text: Home- Academics- Departments and Programs- Biology- Academic Program Menu Menu Biology (For 2015–2016 academic year) Professors Belanger, Fuller, Hoopes, McCay (Chair), McHugh, Associate Professors Cardelús, Frey, Holm, Ingram, Meyers, Watkins Assistant Professors Ay, Hagos, Jimenez, Taye, Van Wynsberghe Laboratory Instructor LaFave A major in biology is the traditional undergraduate preparation for students planning to pursue career interests in the biological or health-related sciences. Although the majority of majors ultimately pursue careers in the life sciences, a significant number of individuals with other career interests choose the major within the liberal arts context. The department's majors are found today in positions of responsibility in many fields outside the life sciences, including business, theology, law, and the performing arts. Biology majors who are interested in pursuing a career in elementary or secondary school teaching should refer to "Educational Studies." The Department of Biology offers a major program designed to provide students with a common conceptual foundation through two required courses and an opportunity to pursue breadth and specialization through an extensive selection of elective course offerings, seminars, and research tutorials. Questions about requirements may be directed to the department chair. Major Program Students must complete for credit a minimum of nine courses in the department, plus CHEM 101-102 (or CHEM 111). It is strongly recommended that chemistry requirements be taken in the first year, concurrently with beginning biology courses. A biology major can begin the program either by taking a topic-based course (BIOL 101-104) or by enrolling in one of the two 180-level courses required for the major (see below). All majors are required to take BIOL 181, Evolution, Ecology, and Diversity; and BIOL 182, Molecules, Cells, and Genes. BIOL 182 is generally taken during the second semester of the first year or during the sophomore year because it requires CHEM 101. Students must complete BIOL 181 and BIOL 182 and their credit-bearing laboratory components with a minimum grade of C– to proceed with major requirements. All majors must also take at least one process-oriented course numbered BIOL 201–206 and the accompanying lab. These courses immerse students in the process by which biologists ask questions and communicate new information, and completing any one such course serves as a gateway to all courses numbered 330 or higher within the major. The 200-level course requirement is typically completed in the sophomore year. Normally, these 200-level courses require completion of both BIOL 181 and BIOL 182. Students are also required to complete a one-credit research tutorial or independent research study (a course numbered BIOL 470 or higher). With prior approval by the biology department, a capstone research experience in another department may be substituted for a course numbered BIOL 470 or higher. The remainder of the nine biology courses required for the major can be selected from any of the elective courses offered in the department (excluding BIOL 291, BIOL 391, and BIOL 491); at least four of these courses must be at the 300 level or above, and two of those must have a required lab component. No more than four courses at the 100 or 200 level may count toward the nine courses required for the major. Only one course numbered BIOL 470 or higher can be counted toward the nine courses. The elective courses are found listed as biology 300- and 400-level courses; GEOL 215 also serves as an elective biology course. Students expecting to attend graduate or professional schools are reminded that these schools frequently recommend or require calculus, statistics, computer science, chemistry (typically through organic), and a year of physics as cognates to the biology major. Biology majors are strongly encouraged to attend biology seminars that are held approximately biweekly each semester. Students enrolled in biology courses numbered 470 or higher are expected to attend all biology seminars during the term of enrollment. Minor Program A student may plan a minor program in biology in consultation with a member of the department staff. Such a program consists of five biology courses, of which only one can be numbered BIOL 104 or lower. The policies regarding minimum grade requirements established for a major apply to the minor program as well. A student entering Colgate as a first-year student may apply for transfer credit toward the minor for one course taken at another institution. A student transferring from another institution with upperclass standing may petition for transfer credit for a second course toward the minor. Honors and High Honors With the approval of his or her instructor in a course numbered BIOL 470 or higher, a student may be allowed to stand for honors or high honors in the department. Honors in biology requires an overall GPA of 3.30 in courses counted toward the major, an oral presentation to the department, a review paper, and a research paper submitted to the research adviser based on at least one term of research in a course numbered BIOL 470 or higher. High honors requires an overall GPA of 3.60 in courses counted toward the major, an oral presentation to the department on the student's research, and a two-chapter thesis submitted to the biology department based on at least two terms of research in biology courses numbered BIOL 470 or higher, or their equivalent. The awarding of high honors will be decided by the faculty in consultation with the adviser and will be based on the quality of the research project, the thesis, and the oral presentation. Research projects submitted for honors or high honors must be carried out on campus or on the NIH study group. Awards See "Honors and Awards: Biology" in Chapter VI. Advanced Placement Policy An incoming student who submits an AP grade of 4 or 5 will receive credit for BIOL 101. This course can be counted as a 100-level course toward the major requirements. Students with AP credit are encouraged to enter the department's curriculum with BIOL 181. Transfer Credit A maximum of two biology course credits transferred from other institutions may be accepted and applied toward major requirements. For incoming first-year students, such courses must be approved by the department's Transfer and Exemption Committee shortly after students arrive on campus. Students must submit a copy of the course syllabus, lecture and laboratory notes, a course catalogue description, and information about the text used. Matriculated students who plan to transfer a course must supply the department's Transfer and Exemption Committee with a course catalogue description and course syllabus prior to taking the course to receive approval. Students transferring to Colgate with upperclass standing may petition the department for permission to transfer a third course. Teacher Certification The Department of Educational Studies offers a teacher education program for majors in biology who are interested in pursuing a career in elementary or secondary school teaching. Please refer to "Educational Studies." Related Majors Molecular Biology The major in molecular biology is designed for students who are interested in biology at the molecular level and who wish to take courses in both biology and chemistry. For further information, contact Professors Belanger, Hagos, Holm, Hoopes, Meyers, Pruitt, or Van Wynsberghe. Program requirements are described under "Molecular Biology." Environmental Biology This major is affiliated with the Environmental Studies Program (ENST) and is designed for students interested in biology and the environment. For further information, contact Professors Cardelús, Frey, Fuller, Ingram, McCay, or Watkins. Program requirements are described under "Environmental Studies — Environmental Biology Major." Marine Science — Freshwater Science This topical major is offered with the cooperation of the geology department through the Division of Natural Sciences and Mathematics. This program is particularly applicable for students who wish to take courses in both biology and geology. For further information, contact Professors Fuller or McHugh. Program requirements are described under "Natural Sciences — Marine Science — Freshwater Science Topical Major." Mathematical Systems Biology Minor This minor is affiliated with the Department of Mathematics and is designed for students interested in how mathematics can be applied to the study of living systems. For further information, contact professors Ay, McCay, or Robertson. Minor requirements are described under "Mathematical Systems Biology." Other majors and minor Certain courses in biology count toward majors in biochemistry, geology, and neuroscience., and the geology minor. (See chemistry, geology, and psychology listings in this chapter.) Special Programs in Biology Australia Study Group (fall term) An opportunity for junior majors in environmental biology to expand their environmental studies at the University of Wollongong, one hour south of Sydney. See "Off-Campus Study" in Chapter VI. Australia Study Group (spring term)An opportunity for junior science majors to study at the University of Wollongong, one hour south of Sydney. See "Off-Campus Study" in Chapter VI. NIH Study Group (fall term) An opportunity for juniors and seniors interested in careers in the biomedical sciences to spend a research-intensive semester at the National Institutes of Health in Bethesda, Maryland. See "Off-Campus Study: United States" in Chapter VI. Wales Study Group (spring term)An opportunity for junior science majors to study at Cardiff University. See "Off-Campus Study" in Chapter VI. The biology department also offers international extended study courses and encourages participation in Colgate approved off-campus study programs. Course Offerings BIOL courses count toward the Natural Sciences and Mathematics area of inquiry requirement, unless otherwise noted. All credit-bearing laboratories carry 0.25 course credits unless otherwise noted. Please see the "Academic Credit" section in Chapter VI for additional information and restrictions. BIOL 101–104 These topical 100-level courses are designed for first-year students and non-science majors exploring biology as a possible area of interest or fulfilling NASC area of inquiry requirements. These courses are not intended for students who have already completed a biology foundation course (BIOL 181 or 182). They may be beneficial for entering students who do not have extensive biology preparation to take before enrolling in the foundation courses. 