Northwestern University

Introduction to the techniques of accounting and the accounting profession with an emphasis on organizing information for decision making and the information needs of creditors and equity holders. Topics include financial statements, transaction analysis, accrual accounting, cash management, inventories, receivables, long-term and intangible assets, liabilities, stockholders' equity, cash flow statements, and financial statement analysis. Northwestern day-school students must obtain their dean's consent to enroll in this course. No class July 4th.

A continuation of the introduction to accounting, with emphasis on providing relevant and timely accounting information and analysis to managers for use in planning, decision making, and controlling strategic operational objectives. Topics include the classifications of costs and different ways of reporting and analyzing those costs; the operating budgeting process; capital budgeting; and job-order, standard, process, and activity-based costing systems. Prerequisite: ACCOUNT 201.

Tracing the history of the early modern Atlantic World, this course explores the development of Blackness and Black History through the frames of Europe, Africa, and the colonization of the Americas. Tracing the history of the early modern African Diaspora, the course explores how sub-Saharan Africans were enslaved, deemed black, and transferred to Europe and the Americas as enslaved black subjects of sertidude. Exploring the theme of freedom, rebellion, and marronage, the course will also explore the ways that Black slavery and Black freedom emerged simultaneously, even as they came to constittue Europeanness in the context of New World colonial regimes of power and authority. Students will learn how slavery structured colonial authority, how enslaved and free people deemed Black served as key contributors to conquest, colonization, and the development of freedom in the modern world. Tacking back and forth between sites as diverse as Lisbon, Seville, Angola, Havanna, Lima, Charleston, New York, and Saint Domingue, this course will end with a treatment of the Haitian Revolution and the age of Slave Rebellion that it served to fuel, both in fact and fear. The course is meant as a hemspheric treatment of Black History, and a transoceanic treatment of Blackness, slavery, and freedom. Assignments will include: two response papers, group debates, a midterm, and a final exam. Course texts will include: Gomez's Reversing Sail; Lasso's Myths of Harmony; and CLR James, The Black Jacobins.

This course will examine the evolution of the human species and explore the nature of human biological variation in the modern world. Principles of evolutionary theory and genetics will first be presented to provide a framework for the study of human evolutionary biology. The fossil evidence for human evolution will then be considered using comparative data from nonhuman primate ecology to help reconstruct prehistoric lifeways. Finally, the influence of environmental stressors (e.g., climate, nutrition, and disease) on modern human biological variation will be discussed. Particular attention will be given to how human populations have utilized biological and behavioral mechanisms to adapt to their environments throughout evolutionary history. This course counts toward the Weinberg College natural sciences distribution requirement, Area I.

This course is an introduction to three of the leading theories about the nature and meaning of myth: psychoanalytic, functionalist, and structuralist. Each of these three approaches will be considered primarily through the writings of their respective founders: Sigmund Freud, Bronislaw Malinowski, and Claude Lévi-Strauss. Lectures will be primarily concerned with explaining these three theories. Examples of how these theories can be applied to the analysis of specific myths will largely be drawn from the Old Testament Book of Genesis.

This three-course sequence (111-1, 2, 3) presents the material of the first year of the beginning Arabic curriculum in an intensive format over nine weeks, providing students with an opportunity to develop basic reading, writing, speaking, and listening skills. The class meetings include a variety of methods of grammar and structure presentation, practice activities, and group and individual tasks. Students are required to complete significant amounts of homework daily; diligent and punctual completion of homework is crucial to successful completion of the course and constitutes one element of the overall course-grading paradigm. Because of the intensive format of this course and the challenge presented by Arabic's writing system, it is recommended that students who take this course sequence take no other course during the Summer Session. Students should plan to take the entire course sequence to acquire basic functional abilities in Arabic. After only one or two courses, students' abilities will still be limited. This first course (111-1) focuses on the writing and sound systems, basic politeness, and interactional vocabulary and introduces simple sentence structure using a limited set of core vocabulary. It is strongly recommended that students purchase the introductory alphabet book "Alif Baa': An Introduction to Arabic Letters and Sounds", 2nd edition, by Kristen Brustad, Mahmoud al-Batal, and Abbas al-Tonsi (Georgetown University Press), and begin familiarizing themselves with the Arabic alphabet prior to the start of class. Students who are unable to do so should expect to devote additional time to special alphabet-focused remedial sessions conducted during the afternoon throughout the first week of the class.

This second course introduces additional fundamental sentence structures, expands vocabulary, and provides students an opportunity to further practice and expand the basic skills acquired in the first segment. Prerequisite: AAL 111-1.

This third course (111-3) helps students to build vocabulary and consolidate their skills in the different modalities and presents some of the more complex, but still fairly fundamental, sentence structures. Prerequisite: AAL 111-1, 2.

This course builds upon Arabic I by continuing the presentation of essential foundational elements of contemporary Arabic language. Arabic II deals with somewhat more sophisticated topics of daily and literary use of the Arabic language, and helps the student in acquiring the set of skills necessary for effective use of the language. The emphasis of this course is two-fold. We will be focusing on the improvement of reading and writing skills by providing ample practice opportunities to enable students to consolidate their grammatical knowledge. We will also focus on expanding student vocabulary for a variety of practical purposes, including reading/listening to and comprehending mass media. In addition to the textbook, there will be other selections for outside reading and use of audio-visual materials. One key component of the additional material will be selections from Arabic newspaper texts dealing with current events. Registration Requirements: Arabic 111-1,2 and 3, or equivalent determined through a placement exam.

This course builds upon Arabic I by continuing the presentation of essential foundational elements of contemporary Arabic language. Arabic II deals with somewhat more sophisticated topics of daily and literary use of the Arabic language, and helps the student in acquiring the set of skills necessary for effective use of the language. The emphasis of this course is two-fold. We will be focusing on the improvement of reading and writing skills by providing ample practice opportunities to enable students to consolidate their grammatical knowledge. We will also focus on expanding student vocabulary for a variety of practical purposes, including reading/listening to and comprehending mass media. In addition to the textbook, there will be other selections for outside reading and use of audio-visual materials. One key component of the additional material will be selections from Arabic newspaper texts dealing with current events. Registration Requirements: Arabic 121-1, or equivalent determined through a placement exam.

This course builds upon Arabic I by continuing the presentation of essential foundational elements of contemporary Arabic language. Arabic II deals with somewhat more sophisticated topics of daily and literary use of the Arabic language, and helps the student in acquiring the set of skills necessary for effective use of the language. The emphasis of this course is two-fold. We will be focusing on the improvement of reading and writing skills by providing ample practice opportunities to enable students to consolidate their grammatical knowledge. We will also focus on expanding student vocabulary for a variety of practical purposes, including reading/listening to and comprehending mass media. In addition to the textbook, there will be other selections for outside reading and use of audio-visual materials. One key component of the additional material will be selections from Arabic newspaper texts dealing with current events. Registration Requirements: Arabic 121, -1 & -2 or equivalent determined through a placement exam.

Introduction to problems in oil painting and visual thinking. Includes surface preparation, color mixing, and composition. No previous experience necessary.

This course is an introduction to photographic equipment, materials, and processes that includes extensive darkroom instruction in black-and-white printing and creative darkroom control. The aesthetics of camera vision are explored through classroom discussion and lectures. This is an intensive workshop-style class consisting of two six-hour sessions each week with 30-minute lunch breaks. Attendance at the first class meeting is required, and students must come equipped with a 35mm film camera that can be operated with all automatic settings off. Bring one roll of Kodak TriX film to the first class. No previous studio experience required. Enrollment is limited to 12. Students must bring a 35mm camera that can be operated manually and a roll of Tri-x 400 b&w, 36 exp. film to first class.

