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This course examines a variety of texts and thinkers from earliest times to the beginnings of the Common Era, with a focus on the ideas that have had an enduring, foundational influence on our understanding of both ourselves and the world in which we live, and that have thereby become canonical works. Topics covered will vary by individual instructor, but may include: the idea of the hero, fate and death, the development of Christian and non-Christian religious traditions, the nature of the state, and the roles of men and women. Some typical readings are the Epic of Gilgamesh, Homer, Sappho, Greek tragedy, the philosophy of Plato and Aristotle, Chinese Daoist (Taoist) texts, the Bible, and early Church fathers. The course stresses careful reading, critical thinking, and good writing. Students interested in knowing more about authors and themes to be covered are urged to contact the instructors directly. THIS COURSE FULFILLS A HUMANITIES REQUIREMENT.

(3) Prerequisite: Member of Honors Program Fulfills Humanities Exploration. This course explores the development of canonical literature, philosophy, drama, and theology from the beginnings of the Common Era to roughly the seventeenth century CE, during which time religious thinkers, poets, artists, and politicians formulated many ideas and values that still captivate people's imagination even today. Works discussed usually include St. Augustine, the Qur'an, St. Thomas Aquinas, Dante, Chaucer, Christine de Pizan, Machiavelli, and Shakespeare, but may differ somewhat from section to section according to the instructor's discretion. Themes that are covered may include: free will and divine justice, the concept of Nature, the Crusades and the conflict between Christianity and Islam, the notion of sin and hell, Renaissance humanism and secularism, and the Reformation. The course stresses careful reading, critical thinking, and good writing. Students interested in learning particular details of the texts and topics to be studied are urged to attend the Honors Preview or contact the instructors directly.

(3) Prerequisite: Member of Honors Program Fulfills Humanities Exploration. This course explores the development of canonical literature, philosophy, drama, and theology from the beginnings of the Common Era to roughly the seventeenth century CE, during which time religious thinkers, poets, artists, and politicians formulated many ideas and values that still captivate people's imagination even today. Works discussed usually include St. Augustine, the Qur'an, St. Thomas Aquinas, Dante, Chaucer, Christine de Pizan, Machiavelli, and Shakespeare, but may differ somewhat from section to section according to the instructor's discretion. Themes that are covered may include: free will and divine justice, the concept of Nature, the Crusades and the conflict between Christianity and Islam, the notion of sin and hell, Renaissance humanism and secularism, and the Reformation. The course stresses careful reading, critical thinking, and good writing. Students interested in learning particular details of the texts and topics to be studied are urged to attend the Honors Preview or contact the instructors directly.

(3) Prerequisite: Member of Honors Program Fulfills Humanities Exploration. This course explores the development of canonical literature, philosophy, drama, and theology from the beginnings of the Common Era to roughly the seventeenth century CE, during which time religious thinkers, poets, artists, and politicians formulated many ideas and values that still captivate people's imagination even today. Works discussed usually include St. Augustine, the Qur'an, St. Thomas Aquinas, Dante, Chaucer, Christine de Pizan, Machiavelli, and Shakespeare, but may differ somewhat from section to section according to the instructor's discretion. Themes that are covered may include: free will and divine justice, the concept of Nature, the Crusades and the conflict between Christianity and Islam, the notion of sin and hell, Renaissance humanism and secularism, and the Reformation. The course stresses careful reading, critical thinking, and good writing. Students interested in learning particular details of the texts and topics to be studied are urged to attend the Honors Preview or contact the instructors directly.

(3) Prerequisite: Member of Honors Program Fulfills Humanities Exploration. This course explores the development of canonical literature, philosophy, drama, and theology from the beginnings of the Common Era to roughly the seventeenth century CE, during which time religious thinkers, poets, artists, and politicians formulated many ideas and values that still captivate people's imagination even today. Works discussed usually include St. Augustine, the Qur'an, St. Thomas Aquinas, Dante, Chaucer, Christine de Pizan, Machiavelli, and Shakespeare, but may differ somewhat from section to section according to the instructor's discretion. Themes that are covered may include: free will and divine justice, the concept of Nature, the Crusades and the conflict between Christianity and Islam, the notion of sin and hell, Renaissance humanism and secularism, and the Reformation. The course stresses careful reading, critical thinking, and good writing. Students interested in learning particular details of the texts and topics to be studied are urged to attend the Honors Preview or contact the instructors directly.

