This seminar explores the relationship between skin and visual representation in a broad range of media from the Renaissance to the present. Topics include depictions of Christâs incarnation (âbecoming fleshâ) as the âbirthâ of art, representation of flesh in Baroque and Romantic painting, complexion in relation to concepts of gender and race, debates on the opacity and transparency of skin, and skin as literal or metaphorical boundary between self and other. 82 10W: 3A. Ideals of Physical Beauty: Gender and the Body in Ancient Art. Cohen.
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The seminar looks at the history of taste, collecting and patronage under the Hapsburgs, one of the most powerful dynastic families of Europe during the Renaissance and Baroque periods. Attention will focus on the art produced and collected at the end of the 16th and 17th centuries at the courts of Rudolph II in Prague and Philip IV in Spain. Besides specific issues relating to patronage, collecting and the political symbolism of imperial art, the contributions of painters such as Titian, Arcimboldo and Velazquez will be discussed. Kenseth. 84.
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08F: 2Aâ09F: 10A. Dist: ART. Coffey. 86. Senior Seminar in Art Historical Theory and Method
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All terms: Arrange Independent Study is intended for advanced students who have demonstrated their ability to do independent research in art history and who wish to study some topic in greater depth than is possible in a regularly scheduled course or seminar. The Independent Study project should be preceded by at least one Art History course in an area related to the topic under consideration, and may even develop out of that course. A student interested in undertaking Independent Study must first submit a proposal to the faculty member with whom he or she wishes to study. Assuming agreement by that faculty member, the proposal will then be reviewed by the entire Art History faculty. Ordinarily, this must be done in the term immeÂdiately preceding the term in which the Independent Study course will be taken. The IndeÂpendent Study course cannot be used to fulfill any of the requirements for the Art History major or minor. 90-91. Honors
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08F, 09F: 9L The first term of a year-long graduate-level course in biochemistry, cell and molecular biology. Topics include structure, function, and biosynthesis of proteins, nucleic acids and lipids; enzyme kinetics and enzyme mechanisms; gene regulation, transcription and transÂlation; recombinant DNA technology; nuclear trafficking, the secretory pathway, and endocytosis. Note that this course begins in late August and that students outside of the MCB program should contact the Biochemistry Department for the date of the first lecture. Not open to undergraduate students. Three lectures per week. Loros and associates. 103. Biochemistry, Cell and Molecular Biology III
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08F, 09F: 8 Cellular and molecular biology: Proteins, DNA and recombinant DNA, gene expression, translation, membranes and the cell cycle. 65 hours of lecture and discussion largely coinÂcident with fall term, but note that this course begins in early September. Prerequisite: Permission of course director. Compton and associates. 112. Metabolism (DMS1)
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Not offered in the period from 08F through 10S A lecture and discussion course based on current research literature in the field of protein targeting and biogenesis and assembly of cell organelles. Topics will be introduced by a short lecture, which will be followed by discussion of current research papers from the field. Study guides, consisting of questions relating to the reading, will be used to focus disÂcussion of research papers. Prerequisite: Permission of the instructor. Barlowe and associates. 118. Advanced Topics in Genetics and Molecular Genetics (Identical to Genetics 118)
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10S: Arrange Offered in alternate years The role of metal ions in biological systems. Topics include metal ion transport, storage and interaction with proteins and nucleic acids, metalloproteins involved in oxygen transÂport and electron transfer, metalloenzymes involved in activation of oxygen and other subÂstrates, and medicinal, toxicity and carcinogenicity aspects of metals, as well as inorganic model chemistry of bioinorganic systems. Several physical methods, including advanced spectroscopic techniques (EXAFS, Raman, ENDOR, NMR), are introduced and their application to current research on the above topics is considered. Prerequisite: Chemistry 41 or Biology 40, and Chemistry 64, or permission of the instructor. Pletneva and Wilcox. 150. Neurosciences I: Molecular and Cellular Neuroscience (Identical to Physiology 150)