This course is designed to introduce students to contemporary art from 1950 to today, and the myriad forms and concerns that have been taken up and critiqued over the last half century by art critics, curators, and artists. Beginning with the present moment and the impact of globalization on the conditions underlying art’s production, exhibition and reception, we will then look back to previous art movements such as minimalism, conceptualism, process art, and body art, as well as the collapse of the “movement” paradigm following the plurality of the 1970s in order to anchor the study of subsequent art practices. By the end of this course students will be able to identify defining elements associated with specific art movements of the last century, and be able to engage critically with the questions raised by the ethical and aesthetic risks informing these experimental projects. Although the United States will be our point of reference—making use of Chicago art collections every other class—this course will frame art objects, installations and art experiences as contact zones informed by transnational contact. By considering sites of art production and artists in India, South Africa, Latin America, and Europe in tandem with art production in the United States, we will consider the different ways that artists handle information and new media and technology in order to track shifts in art’s relationship to audience and the construction of culture. In addition to one short visual analysis essay, and a mid-term, a final writing assignment will respond to work on view at the Museum of Contemporary Art or Art Institute of Chicago. No prior knowledge of art history or contemporary art is required to take this course.

The modern Big Bang perspective on the origin, structure, evolution, and fate of the universe. Topics to be discussed include the extragalactic distance scale, the Hubble expansion, the large-scale clustering of galaxies, cosmic inflation and the early universe, Big Bang nucleosynthesis, the cosmic microwave background radiation, dark matter, dark energy, and the recent evidence for acceleration in the expansion of the universe. This course counts toward the Weinberg College Natural Sciences distribution requirement, Area I. This distribution course is designed for nonscience majors.

Building from fundamental physical principles of gravity, light and matter, this course will explore our modern ideas about the solar system, stars, galaxies, and the universe. We will explore two primary themes: the origin and destiny of the universe and the search for life within it. The course incorporates online presentation of interactive content and collaborative conversation combined with in-class demonstrations and discussion. No previous college background in math or science is required. The hybrid class will meet each week and will require participation in on-line discussion. The classroom is scheduled to match a regular 6 week summer class and students should reserve the time in their schedules. However, actual class time will be reduced and will be replaced by asynchronous discussion boards and other collaboration. PLEASE NOTE: This course will meet on Monday and Wednesday the first and last week of class and only Monday weeks two through five.

Functions and interrelationships of organ systems of the human body. Cells, organs, and body systems; deviations from normal functions; the diseased state. May not be taken for credit while or after taking any part of BIOL SCI 210-A, B, or C. Northwestern day-school students must obtain their dean's consent to enroll in this course.

Fundamentals of biology. Chemical composition and organization of living material, cellular organization, energy conversion by organisms, genetics and reproduction, ecology, evolution, and other topics. Student-designed project work. Northwestern day-school students must obtain their dean's consent to enroll in this course.

How are humans similar to and distinct from other organisms? This course examines human biological adaptations across a range of bodily systems from an evolutionary perspective. Areas of human biology emphasized will be the brain and special senses; skin structure and function; digestion, diet and the excretory system; respiration and circulation; reproduction, sexual dimorphism and sexual selection; cranial and postcranial musculoskeletal structure; and growth and life history adaptations. The evolutionary context involves brief consideration of processes and patterns of evolution, the origins of human biological systems, and discussion of human population genetics and history, including an understanding of biological variation. The goal of the course is to develop a broad understanding of human biology in an evolutionary context. Prerequisite: BIOL SCI 103-0 or 164-0, or equivalent basic familiarity with biology and evolution, or permission of instructor.

BIOL SCI 218-0. Biochemistry. Basic concepts in biochemistry, emphasizing the structure and function of biological macromolecules, fundamental cellular biochemical processes, and the chemical logic in metabolic transformations. Prerequisites: 116-0 or 216-0, CHEM 210-1.

This course offers students an introduction to basic principles and applications of marketing management. In addition to being guided through the marketing process, students will develop analytical and business skills in preparation for future employment. Market research, consumer behavior, market segmentation, target marketing, brand positioning, distribution channels and service marketing are among the topics discussed. Regular quizzes ensure that students keep up on the reading and remember the core concepts, while a group project gives students the opportunity to apply these concepts to an existing business problem.

The first in a three-course sequence in college-level chemistry for science majors, serving as preparation for more advanced chemistry courses such as organic chemistry and physical chemistry and as the general chemistry preparation required for professional schools. Because of the intensive nature of these courses, it is recommended that students not register concurrently for other courses. Descriptive chemistry, elements, and compounds; basic chemical calculations, stoichiometry, and solution concentration; gas laws.

Chemistry 101-0 students MUST also enroll in the laboratory class (CHEM 121-0.) on Tuesday/Thursday, 1-5pm. The Chemistry lab is worth .34 units of credit and has an additional lab fee of $250.

Prerequisite: one year of high school chemistry and algebra or consent of instructor.

This course counts toward the Weinberg College natural sciences distribution requirement, Area I. Due to limited space in chemistry courses during Summer Session, priority is given to visiting, degree-seeking, and certificate (Professional Health Careers) students. SCS students-at-large may register starting on June 10 if space is available.

The second in a three-course sequence in college-level chemistry for science majors, serving as preparation for more advanced chemistry courses such as organic chemistry and physical chemistry and as the general chemistry preparation required for professional schools. Because of the intensive nature of these courses, it is recommended that students not register concurrently for other courses. Thermochemistry; descriptive chemistry; inorganic reactions; chemical bonding; condensed phases; phase equilibria, solutions, and colligative properties. 

Chemistry 102-0 students MUST also enroll in the laboratory class (CHEM 122-0.) on Tuesday/Thursday, 1-5pm. The Chemistry lab is worth .34 units of credit and has an additional lab fee of $250.

Prerequisite: Completion of Chemistry 101-0 or course deemed equivalent by department/instructor with a grade of C- or better.

This course counts toward the Weinberg College natural sciences distribution requirement, Area I. Due to limited space in chemistry courses during Summer Session, priority is given to visiting, degree-seeking, and certificate (Professional Health Careers) students. SCS students-at-large may register starting on June 10 if space is available.

The third in a three-course sequence in college-level chemistry for science majors, serving as preparation for more advanced chemistry courses such as organic chemistry and physical chemistry and as the general chemistry preparation required for professional schools. Because of the intensive nature of these courses, it is recommended that students not register concurrently for other courses. Chemical equilibria; equilibria in aqueous solution, chemical kinetics, electrochemistry, metal complexes, and solid-state chemistry.

Chemistry 103-0 students MUST also enroll in the laboratory class (CHEM 123-0.) on Tuesday/Thursday, 1-5pm.  The Chemistry lab is worth .34 units of credit and has an additional lab fee of $250.

Prerequisite: Completion of Chemistry 102-0 or course deemed equivalent by department/instructor with a grade of C- or better.

This course counts toward the Weinberg College natural sciences distribution requirement. Due to limited space in chemistry courses during Summer Session, priority is given to visiting, degree-seeking, and certificate (Professional Health Careers) students. SCS students-at-large may register starting on June 10 if space is available.

General Chemistry Lab. Students enrolled in Chem 101-0 must also register for Lab 121-0 section 33. The Chemistry lab is worth .34 units of credit and has an additional lab fee of $250.

General Inorganic Chemistry Lab. Students enrolled in Chem 102-0 must also register for Lab 122-0 section 33. The Chemistry lab is worth .34 units of credit and has an additional lab fee of $250.