(3) Prerequisite: Member of Honors Program Fulfills Humanities Exploration. This course explores the development of canonical literature, philosophy, drama, and theology from the beginnings of the Common Era to roughly the seventeenth century CE, during which time religious thinkers, poets, artists, and politicians formulated many ideas and values that still captivate people's imagination even today. Works discussed usually include St. Augustine, the Qur'an, St. Thomas Aquinas, Dante, Chaucer, Christine de Pizan, Machiavelli, and Shakespeare, but may differ somewhat from section to section according to the instructor's discretion. Themes that are covered may include: free will and divine justice, the concept of Nature, the Crusades and the conflict between Christianity and Islam, the notion of sin and hell, Renaissance humanism and secularism, and the Reformation. The course stresses careful reading, critical thinking, and good writing. Students interested in learning particular details of the texts and topics to be studied are urged to attend the Honors Preview or contact the instructors directly.

(3) Prerequisite: Member of Honors Program Fulfills Humanities Exploration. This course explores the development of canonical literature, philosophy, drama, and theology from the beginnings of the Common Era to roughly the seventeenth century CE, during which time religious thinkers, poets, artists, and politicians formulated many ideas and values that still captivate people's imagination even today. Works discussed usually include St. Augustine, the Qur'an, St. Thomas Aquinas, Dante, Chaucer, Christine de Pizan, Machiavelli, and Shakespeare, but may differ somewhat from section to section according to the instructor's discretion. Themes that are covered may include: free will and divine justice, the concept of Nature, the Crusades and the conflict between Christianity and Islam, the notion of sin and hell, Renaissance humanism and secularism, and the Reformation. The course stresses careful reading, critical thinking, and good writing. Students interested in learning particular details of the texts and topics to be studied are urged to attend the Honors Preview or contact the instructors directly.

(3) Prerequisite: Member of Honors Program Fulfills Humanities Exploration. This course explores the development of canonical literature, philosophy, drama, and theology from the beginnings of the Common Era to roughly the seventeenth century CE, during which time religious thinkers, poets, artists, and politicians formulated many ideas and values that still captivate people's imagination even today. Works discussed usually include St. Augustine, the Qur'an, St. Thomas Aquinas, Dante, Chaucer, Christine de Pizan, Machiavelli, and Shakespeare, but may differ somewhat from section to section according to the instructor's discretion. Themes that are covered may include: free will and divine justice, the concept of Nature, the Crusades and the conflict between Christianity and Islam, the notion of sin and hell, Renaissance humanism and secularism, and the Reformation. The course stresses careful reading, critical thinking, and good writing. Students interested in learning particular details of the texts and topics to be studied are urged to attend the Honors Preview or contact the instructors directly.

(3) Prerequisite: Member of Honors Program Fulfills Humanities Exploration. This course explores the development of canonical literature, philosophy, drama, and theology from the beginnings of the Common Era to roughly the seventeenth century CE, during which time religious thinkers, poets, artists, and politicians formulated many ideas and values that still captivate people's imagination even today. Works discussed usually include St. Augustine, the Qur'an, St. Thomas Aquinas, Dante, Chaucer, Christine de Pizan, Machiavelli, and Shakespeare, but may differ somewhat from section to section according to the instructor's discretion. Themes that are covered may include: free will and divine justice, the concept of Nature, the Crusades and the conflict between Christianity and Islam, the notion of sin and hell, Renaissance humanism and secularism, and the Reformation. The course stresses careful reading, critical thinking, and good writing. Students interested in learning particular details of the texts and topics to be studied are urged to attend the Honors Preview or contact the instructors directly.

(3) Prerequisite: Member of Honors Program Fulfills Humanities Exploration. This course explores the development of canonical literature, philosophy, drama, and theology from the beginnings of the Common Era to roughly the seventeenth century CE, during which time religious thinkers, poets, artists, and politicians formulated many ideas and values that still captivate people's imagination even today. Works discussed usually include St. Augustine, the Qur'an, St. Thomas Aquinas, Dante, Chaucer, Christine de Pizan, Machiavelli, and Shakespeare, but may differ somewhat from section to section according to the instructor's discretion. Themes that are covered may include: free will and divine justice, the concept of Nature, the Crusades and the conflict between Christianity and Islam, the notion of sin and hell, Renaissance humanism and secularism, and the Reformation. The course stresses careful reading, critical thinking, and good writing. Students interested in learning particular details of the texts and topics to be studied are urged to attend the Honors Preview or contact the instructors directly.

