Core 1 Fall 2013 – 1

CORE 1: The World at Home; Section 32D; CRN 31127 Discussion Section: TR 2: !3:1" in Classroom #uildin$ 2 % Section Instructor: Jeremy Mumford jmumford@ucmerced.edu &ecture: R 11:3 !12:2Email: 'or Sections 21D ! 33D Office: TBA Office hours: T 12:00–2:00 Classroom #uildin$ 1 2 (&a)iredd* Th +uditorium, 4:30-6:30
--------------------------------------------------------------------------------------------------------Core 1 General Information and Schedule Course Description: Core 1 is a lecture and discussion course that is designed to introduce you to UC Merced’s faculty, our research, and the academic fields in which we work. The course capitalizes on an interdisciplinary approach to explore how different experts, from what have been called “the two cultures” (humanist and scientist), view the world and analyze information. The intent is to demonstrate, through examples, that complex questions are best understood not from a single, decoupled perspective, but by insights gained from different—even seemingly disparate— approaches. Core 1 discussion sections are designed to facilitate more intimate learning communities so as to process and advance ideas introduced in lectures. To this end, discussion sections are conversational, collaborative, and writing-intensive, entailing active engagement with course materials. Your questions and ideas are central to the learning process. Among the questions we will address are: What is a university, and what role do we have in shaping it? What counts as knowledge? How is knowledge produced, assembled, and disseminated? In what ways do academic disciplines intersect? In what ways do they differ? The answers to such questions will guide us as we work together to forge an entirely new and unique academic community. Learning Objectives (instructors will): • Introduce students to the spectrum of scholarly inquiry • Cultivate intellectual curiosity and exchange of complex ideas • Survey real-world issues from a variety of interconnected interdisciplinary perspectives • Draw parallels between the sciences and the humanities • Promote information literacy for managing and representing evidence • Demonstrate interdisciplinary analytical thinking, problem-solving, and decision-making • Examine epistemological bases of knowledge in academic disciplines • Review effective strategies for learning, reading, writing, and computation Learning Outcomes (students will be able to): • Manage and assess information by refining study skills and cultivating scholarly habits • Collaborate in sharing expertise, making connections, and assembling knowledge • Demonstrate scholarly processes characteristic of creative/critical problem-solving • Critique diverse perspectives from scientific, historical, artistic, and personal standpoints • Apply appropriate qualitative and quantitative methods in analyzing information • Craft written arguments that draw connections between the arts and sciences • Appreciate ethical considerations and decision-making in local and global contexts • Elaborate an enhanced sense of educational purpose in a broader intellectual context Our Procedures and Guidelines: Lectures form the basis of our discussions. Your attendance at lecture each week (on the specified Tuesday or Thursday) is required. Each week (beginning Week 2) in discussion section you are responsible for submitting a brief response associated with the week’s lecture and readings. Please take detailed lecture notes, bring notes to