General Physical Chemistry Lab. Students enrolled in Chem 103-0 must also register for Lab 123-0 section 33. The Chemistry lab is worth .34 units of credit and has an additional lab fee of $250.

The first of a three-course sequence in organic chemistry for science majors, serving as preparation required for professional and graduate schools. Because of the intensive nature of these courses, it is recommended that students not register concurrently for other courses. Tuition is billed on a per-course basis. Basic concepts of structure, stereochemistry, and reactivity of organic compounds. The chemistry of hydrocarbons, alkyl halides, and alcohols. Prerequisite: one year of general chemistry with laboratory or consent of instructor.

Chemistry 210-1   ONLY, the laboratory section is part of the Chemistry 210-1 course and does not bear .34 units of credit.Separate registration is not required for the lab portion of this class.

Prerequisite: Completion of Chemistry 103-0 or course deemed equivalent by department/instructor with a grade of C- or better. Alternatively, one year of general chemistry with laboratory as deemed equivalent by department/instructor.

This course counts toward the Weinberg College natural sciences distribution requirement, Area I. SCS students should register for CHEM 210-A. Due to limited space in chemistry courses during Summer Session, priority is given to visiting, degree-seeking, and certificate (Professional Health Careers) students. SCS students-at-large may register starting on June 10 if space is available.

The second of a three-course sequence in organic chemistry for science majors, serving as preparation required for professional and graduate schools. Because of the intensive nature of these courses, it is recommended that students not register concurrently for other courses. The chemistry of carbonyl compounds, carboxylic acids, and their derivatives; structure proof by spectroscopy; reaction mechanisms.

Chemistry 210-2 students MUST also enroll in the laboratory class (CHEM 230-2) that meets on Mondays and Wednesdays from 1:00-5:30pm in Tech D220. The Chemistry lab is worth .34 units of credit and has an additional lab fee of $250.

Prerequisite: Completion of Chemistry 210-1/210-A or course deemed equivalent by department/instructor with a grade of C- or better.

This course counts toward the Weinberg College natural sciences distribution requirement, Area I. SCS students should register for CHEM 210-B. Due to limited space in chemistry courses during Summer Session, priority is given to visiting, degree-seeking, and certificate (Professional Health Careers) students. SCS students-at-large may register starting on June 10 if space is available.

The third in a three-course sequence in organic chemistry for science majors, serving as preparation required for professional and graduate schools. Because of the intensive nature of these courses, it is recommended that students not register concurrently for other courses. The chemistry of aromatic compounds, amines, and polyfunctional compounds of biochemical and medical interest.

Chemistry 210-3 students MUST also enroll in the laboratory class (CHEM 230-3) that meets on Mondays and Wednesdays from 1:00-5:30pm in Tech D220. The Chemistry lab is worth .34 units of credit and has an additional lab fee of $250.

Prerequisite: Completion of Chemistry 210-2/210-B or course deemed equivalent by department/instructor with a grade of C- or better.

This course counts toward the Weinberg College natural sciences distribution requirement, Area I. SCS students should register for CHEM 210-C. Due to limited space in chemistry courses during Summer Session, priority is given to visiting, degree-seeking, and certificate (Professional Health Careers) students. SCS students-at-large may register starting on June 10 if space is available.

Chemistry 210-2 students MUST also enroll in the laboratory class (CHEM 230-2) that meets on Mondays and Wednesdays from 1:00-5:30pm in Tech D220. The Chemistry lab is worth .34 units of credit and has an additional lab fee of $250.

Chemistry 210-3 students MUST also enroll in this laboratory class (CHEM 230-3) that meets on Mondays and Wednesdays from 1:00-5:30pm in Tech D220. The Chemistry lab is worth .34 units of credit and has an additional lab fee of $250.

This three-course sequence(111-1, 2, 3) presents the material of the first year of the beginning Chinese curriculum in an intensive format over nine weeks, introducing the Pinyin system, grammar, 500-600 writing characters (both traditional and simplified Chinese characters), and 1,500-1,600 compound words of standard modern Mandarin Chinese. This course provides a practical learner-centered curriculum and aims to help true beginners develop their communicative competence in four basic skills of listening, speaking, reading, and writing, while gaining competence in Chinese culture, making connections to their daily life, and building links among communities. This first course in a three-course sequence introduces the standard (Mandarin) Chinese phonetics system (Pinyin), Chinese writing system (both traditional and simplified Chinese characters), basic grammar, and simple sentence structures. Speaking, listening, character, grammar, and communicative exercises are included throughout the course.

Students will be loaned an iPad for use during the duration of the course.

This second course in the Elementary Chinese sequence focuses on the sound and writing of Chinese characters, expands vocabulary, introduces additional fundamental grammar and sentence structures, and encourages students to practice the basic skills of the language. Speaking, listening, character, grammar, and communicative exercises are included throughout the course. Prerequisite: Chinese 111-1.

Students will be loaned an iPad for use during the duration of the course.

This third course in the Elementary Chinese sequence aims to help students obtain an adequate grasp of basic language skills in both spoken and written Chinese and lay a good foundation for further study of this language. Speaking, listening, character, grammar, and communicative exercises are included throughout the course. Prerequisite: Chinese 111-1, 2. Students who successfully complete this course (Summer Elementary Chinese 111-3) may continue with second-year Chinese at Northwestern University.

Students will be loaned an iPad for use during the duration of the course.

This course focuses on developing complex programs using an object-oriented language. Students write programs that utilize functions and methods for code modularization and arrays for solving problems. Information hiding, encapsulation, inheritance, polymorphism, exception handling, and other principles of object-oriented programming will be introduced. May not be audited or taken P/N. Northwestern day-school students must obtain their dean's consent to enroll in this course.

The ancient Greeks understood their myths as traditional tales about the origins of the world, the gods, human society, and institutions as well as about the relationship between gods and mortals. Some myths, in particular, constitute an invaluable anthropological basis for investigating the Greeks' attempt to define themselves in opposition to a whole series of "others," including the divine, the feminine, and the foreign. Through a selection of mythological narratives involving gods and goddesses, legendary heroes and heroines, Centaurs, Gorgons, Amazons, exemplars of feminine virtue, and barbarian enchantresses, students examine how the Greeks used the divine/human, male/female, Greek/barbarian dichotomies to shape their notions of "self" and "otherness" and mark the boundaries between what they perceived as "us" and what they categorized as "them." This course counts toward the Weinberg College literature and fine arts distribution requirement, Area VI.

Survey of major theories that explain how to change another person's attitudes and behaviors. Applications to persuasion within a variety of contexts, including relationships, organizations, legal campaigns, and the mass culture. Fulfills a core requirement of the communication studies department. First class attendance is mandatory.

This course surveys major theories that explain how to change another person's attitudes and behaviors. Applications to persuasion within a variety of contexts are covered, including relationships, organizations, legal campaigns, and mass culture. This course combines classroom lecture and discussion with an online component. Students must have ready access to the Internet. This course is open to Leadership and Organization Behavior year one cohort students only.

This course examines theories and research relating to the various processes by which leaders make decisions, affect group behavior, and engage groups in a variety of task- and strategy-related outcomes. Group communication is stressed, with a particular emphasis on change and conflict. This course combines classroom lecture and discussion with an online component. Students must have ready access to the Internet. This course is open to Leadership and Organization Behavior year one cohort students only. First class attendance is mandatory.

If you are interested in playing in the Summer Jazz Band, contact Christopher Madsen, Regenstein Hall, 60 Arts Circle Drive, Evanston, Illinois 60208 phone, 847/491-4772, email c-madsen@northwestern.edu. No credit; no fee.