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All terms: Arrange This course is required to be taken at least once by all Biochemistry graduate students, based on the assertion that an essential element of graduate education is the experience gained in teaching other students. Such teaching experience is of particular relevance to stuÂdents interested in academic careers. Students will conduct laboratory or discussion sesÂsions in undergraduate courses under the supervision of the course faculty. The faculty and student teaching assistant work very closely to develop laboratory and discussion assignÂments. In some cases, the students are encouraged to present lectures for which they receive detailed feedback on their teaching style. In all cases students will receive instruction on effective teaching techniques through weekly preparation sessions. Topics for discussion include how to teach the material, how to run a discussion, how to evaluate student responses, and grading. Performance will be monitored throughout the term and appropriÂate evaluation, coupled with detailed suggestions for improvement, will be provided. This course is not open to undergraduates. The staff. 197. Graduate Research in Biochemistry A
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All terms: Arrange An original individual experimental or theoretical investigation beyond the undergraduÂate level in biochemistry. This course is open only to graduate students prior to passing their qualifying exam; it may be elected for credit more than once. This course carries two course credits and should be elected by students electing only departmental colloquia in addition to research. Barlowe and the staff of the Program. 199. Graduate Research in Biochemistry C
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All terms: Arrange An original individual experimental or theoretical investigation beyond the undergraduÂate level in biochemistry. This course is open only to graduate students subsequent to passÂing their qualifying exam; it may be elected for credit more than once. This course carries one course credit and should be elected by students conducting research and also electing departmental colloquia and one or more other courses. Barlowe and the staff of the Program. 298. Graduate Research in Biochemistry B
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09X: 10A An introductory survey of the history of modern biology from Charles Darwin to the present. This course will consider major developments in biology such as Darwin’s theory of evolution, experimental embryology and the revolt against morphology, Mendelian genetics and the eugenics movement, the rise of ecology and Neo-Darwinism, and the impact of molecular biology. We will emphasize the development of biology as an experimental science and the social context for biological thought and practice. Open to all students without prerequisite. Dist: SCI. Dietrich. 2. Human Biology
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09S, 10S: 10A This course is designed for the humanities or social sciences major. It focuses on how our current understanding of genetic mechanisms has led to new biological insights and to the development of powerful technologies with far reaching implications for our society. It is the aim of this course to provide a solid understanding of the mechanisms of molecular genetics and to discuss implications of genetic engineering and related technologies to our every day lives. Although this course will focus on the science, we will also consider the ethical, political, human, and economic impacts of these technologies. Several guest lecturÂers will provide personal perspectives based on their experiences. The ultimate goal of the course is to provide an understanding of the biology and technology so that students can make informed decisions on issues that continually and increasingly arise in our society. Open to all students without prerequisite. Dist: SCI. Gross. 5. Philosophy of Biology
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10W: 2A This course is designed for the non-major. It will cover all aspects of dinosaur biology including their origin and evolution, phylogeny, behavior, physiology, and extinction. Because dinosaurs will be placed in their biological and geological contexts, other topics will include the geological record, the processes of fossilization, and vertebrate evolution in general. Particular attention will be paid to current debates including the origin of birds and mass extinction. The goal of this course is to teach the basic principles of evolutionary biology using dinosaurs as exemplars of evolutionary patterns and processes. Open to all students without prerequisite. Offered in alternate years. Dist: SCI. Peterson. 7. First-Year Seminars in Biology
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09S, 10S: 2A This course teaches the fundamentals of clinical biomedical research (CBR). The CBR curriculum offers a unique combination of direct involvement in ongoing clinical research studies with a comprehensive didactic program and experience conducting and designing clinical studies. Designated as Academic Associates, the students will spend time in the DHMC Emergency Department (E.D.) playing an integral role in patient identification, enrollment, and data collection for the ongoing clinical research studies. Coupled with this “hands-on” data collection in the E.D., the didactic program consists of weekly classes focusing on research design, data collection techniques, statistical analysis, and scientific poster preparation. At the completion of the course, each student will develop a “mock clinÂical research study”. Prerequisites: Biology 12 and 13 and permission of the instructor. Biology 2 and either 29 or Mathematics 10 are also recommended. Dist: SCI . Curtis. 9. Independent Research in History and Philosophy of Biology