101 Topics in Organismal Biology R. Fuller, K. Ingram, A. Jimenez, T. McCay, D. McHugh This course introduces students to the complexities of biodiversity, from the ecosystem to the genetic level. By examining the factors affecting the structure and function of terrestrial, marine, and freshwater communities students learn about the diversity of organisms in these systems. Students gain an appreciation for the roles of evolutionary and ecological history, as well as modern ecological interactions, in shaping the biodiversity across the globe. This course also exposes students to the many ways that human activities affect biodiversity. 102 Topics in Human Health K. Belanger, E. Hagos, G. Holm, J. Meyers, B. Taye Human beings are composed of nearly 100 trillion cells of over 200 different specialized types. In order for an individual to remain alive and healthy, these cells must be effectively organized into tissues and organs that perform specific functions. This course examines external and internal factors that influence both normal and abnormal cell, tissue, and organ function, providing students without an extensive science background with exposure to the biology of human health and disease. Course topics include human diet and nutrition and the cell biology of disease. Students examine how biologists address issues relating to health and disease and how our understanding of basic biology contributes to enhancing human health. The course is composed of lectures and discussions and may include in-class laboratory-based exercises. BIOL 181 and 182 These foundation courses and their required labs are meant to serve as gateways to the biology, molecular biology, and environmental biology majors. They also serve as cognate courses for other majors relating to the life sciences, including neuroscience, biochemistry, environmental science, and biophysics. 181/181L Evolution, Ecology, and Diversity C. Cardelús, F. Frey, R. Fuller, K. Ingram, A. Jimenez, T. McCay, D. McHugh, J. Watkins This course concentrates on the evolutionary biology of organisms and the ecological processes that influence the distribution and abundance of plants and animals, as well as their interactions. The history of biological diversification (including the origin of life; the evolution of prokaryotes and eukaryotes; and the invasion of land by plants, fungi, and animals) are discussed. In addition, the mechanisms of evolution, including natural selection, adaptation, and extinction, are studied. Topics in population ecology as they relate to evolutionary processes including physiological and behavioral ecology, population growth, and species interactions (e.g., competition, predation, mutualism) are also covered; there is a strong focus on the physical, chemical, and biological factors that affect populations. The credit-bearing laboratory BIOL 181L must be taken concurrently with BIOL 181. Projects in the laboratory and field include experiments designed to understand evolutionary principles and to test ecological hypotheses. (Formerly BIOL 211/211L.) 182/182L Molecules, Cells, and Genes A. Ay, K. Belanger, E. Hagos, G. Holm, B. Hoopes, R. Metzler, J. Meyers, B. Taye, P. Van Wynsberghe At the level of molecules and cells, the different forms of life on earth are surprisingly similar. This course introduces aspects of life at the cellular and molecular level that are broadly applicable to all living things. The course begins by examining the basic chemistry of life. Building on this chemical foundation we develop an appreciation for cellular structure, the central role of cellular membranes, cellular energetics, and cell growth and reproduction. Special emphasis is placed on proteins and nucleic acids as the informational macromolecules, and how cells use these molecules to encode and express a genetic program. Mechanisms of inheritance are examined from both a classical and a modern molecular perspective. The credit-bearing laboratory BIOL 182L must be taken concurrently with BIOL 182. Laboratories feature experimental approaches in both modern cell biology and genetics. Prerequisite: CHEM 101 or 111, or permission of instructor. (Formerly BIOL 212/212L.) BIOL 201–206 These 200-level courses are unified by their focus on the "process" of exploring biology. The courses have common components that include critical reading of primary literature, communicating orally and in writing, performing lab or field work on a multi-week investigative project, and gaining experience in experimental design, data analysis, and quantitative skills. These courses provide a unified structure in which students build upon content presented in foundation courses by increasing breadth and depth of coverage in more specialized fields. Courses are designed for sophomore students who have completed BIOL 181 and 182 (formerly BIOL 211 and BIOL 212). Completion of any one of these courses serves as a pre-requisite for all 300-level elective courses. Completion of at least one of these is required for the major. 201/201L Evolution F. Frey, K. Ingram, D. McHugh, J. Watkins This course uses the study of evolutionary biology to explore the collaborative process of scientific research, the critical reading of primary literature, the design and implementation of experimental studies, and the interpretation and communication of research results. The course also provides for a study of how evolutionary theory illuminates and unifies our vast and growing knowledge of the biological world and affects many aspects of our lives. Emphasis is on the observations and experiments that have led to our current understanding of evolutionary processes and on the dynamic nature of evolutionary research. The credit-bearing laboratory BIOL 201L must be taken concurrently with BIOL 201. The laboratory includes investigative experiments that familiarize students with the approaches used to address questions in evolutionary biology. Prerequisite: BIOL 181 and BIOL 182 (formerly BIOL 211 and 212), or permission of instructor. 202/202L Genetics K. Belanger, B. Hoopes, J. Meyers, P. Van Wynsberghe This course uses the study of genetics to explore the collaborative process of scientific research, the critical reading of primary literature, the design and implementation of experimental studies, and the interpretation and communication of research results. This course also provides students with a firm foundation in classical, quantitative and molecular genetics and covers topics in population genetics. Emphasis is on understanding how organisms encode, regulate and inherit their genomes, current genetic applications and the social and ethical issues that result from these technologies. The credit-bearing laboratory BIOL 202L must be taken concurrently with BIOL 202. The laboratory includes investigative experiments that familiarize students with the techniques used to analyze problems in genetics. Prerequisites: BIOL 181 and BIOL 182 (formerly BIOL 211 and 212), or permission of instructor. 203/203L Ecology C. Cardelús, K. Ingram, R. Fuller, T. McCay, J. Watkins This course uses the study of ecology to explore the collaborative process of scientific research, the critical reading of primary literature, the design and implementation of experimental studies, and the interpretation and communication of research results. The course emphasizes the quantitative aspects of ecology by exploring concepts of population and community ecology including topics such as competition and predation, the use of diversity and community similarity indices, population regulation models, island biogeography, food web analysis, and community and ecosystem level processes. In addition to textbook readings, students also read papers from the primary literature on topics covered in class and are responsible for leading discussions of these papers. The credit-bearing laboratory BIOL 203L must be taken concurrently with BIOL 203. The laboratory includes field trips to examine terrestrial and aquatic communities, exposing students to field methods that quantitatively measure population and community parameters. A written paper in scientific journal format is required. Prerequisites: BIOL 181 and BIOL 182 (formerly BIOL 211 and 212), or permission of instructor. 204/204L Molecular Biology K. Belanger, G. Holm, B. Hoopes, P. Van Wynsberghe This course uses the study of molecular biology to explore the collaborative process of scientific research, the critical reading of primary literature, the design and implementation of experimental studies, and the interpretation and communication of research results. The course also provides for a study of biological processes at the molecular level, including transcription, RNA processing, translation, DNA replication and recombination. Emphasis is on understanding the experiments that have led to our current knowledge of molecular processes and, in particular, the means by which these processes are regulated. The credit-bearing laboratory BIOL 204L must be taken concurrently with BIOL 204. The laboratory includes investigative experiments that familiarize students with the molecular techniques used to analyze problems in molecular biology. Prerequisites: BIOL 181 and BIOL 182 (formerly BIOL 211 and 212), or permission of instructor. 205/205L Cell Biology K. Belanger, E. Hagos, G. Holm, J. Meyers Cells are the basic units of life. This course uses the study of cell biology to explore the collaborative process of scientific research, the critical reading of primary literature, the design and implementation of experimental studies, and the interpretation and communication of research results. Course topics include regulation of the cell cycle and cell division, cell structure and motility, inter- and intracellular communication, and organelle structure and function. Students learn how to critically read and evaluate primary journal articles and will integrate content from the course and published literature into multi-week, lab-based investigative research projects. The credit-bearing laboratory BIOL 205L must be taken concurrently with BIOL 205. Prerequisites: BIOL 181 and BIOL 182 (formerly BIOL 211 and 212), or permission of instructor. 