If you are interested in singing in the Summer Chorus, contact Stephen Alltop, Northwestern University Bienen School of Music, 711 Elgin Road, Evanston, IL 60208. Phone 847-491-2299 or email swa440@northwestern.edu. No credit; no fee.

If you are interested in playing in the Summer Band during all or any part of the six-week Summer Session, contact the Band Office directly by calling (847) 491-3412 or write to Dan Farris, University Bands, Regenstein Hall, 60 Arts Circle Drive , Evanston, Illinois 60208-2400 or md-farris@northwestern.edu. No credit, no fee.

If you are interested in playing in the Summer Orchestra, call 847-491-7303 or write to Robert Hasty, University Orchestras, Pick-Staiger Concert Hall, 50 Arts Circle Drive, Evanston, Illinois 60208-2420 or hasty@northwestern.edu. No credit; no fee. No other application or registration is necessary.

Scarcity and choice; elements of demand and supply; determinants of aggregate output, employment, inflation, growth, and balance of payments. Prerequisites: ability to do algebra and draw graphs. This course counts toward the Weinberg College social and behavioral sciences distribution requirement, Area III.

Consumers' and producers' influences on structure of output and prices and distribution of income. Social efficiency in resource allocation. Government impact on allocative efficiency and distributive equity. Prerequisite: ECON 201. This course counts toward the Weinberg College social and behavioral sciences distribution requirement, Area III.

Estimation and analysis of a variety of empirical econometric models. Descriptive statistics, univariate regression, multiple regression, simultaneous equations, and forecasting. Prerequisite: ECON 201, 202; MATH 220; STAT 210; or equivalent.

Expository Writing is designed for any student who wants a strong introductory course in college-level writing. Students write three essays, developing each through a process of planning, drafting, revising, and editing. Through this process, students learn techniques for writing essays that are clear, concise, interesting, and well-supported. Class meetings are conducted as seminar discussions and workshops.

From the Trojan War to Vietnam and the Edsel to Enron, history is littered with blunders and misjudgments that make us wonder, "What were they thinking?" In this course we ask that question out loud, taking a broad look at a variety of historical and modern-day mistakes. Then we look at some of the explanations offered by historians, psychologists, and neuroscientists for why humans can't seem to stop getting things wrong. (We might even get some ideas about how we can manage, correct, or prevent some of our worst errors.) Readings may include selections from Barbara Tuchman, The March of Folly; Kathryn Schultz, Being Wrong: Adventures in the Margin of Error; Christopher Chabris and Daniel Simons, The Invisible Gorilla: and Other Ways Our intuitions Deceive Us; and Jonah Lehrer, How We Decide. Prerequisite: ENGLISH 110 or equivalent. Students taking English 110-CN should also review the SCS writing requirements. Northwestern day-school students must obtain their dean's consent to enroll in this course.

Introduction to the vocabulary, techniques, and pleasures of literature through close study and discussion of poems, plays, short stories, and novels. Short critical papers develop ability to analyze and interpret literature. Prerequisite: ENGLISH 111 or equivalent writing skills highly recommended. Northwestern day-school students must obtain their dean's consent to enroll in this course.

This course is for students with some college writing experiences who want to write more effectively and develop their ability to critique their own work. Students will write and revise several short essays and one medium-length paper. Readings and class discussions will address how to manage the process of writing in different situations, and how to benefit from other writers' advice. Teaching methods: group discussions, peer-review workshops, and individual conferences. May not be audited or taken P/N.

This course is designed for those who have experience with college-level writing but who want to sharpen their writing and communication skills. Students learn to apply measures of excellence in business writing and communication. Assignments relate to business environments, including audience analysis, persuasive writing, verbal and interpersonal communication, and document design, and graphics. Writers gain experience writing in collaborative environments. Students produce multiple drafts and receive feedback from their peers and the instructor. This course combines classroom lecture and discussion with an online component. Students must have ready access to the Internet. Northwestern day-school students must obtain their dean's consent to enroll in this course. First class attendance is mandatory.

Students write two drafts of a short story. They also write several exercises to practice such techniques as building conflict, manipulating point of view, and conveying emotions through specific details. These drafts and exercises are read and commented on by the rest of the class. Students also discuss fiction techniques used in stories by classic and contemporary authors. This course will not fulfill the pre-requisite for the English Major in Writing. Northwestern day-school students must obtain their dean's consent to enroll in this course.

This course explores a number of creative nonfiction forms, including personal essay, biography and autobiography, criticism, and creative analysis. Students write several short essays and one long essay, discuss the work of outside authors and fellow students in a workshop format, and participate in discussions and exercises on such matters as style, point of view, and critical thinking. May not be audited or taken P/N. Advanced composition class and strong basic writing skills highly recommended. Northwestern day-school students must obtain their dean's consent to enroll in this course.

An introductory course covering the basic concepts and models used in finance, this Introduction to Finance course explores the mathematics and spreadsheet modeling techniques used in evaluating various financial assets, including stocks and bonds. It also surveys the risk-return tradeoff in financial markets and how investors gauge risk, in addition to the basic concepts of Markowitz's mean-variance portfolio theory. The nature and impact of interest-rate risk on financial institutions is considered, and the duration of a financial asset is introduced in this context. Introduces the efficient market hypothesis and its implications for personal investing and corporate finance. Please note: This course is makes use of blended learning, which requires students to engage in online discussions, activities and projects throughout the week. Students must have access to high speed Internet to enroll. Prerequisite: MATH 101, STAT 202, or College Algebra, Statistics, Financial Accounting, Microeconomics, and Macroeconomics, or equivalents. Carries business credit. Northwestern day-school students must obtain their dean's consent to enroll in this course. First class attendance is mandatory.

This course is for students who wish to complete all or part of the first year of college French. Any one of the three courses may be taken separately. The three-course sequence aims to build skills in speaking, understanding, writing, and reading French through study, practice, and class activities. Classes include a variety of activities designed to help students acquire knowledge of basic French vocabulary and structures along with the ability to use what they have learned in situations of communication. Classes are conducted in French except when explanation of grammar or other material may necessitate the use of English.

See FRENCH 111-1 for course description. Prerequisite: FRENCH 111-1.

See FRENCH 111-1 for course description. Prerequisite: FRENCH 111-2.

For students who wish to complete all or part of the second year of college French. Any one of the three courses in this sequence may be taken separately. Using Le Français Internautique, an interactive online program, students review and practice basic grammar and improve their listening comprehension while exploring contemporary French culture. This first course in the sequence stresses oral communication and requires a minimum of two hours of work per day outside of class in the Multimedia Learning Center computer lab or on a computer with high-speed Internet access and a current browser. Classes are conducted in French. Prerequisite: first-year college French or equivalent.

This second course in the sequence develops writing skills and requires a minimum of two hours of work per day outside of class in the Multimedia Learning Center computer lab or on a computer with high-speed Internet access and a current browser. Classes are conducted in French. Prerequisite: FRENCH 121-1 or equivalent.

This third course in the sequence focuses on reading (short stories and excerpts from literary texts) and requires a minimum of two hours of work per day outside of class in the Multimedia Learning Center computer lab or on a computer with high-speed Internet access and a current browser. Classes are conducted in French. Prerequisite: FRENCH 121-2 or equivalent.

(Note that this course meets from 6-9PM on Mondays, and 6-8PM on Wednesdays.)

This course will examine the works produced in the last decade (1999-2011) by the playwrights Jean-Marie Besset, Hélène Cixous/Ariane Mnouchkine, Marie NDiaye, Yasmina Reza as they set their gaze on an ever-changing French society.

Reading six plays that paint France’s new portrait, we will explore the challenges and changes that France faces in the 21st century - environment, family, social justice, gender and sexual identity, race, international relations - and we will consider how French theatrical forms have, in turn, evolved and responded to those very changes.