we’ll concentrate on all aspects of the writing process. and you cannot fulfill the requirements of the course unless you attend regularly. For these reasons. (All freshmen have received a copy of the book. These events occur Fridays (beginning with 9/5). Smaller writing assignments and discussions will prepare you for this longer project. The cumulative essay is a course capstone assignment that explores recurring themes in Core 1 by surveying selected lectures and readings. coursework includes two essays. 2-Practice) • ≤70 points for fourteen 5-point Weekly Responses . except in documented cases of emergency. in person. or via online booksellers. annotation. Assignments: In addition to weekly response writing. Attendance: Discussion sections subscribe to a collaborative. for any reason) result in failure of the course (regardless of your course grade otherwise).edu/portal. including study skills. peer review. on the assigned due date. Arriving late or leaving early for classes or lectures is disruptive and violates academic and professional standards. discussion sections will frequently include quizzes and related writing prompts. brainstorming. sophomores. Please remember at all times how important it is to interact appropriately and respectfully with both student peers and all UC team members. F13-CORE 001 LEC (via https://ucmcrops. For each absence beyond the allowed four you will be penalized 5 points. As we process material presented in lectures and readings. Late work will not be accepted. Cell phone use or chatting with classmates is not permitted during any Core class. Evaluation: Grading for Core 1 is based on a total of 300 points: • ≤50 points for two 25-point Essays (1-Argument. 3:30–5:20.edu). During Core Friday events. All work must be original (i. as well as electronically via www. as well as in Garret Keizer’s The Unwanted Sound of Everything We Want: A Book About Noise .turnitin. whether in lecture or discussion section. In-class work cannot be made up. drafting.com will not be considered. and report on five Core Friday events.com (see below for further explanation). responsive reading. completed by you solely for Fall 2013 Core 1) and submitted in hard copy. During lectures. Readings: Weekly reading assignments are available in the Resources section of the main Core 1 UCMCROPS course page. whether you are present or not. assignments. our time together is limited (only two 75-minute sessions each week). participatory format. and a cumulative essay. laptops are permitted only for note taking. Lecture and Discussion Etiquette: Please be prepared to participate in an appropriate and respectful manner conducive to an academic setting..e. Be sure to check in regularly on our section’s CROPS page for important updates. lecture or event unless specified otherwise. juniors and seniors must purchase it from the UCM Store. and announcements. attend. and revision. which is UC Merced’s Common Read this year.ucmerced. two quantitative assignments. absences in section negatively affect your final grade. note-taking. Excessive absences (8 or more.Core 1 Fall 2013 – 2 all class meetings. To ensure that you are keeping up with readings and lectures. 2-Synthesis) • ≤50 points for two 25-point Quantitative Exercises (1-Theory. https://my. laptops are not permitted. Work not submitted to www. which can also be accessed via your MyUCMerced student account. Also.turnitin.ucmerced. During discussion section. laptops should be used only for viewing class readings or note taking.) Core Fridays: You are required to sign up for. and that you are processing information satisfactorily. and come to class with questions and observations. in COB 102. You are responsible for material covered in class.

interpreter services. it is a very serious offense that can result in failure of the course and even expulsion from the university. Please keep in touch with us via email. reader services. Core 1 students are required to submit all assignments to www. and class discussions. Disabilities Statement: Students with disabilities who need staff or time-intensive accommodations (e. is completed solely for Core 1 this semester. thothem@ucmerced. The Eight Guiding Principles of General Education at UC Merced • Communication • Scientific Literacy • Self and Society • Decision Making .edu. 113 Kolligian Library. 209-217-7247 • Bobbi Ventura (Administrative Specialist). plagiarism entails representing another’s work as your own. Writing Program. C– = 209-217. text conversion. and that you know how to avoid plagiarism. Failure to do so may delay or in some cases preclude UCM’s—or your instructor’s—ability to provide certain accommodations.edu.ucmerced.. C = 218-229. contact the Disability Services Office. F = <179 Academic Integrity: Your instructor expects that all your work is your own. See also UC Merced’s Academic Honesty Policy (http://studentlife. As fellow scholars.) should contact the Disability Services Office and notify your instructor as soon as possible to make necessary arrangements for these services. 209-228-4686 Final Note: Your instructors realize that Core 1 can be an exciting albeit overwhelming omnibus course that rewards creativity while demanding discipline and organization. For our purposes. For further information or to make disability services arrangements.edu.library. Natural Sciences. D = 188-199.edu. office hours. D– = 179-187. 209-658-6392 • Tom Hothem. B+ = 260-268. Core 1 Course Planning Committee: • Wil van Breugel. B– = 239-247. Phone: 228-6996. we welcome your input and questions. Your instructors take your ideas and writing very seriously. C+ = 230-238. which is why we support academic integrity through online resources. or to consult www. A– = 269-277. If you have any questions about academic honesty. D+ = 200-208.Core 1 Fall 2013 – 3 • • • • ≤20 points for quizzes ≤20 points for Core Friday attendance and reporting ≤40 points for class participation ≤50 points for the Cumulative Essay (due finals week) Grade brackets: A = 278-300. bventura2@ucmerced. B = 248-259.ucla.edu/bruinsuccess (an interactive guide to avoiding plagiarism concerns). Plagiarism includes: • submitting work that is done in part by someone else • copying text from another source without properly quoting and citing it • paraphrasing or summarizing any source without referencing it In sum. Plagiarism is an issue that is as complicated as linguistic expression is nuanced. wvanbreugel@ucmerced. This program will help you protect your ideas and instructors maintain a fair and open learning environment. etc. Email: disabilityservices@ucmerced. if you submit your own reasoning with all outside sources and ideas properly documented (within your text and in a list of works cited) you maintain academic honesty. please feel encouraged to ask your instructor.g. and in many ways are fellow voyagers with you on the journey. It is the student’s responsibility to ensure that such notification occurs in a timely fashion.edu/what-we-do/student-judicial-affairs/academicy-honesty-policy).turnitin.com.