206/206L Organismal Biology R. Fuller, K. Ingram, D. McHugh, T. McCay, J. Watkins Organismal biology is the study of how structure and function shape ecology, evolution, and diversity at the individual organism level. This course focuses on understanding the diversity of life through the lens of molecular biology, anatomy and morphology, physiology, phylogeny, ecology and evolution. Students focus on the integrated problems and challenges that arise as organisms interact with their environment. Topics examine such relationships between and within major groups of organisms. The laboratory portion of the course includes field trips to examine terrestrial and aquatic environments and expose students to local diversity and to techniques frequently used in the field. In addition, this course focuses on the collaborative process of scientific research, the critical reading of primary literature, the design and implementation of experimental studies, and the interpretation and communication of research results. The credit-bearing laboratory BIOL 206L must be taken concurrently with BIOL 206. Prerequisites: BIOL 181 and BIOL 182 (formerly BIOL 211 and 212), or permission of instructor. BIOL 301–320 "Content-driven" courses that typically do not require significant investment in the primary literature. These courses may or may not have a lab and require the completion of one foundation course, but not a 201–206-level "process" course. Some of these courses are either required (Microbiology) or recommended (Biostatistics and Human Physiology) for pre-health science students from a variety of majors. 302 Systems Biology A. Ay Systems biology is an emerging interdisciplinary field that focuses on system level understanding of complex interactions of biological processes using quantitative approaches. The course focuses on the applications of mathematical techniques such as differential equations, network structure measures, machine learning and modeling (e.g., Boolean and stochastic modeling) to the study of gene regulation, synthetic gene circuits, small- and large-scale biological networks, and signal transduction pathways. Students also learn how to use computer software that is designed for biological data analysis such as GenePattern and COPASI. Prerequisite: MATH 111 or MATH 112 and one of the following: BIOL 182 (formerly BIOL 212), MATH 113, PHYS 204, or COSC 101, or permission of instructor. This course is crosslisted as MATH 302. 304/304L Invertebrate Zoology D. McHugh This course covers the biology of the major animal groups. Attention is given to the phylogenetic history, functional morphology, development, physiology, medical importance, and ecology of representative invertebrates. The credit-bearing laboratory BIOL 304L must be taken concurrently with BIOL 304. Laboratories include field collections of freshwater and terrestrial invertebrates, as well as the study of major groups of marine invertebrates. Prerequisite: BIOL 181 (formerly BIOL 211) or permission of instructor. (Formerly BIOL 254/254L.) 305/305L Vertebrate Zoology T. McCay This course has an evolutionary theme and investigates the diversity of vertebrate animal life. Emphasis is on evolutionary origins and phylogenetic relationships, basic structure and function, development and reproduction, behavior, zoogeography, and interrelationships with the environment. The major vertebrate animal groups are studied, including local species. Students examine the morphology of selected vertebrates in the lab, with dissection of preserved materials. The lab also includes study of vertebrate natural history. The credit-bearing laboratory BIOL 305L must be taken concurrently with BIOL 305. Prerequisite: BIOL 181 (formerly BIOL 211) or permission of instructor. (Formerly BIOL 255/255L.) 306 Medical and Forensic Botany J. Watkins The great majority of people understand that plants are fundamental to life: They produce life sustaining oxygen, cleanse the air of carbon dioxide, provide material for construction, and more. Yet few people appreciate that modern medicine has its roots in the chemistry of plants. From headaches and malaria to AIDS and hypertension, most modern drug treatments originated from plant extracts. Even in the modern world of sophisticated synthetic chemistry, 25 percent of all prescriptions contain plant extracts or active principles prepared from plants. More than providing pain relief and disease cures, the search of effective medical botany has shaped cultures, created fierce wars, and contributed to the modern issues of bio-prospecting, drug wars, and crime scene investigation. This course delves into issues of medical and forensic botany from multiple perspectives. Students develop a greater understanding of basic plant biology and phytochemistry, and learn how many cultures have utilized plants for curative and destructive means. Students also examine how plant-derived drugs have disrupted both ancient and modern cultures, and have shaped the scientific method and modern drug creation. Finally, the class examines how plants play significant roles in early and modern forensics by focusing on major cases whose decisions have hinged on plant evidence. Prerequisite: BIOL 181 (formerly BIOL 211). (Formerly BIOL 230.) 310 Epidemiology B. Taya This course provides an introduction to epidemiology, the basic science of public health. Epidemiology provides a systematic approach for acquiring and evaluating information on the distribution and causes of disease and other health outcomes in populations. Topics include the history of epidemiology, an overview of epidemiologic methods (e.g., study design, measures of disease distribution and association, interpretation), and the application of epidemiologic research to the development and evaluation of disease prevention and control strategies. Current or historically relevant infectious and chronic diseases are explored through lecture, interactive exercises, and independent assignments. Prerequisites: BIOL 181 or BIOL 182 (formerly BIOL 211 or BIOL 212), or permission of instructor. 311/311L Comparative Environmental Physiology A. Jimenez All animals are faced with similar fundamental problems, namely, acquiring and using energy, exchanging nutrients and wastes with the environment, balancing water and electrolytes, and reproducing. This course is about how animals address these problems in the context of the varied (and sometimes extreme) environments in which they live. With evolution as a unifying theme, both the general principles of animal function (the similarities among different animals) and the exceptions to the general rules are investigated. Topics include size and scaling, energy metabolism, temperature tolerance and regulation, gas exchange, water and osmotic regulation, and animal communication. General principles of animal physiology are also explored using examples of animals that live in extreme environments. When offered, the credit-bearing laboratory BIOL 311L must be taken concurrently with BIOL 311. The laboratory involves hypothesis-guided experimentation with quantitative analysis of data. Prerequisites: BIOL 181 or 182 (formerly BIOL 211 or 212). 313/313L Microbiology G. Holm, P. Van Wynsberghe This course examines the diversity of microbes in nature and their importance in human affairs from disease to agriculture. It also examines the characteristics of individual microorganisms that enable them to inhabit a particular environment. The credit-bearing laboratory BIOL 313L must be taken concurrently with BIOL 313. Projects in the laboratory include identification of microbes and experiments aimed at understanding their growth, physiology, and genetics. Prerequisite: BIOL 182 (formerly BIOL 212) or permission of instructor. (Formerly BIOL 333/333L.) 315/315L Biology of Plants J. Watkins The course material covers organisms in three kingdoms: Protista, Fungi, and Plantae. Topics include cell structure, reproduction, transport, and metabolism. There is an emphasis on photosynthesis, diversity, and evolution in fungi, protists, and land plants. Features of seed plant morphology, anatomy, translocation of water and minerals, gas exchange, and reproduction are discussed. The credit-bearing laboratory BIOL 315L must be taken concurrently with BIOL 315. Prerequisite: BIOL181 (formerly BIOL 211). (Formerly BIOL 215/215L.) 316 Bioinformatics A. Ay Recent developments in biological data collection have led to the creation of large-scale experimental data sets of DNA and protein sequences and structures of biological molecules. These data are available for public use from an array of databases, and their analysis is intriguing. This course provides an introduction to the use of computational methods and tools to extract useful information from these large datasets, and focuses on interpreting this expanding biological information. Students discuss the basics of bioinformatics and focus on the identification and characterization of functional elements from protein and DNA sequences. Students also learn to use public databases and web-based sequence analysis tools, focusing primarily on human genome data. Prerequisite: BIOL 182 (formerly BIOL 212) or permission of instructor. (Formerly BIOL 225.) 