(3) Fulfills Humanities Exploration. This class studies the "modern" period in which we live, as influenced by the Scientific Revolution, the Enlightenment, and/or other movements and periods. Readings are drawn from canonical writings in science, literature, history, and philosophy, among other genres. The course typically focuses on issues such as the development of modern science and technology, the tension between science and religion, the modern state and totalitarianism, the impact of evolutionary theory and developments in psychology on conceptions of the person, and so forth, subject to the individual instructor's discretion. Readings may include Galileo, Descartes, Hobbes, Locke, Rousseau, Jane Austen, Freud, Marx, Virginia Woolf, and Sartre, but will vary somewhat from one section to another. The course stresses careful reading, critical thinking, and good writing. Students interested in knowing more about authors and themes to be covered are urged to attend the Honors Preview or contact the instructors directly.

Writing in undergraduate academic contexts. Students practice analytical and persuasive writing that addresses various academic audiences in a research university. Emphasis on writing for learning, textual analysis, writing from research, and collaborative writing. THIS COURSE FULFILLS THE LOWER-DIVISION WRITING REQUIREMENT.

Writing in undergraduate academic contexts. Students practice analytical and persuasive writing that addresses various academic audiences in a research university. Emphasis on writing for learning, textual analysis, writing from research, and collaborative writing. THIS COURSE FULFILLS THE LOWER-DIVISION WRITING REQUIREMENT.

Writing in undergraduate academic contexts. Students practice analytical and persuasive writing that addresses various academic audiences in a research university. Emphasis on writing for learning, textual analysis, writing from research, and collaborative writing. THIS COURSE FULFILLS THE LOWER-DIVISION WRITING REQUIREMENT.

Writing in undergraduate academic contexts. Students practice analytical and persuasive writing that addresses various academic audiences in a research university. Emphasis on writing for learning, textual analysis, writing from research, and collaborative writing. THIS COURSE FULFILLS THE LOWER-DIVISION WRITING REQUIREMENT.

(3) Prerequisite: Member of Honors Program. Fulfills American Institutions.

(3) Prerequisite: Member of Honors Program. Fulfills American Institutions.

(1.5) Prerequisite: Must be a member of Honors Live/Learn Experience to enroll. Fulfills Social/Behavioral Science Exploration. Honors students in the Honors Living and Learning Experience will exclusively be members of Cornerstone, a one-hour, first-year student seminar. This graded seminar gives students the chance to meet in a small group setting with a faculty mentor and other honors students living on their dorm floor for a weekly 80 minute time period. Designed to both build community and provide students with academic advising and reflection, this course encourages students to reflect on both their academic and personal goals, providing them with tools to make difficult choices they might confront both in and outside the classroom. In addition, Cornerstone introduces students to the history of higher education the United States, the core issues in public education today, and the ways education can become a public good. Cornerstone also examines such concepts and tools as how to do a critical reading of a text, how to build a sound argument or to engage in the civil exchange of ideas, and ways to develop a sense of personal responsibility and connection to the community. Ultimately, Cornerstone extends the learning experience beyond the classroom and into the residence hall environment. Students will periodically do short readings relevant to seminar topics and will be expected to engage in discussions, collaborations, and community building activities.

(1.5) Prerequisite: Must be a member of Honors Live/Learn Experience to enroll. Fulfills Social/Behavioral Science Exploration. Honors students in the Honors Living and Learning Experience will exclusively be members of Cornerstone, a one-hour, first-year student seminar. This graded seminar gives students the chance to meet in a small group setting with a faculty mentor and other honors students living on their dorm floor for a weekly 80 minute time period. Designed to both build community and provide students with academic advising and reflection, this course encourages students to reflect on both their academic and personal goals, providing them with tools to make difficult choices they might confront both in and outside the classroom. In addition, Cornerstone introduces students to the history of higher education the United States, the core issues in public education today, and the ways education can become a public good. Cornerstone also examines such concepts and tools as how to do a critical reading of a text, how to build a sound argument or to engage in the civil exchange of ideas, and ways to develop a sense of personal responsibility and connection to the community. Ultimately, Cornerstone extends the learning experience beyond the classroom and into the residence hall environment. Students will periodically do short readings relevant to seminar topics and will be expected to engage in discussions, collaborations, and community building activities.