Readings of plays and viewings of videos of performances and film adaptations, will be complemented by readings of theatre history and criticism.

Coursework will include regular response and critique papers, and one longer paper.

Note: this course is co-listed with 376-0

Through lecture, discussion and exercises, this course introduces students to key concepts in the study of interpersonal communication. The course is designed to: increase students' awareness and understanding of communication processes; encourage students to think critical about communication theory and practice; provide background for upper-level communication courses. No prerequisites.

This course involves the theory, composition, delivery, and criticism of public speeches. Students learn effective public presentation strategies, to be implemented in four to five class assignments ranging from impromptu speaking to persuasion and argumentation. Students develop critical listening skills by evaluating their own public speaking style as well as the effectiveness of their peers and famous public speakers. The course objective is to build confidence in public speaking in a laboratory setting, to learn the power of public rhetoric in a social and professional forum, and to provide practical experience for those desiring to become better speakers in a variety of public communication environments.

This course will help students to become informed listeners and critical thinkers with respect to a broad range of musical styles and
genres. Whether addressing a classical symphony, a film score, a jazz improvisation, or a rock album, we will aim for a conceptual
understanding of the elements of musical sound and structure, while devoting equal attention to the music's historical, cultural, and
philosophical contexts. No previous musical experience or ability to read music notation is required for this course.

This class is geared towards students who are interested in songwriting in any genre of pop music (Rock, Jazz, Disco, Hip-Hop, Folk, R&B, Electronica, etc.). The group meeting will address aspects of songwriting including Form, Genres, Lyrics, Orchestration, Sampling/Quoting and Production. Students will also meet one-on one with the instructor for weekly individual lessons. In addition to in-class discussion and listening, students will write at least two original songs that will be recorded with the help of the instructor. Each student has the opportunity to host-write for a classmate or performer of his/her choice, or perform his/her own work. Students are not required to perform, only to write and discuss music. Musical Background: Students should be proficient on at least one instrument or be able to use their voice. However, no classical training or music-reading ability is necessary.

Beatles or Stones? The debate rages on even today. This course will examine what these great rock and roll bands have in common
and how they differ: melodies, chord progressions, instrumentation, lyrics, styles of singing and playing, live performances, production
and fashion. We'll discuss A Hard Day's Night and Gimme Shelter, the high points of these bands' legacies on film. The course will
focus on the decade from 1962-1972 but will also touch on influences such as Chuck Berry and the best of the post-Exile Stones.
Assignments will include short papers and in-class presentations. No prior musical knowledge or training is required for this class.

This course will explore the wide gamut of Jewish music through listening, reading, and live performances. It will include secular and
sacred music, popular and classical music, concert and liturgical music, Yiddish ("German Jewish") and Ladino ("Spanish Jewish"),
Hebrew, and English settings from the Middle Ages through the Renaissance and Reformation to the modern da. Students will benefit
from a general knowledge of music; music reading is not a prerequisite, however.

A comprehensive study and appreciation of opera as a mirror of society and culture throughout history culminating in present day stage spectacle. No musical ability is required for the class.

This class will look in detail at microphone design and placement techniques, covering stereo miking, close and distant miking of instruments and ensembles, and "source" recording for sound design applications. Students learn how to choose the right microphone for the instrument or voice and how details of mic placement affect the sound quality, often dramatically. The course also covers hardware and effects processing associated with the production process. The material is supplemented by in-class recording and miking demonstrations. Projects consist of students making their own recordings using the techniques covered in class. Music background welcome but not required.

This is the first course in a three-course foundation sequence in elementary German. The sequence uses a communicative approach to provide students with all four language skills -- speaking, listening comprehension, reading, and writing -- to ensure that students acquire a basic command of German. Classes are conducted largely in German, except when explanation of grammar or other material may require the use of English. This is an intensive approach, requiring a minimum of two hours of homework preparation per class, but the small class size affords summer students many opportunities to practice their German. Students completing the sequence should be well prepared for any intermediate-level German program. Students may enroll in individual courses (subject to skill level) or the entire sequence.

See GERMAN 101-1 for course description.

See GERMAN 101-1 for course description.

Please see the link below for information about the German Study Abroud program and Intermediate German.

: http://www.ipd.northwestern.edu/undergraduate/emerging_global_structures/contemporary_berlin.html

In this course we will explore important characteristics of and changes in European culture and society from the medieval Agricultural Revolution through the eve of the French Revolution and Industrial Revolution. Historians are fundamentally interested in asking questions about change and continuity in human societies, so together we will seek satisfying answers to questions such as, how did the ethnically and politically diverse peoples of Europe forge a common culture during the Middle Ages? How did it survive the catastrophe of the Black Death? Did the Renaissance invent the modern individual? How did nation-states come into existence? Was the Enlightenment really a source of enlightenment? To enrich our answers to these questions, we will learn to critically analyze both primary documents (sources of information that survive from the time under study) and secondary works like textbooks and the instructor's lectures. We will learn how to identify what we need to know in order to answer historical questions, and how to fill in those gaps in our knowledge. We will also learn how to express our answers as logical and persuasive arguments supported by appropriate evidence drawn from the sources we read during the course. This course counts toward the Weinberg College historical studies distribution requirement, Area IV.

Have you ever wondered things such as why the French Revolution happened or how the First World War led to the Second then you should take European Civilization: 1789 to the Present. "European Civilization II" is for majors and non-majors and provides an introduction to the events and developments that shaped the continent from the 1789 to the present day. We start by investigating the French Revolution and the Napoleonic Wars. Looking at the nineteenth century, we examine the ways in which Europeans dealt with the Industrial Revolution, the birth of Europe's middle classes, the popular protests of 1848, and the rise of the Italian and German nation states. Finally in the twentieth century we trace the origins and the legacies of the First World War, and investigate Fascism and Soviet Communism and those ideologies role in the Second World War. To finish we explore the influence that a half century of violence had on the postwar population, the economic miracle, decolonization, and the Cold War.

Required texts:
1 John Merriman, A History of Modern Europe: From the French Revolution to the Present (Third Edition) Vol. 2.
2 Montesquieu, Persian Letters
3 Mary Shelley, Frankenstein; or the Modern Prometheus
4 Joseph Conrad, Heart of Darkness
5 Erich Maria Remarque, All Quiet on the Western Front
6 George Orwell, Road to Wigan Pier
7 Azouz Begag, Shantytown Kid
* Other texts posted on blackboard

This three-course sequence in elementary Italian covers a full year of the language. At the end of the sequence, students are able to ask and answer simple questions in Italian, write a grammatically correct sentence, and follow the drift of a simple conversation. The emphasis is on person-to-person communication. Students build grammar skills by working on simple situations - greetings, introductions, asking directions - that grow in complexity as the course proceeds. Classes are conducted entirely in Italian and include a wide range of exercises, small-group projects, video, and Internet sites. Students also gain knowledge of fundamental aspects of Italian culture, history, and geography. Weinberg students with some experience in Italian may take an exam to place out of any or all of the first-year sequence. Courses may be taken individually (subject to prerequisites) or in sequence.

See ITALIAN 101-1 for course description. Prerequisite: ITALIAN 101-1.

See ITALIAN 101-1 for course description. Prerequisite: ITALIAN 101-2.