318/318L Human Physiology A. Jimenez This course examines the relationship between structure and function in the human body, starting at the level of molecules and cells, and moving through tissues, organs, and organ systems. Major topics include the endocrine, nervous, and cardiovascular systems; digestive physiology; and water, salt, and pH balance in the body. The credit-bearing laboratory BIOL 318L must be taken concurrently with BIOL 318. Laboratory exercises address the study of the physiology and organ system function in living organisms. Prerequisite: BIOL 182 (formerly BIOL 212) or permission of instructor. (Formerly BIOL 381/381L.) 320/320L Biostatistics A. Ay, F. Frey, T. McCay, B. Taye This course explores issues of experimental design, data collection methods, and principles of statistics as they apply to biology. Topics include samples and populations, tests for goodness of fit of frequency data to those expected on the basis of theory, hypotheses about samples drawn from normally distributed populations, the binomial and Poisson distributions, analyses of variance, correlation analysis, linear regression analysis, and elementary statistical modeling. Students learn computer software applications for the analysis and graphing of data. Course material is beneficial to students planning to do research within their major department. Majors in fields other than biology are encouraged to enroll. The course should count as one of the two courses required in mathematics for students interested in the health science professions or graduate school in the sciences. The credit-bearing laboratory BIOL 320L must be taken concurrently with BIOL 320. Prerequisite: BIOL 181 or BIOL 182 (formerly BIOL 211 or 212) or permission of instructor. (Formerly BIOL 220/220L.) BIOL 330–399 These upper-level elective courses require completion of any BIOL 201–206 course as a prerequisite (or permission of instructor in special cases) and may or may not have a lab. These courses contain more highly specialized content and often incorporate the use of primary literature and the integration of content from across biological fields. 330 Conservation Biology C. Cardelús, T. McCay The widespread loss of species and concerns over how to maintain maximum genetic variability in populations are at the heart of this course. Topics include biological diversity, its measurement, and differences in diversity among habitats. The course also considers threats to biological diversity such as habitat loss, exotic species introductions, pollution, environmental variability, and catastrophic events. This information is used to consider various conservation strategies and sustainable development. Students take a global perspective in this course and consider how globalization affects biodiversity directly and indirectly. Prerequisite: Completion of any one BIOL 201–206 course or permission of instructor. 332 Tropical Ecology C. Cardelús This course addresses tropical ecology starting with the discoveries and theories of early explorers to modern theories of biogeography of species richness. Students also learn about human impacts on tropical diversity and the sustainability of tropical ecosystems. Students use seminal papers as readings and discuss questions that are still debated by tropical ecologists: Why are the tropics so diverse? How is this diversity maintained? How do communities respond to disturbance? And how does global warming affect communities and species richness? In this course, students design experiments and write proposals on field projects that are executed during the extended study portion of the course (BIOL 332E), which is required. The 0.5-credit extended study course is a three-week trip to Costa Rica, Central America, where students visit some of the ecosystems studied in the course. Corequisite: BIOL 332E. Prerequisite: Completion of any one BIOL 201–206 course or permission of instructor. 332E Tropical Ecology Extended Study C. Cardelús The extended study portion of BIOL 332, Tropical Ecology puts students in the tropical ecosystems studied in the lecture portion. Students stay in and study tropical lowland rainforest, montane cloud forest, and lowland dry forest, and visit a mangrove swamp, secondary forest, and high elevation tropical bog in Costa Rica. In each study site students conduct the research studies proposed and decided on during the lecture course. The extended study includes rigorous field work, individual and group projects, research reports, and presentations — all with the backdrop of the forest. Corequisite: BIOL 332. Prerequisite: Completion of any one BIOL 201–206 course or permission of instructor. 335/335L Limnology R. Fuller This course is an introduction to freshwater ecology, including the study of the effects of physical, chemical, and geographical factors on the structure and function of freshwater lakes and streams. The effects of human activities on water quality are also examined. There are field trips to local lakes and streams. The credit-bearing laboratory BIOL 335L must be taken concurrently with BIOL 335. Laboratories develop skills in water chemistry; sampling, identification, and quantification of algae, aquatic plants, and animals; and the quantitative presentation of data. A small-scale research project is required. Prerequisite: Completion of any one BIOL 201–206 course or permission of instructor. Offered in alternate years with BIOL 336/336L. 336/336L Advanced Ecology R. Fuller This course emphasizes the quantitative aspects of ecology by exploring mathematical models of competition and predation, the use of diversity and community similarity indices, population regulation models, island biogeography, key factor analysis, food web analysis, and examining community and ecosystem level processes. In addition to textbook readings, students also read papers from primary literature on topics covered in class. The credit-bearing laboratory BIOL 336L must be taken concurrently with BIOL 336. The laboratory portion includes field trips to examine terrestrial and aquatic communities exposing students early in the semester to field methods; for the remainder of the semester, students design and conduct a small research project. Prerequisite: Completion of any one BIOL 201–206 course or permission of instructor. 337 Cancer Biology E. Hagos This course provides students with knowledge of the fundamental principles of the molecular and cellular biology of cancer cells. It focuses on understanding how changes in the normal growth and division processes lead to human cancer. The course highlights multiple areas of cancer biology including the nature of cancer, signals in tumor cells, oncogenes, tumor suppressors, cancer-causing viruses, unregulated cell proliferation, DNA damage, epigenetics, apoptosis, angiogenesis, metastasis, and current therapeutic approaches to cancer treatment. Prerequisite: Completion of any one BIOL 201–206 course or permission of instructor. 340 Marine Biology D. McHugh This course provides students with a comprehensive analysis of marine ecological processes and in-depth examination of the biology of marine organisms. Broad ecological concepts are emphasized in a survey of marine habitats ranging from the intertidal rocky shore to deep sea hydrothermal vents. The diversity of marine organisms is considered in the context of their physical and chemical environments, and their interspecific interactions. In addition, students deliberate in written reports and class presentations on specific ways in which humans impact the marine environment. Prerequisite: Completion of any one BIOL 201–206 course, GEOL 135, or permission of instructor. 341/341L Animal Behavior K. Ingram This seminar covers behavior patterns of select invertebrate and vertebrate groups with emphasis upon their ontogeny, evolution, and adaptive significance. Lecture topics include social organization, communication, territoriality, and mating systems. Students read original literature for discussion in class. Selected laboratory exercises apply data acquisition techniques to the behavior of crickets, crayfish, fish, and birds. A review paper and oral presentation of contemporary literature are required. The credit-bearing laboratory BIOL 341L must be taken concurrently with BIOL 341. Prerequisite: Completion of any one BIOL 201–206 course or permission of instructor. Course is open to juniors and seniors only. 341E Cognition, Behavior, and Conservation of Marine Mammals K. Ingram This extended study course to the Florida Keys focuses on current theories, research, and methods in behavioral and cognitive studies of marine mammals, with an emphasis on bottle-nosed dolphins. Because animal behavioral research and conservation are intimately linked, the course also considers conservation issues relevant to marine organisms and their environment. The course includes hands-on and interactive experiences with the resident pod of dolphins at the Dolphin Research Center, as well as classroom seminars and workshops, live marine malla demonstrations and observations, and discussions with expert trainers, researchers, and educators. Prerequisites: co-registration in BIOL 341/341L or permission of instructor. 350 Biophysics This course is crosslisted as PHYS 350. For course description, see "Physics: Course Offerings." 351 Topics in Advanced Cell Physiology Staff Cellular function is examined at the molecular and biochemical level. This seminar/discussion course addresses features of the intracellular milieu and the mechanisms by which cells regulate and maintain that milieu in a changing environment. The course addresses the important historical experiments leading to current understanding, as well as the techniques used in the study of cell physiology. Readings are taken from the primary scientific literature but may include advanced textbooks as well. Students are required to write an extensive review of the current literature on one of the topics pertinent to the course. Prerequisite: Completion of any one BIOL 201–206 course or permission of instructor. 352 Animal Evolution D. McHugh This seminar involves critical discussions of recent advances in developmental biology, paleontology, molecular systematics, and comparative morphology that are challenging traditional views of animal evolution. Topics include the genetic basis for changes in animal body plans, the phylogeny of invertebrate groups based on analyses of molecular and morphological data, the evolution of social behavior, and the possibility that the Cambrian explosion was one of fossils, not taxa. In addition to reading and discussing primary literature, students are required to provide written critiques of the papers they read and to give oral presentations. Prerequisite: Completion of any one BIOL 201–206 course, GEOL 315, or permission of instructor. 