(1.5) Prerequisite: Must be a member of Honors Live/Learn Experience to enroll. Fulfills Social/Behavioral Science Exploration. Honors students in the Honors Living and Learning Experience will exclusively be members of Cornerstone, a one-hour, first-year student seminar. This graded seminar gives students the chance to meet in a small group setting with a faculty mentor and other honors students living on their dorm floor for a weekly 80 minute time period. Designed to both build community and provide students with academic advising and reflection, this course encourages students to reflect on both their academic and personal goals, providing them with tools to make difficult choices they might confront both in and outside the classroom. In addition, Cornerstone introduces students to the history of higher education the United States, the core issues in public education today, and the ways education can become a public good. Cornerstone also examines such concepts and tools as how to do a critical reading of a text, how to build a sound argument or to engage in the civil exchange of ideas, and ways to develop a sense of personal responsibility and connection to the community. Ultimately, Cornerstone extends the learning experience beyond the classroom and into the residence hall environment. Students will periodically do short readings relevant to seminar topics and will be expected to engage in discussions, collaborations, and community building activities.

(3) Prerequisite: Member of Honors Program. Meets with UGS 3005. In this age of globalization, leadership takes on new and complex meanings. Future leaders need to display an understanding of political, economic, and social global forces and the skills to manage those forces within organizations. The ability to identify priorities, obtain necessary resources, implement policies, and achieve results is constrained by these global forces. Global capitalism, democracy, and communication technologies call for a new kind of leadership, but what kind and for what end? What does it mean to be a leader in the age of globalization? The International Leadership Academy explores these themes and questions in theory and in practice. The first half of this course examines leadership from different theoretical perspectives and focuses on key concepts associated with leadership. The second half of the class specifies the types of leadership in different organizations as well as investigates different kinds of issues which call for leadership in an era of globalization. The International Leadership Academy consists of three components: the International Leadership Seminar, the Mentoring Program, and an optional International Opportunity.

(3) Prerequisite: Member of Honors Program. The objective of this course is to help students understand the history and current state of racial policy in South Africa and Australia to an extent that allows them to apply insights gained through this comparison to an evaluation of race relations in an increasingly diverse America. The course will argue that Australia and South Africa, in attempting to solve what they perceive as a racial "problem," pursued courses of action that were diametrically opposed, but equally futile in meeting their objectives and disastrous in their consequences. We will propose that any sweeping policy ossifying people in racial categories and distributing good and opportunities accordingly is doomed to the kind of failure experienced by the ruling elites in Australia and South Africa.

(3) Prerequisite: Member of Honors Program. Fulfills Upper Division Communication/Writing. This course is designed to facilitate students' thinking and writing as members of specific disciplinary communities (i.e., engineering, history, psychology, etc.). To do so, students will study and develop different types of thinking and writing skills that are useful across all disciplines, yet are employed uniquely by them. In this class, students will practice: 1) using the work of others to develop critical thinking about issues and problems 2) forming positions about those issues and problems 3) advancing positions using the rhetorical devices associated with a specific discipline. Students will read and write a variety of texts that will help prepare them for thinking and writing in their disciplines so that they may not only succeed in their courses at the university, but also learn to understand how to make important contributions in their fields.

(3) Prerequisite: Member of Honors Program. Fulfills Upper Division Communication/Writing. This course is designed to facilitate students' thinking and writing as members of specific disciplinary communities (i.e., engineering, history, psychology, etc.). To do so, students will study and develop different types of thinking and writing skills that are useful across all disciplines, yet are employed uniquely by them. In this class, students will practice: 1) using the work of others to develop critical thinking about issues and problems 2) forming positions about those issues and problems 3) advancing positions using the rhetorical devices associated with a specific discipline. Students will read and write a variety of texts that will help prepare them for thinking and writing in their disciplines so that they may not only succeed in their courses at the university, but also learn to understand how to make important contributions in their fields.

(3) Prerequisite: Member of Honors Program. Fulfills Upper Division Communication/Writing. This course is designed to facilitate students' thinking and writing as members of specific disciplinary communities (i.e., engineering, history, psychology, etc.). To do so, students will study and develop different types of thinking and writing skills that are useful across all disciplines, yet are employed uniquely by them. In this class, students will practice: 1) using the work of others to develop critical thinking about issues and problems 2) forming positions about those issues and problems 3) advancing positions using the rhetorical devices associated with a specific discipline. Students will read and write a variety of texts that will help prepare them for thinking and writing in their disciplines so that they may not only succeed in their courses at the university, but also learn to understand how to make important contributions in their fields.