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08F: 9L, 10A 09W: 10A 09S: 9L 09F: 9L, 10A 10W: 10A 10S: 9L Biology, like all of science, is a problem-solving endeavor. This course introduces students to a major problem in biology and considers it from many different perspectives, viewpoints and biological levels of organization. Along the way, students are exposed to many of the major concepts in biology, from molecules to ecosystems. Each offering will address a different major problem. Open to all students without prerequisite. Dist: SCI. In 08F at 9L, DNA to Diversity . We have chosen “DNA to Diversity” as a theme because we want to highlight how modern biology integrates all levels from the molecule to the diversity of life. As an organizing principle, we focus on the development of complex multicellular organisms. We will explore how cellular processes are driven by key developmental control genes, how cells communicate, and how these molecular and cellular mechanisms shape diverse forms of life. We will investigate how ecological forces drive natural selection, and how this and other evolutionary processes have sorted and sifted DNA mutations, producing DNA blueprints that direct development. Over the course of the term, students should gain a perspective on how genetic and environmental changes have produced the astonishing variety of species and life forms that now exist on earth, and how biologists are piecing that puzzle together. Jack, Peart. In 08F at 10A, Cooperation and Conflict in Biological Systems. Cooperation and conflict arise at all levels of biology—with molecules, cells, organisms and communities. Throughout the term, we will explore several examples of cooperation and conflict in biological systems and examine the cost and benefits of these two opposing forces. We will investigate theories about how cooperation and/or conflict have shaped how life began, the concept of “selfish” DNA, why cells have the structures they have as well as multi-protein complexes driving essential cellular processes. In addition, we will discuss the generation of multicellular organisms, cooperation of different cell types within the organism and examples of cellular competition that arise in specific diseased states such as cancer. We also will consider behavioral interactions among different types of organisms, and the organization of human societies. Ultimately, our goal is to guide students to critically evaluate the different ways that cooperation and conflict shape biological systems and to begin to understand the mechanisms underlying these two forces. Bickel, Calsbeek. In 09W at 10A, LUCA: the Last Universal Common Ancestor. Over the course of the last 4.5 billion years, life has faced a number of challenges, and in response has evolved a number of remarkable innovations to meet those challenges. Incorporating data and perspectives from molecular and cellular biology, macroevolutionary theory, and paleobiology, we will reconstruct the biology of the Last Universal Common Ancestor of all living organisms. Her name is LUCA and unraveling her biology will require us to work within the framework of what it means to be a living cell. We will move forward in time from the origin of life, and backward in time from the remarkable diversity of life present today. We will see that much of LUCA’s biology has left “molecular fossils” in our very own DNA, and we will learn how to read this remarkable fossil record. Peterson, Sloboda. In 09S at 9L, Emerging infectious diseases: how microbes rule the world . Emerging infectious diseases, which have shaped the course of humanity and caused untold suffering and death, will continue to challenge society as long as humans and microbes co-exist. This course will explore why infectious diseases emerge and re-emerge. The viruses, bacteria and eukaryotes that cause these diseases continually evolve in response to their hosts. Dynamic interactions between rapidly evolving infectious agents and changes in the environment and in host behavior provide such agents with favorable new ecological niches. In addition, dramatic increases in the worldwide movement of people and goods drive the globalization of disease. Guerinot, B. Taylor. 12. Cell Structure and Function
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09W: 9L 09X: 10 10W: 9L; Laboratory: Arrange This course provides a foundation in genetics and molecular biology. Topics covered include the flow of genetic information from DNA to RNA to protein, transmission of genetic information from one generation to the next and the molecular mechanisms that control gene expression in bacteria and eukaryotes. These concepts will be integrated into a discussion of contemporary problems and approaches in molecular genetics. Laboratories utilize basic molecular biology techniques to further investigate topics discussed in lecture. Prerequisite: Biology 11. Biology 12-16 may be taken in any order. Dist: SLA . Lambie, Grotz. 14. Physiology
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09S, 10S: 11; Laboratory: Arrange A consideration of the genetics of natural populations and the process of organic evoluÂtion. Topics include the source and distribution of phenotypic and genotypic variation in nature; the forces which act on genetic variation (mutation, migration, selection, drift); the genetic basis of adaptation, speciation, and phyletic evolution. Prerequisites: Biology 11. Biology 12-16 may be taken in any order. Dist: SLA. Kern . 16. Ecology