354 Evolutionary Biology F. Frey, K. Ingram, D. McHugh Evolutionary biology is a dynamic, interdisciplinary field that influences the way we think about topics as diverse as conservation biology, epidemiology, paleontology, population genetics, adaptive radiations, the evolution of developmental mechanisms, inter-specific competition, and human behavior. The material covered in this course is motivated by the types of questions evolutionary biologists ask about these and other subjects. Emphasis is on the formulation of these questions, the generation of hypotheses, and the testing of predictions. Using primary literature, students critique experiments designed to test competing hypotheses; they also provide informed suggestions for future directions of research through a peer-reviewed research proposal. Prerequisite: Completion of any one BIOL 201–206 course or permission of instructor. 355 Advanced Topics in Organismal Biology Staff Over the past few decades there has been increasing focus on multicellular organisms at the level of expression of genomes and interactions within and among cells. Recent advances in integration of scientific perspectives from across disciplines are leading to a renewed holistic approach to the study of organismal biology. In this course, the roles of organisms in environments, their functional and behavioral diversity, their evolutionary history, and their representation of physical and living systems are explored through historical and recent literature, case studies, and consideration of how the current growth in integrative science influences our understanding of organismal ecology and evolution. Different groups of organisms are used to illustrate the history, current state of understanding, and emerging principles in the study of whole organisms. Prerequisite: Completion of any one BIOL 201–206 course or permission of instructor. 356/356L Developmental Biology K. Belanger, E. Hagos, J. Meyers This course examines fundamental processes in animal and plant development, including fertilization, the establishment of embryonic polarity, the determination of cell fate in the early embryo, and the mechanisms by which cells generate the specific organizational pattern of a developing embryo. Additionally, potential medical applications resulting from the study of developmental biology are considered. Emphasis is on understanding experimental systems (including sea urchins, fruit flies, frogs, and mice) and approaches (molecular genetics, biochemistry, and classical embryonic manipulations). The credit-bearing laboratory BIOL 356L must be taken concurrently with BIOL 356. Independently designed laboratory projects and oral presentations of current literature are required. Prerequisite: Completion of any one BIOL 201–206 course or permission of instructor. (Formerly BIOL 324/324L.) 357/357L Plant Evolution F. Frey This course provides an understanding of the diverse groups of vascular plants, which are commonly known as the "higher plants" and are the dominant plants in the world today. Course topics focus on the major groups of extant vascular plants and investigate, from an evolutionary perspective, the morphologies, life cycles, reproductive structures and strategies, identification, classification, and economic importance of these groups. Laboratory sessions provide hands-on experience in analyzing plant structures, using identification keys, and working with herbarium specimens. Students lead class critiques of the literature and perform an independent research project as part of the course. The credit-bearing laboratory component BIOL 357L must be taken concurrently with BIOL 357. Prerequisite: Completion of any one BIOL 201–206 course or permission of instructor. (Formerly BIOL 325/325L.) 359/359L Ecosystem Ecology C. Cardelús Ecosystem ecology is the study of both the organisms (biotic) and the environment (abiotic) as an integrated system and the processes that link them: energy transformations and biogeochemical cycling. Emphasizing plant systems, the course introduces students to fundamental ecosystem processes such as primary productivity, decomposition, nutrient cycling, plant-soil interactions, and energy balance. Students also study the major element cycles (carbon, nitrogen, phosphorus) and how these vary among ecosystems as different as the arctic tundra and tropical rainforest. An important theme of the course is the relationship between ecosystem processes and pressing global environmental issues such as global warming, biodiversity loss, and rising carbon dioxide levels. The credit-bearing laboratory, BIOL 359L, must be taken concurrently with BIOL 359. This course is not recommended for first-year students, except by permission of instructor. Prerequisite: Completion of any one BIOL 201–206 course or permission of instructor. (Formerly BIOL 329/329L.) 361/361L Advanced Molecular Biology B. Hoopes, P. Van Wynsberghe This course provides students an in-depth study of biological processes at the molecular level, focusing on topics such as the regulation of transcription, RNA processing, translation, DNA replication and recombination. Emphasis is on critical reading of the scientific literature and examining current experiments that lead us to our understanding of molecular processes. The credit-bearing laboratory BIOL 361L must be taken concurrently with BIOL 361. The laboratory is a semester-long investigative project in which students have some responsibility for experimental design. Prerequisite: Completion of any one BIOL 201–206 course or permission of instructor. (Formerly BIOL 321/321L, BIOL 322.) 364/364L Population Biology F. Frey This course covers current issues in population biology, and draws from the fields of population genetics, evolutionary ecology, community ecology, and biogeography. Students learn the tools of evolutionary genetics, and read original literature for class discussion. Specific course topics include an in-depth study of population and quantitative genetics as well as special investigations of the evolution of parasite virulence, the maintenance of sexual reproduction, the evolution of cooperative behavior, and the evolution of senescence. Students are required to lead class critiques of the literature, and perform an independent research project as an integral part of the course. The credit-bearing laboratory component BIOL 364L must be taken concurrently with BIOL 364. Prerequisite: Completion of any one BIOL 201–206 course or permission of instructor. 371/371L Molecular Ecology K. Ingram This course explores the fundamentals of population biology, the molecular methods used to measure critical parameters, and the application of these concepts and techniques to current problems in ecology and evolution. Using detailed case studies from organisms as diverse as dolphins, birds, ants, and humans, students discuss the mechanisms driving ecological and evolutionary patterns. The case studies have been selected to demonstrate the variety of techniques involved in current molecular ecology research from observational studies to gene expression studies. The course is divided into nearly equal parts lecture and discussion, with the case study discussions led by students. The credit-bearing laboratory BIOL 371L must be taken concurrently with BIOL 371. The laboratory introduces students to the basic methodology involved with molecular ecology research, from field collection to experimental hypothesis testing in the laboratory. Prerequisite: Completion of any one BIOL 201–206 course or permission of instructor. 373/373L Virology G. Holm This course is an in-depth examination of the biology of viruses. Discussions of replication strategies used by specific viruses serve as the basis for understanding virus-host interactions and pathogenicity by particular viruses. Other topics include virus particle structure, vector relations, and viral genetics. Critical reading of the primary virological literature is an important element of the course. The credit-bearing laboratory BIOL 373L must be taken concurrently with BIOL 373. This laboratory introduces students to basic methodology involved in virology research while conducting novel experiments to investigate virus-cell interactions. Prerequisite: Completion of any one BIOL 201–206 course. 374 Immunology G. Holm This course provides an investigation of the molecular and cellular components of the vertebrate immune system, emphasizing human immunology. It investigates the general principles that govern different components of the immune system and integrates those principles to develop a broad understanding of immune function. Topics include the generation of immunologic memory, consequences of immune system malfunction, manipulation of the immune system to positively impact human health, and methods that facilitate investigation of new questions about immune system function. Prerequisite: Completion of any one BIOL 201–206 course. 375/375L Advanced Genetics B. Hoopes, P. Van Wynsberghe This course provides students an in-depth study of modern genetics, focusing on topics that may include quantitative genetics, molecular genetics, medical genetics, conservation genetics or the applications of technology in genetics. Emphasis is on critical reading of the scientific literature and examining current experiments that lead us to our understanding of these topics. The credit-bearing laboratory component BIOL 375L must be taken concurrently with BIOL 375. The laboratory is a semester-long investigative project in which students have some responsibility for experimental design. Prerequisite: Completion of any one BIOL 201–206 course or permission of instructor. 384 Fundamentals of Neurophysiology This course is crosslisted as NEUR 384 and PSYC 384. For course description, see "Neuroscience Program" under "Psychology: Course Offerings." 385/385L Neuroethology This course is crosslisted as NEUR 385/385L and PSYC 385/385L. For course description, please see "Neuroscience Program" under "Psychology: Course Offerings." 