Italian 102-1: This immersion-style three-course sequence in intermediate Italian covers a full year of second-year language instruction. At the end of the sequence, students will be able converse comfortably in simple Italian, write a grammatically correct paragraph, and follow the drift of newspaper articles and straightforward dialogue in movies. The emphasis is on person-to-person communication. We will build grammar skills that grow in complexity as we proceed. Classes are conducted in Italian and include a wide range of exercises, small-group projects, video, and Internet sites. Students also will perform research on aspects of Italian culture, history, and geography. Students who complete the sequence will be eligible for all NU-affiliated Study Abroad options. Courses may be taken individually (subject to prerequisites) or in sequence.

See course description for ITALIAN 102-1. Prerequisite ITALIAN 102-1.

See ITALIAN 102-1 for course description. Prerequisite: ITALIAN 102-2.

(Note that this course meets from 6-9PM on Tuesdays, and 6-8PM on Thursdays.)
This course examines the production and problematization of masculinity in Italian cinema, from the strongman Maciste, the stock character introduced in Giovanni Pastrone's 1914 Cabiria, to the "Latin lover" typified with nuanced variation in the long and distinguished career of the actor Macello Mastroianni. Examining six films that thematize masculinity in the context of literary adaptation (Cabiria, The Desert of the Tartars, Senso, Gomorrah, and The Conformist), and/or cinematic or television history (Ginger and Fred, Gomorrah), we will consider the medium-specific ways in which masculinity is figured as citation, masquerade, impersonation, and/or reproduction.

Coursework will include one short oral presentation, regular response papers (1-2 pages), and one longer paper (5-7 pages). Tuesday evening film screenings will be preceded by a lecture; Thursday meetings will be dedicated to in-class discussions of readings and films.

Films: Cabiria (Giovanni Pastrone), Senso (Luchino Visconti), Ginger and Fred (Federico Fellini), The Desert of the Tartars (Valerio Zurlini), The Conformist (Bernardo Bertolucci), Gomorrah (Matteo Garrone)

Readings by Roland Barthes, Camillo Boito, Judith Butler, Dino Buzzati, Gilles Deleuze, Sigmund Freud, Jacques Lacan, Christian Metz, Alberto Moravia, Pier Paolo Pasolini, Jacqueline Reich, Kaja Silverman, Roberto Saviano, and others.

JAPANESE 111-1 is the first quarter of Japanese I (JAPANESE 111-1, 2 and 3), a yearlong course that covers the first half of the elementary Japanese. JAPANESE 111-1 covers speaking, aural comprehension and reading and writing, and introduces the Hiragana and Katakana syllabaries and Kanji characters. Upon the satisfactory completion of this course, students will be able to greet, introduce themselves, discuss their daily routines, and write short letters to teachers and friends. In order to continue to JAPANESE 111-2, which is offered in Winter Quarter, students must pass JAPANESE 111-1 with a grade of C- or above.

The business of journalism is under siege these days-but the skills acquired in journalism courses are as useful as ever. This course, taught by an award-winning teacher at the world famous Medill School of Journalism, provides the framework for clear communication. It emphasizes conciseness in expressing thoughts and facts. Through readings, discussion and numerous writing exercises the student gains confidence and demonstrates marked improvement in written expression, week by week. Specifically, this course intends to: Sharpen word selection and usage; clear up problems with grammar and writing style; clean up sentence structure; make writing appealing for the intended audience and increase writing speed. Whether you intend to write for publication or to write more effectively in the workplace, this course gives you the foundational skills to achieve your communication goals. This course combines classroom lecture and discussion with an online component. Students must have ready access to the Internet. Northwestern day-school students must obtain their dean's consent to enroll in this course.

This course introduces grammatical principles that govern the structure of sentences (syntax) in human languages around the world. The aim of the course is to strengthen your skills in analytic reasoning and scientific theory construction through the study of syntactic patterns. LING 260 satisfies the WCAS Area II (Formal Studies) Distribution Requirement.

Elements of differential and integral calculus. Definition of a function; trigonometric, exponential, logarithmic, and inverse functions; graphs, limits, continuity, derivative of a function, product, quotient and chain rule, implicit differentiation, linear approximation and differentials, related rates, mean value theorems, curve plotting, optimization problems, Newton's method, and antiderivatives. Taken consecutively, 220 and 224 are equivalent to two-thirds of a year in calculus. Prerequisite: three years of high school mathematics, including trigonometry. This course counts toward the Weinberg College formal studies distribution requirement, Area II.

Elements of differential and integral calculus. Integral calculus in one variable. Definite integrals and the fundamental theorems of calculus. Techniques of integration, including integration by parts, trigonometric integrals, trigonometric substitutions, partial fractions, numerical integration, and improper integrals. Applications of integration; computation of volumes, arc length, average value of functions. The mean value theorem for integration, work, and probability. Sequences and series; the integral and comparison tests, power series, ratio test, introduction to Taylor's formula, Taylor series, and using the series to solve differential equations. Taken consecutively, MATH 220 and 224 are equivalent to two-thirds of an academic year in calculus. Prerequisite: MATH 220 or equivalent. This course counts toward the Weinberg College formal studies distribution requirement, Area II.

Vectors, dot and cross products, equations of lines and planes; polar, cylindrical, and spherical coordinates; differentiation of vector functions; velocity and acceleration, arc length, parametric surfaces, functions of several variables, partial derivatives, tangent plane and linear approximations, chain rule for partial derivatives, directional derivative and gradient, max-min problems for functions of several variables, Lagrange multipliers. Prerequisite: MATH 224-0 or equivalent. This course counts toward the Weinberg College formal studies distribution requirement, Area II.

Cylindrical and spherical coordinates, double and triple integrals, line and surface integrals. Change of variables in multiple integrals; gradient, divergence, and curl. Theorems of Green, Gauss, and Stokes. Prerequisite: 230. Students may not receive credit for both 234 and 281-1, 285-3, 290-3, or 291-3. This course counts toward the Weinberg College formal studies distribution requirement, Area II.

Basic concepts of linear algebra. Solutions of systems of linear equations; vectors and matrices; subspaces, linear independence, and bases; determinants; eigenvalues and eigenvectors; other topics and applications as time permits. Math 230-0 or its equivalent is prerequisite for Math 240-0. This course counts toward the Weinberg College formal studies distribution requirement, Area II.

Marketing structure and processes whereby products proceed from the place of production to final use or consumption. Sales management, retailing, foreign trade, advertising, channels of distribution for marketing different types of products, activities of wholesale and retail middlemen and other important marketing institutions, cooperative marketing, market risk, sources of marketing information, price determination, governmental activity related to marketing, cost of marketing, and general critique of market structure. Northwestern day-school students must obtain their dean's consent to enroll in this course.

This course will introduce students to philosophy through an examination of some of the most fundamental philosophical problems. The abilities to think, read, and write critically, to develop and defend arguments, and to appropriately justify one's views will be emphasized. Topics to be discussed include arguments about happiness, the nature of right and wrong, the existence of God, the problem of evil, and challenges to morality. We will discuss these topics by examining the arguments of Plato, Descartes, and Nietzsche. This course counts toward the Weinberg College ethics and values distribution requirement, Area V.

Logic has long been an essential part of philosophy and now also plays an important role in disciplines such as linguistics and computer science. The aim of this course is to introduce the basic concepts and techniques of sentential and first-order predicate logic. Students will learn to paraphrase ordinary English sentences into a formal language. They will also learn certain formal techniques for determining whether or not various logical properties or relations actually hold -- for example, whether an argument is valid, whether a set of sentences is inconsistent, whether two sentences are logically equivalent, etc. Throughout the course we will focus on using the tools of logic to evaluate and construct philosophical arguments. This course counts toward the Weinberg College formal studies distribution requirement, Area II.