Essays rarely have a “correct answer. – develop ideas fully and in an organized fashion. Successful essays do not have to receive high scores in all of these areas. However. 112 Res. Fills the page with insightful observations that demonstrate inventive connective processing of ideas. any quantitative exercise that clearly (and creatively) describes its process and the significance thereof. – approach issues and problems from creative angles. Wee)l* Res. – display complexity of thought and appreciation of various perspectives. we will only give top marks to essays that: – present information accurately and make logically sound arguments. 1 2 Res. Engages thoughtfully and accurately with the particulars of the lecture/readings. Nevertheless. but falling short in one criterion or another will likely affect the grade. With respect to quantitative assignments.onse: "aguely addresses the focus of the lecture/readings. #ncludes insufficient or inaccurate particulars of the lecture/readings. Engages lecture/readings although may do so incompletely or partially.onse: no submission If you have any questions while working on either a qualitative or a quantitative assignment. we believe that process is a fundamental component of both quantitative and qualitative reasoning.onse: Specifies the focus of lecture/readings. uses the tools provided by the assignment. and shows evidence of sincere engagement can still receive a high grade. even if an incorrect answer is provided at the end.onses are $raded accordin$ to the 'ollo/in$ ru0ric (on a scale o' to ". – are noteworthy for their overarching focus and coherence. and – engage course readings and/or lectures in sufficient depth. Fills little of the page e$hibiting thoughts that suggest incomplete processing of ideas. Therefore. Fall 2013 CORE 1 COURSE SCHEDULE Note: Your discussion section instructor will specify readings on which your section will focus. Fills much of the page with useful observations suggestive of emergent ideas.” after all. 132 Res.onse: S!etches the focus of lecture/readings. contact your instructor promptly so as to stay on the right track. a correct or precise answer must be supplied in order for the assignment to receive full credit. Unless otherwise indicated.Core 1 Fall 2013 – - • Ethics and Responsibility • Leadership and Teamwork • Aesthetic Understanding and Creativity • Development of Personal Potential ----------------------------------------------------------------------------------------------------EVALUATION OF CORE 1 ASSIGNMENTS Those of us who teach Core 1 have established specific criteria and matching point systems to guide our evaluations of assignments. Qualitative assignments (essays) are slightly different in nature. all readings are archived in the “Resources” section of .: 1"2 Res. and that explanation is the essence of both.