389 Molecular Neurobiology J. Meyers This course examines the cell biology behind the functioning of the nervous system. Students explore how cells make fate decisions during neural development, how neurons elaborate the complex structures they take on, how they form and refine specific connections, and how these together allow the precise transmissions of complex signals. The course also examines the molecular pathways by which sensory systems transduce physical stimuli into electrochemical signals and integrate that information into the nervous system. Prerequisite: BIOL 182 (formerly BIOL 212) or permission of instructor. This course is crosslisted as NEUR 389 and PSYC 389. BIOL 401–419 Seminar courses provide for an integrative examination of specific topics in biology, using the primary literature as the major source of reading material. Students will read both recent and classical papers in the field, lead discussions and make presentations to the class, and synthesize the literature in writing assignments. These courses may or may not have a lab component and are intended for students who have completed at least one upper-level elective in biology or a related subject. 403/403L Field Ecology J. Watkins This course examines the role of plants in the ecological world by studying the biological and historical factors affecting the structure of plant communities, with an emphasis on field and lab work. The topic is approached by viewing plants as individuals, members of populations, communities, and as key integrators of ecosystems. The course examines individual plants from a functional perspective by relating morphological and physiological traits with biological and biochemical processes, to understand spatiotemporal patterns of plant distribution in their natural environments. Beyond the individual, the course explores population and community dynamics and combines this knowledge to understand better the organization of plant communities and the roles they play in ecosystems. The course includes reading from the primary literature and requires oral and written critical analysis of the literature. The credit-bearing laboratory BIOL 403L must be taken concurrently with BIOL 403. Prerequisite: Completion of any one BIOL 201–206 course or permission of instructor. (Formerly BIOL 328/328L.) 405 Advanced Cell Biology E. Hagos Every living organism is comprised of one or more cells. This course examines how cells grow, reproduce, and maintain themselves, and how cellular activities contribute to the organization and maintenance of multicellular organisms. Course topics include investigating the function of specific organelles and the cytoskeleton, intracellular protein transport, mechanisms of cell cycle regulation and programmed cell death, and cell-cell interactions. The course requires students to critically examine primary journal articles and complete writing assignments that utilize recent primary literature to explore cell structure and function. Prerequisite: Completion of any one BIOL 201–206 course or permission of instructor. (Formerly BIOL 326/326L.) 407/407L Biology of Stem Cells J. Meyers Multi-cellular plants and animals develop from totipotent stem cells that are capable of making both every cell type within the organism and also preserving the information needed to make additional generations. In addition, stem cells within the body contribute cells to organs throughout life and can in many cases regenerate large amounts of tissue following damage. This course examines the biology behind stem cells, both embryonic and adult cells in plants and animals, focusing on the genes and pathways that make stem cells unique in their proliferative and differentiating capacity. Additionally, this course explores the basis for regeneration, including both stem cells and cellular dedifferentiation, and examines what may limit regeneration in certain systems where it does not occur. It also explores what happens when tight control over cell proliferation and differentiation is disrupted, leading to cancer. The course includes reading from the primary literature, and requires oral and written critical analysis of the literature. The credit-bearing laboratory component BIOL 407L must be taken concurrently with BIOL 407. Prerequisite: Completion of any one BIOL 201–206 course or permission of instructor. (Formerly BIOL 327/327L.) BIOL 470–491 These research-oriented courses provide a capstone experience for students in the biology department. Students are expected to apply what they have learned throughout the curriculum, both in terms of content and the process of designing, executing, and analyzing a research project. These courses have 6–8 students and require participants to not only undertake their own research projects, but also to invest themselves in their project through independent thinking, reading and understanding primary literature related to their project, and integrating and communicating information from reading, discussion, and experimental outcomes. Completion of a BIOL 470–491 research tutorial is a graduation requirement in Biology. 475 Molecular Analysis of Development P. Van Wynsberghe This research tutorial investigates the molecular mechanisms that regulate development in the nematode C. elegans. With the help of the instructor, students design and implement experiments that utilize genetic, molecular, and microscopic techniques to understand how small RNAs, called microRNAs, and the proteins that control their expression regulate development. At weekly meetings, students discuss the primary literature and their research projects. In addition, each student completes a grant proposal based on their research topic, writes a paper summarizing their research, and presents the results of their research to the department. Prerequisite: permission of instructor. 476 Investigations in Biodiversity, Community, and Ecosystem Ecology C. Cardelús This research course offers students the opportunity to design their own studies. Research in the lab centers on the causes of species richness patterns and how perturbations (climate change) affect those patterns. Research projects often apply the lens of climate change (e.g., biodiversity loss, global warming, increased carbon dioxide, pollution) and test explicit hypotheses on plant, community, and ecosystem responses (i.e., N deposition, fire frequency) to perturbations. Students have the opportunity to use cutting-edge laboratory, computer, and field-based methods (e.g., mass spectrometry, ecophylogenetics, carbon dioxide flux) to address these questions. Students are expected to develop their own projects, write a grant proposal, execute the lab and field work associated with the projects, write a final paper, and present their work to the department. Prerequisite: permission of instructor. 477 Molecular Control of Neural Development J. Meyers This research tutorial explores the molecular and cellular basis of the development and growth of the nervous system. With the guidance of the instructor, students design and carry out an experimental plan that applies techniques from molecular biology and cell biology to open questions in developmental neurobiology. Potential topics include signaling pathways that control neural stem cells, neural plasticity, and control of regeneration following damage. Weekly meetings provide a forum for discussion and research projects and papers from the primary literature. Each student is required to write a peer-reviewed grant proposal, a paper summarizing their results in scientific journal format, and make a formal presentation of their research to the department. Prerequisite: permission of instructor. 478 Animal Systematics, Phylogeny, and Development D. McHugh This research tutorial exposes students to the theory and practice of systematics and their application to the study of animal ecology and evolution; it also provides experience in developmental genetics. Topics include life history evolution of marine invertebrates, biogeography of deep-sea hot vent animals, and the developmental evolution of animal body plans. In the laboratory, students pursue independent research projects using molecular techniques, and phylogenetic analytical methods. In addition to reading and discussing primary literature, students are required to give oral presentations on their work, write a peer-reviewed grant proposal, and prepare a final research paper reporting their results. Prerequisite: permission of instructor. 479 Investigations in Evolutionary Ecology F. Frey Evolutionary ecology is the study of how ecological interactions among organisms (e.g., pollination, predation, competition, etc.) influence evolutionary change. With the guidance of the instructor, individual students or small teams test novel hypotheses in evolutionary ecology using field and/or laboratory research methods. Projects usually fall under the umbrella of plant-animal interactions, evolutionary genetics, the maintenance of variation in natural populations, or disease ecology. Weekly meetings provide a forum for project and paper discussions. Students are expected to keep a detailed research notebook, submit a peer-reviewed grant proposal, and present their results in the form of a research paper and a formal presentation to the department. Prerequisite: permission of instructor. 480 Cell Cycle Regulation E. Hagos In a normal eukaryotic cell cycle, the chromosomal DNA and the centrosome of a cell are replicated once, and only once, during S phase to ensure that each daughter cell receives exactly one complement of genomic material and centrosomes. In this research tutorial, students use cellular and molecular techniques to understand the mechanisms underlying this complex phenomenon. Specifically, they investigate mechanisms through which transcription factors regulate genomic stability, normal centrosome duplication, cellular senescence, autophagy, and DNA repair. Students read and discuss primary journal articles relevant to their research projects. They are also required to write a peer-reviewed grant proposal, write a paper in the format of scientific journal article, and present the results of their research to the department at the end of the semester. Prerequisite: permission of instructor. 