Existentialism is distinguished by its emphasis on themes of the human condition usually neglected in the wider field of philosophy. These include alienation, anxiety, dread, authenticity, and responsibility, to name a few. In this course we will study existentialism through four of its key authors, Kierkegaard, Nietzsche, Heidegger, and Sartre. Through a combination of class discussion and writing assignments, we will examine how each of these authors sought to understand human existence in the wake of the realization that moral values are contingent. We will also explore existentialist themes in some contemporary cinema.

This course introduces students to some of the core questions of political philosophy. Together, we will read and discuss important contemporary and classic works dealing with key concepts in political philosophy: freedom, equality, democracy, power, gender, race, property and labor. We will discuss a number of controversial political questions, including (but not limited to) the following: When is the exercise of power over others legitimate? Are inequalities of wealth and income necessarily wrong? If a decision is made democratically, do we have an obligation to obey it even if we disagree with it? Are capitalism and democracy mutually reinforcing or fundamentally incompatible? What exactly is racism, and what makes something racist? Should prevailing conceptions of femininity and masculinity be changed or kept as they are?

An analysis of the ethical issues that arise as a result of developments in medicine and biotechnology. Topics considered will include cloning and stem cell transplantation, human and animal research, new reproductive technologies, the definition of death, abortion, euthanasia, and the allocation of resources. Course Objective: To develop insight into and appreciation for the way philosophical analysis and argument can contribute to clarifying the ethical issues in complex and controversial topics in biotechnology and medicine.

Particle kinematics, Newtonian dynamics, work and energy, collisions and momentum, torque and angular momentum, rigid-body statics and dynamics, harmonic oscillations, gravitation. Concurrent registration in PHYSICS 136 laboratory is required. Prerequisites: algebra and trigonometry. SCS students should register for PHYSICS 130-A. This course counts toward the Weinberg College natural sciences distribution requirement, Area I.

Electrostatics, magnetostatics, DC and AC circuits, time-varying fields, Ampere's Law, Gauss's Law. Concurrent registration in PHYSICS 136 laboratory is required. Prerequisites: algebra and trigonometry and PHYSICS 130-1 or equivalent. SCS students should register for PHYSICS 130-B. This course counts toward the Weinberg College natural sciences distribution requirement, Area I.

Mechanical waves, sound waves, geometric optics, interference and diffraction, the quantum nature of particles and light, atomic and nuclear phenomena. Concurrent registration in PHYSICS 136 laboratory is required. Prerequisites: algebra and trigonometry and PHYSICS 130-2 or equivalent. SCS students should register for 130-C. This course counts toward the Weinberg College natural sciences distribution requirement, Area I.

Particle kinematics, Newtonian dynamics, work and energy, collisions and momentum, torque and angular momentum, rigid-body statics and dynamics, harmonic oscillations, gravitation. Concurrent registration in PHYSICS 136 laboratory is required. Prerequisites: differential and integral calculus. SCS students should register for 135-A. This course counts toward the Weinberg College natural sciences distribution requirement, Area I.

Electrostatics, magnetostatics, DC and AC circuits, time-varying fields, Ampere's Law, Gauss's Law. Concurrent registration in PHYSICS 136 laboratory is required. Prerequisites: differential and integral calculus and PHYSICS 135-1 or equivalent. SCS students should register for 135-B. This course counts toward the Weinberg College natural sciences distribution requirement, Area I.

Mechanical waves, sound waves, geometric optics, interference and diffraction, the quantum nature of particles and light, atomic and nuclear phenomena. Concurrent registration in PHYSICS 136 laboratory is required. Prerequisites: differential and integral calculus and PHYSICS 135-2 or equivalent. SCS students should register for 135-C. This course counts toward the Weinberg College natural sciences distribution requirement, Area I.

This is the required physics laboratory for both the PHYSICS 130-1,2,3 and the PHYSICS 135-1,2,3 sequences. This noncredit, no-fee laboratory may not be waived or taken separately. Students must register separately for each course of the laboratory (136-1, 136-2, 136-3) if they are taking more than one course in either physics sequence. The enrollment in each laboratory section is strictly limited to 20 students. Students must not assume that they are able to take a section at a specific time. Part-time work or other commitments must be arranged so that students can be in alternate laboratory sections should their first choice be closed. The eight-week sequence comprises a total of 24 laboratories, 8 for each course. Laboratories meet on a rotating schedule, meaning that they meet on MTWThF, but not every M, not every T, etc. There are an average of three labs per week. At the start of classes, students receive a syllabus showing the exact days on which laboratories meet. The times for each section are as follows and are the same for each session of the sequence:136-1, 2, 3 Sec. 38: 7-9 am; 136-1, 2, 3 Sec. 48: 1-3 pm; 136-1, 2, 3 Sec. 58: 3-5 pm

The course is divided in two parts. In part I we will be primarily concerned with explaining the causes of war. The emphasis in this class will be on achieving a methodological understanding of how one might explain the outbreak of war, looking specifically at WW I, WW II, and the nuclear era. In Part II our focus turns to the interactions of economics and politics. We will specifically examine why states have divergent ways of conducting economic policy. We conclude by reviewing divergent perspectives on the future economic order.

This course introduce students to the basic ideas of comparative politics. Comparative politics is the study of the domestic politics of
countries around the world. By comparing countries, comparative politics tries to construct theories that help us to understand how politics works across the globe. If you care about issues like poverty and development, democracy and dictatorship, war and peace, not to mention ethnic conflict, revolution, and globalization and want to think intelligently about them, you must study comparative politics. Cases will be drawn from Europe, Russia, Latin America, Africa, and Asia.

Elementary language instruction for students with proficiency in Spanish. A comparative socio-linguistic and interactive approach to develop communicative competence in Portuguese with emphasis in pronunciation, idioms, and grammatical structures particular to Portuguese. Portuguese 115-1 will emphasize pronunciation, intonation, and sentence structure in the indicative and imperative modes in patterns of spoken and written Portuguese.

Prerequisites for Port 115-1: AP 5 or equivalent on the Spanish Language Placement Exam.

Elementary language instruction for students with proficiency in Spanish. A comparative socio-linguistic and interactive approach to develop communicative competence in Portuguese with emphasis in pronunciation, idioms, and grammatical structures particular to Portuguese. Portuguese 115-2 will emphasize spelling, diacritical markers, and the contrastive uses of subjunctive and infinitive modes in patterns of spoken and written Portuguese.

Prerequisites for Port 115-2: Port 115-1 or Placement Exam.

The purpose of this course is to give an overview of the field of psychology. Class lectures, readings, demonstrations, and discussions will combine to give you a sense of the scientific study of psychology across many areas of inquiry. Ultimately, the goal of this course is to provide you with an enhanced evidence-based understanding of the fundamentals of behavior, thought, and human nature. Prerequisite: none. This course counts toward the Weinberg College social and behavioral sciences distribution requirement, Area III.

This course is designed to introduce you to statistics, including both descriptive statistics (summarizing data obtained from a sample) and inferential statistics (drawing inferences about a population based on data obtained from a sample drawn from that population). The assigned readings have been selected to familiarize students with basic concepts relating to the analysis and interpretation of data. Class activities will focus on how the concepts can be applied. Through completion of the course, students should become more sophisticated and critical consumers of statistical information. Prerequisite: high school algebra and PSYCH 110 or equivalent. This course counts toward the Weinberg College formal studies distribution requirement, Area II.

This course gives a general overview of the field of social psychology. Through reading and discussion, you will gain a broad sense of current issues in social psychology, as well as deeper insight into specific avenues of study. Emphasis will be placed on an evidence-based approach to the study of how an individual relates to his or her social environment. The course will not be very technical, but you will leave with a sense of how to interpret popular scientific research in social psychology and how to link this research to psychological phenomena in the real world. Prerequisite: PSYCH 110 or equivalent. This course counts toward the Weinberg College social and behavioral sciences distribution requirement, Area III.