via https://ucmcrops. “What Do We Know?” (interactive lecture about 9/6 knowledge. and the nature of knowledge MODULE 1: “Origins of the Universe” Week 2 (3 – 6 September) Lecture: Wil van Breugel (Astronomy). “Masks of the Universe: Cosmologies Since the Beginning of Time” Readings from: • Hawking. Lecture: Wil van Breugel. Week 1 (29 – 30 August) IMPORTANT NOTE: For this first week only. Part One from A Discourse on Method Discussion: Introductions. on Intelligent Life in the Galaxy Week 3 (9 – 13 September) Lecture: Christopher Viney (Engineering).edu/portal. and Tom Hothem.ucmerced. “Our Picture of the Universe” • Freedman. Galileo and Newton” .Core 1 Fall 2013 – " the F13-CORE 001 LEC UCMCROPS page. students who ordinarily attend Tuesday lecture section will instead attend it on Friday. Discussion sections and Thurday lecture will meet as scheduled. “Introduction to Core 1: Points of Engagement” Readings from: • Sagan. 30 August. with tips for how to manage it in Core 1) Wednesday. “Can We Know the Universe?” • Descartes. “Shifting the Origin: The Legacy of Copernicus. “When is a Planet Not a Planet?” Discussion: Models of the universe. & Quantitative Assignment #1 Core Friday: Tom Hothem. course overview. Special Elective Event: Lecture by Seth Shostak (Search for Extraterrestrial Intelligence Institute [SETI]. 9/5. from 3:30 to 4:20.

IV. “The Harmony of the Spheres” (interactive lecture and musical performance.Core 1 Fall 2013 – 3 Readings from: • Frank. and XIV of Origin of Species Discussion: Due: Core Friday: 9/20 Theory and practice of scientific classification Quantitative Assignment #1 Chris Swarth (Sierra Nevada Research Institute). “The Roots of Conflict: Science and Religion before Divorce” Discussion: Core Friday: 9/13 Intellectual history. from The Order of Things • Darwin. “Evoliteracy” • Tucker. and Center for Research on Teaching Excellence). “Jellyfish: The Next King of the Sea?” Discussion: Core Friday: 9/27 The relationship between religion and science Henrik Jul Hansen. from Chapters III. on intersections between music & science) . “The Literature of Natural History and the Idea of Evolution” Readings from: • Foucault. and Where Is It?” (lecture about life in the universe MODULE 2: “Origins of Life” Week 4 (16 – 20 September) Lecture: Tom Hothem & Anne Zanzucchi (Writing). & Quantitative Assignment #1 Wil van Breugel. “Evolutionary Biology: All Things Great from Small?” Readings from: • Sampson. “UC Merced’s Vernal Pools Preserve ” (lecture and short hike) Week 5 (23 – 27 September) Lecture: Laura Martin (Biology. “What Is Life.

“Kids Say the Darnedest Things” Discussion: Due: Core Friday: 10/11 Cognition. approaches to Essay #1 Copenhagen (play about scientists involved in the making of the atomic bomb) Week 7 (7 – 11 October) Lecture: Michael Spivey (Cognitive Science). “Noise Is Interested in You” (pp. “Music and Meaning” Readings from: • McClary. and “Loud America” (pp. 3-20). 165-209) . “The Sciences of Mind: Cognition and Language” Readings from: • Martinez-Conde & Macknik. “But Is It Art?” (interactive lecture and panel discussion) MODULE 4: “Language and Communication” Week 8 (14 – 18 October) Lecture: David Kaminsky (Global Arts Studies Program). “Magic and the Brain” • Pinker. “The Language of Mathematics” Readings from: • King.Core 1 Fall 2013 – 7 MODULE 3: “Origins of Societies and Culture” Week 6 (30 September – 4 October) Lecture: Arnold Kim (Applied Mathematics). from The Art of Mathematics Discussion: Core Friday: 10/4 Art & Science. “Bessie Smith: ‘Thinking Blues’” • Keizer (from The Unwanted Sound of Everything We Want). metaphor and the construction of knowledge Essay #1 Tom Hothem et al.

approaches to Essay #2 Tom Hothem et al. and history Henrik Jul Hansen. 47-72) Discussion: Core Friday: 10/25 Politics and culture. “A Brief History of Term Limits” • Schrag. “Legislative Term Limits” • Altman. on the history of American music) Week 9 (21 – 25 October) Lecture: Readings from: Nathan Monroe (Political Science). “How Have Term Limits Affected the California Legislature?” • Keizer (from The Unwanted Sound of Everything We Want). “The Noise of Political Animals” (pp. culture.Core 1 Fall 2013 – 4 Discussion: Core Friday: 10/18 Music. “Space. “How Eden Lost Its Garden” Discussion: Due: Core Friday: California environment and species Essay #2 Chinatown (1974 film about corruption in the Los Angeles Department . and Public Power in Nineteenth-Century Los Angeles” Readings from: • Davis. “The Populist Road to Hell: Term Limits in California” • Cain & Kousser. “Music and Culture” (interactive lecture and panel discussion) MODULE 5: “Individuals and Societies” Week 10 (28 October – 1 November) Lecture: David Torres-Rouff (History). 21-46). Identity. “A Tour Through American Music” (interactive lecture and live musical performance. “The Unwanted Sound of Everything We Want” (pp.