481 Modeling of Biological Systems A. Ay Quantitative techniques have become a crucial tool in recent years for analyzing biological systems, a field which has been flooded with highly detailed experimental data due to new advanced data acquisition techniques in the biological sciences. This interdisciplinary research tutorial explores the analysis of biological systems using quantitative approaches such as mathematical modeling, statistical learning, and computer programming. With the guidance of the instructor, students choose a biological problem of their interest and analyze it using quantitative techniques. The research topics include (but are not limited to) gene regulation, disease networks, and cell cycle regulation. Students are expected to read the primary literature related to their research project, write a paper describing their research in the format of a scientific journal article, present the results of their research, and write a peer-reviewed grant proposal. Prerequisite: permission of instructor. This course is crosslisted as MATH 481. 482 Adaptation to Environment A. Jimenez This laboratory-based, research-oriented course examines the molecular and cellular mechanisms that enable animals to withstand a variety of environmental conditions. Students design, implement, and report on their own original research using various approaches, from classical physiology and biochemistry to modern molecular biology. Students lead weekly discussions of relevant journal articles and submit final papers written in the format of published articles. Students also present the results of their research at a departmental poster session. Prerequisite: permission of instructor. 483 Intracellular Transport K. Belanger Most macromolecules expressed in cells must be targeted to specific intracellular locations where they can perform their intended functions. This research tutorial examines the mechanism by which specific proteins undergo regulated transport into and out of the nucleus of eukaryotic cells. Students use classical and molecular genetics to identify genes encoding proteins involved in nuclear transport, and utilize recombinant DNA techniques, biochemistry, and microscopy to characterize the newly identified proteins and their interactions with other nuclear transport factors. Students read and discuss primary literature examining intracellular transport, write a grant proposal and primary journal article based on their research project, and describe the results of their laboratory research in oral and poster presentations at the end of the semester. Prerequisite: permission of instructor. 484 Cellular Responses to Viral Infection G. Holm This research tutorial examines the mechanism and regulation of cellular gene expression in response to infection by mammalian reovirus. Students address these questions by conducting independent laboratory research projects using biochemical, molecular biological, and cell biological approaches. In addition, weekly meetings explore the current scientific literature as it pertains to students' research questions. Students write a grant proposal and scientific journal-style paper based on their research, and formally describe their research to the department in oral or poster presentations at the end of the semester. Prerequisite: permission of instructor. 485 Experimental Animal Behavior K. Ingram This research tutorial explores issues, methodology, and experimental designs in fields associated with animal behavior including molecular ecology, behavioral ecology, conservation biology, and behavioral genetics of social insects. Research can involve both field and laboratory work. Students read and discuss relevant primary literature in preparation for a research project that results in a formal presentation. Students write a research proposal and participate in a peer-reviewed research panel. Prerequisite: permission of instructor. 486 Eukaryotic Molecular Genetics B. Hoopes This research tutorial allows students to learn a variety of molecular genetic and bioinformatic techniques to address questions of how genetic variation affects function in eukaryotic organisms. With the guidance of the instructor, students design projects to address questions on genetic effects on behavior and body form in dogs or on gene expression. Weekly seminar meetings require students to examine papers from the current scientific literature and to talk about their projects. Each student is required to perform a literature search and write a grant proposal based on the topic of the research. Each student is also required to write a paper describing the research, and make a formal presentation to the department. Prerequisite: permission of instructor. 487 Advanced Aquatic Ecology R. Fuller This course provides students with an opportunity to do research in freshwater ecology. Projects are field- or laboratory-oriented investigations of either stream or lake ecology and often require a group effort. In conversation with the instructor, the student designs a study that is of mutual interest to the student and faculty member. Past projects have involved predator-prey relations or competition among stream insects, role of bank-side vegetation in influencing stream macroinvertebrate communities, bacterial/algal interactions in streams, nutrient limitation of algae, effects of insect grazers on stream algae, or the impact of acid deposition on both the structure and function of streams. Weekly meetings discuss papers in the scientific literature, and there are student-directed discussions of individual projects. Each student writes a grant proposal based on the topic of their research. At the end of the semester each student writes a paper in scientific journal format on his or her project and makes a formal presentation to the department (either orally or as part of a poster session). Prerequisite: permission of instructor. 488 Investigations in Terrestrial Ecology T. McCay This research tutorial provides students the opportunity to plan, conduct, and present original research in terrestrial ecology. Projects involve investigations in the field, laboratory, or both. Students focus on a particular species or group of species according to interest and feasibility. Potential topics for projects include invasive species, acid deposition, and competition among similar species. Emphasis is placed on the application of ecological, behavioral, and physiological principles to understanding the abundance and distribution of species in real landscapes. Weekly meetings allow students to discuss their projects and relevant papers from the primary literature. Students are expected to keep a research notebook and formally present research findings to the department. Students also complete a report of research activities in scientific format, with the goal of publication in a scientific journal, and a proposal in the format required by the National Science Foundation. Prerequisite: permission of instructor. 489 Research in Plant Physiological Ecology J. Watkins This research tutorial uses plants to investigate the relationships between internal events (physiology) and external events (ecology) by combining current readings from the primary scientific literature with laboratory and field experiments. Topics include energetics, reproductive strategies, and seed dormancy and germination. The goal is completion of a project suitable for publication in a scientific journal. Students learn how to search literature, critique articles, design experiments, collect and analyze data, and present information in manuscript form to submit for publication. In addition to weekly meetings, all students complete a National Science Foundation style grant proposal, a significant end of semester term paper, and present a poster at the annual student research forum. Prerequisite: permission of instructor. 291, 391, 491 Independent Study Staff Students majoring in biology may, with approval of the department, pursue special problems involving independent, advanced training in areas not adequately covered by formal course work. 393, 493 NIH Study Group Research 295, 395, 495 Transfer Credits and Courses Taken Abroad These BIOL course numbers are used only for courses taken abroad with a Colgate study group or approved program, or approved by the registrar and the biology department for transfer from another institution of higher learning. Academics Majors and Minors Departments and Programs Africana and Latin American Studies Art and Art History Asian Studies Biology Academic Program Course Offerings Faculty and Staff Facilities and Resources Off-Campus Study Research Opportunities Chemistry The Classics Computer Science East Asian Languages and Literatures Economics Educational Studies English Environmental Studies Film and Media Studies Geography Geology German History International Relations Jewish Studies LGBTQ Studies Linguistics Mathematics Medieval & Renaissance Studies Middle Eastern and Islamic Studies Music Native American Studies Neuroscience Peace and Conflict Studies Philosophy Physics & Astronomy Political Science Psychology Religion Romance Languages and Literatures Russian and Eurasian Studies Sociology and Anthropology Theater Women's Studies Writing and Rhetoric Off-Campus Study Core Curriculum Student Research Fellowships & Scholarships Scholars Programs Pre-Professional Planning Academic Calendar University Catalogue Course Offerings Libraries RELATED LINKS


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19 Books You Won't Put Down
Who do you think you are? Who do you wish you were—or thank your stars you're not? Some of these books will give you a deeper understanding of your own humanity. Some will let you experience the lives of others, showing you what it's like to rewrite the rules, have oodles of cash, aim to transform the world, be a legend in your own time. To help you experience your life more fully or envision other lives you might someday lead, we invite you to sample these possibilities

subset: commoncrawl


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Price: $24.95
Explore some of the most remote, fascinating, and unspoiled environments on Earth in two episodes from this collection of critically acclaimed National Geographic Specials. Our compelling filmmaking allows viewers to experience the world's last great places. Be captivated by exotic wildlife and see magnificent vistas few humans have ever witnessed.
Not available for shipment outside of the U.S. and Canada.
Two episodes:
Panama Wild: Rainforest of Life - An up-close view of the struggle and rebirth in a tropical paradise:
Amazon: Land of the Flooded Forest - Explore an extraordinary region where water and land life intermingle six months out of the year.