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08F: 10A; Discussion: Arrange This course explores the description of populations, population growth, and the determiÂnation of abundance. Examples will be drawn from a diversity of plant and animal taxa to illustrate the broad scope of population ecology, including its role as a foundation for evoÂlutionary ecology and community ecology, and its contributions to applied problems in conservation biology, pest management, human demography, and the management of harÂvested populations. Throughout, this course will emphasize the development of verbal, graphical, and mathematical models to describe populations, generate predictions, test hypotheses, and formalize theory. No student may receive course credit for both Biology 21 and Biology 51, Offered in alternate years. Prerequisites: Biology 15 or 16. Dist: SCI. Ayres. 22. Methods in Ecology
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09F: 10A; Laboratory: Arrange The study of interactions between biological communities and their freshwater environÂment. Lectures and readings provide the scientific background necessary for understanding the physical, chemical, and biological dynamics of freshwater habitats. Emphasis is placed on application of fundamental concepts to problems in conservation and management of aquatic ecosystems. The laboratory and field work, including a weekend field trip during the first week of classes, will acquaint stuÂdents with modern methodological approaches for studying aquatic ecosystems. Offered in alternate years. Prerequisite: Biology 16. Dist: SLA. Taylor. 24. Vertebrate Zoology
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09F: 11 A course designed both for biology majors and other students interested in the interrelaÂtionships between marine organisms and their physical and biological environments. The course emphasizes the marine environment as an ecosystem with special focus on communities in coastal margin, open ocean, and deep sea habitats ranging from polar to tropical latitudes. Applied issues relevant to human impact and conservation in marine ecosystems will also be covered. Prerequisite: Biology 12, 13, 14, 15 or 16. Dist: SCI. Chen. 27. Animal Behavior
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09S: 2A This course focuses on evolution above the level of individual species, and is designed to complement Biology 15. We will first examine the evolution of whales to learn the basic principles and methodology of macroevolutionary analysis. Then, using these tools, we will examine in detail the origin of animals, the Cambrian explosion, and their subsequent evoÂlution from the Cambrian to the Recent. Topics covered will include body plan evolution and development, rates of morphological and molecular evolution, punctuated evolution, group selection theory, and mass extinction. Offered in alternate years. Prerequisites: Biology 15 or 16. Dist: SCI. Peterson. 29. Biostatistics
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09S: 10A; Laboratory: Arrange What factors determine the distribution and abundance of organisms? What are the conÂsequences of climate change for biological communities? This course is an exploration of environmental effects on fundamental physiological processes in plants and animals. AbiÂotic factors, such as temperature and water availability, interact with biotic forces, such as predation, herbivory, and competition, to constrain the ability of organisms to survive, grow, and reproduce. Physiological solutions that allow success in one environment may preclude it in another. This course seeks to build up from physiological principles to underÂstand characteristics of populations, communities, and ecosystems. Laboratories will chalÂlenge students to generate and test their own hypotheses using contemporary theoretical frameworks and modern research apparatus. Offered in alternate years. Prerequisite: Biology 12, 13, 14, 15, or 16. Dist: SLA. Ayres. 34. Neurobiology
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09S: 11 This course is an introduction to the biochemical aspects of human physiology. The adaptive responses of different human organ systems will be studied from the molecular, cellular, organ and systems level of organization. Topics to be covered include biological control systems (nerves, hormones, sensory and muscle cells) and coordinated body functions (circulation, respiration, osmoregulation, digestion). All the different organ systems working together during exercise will provide a framework for the final course synthesis. Offered in alternate years. Prerequisites: Biology 12 or 14. Dist: SCI. Vélez. 36. History of Genetics
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09S, 10S: 10A The regulatory functions, physiology and molecular mechanisms of the endocrine system and related metabolic pathways will be explored with an emphasis on human and mammaÂlian biology. Course requires a student paper on selected topics, stemming from an examiÂnation of the biology and pathobiology of these systems in health and disease. These topics will be drawn, in part, from timely publications in the biomedical literature. Prerequisite: Biology 12 and 13; Biology 14 recommended. Dist: SCI. Witters. 38. Experimental Genetic Analysis
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