Core 1 Fall 2013 – % 11/1 of Water and Power. History.wired. Prevention. “Looking Down from the Stars: Influenza Virus” • Zimmer. “Controlling Contagion by Restricting Mobility” Discussion: Core Friday: 11/8 approaches to Quantitative #2 Concert by Merced Symphony Orchestra MODULE 6: “Conflict” Week 12 (12 – 15 November) Lecture: Peggy O’Day (Earth Systems). “Germ Warfare: Antiviral Drugs Could Blast the Common Cold—Should We Use Them?” Via http://www. “Sentimental Medicine: Why We Still Fear Vaccines” • Zimmer. and the building of modern Los Angeles. “The Ecology of Disease” • Biss. “California Mining and Environmental Legacies” Readings from: • McPhee. from Assembling California • Mooney. “A Little Bit of Everything about HIV: Treatment. Note: This film will run about a half hour past the end of the period.) Week 11 (4 – 8 November) Lecture: Patti LiWang (Biology). “The Truth about Fracking” Discussion: California and mining .com/wiredscience/2012/03/ff_antivirals/all/ • Brehm. and Future” Readings from: • Robbins.

but discussion sections will meet as scheduled Monday through Wednesday. “The Science of Prediction” • Weinberger. Natural Sciences). author of Holding Silvan: A Brief Life (about the experience and ethics of infant death) Week 13 (18 – 22 November) Lecture: Martha Conklin (Engineering). “Facing the Freshwater Crisis” Discussion: Due: Core Friday: 11/22 California and water Quantitative Assignment #2 Approaches to the Core 1 Cumulative Essay (workshop) Week 14 (25 – 29 November) No lecture. “California Water Wars” Readings from: • Outwater. MODULE 7: “The Future” Week 15 (2 – 6 December) Lecture: Juan Meza (Dean. Lecture on UCM and Sustainability .Core 1 Fall 2013 – 1 Core Friday: 11/15 Reading by and panel discussion with Monica Wesolowska. “Aqueducts and Toilet Bowls” • Grossi. “The Machine That Would Predict the Future” Discussion: Core Friday: 12/6 The Cumulative Essay Jim Genes and Matt Hirota (UCM Energy and Sustainability). “Why Computational Mathematics Will Save the World” Readings from: • Cullen. “Tainted Water Flows from the Taps of Rural Valley Homes” • Rogers.

As you read the module summaries. Beyond this basic structure.) • Cultivate statistical savvy and quantitative awareness Outcomes (students will be able to): • Summarize major themes and protocols of the course • Use course materials reflexively • Annotate and critique short reading . Climate Change. to examine how the past influences the future. discussion sections. and Ethics” Readings from: • Kunzig. with Associated Objectives and Outcomes CORE 1: The World at Home covers a lot of ground—billions of years. annotation. lectures. and to study how thought and innovation have developed over the millennia. “Climate Repair Made Simple” Discussion: Core Friday: 12/13 The Cumulative Essay Blade Runner (futuristic science fiction film about lifelike robots and the meaning of life) Week 17 (16 – 20 December): Cumulative Essay due +55END67 Course Overview: CORE 1 Module Synopses. Engineering). moving from the very beginnings of the universe to the problems of our current civilization. such as the productive interplay that occurs between disciplines and the challenges of the modern university. modules. Some of the questions we’ll start out with include: What counts as knowledge? How is knowledge produced and assembled? In what ways do academic disciplines intersect/diverge? Objectives (instructors will): • Provide overview of subjects. note that the course is structured with a very broad chronology. finding patterns. the challenge of this course is for each of us to find ways our history can be linked together. “Geoengineering. in fact. we sample some of the broad themes of the course. journaling. etc. -------------------------------------------------------------------------------------------------------------------Background: “Points of Engagement” During the first week of the course.Core 1 Fall 2013 – 11 Week 16 (9 – 13 December) Lecture: Dan Hirleman (Dean. now and in the near future. and assignments • Survey strategies of acquiring and managing information • Review critical reading skills (pre-writing. “A Sunshade for Planet Earth” • Mooney.

