what had

happened. The First World War was to be “the war to end all wars,” yet the Second World War

began twenty years later, and human conflicts continue to plague our world. Using the First World

War as a focus, we’ll explore the subject of war by addressing questions such as:

Why do humans go to war?

Is war ever justified?

Are there any “good” wars?

When do wars “end” for the wounded, the widows, and the

refugees?

What does “peace” mean for the losers?

The Coastal Louisiana Ecosystem: Place and People in the 20th Century

HNRS 2013

General Description: The course will focus on the Louisiana coastal plain - the natural environment, the people

who live and work there, and the anthropogenic changes that were wrought in the 20th century. Students will

read texts about the people and places of Coastal Louisiana and the interactions between the culture of those

people and the changing coastal environment. Students will engage in discussions of these readings and will

maintain a journal that responds to questions posed in class by the instructor and other students.

Course Objectives: Students will obtain a knowledge and appreciation of the evolution of the Louisiana coastal

environment and the cultural response to those changes. This knowledge will permit the students to assess the

value of the system and enable them to fully participate in discussions and decisions about its future.

Readings (Proposed -others may be added)

Bayou Farewell - Mike Tidwell

An Unnatural Metropolis - Craig Colten

Journal Articles

geologic evolution of the deltaic plain

sociology

economics

ecological system

Energy and economics

Coastal Restoration plans

Guest lecturers from the following disciplines and others will speak to the class about the relationship of their

discipline to understanding the interaction between the people and the environment of coastal Louisiana.

Anthropology

Geology

Coastal Restoration

Sociology

Energy economics

Coastal Ecology

Since this course is equivalent to ENGL 2000, the writing assignments will be structured so as to satisfy the

requirements for ENGL 2000.

(see: http://english.lsu.edu/dept/programs/ugrad/firstyear/2000goals.html )

Honors 2013 Fall 2014 Biology and Evolution of Morality

MW 3:10-4:30 / John Protevi / www.protevi.com/john/Morality / protevi@lsu.edu

COURSE DESCRIPTION: This is a broad introductory course in the current research into the biological underpinnings and evolutionary origins of morality. The course is interdisciplinary, combining psychology, biology, neuroscience, and philosophy; it is both an introduction to cutting-edge research and a chance to revisit perennial questions.

GRADING COMPONENTS 1. Two essay examinations (midterm and finals week): 15% each for a total of 30% 2. Term paper of 2000 words due in finals week, with preliminary steps required (paper is to be

preceded by a thesis statement and outline due in week 9, an annotated bibliography in week 11, and a rough draft due in week 13): 50% (collaborative work possible)

3. Final presentation: 15% (collaborative work possible; multimedia required) 4. Class participation and questions to others on presentations: 5%.

American Drama since 1960 HNRS 2013/TTH 1:30 – 3:00 pm

Dr. Babcock

Read, discuss, and write about the most important and influential plays written by Americans over the past 50 years. Special attention will be given to close textual analysis of the plays as well as the historical events that have shaped American drama during this period. Attention will also be given to the representation of family in the plays we read. We will read plays by the following playwrights: Alice Childress, Lorraine Hansberry, Edward Albee, Adrienne Kennedy, Amiri Baraka, Ed Bullins, Sam Shepard, Maria Fornes, David Mamet, Luis Valdez, August Wilson, David Henry Hwang, Tony Kushner, Suzan-Lori Parks, and Dael Orlandersmith.

GENERAL EDUCATION CREDIT: Three hours in social science, humanities, or English 2000.

See How They Run The Substance and Theater of the 2014 Midterm Election

Honors 2020

Fall 2014

Professor Robert Mann Manship School of Mass

Communication

Monday/Wednesday 8:30-10:00AM

241A Middleton Library

“Who should I vote for? Who stands for what? What do their TV spots mean? How would they govern? Why should I even care?”

If you’ve asked any or all of these questions, this course is

for you. “See How They Run” will explore the 2014 American midterm elections on several different levels and from various perspectives. Through extensive readings of books, journal articles, and media reports, students will gain a working knowledge of various aspects of political

campaigning, in general, and the 2014 midterm elections, in particular.

The course will also instill in students a greater understanding of their rights and responsibilities as citizens in the American form of government.

The course is led by Robert Mann, Mass Communication pro-fessor and director of the Reilly Center for Media & Public Affairs. Mann has served as press secretary to three U.S. senators and has published seven books about American politics and government.

For more information, contact Professor Mann at bobmann@lsu.edu

Fall Semester 2014

HNRS 2021, Sect. 1

Colloquium in the Arts: Picasso

T Th 9:00-10:30, 220 Design

Prof. Darius A. Spieth

This class will givestudents anopportunity toexplorein-depththelifeandwork of PabloPicasso, arguably themost important visualartist of the twentieth century. We willstudy

Picasso in thebroader framework of theevolution of modern art, and relatekey events in

his artistic career tocurrents intwentieth-centuryhistory, politics, social developments and

intellectual discussions. Attentionwill begiventotheinfluences of non-Western cultures

onPicasso, particularly Africanart andits colonial context, andthecontroversies about “primitive art”theyspawned. Guest lectures and museum visits will supplement and enrich

class discussions. As capstone projects, students will curate a hypothetical exhibition on the

subject of “Picasso and Otherness,” aswell aswrite and present a research project.