The history of African Americans has been a paradox of triumph in the face of tragedy. This course will present an examination of the black experience in America from 1890 to recent years to provide an understanding of the role African Americans have played in the history of the United States. This examination will include an assessment of why they were until the recent past excluded from the promise of American democracy. We will look at the various political, economic social and cultural methods African Americans have utilized to survive in a hostile environment and examine the prospects for African Americans in the early years of the twenty-first century. THIS COURSE FULFILLS SOCIAL SCIENCE AND DIVERSITY REQUIREMENTS.

This service-learning course will explore issues of human rights and social justice locally, nationally, and internationally. Partnering with community agencies committed to social action and change (e.g., Utah Jobs with Justice, Utah Issues, Crossroads Urban Center, National Conference on Community and Justice) and working in small groups, students will research a local human rights/social justice issue, then produce a documentary addressing that issue. Students will select the documentary format that "tells their story" most effectively: film, photo essay, radio, oral history. "The Documentary, Human Rights, and Social Justice" is being designed as a two-semester course. Students will complete production on their documentaries during Spring Semester 2006. In collaboration with their partner agencies, they will also develop and implement a dissemination plan that ensures not only consciousness-raising among audiences who need to be informed, but also action steps from audiences in the best position to effect meaningful change. Texts Coles, R. (1997). Doing documentary work. New York: Oxford University Press. Andersen, M.L., & Collins, P.H. (Eds.) (2004). Race, class, and gender: An anthology (5th ed.). Belmont, CA: Wadsworth/Thomson Learning. Human Rights Reader (to be provided to students) Assignments * Three short reflection papers linking course content to students' experiences in the field. * Final project: A finished documentary. Equipment Film, photographic, and recording equipment/supplies will be made available to students. Students may choose to use their own equipment. A Mac G5 computer with editing software will be available for student use.

The landscape of the body is continually being negotiated through scientific and technological practices. Bodywork includes various forms of alterations and transformations, for example, preconception sex selection, reductions, tattoos, injections, and transplantations. These practices alter and construct how the body is read, and consequently, what the body signifies. The body as a cultural signifier also includes capacities of the virtual body with the arrival of computerized, robotized, digitized, and postmodern bodies. The aim of this course is to consider and examine not only contemporary technologies of the body, but also the argument that participation in these contemporary technologies has significantly transformed the experience of what it means to have a body.

Drug use, regulation and policy will be analyzed by an interdisciplinary faculty to provide a consistent, coherent and comprehensive view of the pharmacologically active substances that are ubiquitous in society. All types of drugs will be addressed---prescription and over-the-counter medications, dietary supplements, sports enhancement drugs, religious use drugs, common use drugs such as caffeine and alcohol, and illegal drugs. Core concepts including addiction and harm vs. benefit will be developed. Contradictory views on what is a drug, drug development and regulation, and dilemmas in drug control and jurisprudence will be addressed. Each topic will be examined from a broad range of perspectives, including those of pharmacology, law, addiction medicine, sports performance assessment, philosophy, and criminal justice to help refute the "silo mentality" that characterizes drug policy and control in American society. Ways to promote justice in drug theory, policy, and practice will be developed. Note: Completion of this course will fulfill the University undergraduate general education distribution requirements for Science, Social and Behavioral Science, or Humanities. Students may elect the category to which they wish this course to apply.

The purpose of this course is to educate students on the trial rights in the constitutions of the state of Utah and the United States, that they become aware of the working of the criminal justice system in America. Focus is made on the historical perspective and the political implications of trial rights. Students will actively participate in discussing the issues raised in order to reach a viewpoint on these issues. The writing assignments are aimed at stimulating the students' own personal thinking about the issues, and letting them know that their viewpoints are as valid as the instructor's. Some of the topics covered are: the Joe Hill case, Fifth Amendment and the Right to Remain Silent, line-ups and show-ups, the Right to Counsel, Rules of Evidence, Attorney/Client Privilege, Doctor/Patient Privilege, Judiciary and the Prosecution, etc. Grading will be based on attendance class participation, mid-term project, and final paper. THIS COURSE FULFILLS A SOCIAL SCIENCE REQUIREMENT.