The conflict between these two approaches may be seen. the evolution of the theory of evolution.” humankind has had to balance accounts of the natural world in terms of faith (spiritual knowledge) and reason (testable hypotheses). and their answers to the key questions: “What constitutes life?” and “What life is sacred?” Just as the life of Galileo focuses the discussion in Module 1. we consider competing theories proposed by scientists and ethicists. reason to today’s ongoing debate over life’s origins. The scope of this first module literally covers billions of years—from “scientific cosmology” and its Big Bang theory (of the formation of galaxies. in rival explanations of our place in the Universe. To better understand what is at stake in this debate. by arguing for and/or against Pluto’s planetary status) -------------------------------------------------------------------------------------------------------------------Module 2: “Origins of Life” This module extends the theme of faith vs. and in debates that continue today. and the philosophy of religion and intelligent design. the life and work of Charles Darwin is the reference point for this module. in the life of Galileo. specifically the debate between evolution and creation. the genetics of natural selection.Core 1 Fall 2013 – 12 • Take effective lecture notes -------------------------------------------------------------------------------------------------------------------Module 1: “Origins of the Universe” In developing myriad “origin myths. for example. the geologic history of Earth. We examine such things as the origins and value of the scientific method and biological classification. stars and planets) to “functional cosmology” (which attempts to explain our personal connection to the universe)—to explore that most fundamental of questions: How did we get here? Objectives (instructors will): • Survey scientific and mythological models of the universe • Introduce problems of classification inherent in constructions of knowledge • Review formative moments in intellectual history • Explore socio-historical issues that accompany the scientific imagination Outcomes (students will be able to): • Explain ways in which different cultures imagine the universe • Identify cultural values embedded in the history of astronomy • Reflect on significance of intellectual history for contemporary notions of knowledge • Assess the idea of scientific classification (for instance. Objectives (instructors will): • Explore earth’s origins in the context of the universe’s history • Present and critique scientific systems of classification • Introduce biological concepts of natural selection and speciation • Survey history of and challenges to evolutionary thinking Outcomes (students will be able to): • Synthesize arguments about origins of universe with those about origins of life • Evaluate limits of scientific classification .

film. depend upon communication—to express needs and wants. and environmental despoliation. often remain unique.” Objectives (instructors will): • Explore socio-historical aspects of communication • Elaborate theories of language and communicative practice • Survey communicational logic of—and affinities among—forms of expression (language. film. crime. This module looks at the ways we have learned to communicate— through words.) • Examine the nature of knowledge with respect to cross-disciplinary communication Outcomes (students will be able to): • Summarize and apply theories of language and use • Analyze cultural values embedded in language and alternative forms of expression (literature.) • Elaborate commonalities among forms of expression . to warn of danger. music. and progress into the use of metaphor and purely symbolic languages (such as mathematics). Some of the challenging questions we consider are: “What is ‘culture’?” “What is art and why do we have it?” “What obligations do we have to the environment. etc. and cultures. • Assess parallels between artistic creation and scientific or scholarly investigation -------------------------------------------------------------------------------------------------------------------Module 4: “Language and Communication” Societies. each a way of understanding how and why people form into groups. music. mathematics. Through the study of the languages of mathematics and music. like individuals. music. we might cultivate a broader understanding of what we mean by “language. symbols. cities. and defense—evolving distinct cultures in the process. and the potential positive and negative consequences of such activities. This module (perhaps the most protean of them all) examines a wide range of topics. in the sciences and arts. and even unconscious gestures—including how we acquire and develop language skills. among them—the creative contributions of their diverse cultures. companionship. to each other. and to persuade. to our successors?” Objectives (instructors will): • Examine history and theories of social formations and movements • Survey aspects of intercultural communication • Illustrate dynamics of classification and stereotyping in psychology and media • Explore art as a means of understanding culture Outcomes (students will be able to): • Critique previous course themes and foci in terms of social movements and societal change • Articulate extents to which common classification schemes lend themselves to stereotyping • Analyze cultural artifacts by attending to characteristics of painting. shelter. etc.Core 1 Fall 2013 – 13 • Explain and apply concepts of natural selection and speciation • Analyze texts such as Origin of Species to assess evolutionism in historical context -------------------------------------------------------------------------------------------------------------------Module 3: “Origins of Societies and Cultures” Societies tend to coalesce for pragmatic reasons—food production. etc. Whereas all societies eventually face the same basic challenges—resource depletion. literature. mathematics. epidemics. music.