ARCHIVE AS POETRY

T POETRY AS ARCHIVE

What do we want to remember and what do we try to forget?

Required Texts

Arlette Farge, The Allure of the Archives Araki Yasusada, Doubled Flowering Natasha Trethaway: Belloq’s Ophelia Brenda Coultas, A Handmade Museum: Poems M. NourbeSe Philip, Zong!Charles Merewether, The Archive (Documents of Contemporary Art)Michael Thompson, Rubbish TheoryThe Volta (trash issue: January 2014): http://www.thevolta.org/index-january01-2014.html AND (selections from) Jacques Derrida, Archive Fever (selections from) Julia Kristeva, Powers of Horror (selections from) Michel Foucault, The Archeology of Knowledge

HNRS 2030 • Humanities Colloquium • Fall 2014 Adaptation as Cultural Paradigm: Novel, Opera, Cinema

Professor Jeffrey Leichman Tuesday & Thursday, 10:30-11:50

Frontispiece of the Abbé Prévost’s Manon Lescaut (1731)

Poster for Giacomo Puccini’s opera, Manon Lescaut (1893) .

Sami Frey and Catherine Deneuve in Manon 70 (dir. Jean Aurel, 1968)

What is a novel? An opera? A film? This class will look at the cultural construction of “genre” across three centuries, tracking changes and continuities in an iconic story of illicit passion, punishment, and finally tragic redemption (in the wilds of

Louisiana!), as it is transformed from narrative prose to lyric drama to New-Wave cinema.

HNRS 2030

The Most Dangerous Man in Rome: Catiline and His Conspiracy Fall 2014 MWF 10:30-11:20 AM

In 63 BCE, the Roman nobleman Catiline (possibly with the backing of Julius Caesar) tried to overthrow the Roman government, in part by promising debt relief to his followers. Catiline’s conspiracy was discovered and foiled by Cicero, then occupying the highest political office in Rome. Some of the conspirators were killed in battle, while others were captured in the city and put to death without a trial. The danger was so great that Cicero was given the title ‘Father of His Country,’ and the event was considered the second founding of Rome.

Most of the ancient sources for this episode were written by the victors, including Cicero’s “Catilinarian Orations,” the most famous speeches from Rome. Despite this one-sided history, the episode has been interpreted and retold in countless forms for two millennia. In addition to all of the ancient sources, we will read multiple later retellings of the episode, including plays by famous writers (Jonson, Voltaire, Ibsen) and contemporary works of historical fiction, to examine the ways in which Catiline’s conspiracy can be used to explore a variety of issues involving the nature of government.

Questions we will consider include: • How do we discover what happened in the past when victors write the history books? • What can and should a government do when its citizens rebel? • When—if ever—is it right to conspire against your government? • Why does the Roman Empire fascinate subsequent generations? • What difference—if any—is there between rebel, villain, terrorist, and traitor? • What similarities are there between Rome and America? • How does class warfare become actual warfare?

*All readings will be in English

HNRS 3000 Psychology Research Methods

Fall 2014 Instructor: Janet McDonald, Psychology

psmcdo@lsu.edu

Interested in going to graduate school in psychology? Want to get one on one mentoring in a psychology research

project? This is the class for you!

This is the first class in a four semester sequence designed to enable you to write an upper division honors thesis in psychology. You must take this course in order to do an honors thesis in psychology. The course covers the methods used in psychological research, teaches you critical thinking skills for research by reading and critiquing psychology journal articles, allows you to design, run and analyze a small research study that the class does together, and requires an APA style research proposal in an area of your choosing.

Requirements: Psychology major 3.5 GPA Junior level standing, or 4 semesters left until graduation (i.e., you plan to graduate in Spring 2015)

After completing this class, you will be paired with a faculty mentor in the psychology department for the next three semesters. During that time you will devise an empirical research project, do a formal written and oral proposal, devise your stimuli and measurement instruments, run participants in your study, enter and analyze your data, and write an APA style report, and have a formal oral defense of your project. You will gain extremely valuable research and data analysis skills that graduate departments in psychology are looking for!

Most of the students who successfully complete an honors thesis in psychology go on to graduate study in psychology or professional schools (law; medicine).

Honors 3025 American Constitutionalism: Historical & Cultural Roots

Prof. John Devlin William Hawk Daniels Prof of Law LSU Law Center

The ideas that animate our national Constitution have their roots in, inter alia: classical ideas regarding the purposes and structure of government; medieval ideas of sovereignty and liberty; common law ideas of the rule of law and the respective roles of parliament and king; enlightenment ideas regarding natural law and natural rights; and the particular concerns and experiences of the North American colonists, both before and during the Revolution. Many of those basic ideas remain controversial today.

The purpose of this course is to explore the intellectual, historical and cultural contexts from which the ideas embodied in the U.S. Constitution arose. The approach will be as inter-disciplinary as I can make it. My hope is that by pooling the knowledge of students with backgrounds in different areas – political science, economics, hard sciences, art, history, classics, literature, philosophy, etc. – we can gain insight into how and why those basic ideas developed as they did.

The course will be taught in seminar format. The first two thirds or so will require the students to participate in class discussion of assigned readings. Students will also be required write, present and defend a substantial paper which will allow them to bring whatever background expertise they may have from their other studies to bear on some issue of constitutional law or history.