This course examines psychological processes in social behavior, including thinking about and interacting with other people and groups, as well as the effects of social and cognitive processes on the ways individuals perceive, influence, and relate to others. Topics include person perception, the self, prejudice and stereotyping, social identity, attitudes and attitude change, conformity, interpersonal attraction, altruism, aggression, group processes. This course combines classroom lecture and discussion with an online component. Students must have ready access to the Internet. This course is open to Leadership and Organization Behavior year one cohort students only. First class attendance is mandatory. LOB students only

This course provides an introduction to psychological research techniques and methodology. Topics to be covered include the logic of research, the issues that must be considered in deciding how to study various psychological phenomena, and ways to address the difficulties posed by the limitations of specific studies. Ways for assessing threats to the internal and external validity of studies will be examined. These issues will be illustrated through reference to examples of research on various topics in psychology. In addition to lectures and readings, students will participate actively in the design and analysis of several research projects. Students will also learn to write research reports in the style used by research psychologists. Prerequisite: PSYCH 110 or equivalent and PSYCH 201. Department consent required.

Overview of brain functioning from the cell to systems level. Perception, memory, and disorders will be discussed

A survey of theories and research in cognitive psychology, covering topics such as perception, attention, memory, representation of knowledge, language, reasoning and problem solving, judgment and decision making, and consciousness. Classes will consist of lectures, demonstrations and discussion. Students will be required to think critically about the assumptions and methods underlying research on class topics. Prerequisite: PSYCH 110 or equivalent. This course counts toward the Weinberg College social and behavioral sciences distribution requirement, Area III.

Religion and Human Experience. In this course, every word in the course title will be open to exploration and interrogation. What is religion? What is a human? What kinds of "experience" easily fall into categories of "religion" and "human" and which do not? In this course, you are not a passive recipient of pre-packaged knowledge, but a co-creator of the very categories we will be exploring. We will rely upon Emile Durkheim and William James, two 20th century scholars and theorists of religion to guide our inquiry. This is not a comparative religions course, we will not focus extensively on the formal religious traditions. Instead, we will be thinking and talking about life situations in which humans articulate an understanding of the meaning of their lives in relationship to something that we might choose to call "religion." The major themes explored in relation to the problems of "religion," "human," and "experience" will be sexuality, death, demons, and youth. We will explore these themes in different contexts and communities across time and space. In addition to reading Durkheim and James, we will analyze short articles, graphic novels, fiction and films. The course requires a mid-term paper (five pages) and a final paper (five pages).

This course will be an introduction, suitable for beginners and others, of Buddhism, the philosophy and religion that began in India some 2500 years ago and now exists in almost all parts of the world. Buddhism has shaped the thought and culture of Asia and has also influenced Western thought and culture in significant ways. In this class we will examine some of the forms of this diverse tradition. One emphasis will be on investigating the philosophical and religious teachings of Gautama the Buddha in India as well as the history and thought of later Buddhists in other parts of Asia. We will explore Buddhism’s system of values, its interpretation of existence, and its several systems of meditation and practices that the Buddhists have employed to find meaning in life.

6 Weeks

Course Description: This course attempts to answer the questions "What is Judaism?" and "Who is a Jew?" by surveying the broad arc of Jewish history, reviewing the practices and beliefs that have defined and continue to define Judaism as a religion, sampling the vast treasure of Jewish literatures, and analyzing the unique social conditions that have made the cultural experience of Jewishness so significant. The class will employ a historical structure to trace the evolutions of Jewish literature, religion, and culture through the ages. This course counts toward the Weinberg College ethics and values distribution requirement, Area V.6WKS

An introduction to screenwriting: Students will develop, revise, and polish a twelve to fifteen page script. As preparation, lectures will include visual storytelling, characterization, dialogue, plot development, suspense, screenplay formatting, and working in Los Angeles. Class discussion will include clips and script excerpts from films such as The Shawshank Redemption, American Beauty, The Bourne Identity, and Little Miss Sunshine; and award-winning shorts as well.

This course introduces students to the basics of film language and provides them with the critical tools to analyze film. Students are expected to attend a weekly movie playing at a local Chicago theater and to write a weekly film critique. Classes meet on Tuesdays and Thursdays the first week and only on Thursdays for the final 5 sessions.

Class Materials (Required)
Looking at Movies by Richard Barsam, 4th edition.

Essential characteristics of group life. Interrelations of society, culture, and personality. Basic institutions and processes.

Introduction to the role of law in American society. Relationship of law, inequality, and social change. Changes in legal institutions: the courts, the legal profession, and legal services for the poor. Taught with LEGAL ST 206; students may not earn credit for both courses.

Introduction to sociological approaches to economic life. Topics include property rights, illegal markets, money, economic inequali- ties, direct sales, and boycotts.

This course explores the logic and methods of social research, qualitative and quantitative analysis of social data, and ethical, political, and policy issues in social research, and provides foundation for further work in social research. This course combines classroom lecture and discussion with an online component. Students must have ready access to the Internet. This course is open to Leadership and Organization Behavior year two cohort students only. First class attendance is mandatory. LOB students only

The first course in a three-course sequence based on the communicative method. Emphasis is placed on vocabulary building, listening comprehension, speaking, and gaining grammar skills through context.

The second course in a three-course sequence based on the communicative method. Emphasis is placed on vocabulary building, listening comprehension, speaking, and gaining grammar skills through context. Prerequisite: SPANISH 101-1 or equivalent.

The third course in a three-course sequence based on the communicative method. Emphasis is placed on vocabulary building, listening comprehension, speaking, and gaining grammar skills through context. Prerequisite: SPANISH 101-2 or equivalent.

The first course in the intermediate level three-course sequence. This course emphasizes communication in meaningful contexts and further development of grammar and vocabulary through reading modern Spanish prose, speaking and writing. An audio-visual component further develops listening comprehension. Prerequisite: Spanish 101-3, 115-2, or equivalent.

The second course in the intermediate level three-course sequence. This course emphasizes communication in meaningful contexts and further development of grammar and vocabulary through reading modern Spanish prose, speaking and writing. An audio-visual component further develops listening comprehension. Prerequisite: Spanish 121-1 or equivalent.

The third course in the intermediate level three-course sequence. This course emphasizes communication in meaningful contexts and further development of grammar and vocabulary through reading modern Spanish prose, speaking and writing. An audio-visual component further develops listening comprehension. Prerequisite: Spanish 121-2 or equivalent. Completion of 121-3 with a C- or better fulfills the WCAS language requirement.

Data collection and summarization, random variables, correlation, regression, probability, sampling, estimation, tests of significance, and two-sample comparisons. Does not require calculus and makes minimal use of formal mathematics. Examples taken from newspapers and other real-world sources. Familiarity with Microsoft Excel is recommended. The computer is used as a tool to enhance students' ability to analyze and interpret data collected. This course combines classroom lecture and discussion with an online component. Students must have ready access to the Internet. Northwestern day-school students must obtain their dean's consent to enroll in this course.

This introduction to statistics covers elementary probability theory, descriptive statistics, sampling, point estimation, confidence intervals, and hypothesis testing--all frequently used in many social science, physical science, and engineering disciplines. This course counts toward the Weinberg College formal studies distribution requirement, Area II.

In this lecture, demonstration, and application course, students learn the principles of makeup design and execution for the stage. Students are not required to have any prior makeup training or knowledge, only a willingness to learn. This class has a course fee of $10. This course will meet in Barber Theatre Makeup Room. Enrollment limited to 14.