Georgian IV is the fourth part of a four-part elementary course sequence in Georgian. The independent study format includes small group conversation sessions and an evaluation by an outside evaluator. Students studying Georgian develop speaking and listening skills needed for study abroad in Georgia and to support course work in Eurasian Studies.

Afrikaans III is the third part of a four-part elementary course sequence in Afrikaans. The independent study format includes small group conversation sessions and an evaluation by an outside evaluator. Students studying Afrikaans develop speaking and listening skills needed for study abroad in South Africa and to support course work in African Studies.

Georgian III is the third part of a four-part elementary course sequence in Georgian. The independent study format includes small group conversation sessions and an evaluation by an outside evaluator. Students studying Georgian develop speaking and listening skills needed for study abroad in Georgia and to support course work in Eurasian Studies.

This course introduces the fundamental principles of biomechanics as used in the field of biomedical engineering. Students will realize how mechanical engineering fundamentals can be applied to analyses of the tissues and systems in the human body. Specific topics covered in this course include the mechanical behavior of bone and passive soft tissue, the mechanical behavior of neutrally stimulated skeletal muscle, the application of statics and dynamics to analyzing muscle and joint forces, the biomechanics of gait, orthopaedic biomechanics, and sport biomechanics.

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Second-year project/seminar. Students interpret and analyze problems for public sector or non-profit clients. Also examines how problems affect public organizations, and the real constraints and opportunities that face such organizations. Small teams work on policy problems facing public organizations, then write and present a report to the seminar and the client.

Statistical models of geneXgene and geneXenvironment interactions in development of cognition, emotion, behavior and psychopathology

Consider claims like the following: "You should believe in accordance with the evidence." "Although you can skip the meeting, you ought to attend." "If you're going to spit on the sidewalk, you should at least spit away from people." We hear claims like these all the time, both in philosophy and in ordinary discourse. But how should we understand such claims? And what kinds of inferences do they license? These questions are not only interesting in themselves.

What is required for someone to count as having consented to sex? Is it possible for someone who is intoxicated to consent? What?s going on when power relations seem to undermine consent? Is consent all you need for sex to be permissible, or can it sometimes be impermissible even with consent? Is there anything wrong with prostitution? Pornography? What is sexual harassment, and what makes it so bad?