HNRS 2021 FILM OF THE FRENCH NEW WAVE SUMMER 2011

MTWTF 9:50-10:50am

PARANOIA MISTAKEN IDENTITY POLITICS REVENGE BETRAYAL SUSPICION DISBELIEF

The French New Wave a response to the status quo films represented by corporate filmmaking. It is a complex and creative film moment driven by young filmmakers that occurred in France beginning in the early 1950s through to the mid 1960s. The revolution was spearheaded by a loosely affiliated group of film critics who also became filmmakers. Their work was centered on the renowned film critic André Bazin and his protégé, Francois Truffaut. This course is an overview of the beliefs, theories and films by the men and women who comprised the New Wave. Their work constitutes a radical, innovative, and grassroots approach to making films

Fulfills English 2000 and GenEd Arts Credit

David Bertolini, PhD e-mail: dbertoli@lsu.edu telephone: 578.7262

Honors 1036 (Section 1) Sustainable Earth

Comparison of Great Pyramid of Giza with Fresh Kills Landfill in Staten Island, NY (the highest “mountain” along the east coast)

Topics Covered Environmental Geology and Human Existence Earth Materials/Plate Tectonics Geohazards and Human Activities Weathering and Soils Landslides and Mass Wasting Subsidence and Collapse Oceans and Coasts Extreme Climates and Climate Change Energy and Global Politics Mineral Resources and Society Waste Management and Geology

Objectives: Understanding the interplay between the exponentially increasing human population and the Earth is essential to our quality of life. It is also important that future leaders base important decisions on science as well as economics, national and global politics, and available technology. For example, two-thirds of the world’s known petroleum energy reserves are located in the Middle East. This unequal geographic distribution has had a profound effect on the global economy and global politics for the last 50 years. In 1815 a large volcanic eruption in what is now Indonesia killed upwards of 50,000 people. The following year, climate change associated with the eruption caused widespread crop failure in Europe and New England. This produced a wave of emigration from Europe to North America and from New England to the Midwest. This course will provide students with a firm grasp of the geologic processes that provide our energy and mineral resources, generate hazards to people and property, and how human activities may be altering these geologic processes and hence our environment.

For More Information Contact: Prof. Jeffrey A. Nunn gljeff@lsu.edu 578-6657

Coney Island Beach in 1930s when U.S. population was much Smaller (Brooks/Cole 2005)

Honors Colloquium on the Nineteenth Century: The Faces of Modernity

Honors 2012 C. L. Eubanks MW 1:30 to 3:00 Fall - 2011

As the title of the course indicates, the 19th century is the focus of our inquiry, specifically “The Faces of Modernity.” Consequently, the content of this course will be rather broad and varied, from literature and science to politics and philosophy. Our task is to examine the beginnings, the maturation, and the end of what has been called modernity. To achieve this understanding, we shall be reading and discussing some of the major texts of the era; and a high premium will be placed on the ability to analyze those texts with precision and critical imagination.

We will read, discuss, and write about such thinkers as Descartes, Kant, Austen, Hegel, Dickens, Marx, Mill, Shelley, Darwin, Dostoevsky, and Nietzsche.

Come join the discussion!

Honors 2013 Fall 2011 Biology and Evolution of Morality

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

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

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

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

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

The Cold War HNRS 2013-1 Fall 2011 David Culbert Tuesday, 3-6pm French House 204

The Cold War is the most significant historical event for the second half of the twentieth century.

This course will examine a variety of historical styles of explanation, including memoirs, archival documents, interpretive essays, on-line sources, and various forms of visual propaganda, including feature films and television news film.

A goal of the course is to demonstrate the worldwide reach of the Cold War, though by no means will significant events within American society be ignored.

Students will gain a strong understanding of up-to-date historiography of the Cold War, as well as how much Cold War fears shaped the imaginative life of two generations. This course is for able students; each week the reading is no more than 150 pages; each week a short 2-3 page paper is due.

HNRS 3000 Psychology Research Methods

Fall 2011 Instructor: Janet McDonald, Psychology

psmcdo@lsu.edu

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

project? This is the class for you!

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

Requirements: Psychology major 3.5 GPA Junior level standing, or 4 semesters left until graduation (i.e., you plan to graduate in Spring 2012)

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

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

Honors 3031

American Constitutionalism: Historical & Cultural Roots

Prof. John Devlin

William Hawk Daniels Prof of Law

LSU Law Center

The ideas that animate our national Constitution have their roots in, inter alia:

classical ideas regarding the purposes and structure of government; medieval ideas of sovereignty and liberty; common law ideas of the rule of law and the respective roles of parliament and king; enlightenment ideas regarding natural law and natural rights; and the particular concerns and experiences of the North American colonists. Many of those basic ideas remain controversial today.

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

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

Proposition 8 – segregated schools – abortion – free speech for corporations – gun rights

HNRS 3033: Social Movements and the Courts Dr. Laura Moyer T/Th (10:40-12) French House (Rm 210)

In the 20th and 21st centuries, organized groups representing political

minorities have often turned to the courts because of their difficulty in achieving

policy change through the elected branches of government. This raises big

questions about the role of the courts in a democracy: should courts protect

political minorities against the tyranny of the majority? Or should unelected

judges defer to public opinion or elective institutions of government?

In this class, we will examine the use of the courts by the black civil rights

movement, the women’s movement, the gay rights movement, and responses by

the conservative legal movement. We’ll use case law as well as research from

political science and public policy to help us examine these questions.