(3) Prerequisite: Member of Honors Program. Fulfills Int'l Req & Social Behavioral Science Exploration. Scholarship on globalization, like the process of globalization itself, is expanding at an astounding pace, making it impossible for a single course to even survey this scholarship. This course therefore examines globalization from a particular perspective, that of consumers. Globalization creates both new opportunities and new problems for consumers. It also generates new avenues for, and new barriers to, consumer participation in shaping the process of globalization. The course begins with an explanation of globalization, emphasizing its dynamics, benefits, and seeming inevitability. Then we examine the three major criticisms of globalization: exacerbation of inequality, destruction of the natural environment, and homogenization of culture. The course is designed to meet the needs of students for whom globalization is an area of academic specialization, such as economics, politics science, sociology, and business, as well as students who are "merely" curious about the subject.

This course will focus on eight theatrical productions and the problems, compromises, successes and failures in translating a dramatic text into a live performance. Introductory sessions will consider the scripts as literary texts in terms of themes, plot action, character, language and structure. We will then see the plays in production and discuss them, aided by interviews with actors, directors and designers, in terms of space, scenic design, costumes, lighting, music & sound, casting, acting and direction. The writing component will focus on the writing of reviews, succinct and personal evaluations of four productions discussed in class and seen in performance. A final session will consist of oral presentations on some aspect of production, unifying the semester's work. THIS COURSE FULFILLS A FINE ARTS REQUIREMENT.

Unlike other mammals, humans cannot simply live in nature; rather, we must devise ways of finding and making shelter, clothing and feeding ourselves, and producing the tools and other devices needed for survival. In short, we need things—objects, artifacts, whatever you want to call them—to live in the world, and we make these things, not randomly or by chance, but systematically and intentionally through our culture. Culture itself is unseen and immaterial, consisting of the ideas, values, and beliefs of a particular social group, but it is everywhere within us, shaping our behavior, helping us choose the right things to say, providing rules for social interaction, and giving us the mental blueprints for making the things we need, from bread pans to buildings. This class is intended to introduce students to both the world of material culture—that segment the physical environment that is purposefully shaped for human purposes—and material culture studies—the study of human behavior through the objects people make and use. The focus of the course is on the stuff of everyday life in both the past and present, and topics range from the theory and techniques of material culture study to the various genres within the field, including cultural landscapes, buildings, gardens and yards, furniture, housewares, gravestones, and clothing. Requirements: weekly readings, short essays, term research paper, and field trips to local museums and sites. THIS COURSE FULFILLS A FINE ARTS REQUIREMENT.

This course will examine social science contributions to the understanding of the role of fortuitous circumstances in changing the direction of a person's life, either for the better or the worse. We will attempt to identify the characteristics that aid individuals in taking advantage of circumstances in order to improve their lives. For example, a stroke of good fortune may enable someone to build a business, shape a career, make new friends, and have a happy marriage. On the negative side, chance events, such as accidents and injuries, can blight lives or leave survivors stronger. In both good and bad circumstances, we will consider the individual's contributions to outcomes. A basic question will be: Does fortune favor or does it create the prepared mind? Psychological theories often deal with behavior in stable environments and, at most, trace lives over time in longitudinal developmental studies. Only a few deal with transient, chance events that can profoundly change lives. We begin by studying social science writings on the subject, particularly on the role of self-efficacy in taking advantage of opportunities. We will also read selections from articles on coping strategies and optimism and pessimism as affecting ability to profit from chance events. On the larger scale, events such as advances in technology, medicine and disease prevention can change the lives of huge numbers of people, so these turning points also deserve some consideration. To trace the chain of circumstances in the lives of real people, we will examine memoirs and biographical material that describe fortuity, as well as journalistic reports describing life-changing events.

Schools and colleges all over the country are taking a hard look in the mirror after being impugned in the recent wave of corporate scandals at Enron Corp., world Com.Inc, and others .In order to prepare their students for the future more and more Universities are offering courses in ethics and values. Many of the executives behind these corruptions allegedly believe that their primary responsibility within their organizations is maximizing shareholders profits at any price. The end justifies the means. Our primary objective in presenting this course to our Honors students is to explain and prove that as future managers and executives they can maximize financial gains for their companies but at the same time stay ethical. A wide variety of short film clips, lectures, case studies, guest speakers, and current event analysis and class discussion will be utilized to achieve this objective.

(3) Prerequisite: Honors Program student only. Fulfills International Requirement. Meets with ECON 5430. Traditional aspects, impact of external influences and indigenous developments of Asian economies, 19th and 20th century development, and current policy. Emphasis frequently on subregional groups of nations.