traditionally. conflict may be necessary for civilization to evolve and progress. not just violence and war. we learn to manage the tension between the one and the many. ideology. Objectives (instructors will): • Introduce ethics as source of scholarly focus • Examine ethical tensions between individuals and societies • Survey ethical considerations in politics. As such. public health concerns. economic issues. social experimentation. This module explores such tension by surveying political science. ethical and scientific contexts for contemporary conflicts • Assess primary and secondary sources for characterizations of contemporary conflicts . Alternately. It comes in many forms. public health and history • Present ethical issues in methods of scientific research Outcomes (students will be able to): • Apply schools of ethical thought to contemporary concerns • Elaborate ethics implicit in common public health and historical issues • Assess ethical considerations in scientific research designs • Analyze statistical data from ethical standpoints -------------------------------------------------------------------------------------------------------------------Module 6: “Conflict” Conflict is common not only between but within societies. individuals have unique needs and desires. Objectives (instructors will): • Present historical and ethical contexts for contemporary conflicts • Explore local and global implications of political issues • Suggest means of managing or ameliorating current conflicts • Examine science behind historical developments Outcomes (students will be able to): • Apply ethical frameworks to modern conflicts • Summarize and critique a current political conflict • Elaborate historical. many of which cannot (or should not) be met by the society at large. This module considers the full spectrum of conflict—from global war to political process and debates over protection of the environment—to explore how and why conflicts occur. Unique to each individual are the ethical choices that each of us makes in fulfilling these needs.Core 1 Fall 2013 – 1- • Explain bases of mathematical logic -------------------------------------------------------------------------------------------------------------------Module 5: “Individuals and Societies” Unlike societies. and how. but in everyday conflicts of interest. and belief. how they might be avoided or managed. society often makes demands on individuals—often with or without their consent—that challenge codes of ethics we may consider implicit and universal (such as restricting the pursuit of happiness. In the absence of a truly homogenous society. or freedom from pain). and theories of ethical decision-making. they have been resolved.

or predicted in the foreseeable future. from the possibility of a global pandemic to the implications of genetic engineering and nanotechnology. Objectives (instructors will): • Survey costs and benefits of scientific and/or technological innovation • Examine ethical considerations in contemporary scientific research • Identify problems of and solutions to current scientific debates • Explore implications of technological innovation for personal identity Outcomes (students will be able to): • Apply concepts of classification and ethics to current scientific debates • Elaborate unforeseen consequences of innovation • Assess role of technology in everyday life • Synthesize course material by applying it to future concerns .Core 1 Fall 2013 – 1" -------------------------------------------------------------------------------------------------------------------Module 7: “The Future” The final module revisits the major themes of the course. Both threats and prospects are examined. from the perspective of how they might be affected by changes already underway. speculating on what we can do with this knowledge. The course concludes with reflection on what we’ve learned over the semester and addresses our ongoing hopes and fears for the future.