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Monday, September 06, 2010
Roster cuts and the draft
Right now, let's take a look back at the drafts dating back to 2005, to see how those players have fared to today:
We start with Saban's 1st draft, where 67% of the players are no longer on the roster:
Ronnie Brown - the incumbent
Matt Roth DE - cut
Channing Crowder OLB - solid contributor
Travis Daniels CB - long gone
Anthony Alabi T - longer gone
Kevin Vickerson DT - longest gone
Saban's second draft: (85% gone)
Jason Allen DB - special teams contributor, may start
Derek Hagan WR - gone
Joseph Toledo T - gone
Fred Evans DT -gone
Rodrique Wright DT - gone
Devin Aromashodu WR - gone
Overall, that means that 75% of Saban's draft picks are no longer with team
Of course, Cam only had one draft, and 80% of his players are gone
Ted Ginn Jr. WR -gone
John Beck QB - gone
Samson Satele C - gone
Lorenzo Booker RB - gone
Paul Soliai DT - solid contributor
Reagan Mauia FB - gone
Drew Mormino C - gone
Kelvin Smith LB - gone
Brandon Fields P - solid punter
Abraham Wright LB - gone
And now for the Triumverate:
Ireland's first: ([edit: 55%] gone or on IR)
Jake Long T - probably the team MVP
Phillip Merling DE - on IR
Chad Henne QB - the starter
Kendall Langford DE - solid contributor
Shawn Murphy G - gone
Jalen Parmele RB - gone
Donald Thomas G - gone
Lex Hilliard RB - decent reserve
Lionel Dotson DE - gone
Ireland's second: (44% gone)
Vontae Davis DB - solid starter
Pat White QB - gone
Sean Smith DB - decent player, may start
Patrick Turner WR - gone
Brian Hartline WR - starter
John Nalbone TE - made team
Chris Clemons DB - starter
Andrew Gardner T - gone
J.D. Folsom LB - gone
This year's draft: (38% did not make team, or are on IR)
Jared Odrick DT - likely starter
Koa Misi DE - made team
John Jerry OT - likely starter
A.J. Edds LB - on IR
Nolan Carroll CB - made team
Reshad Jones SS - made team
Chris McCoy DL - gone
Austin Spitler LB - gone
And that means that Ireland overall has 46% of his draftees who are no longer on the team. That's not spectacular, either, but is fairly consistent with the NFL (okay, its on the lower end, but its typical)
6 comments
i love the direction their going and the drafts, but this is kind of unfair to the older picks. There's a much greater chance the guys from 4 years ago are no longer with the team compared to the guys from this years draft. For example, Roth and Ginn were both on the team for a few years. It's impossible to compare them to a guy like Reshad Jones. Who knows if he'll be on the team as long as those guys were. They're not going to give up on early picks from this years draft that quickly. Factoring the last couple drafts into the calculation and comparing that to past regimes is just not fair.
You're generally right that comparing players from previous coaches isn't entirely fair. But, these are all NFL-caliber players who (by all rights) should still be with their (or maybe any?) team 5 years out.
Most of them are not anywhere to be found (save a few guys from this and last year).
From a team perspective, that's not so good...
This years draft was one of the best quality drafts I have ever seen by any team. I think you have to balance it out over the years. If you selected 2 pro bowlers and the follow up with quality it will add to success, but you have to be consistent. Last year was NOT a good one. With Ray Mauluga (spell) sitting there I was already looking for his jersey, but we selected Vonte. So this year we pay ILB 59 million. Don't forget the financial factor!


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Kayla Bonstrom provides an update on the team
Schreyer, Sorenson fuel 2-1 win at Saint Mary's
Cardinal travels to Saint Mary's and No. 2/2 UCLA
Meet Kaitlin Schaberg and Cassandra Roulund
Stanford drops finale to No. 1/1 Oregon, 7-2
Cardinal defeated by Ducks, 7-1
The Cardinal drops 7-0 decision to No. 1/1 Oregon
Stanford plays host to No. 1/1 Oregon
Cardinal defeats Santa Clara 8-0 in five innings
Cardinal won both meetings in 2013
Stanford erases seven-run deficit, wins 12-11
Stanford falls 8-3 in Salt Lake City


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Lorraine Tufted Armchair
- Overview
Perfect for small spaces, this chair offers superlative style and comfort with its compact frame and natural linen upholstery. Deep button tufting accents the cushioned back, and the set-back arms are detailed with nailheads.
- 25" wide x 25" deep x 39" high
- Your choice of tufted upholstery.
- Tight button-tufted back with thick padding and set-back arms.
- Seat cushion is a lofty blend of foam and fiber fill.
- Seat cushion is flame-retardant free.
- Outer arms are detailed with nailheads.
- Tall legs are made of kiln-dried hardwood and have a multistep Heritage Oak finish.
- For all fabric choices (including Performance Fabrics), information and care, see: Fabric Guide.
- View our Furniture Brochure.
- For successful delivery: Furniture Delivery Video.
- Dimensions & Care
- Frame is constructed using kiln-dried hardwood with double-dowel joinery, and is reinforced with corner blocking for structural integrity.
- Generously padded with a thick layer of cushioning on the arms and tufted back for extra comfort.
- T-shaped seat and set-back arms provide expansive seating space and additional leg room.
- Industrial-strength webbing provides exceptional seat cushion support.
- Overall: 25" wide x 25" deep x 39" high
- Frame Back: 37" high
- Seat: 18.5" high
- Seat Cushion: 24" wide at front x 18" deep
- Diagonal Depth: 26"
- Arms: 3" wide, 24" high
- Front Legs (removable): 2" square, 15.5" high
- Back Legs (removable): 2" square, 15" high
- Weight: 29 pounds
- Shipping & Return Info
This is an upholstered furniture item.
View our Shipping Information
Return Policy
At Pottery Barn, we take great pride in the quality and craftsmanship of our products. Attention to design, materials, safety and construction is our priority. We carefully inspect your order prior to shipment. Upon receipt, please inspect your purchase and notify us of any damage; we will arrange for a prompt replacement. If, within 7 days for Quick Ship upholstery and 30 days for all other products, you are dissatisfied for any reason, you may return your purchase for a refund of the merchandise value.
We cannot accept returns on monogrammed, personalized, made to order items, or on items damaged through normal wear and tear. We also cannot accept returns of final-sale items which are identified by a price which ends in .99.
For returns of items purchased from your Pottery Barn registry, we will gladly provide a refund or exchange for the merchandise within 90 days of your event or within 90 days of purchase, whichever date is later.
You may return merchandise through the mail for a refund or replacement. For detailed procedures for returning items through the mail, please contact Customer Service at 1.888.779.5176, 7 days a week, 5:00am - 9:00pm (PT).


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Times are tough and Mars wants to help. They've started the "Real Chocolate Relief Act" in hopes of making Americans smile more with gifts of free chocolate. Every Friday Mars will be giving away 500,000 pieces of chocolate at 9am at the website for the act, realchocolate.com, from now until September. Be sure to visit and enter your email to get some freebies!
I find this campaign very compelling since it's a known fact that candy sales increase during a recession. I also like how it also is informing the public on how Mars isn't making it's chocolate into mockolate, like many companies are doing to cut manufacturing costs.
They also have this sweet video of Neil Patrick Harris supporting the Chocolate Relief Act:
He's right, chocolate freebies are pretty awesome.
Links: Mars Real Chocolate Relief Website


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This recipe was very good and very easy. Ours turned out really good and was NOT mushy at all. I used Fire Roasted tomatoes and it gave a nice flavor as well. We look forward to making this again and leftovers were just as good if not better!
Debbie, Ft. Collins, CO


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Latest Downloads
Product Info
Screen Size
The diagonal measurement of a TV screen or monitor, from corner to corner.
1280 x 1024
Fixed number of horizontal scan lines on a monitor. P (Progressive) means scan lines are drawn in sequence.
Product Dimensions Without Stand
14.5" x 12.1" x 2.6"
Width, height and depth of the monitor, without stand, as measured in inches (in.).
Cabinet Style
Color of the stand and casing that frames a monitor's screen.
Full Specifications
Screen Size ?17"
The diagonal measurement of a TV screen or monitor, from corner to corner.Resolution ?1280 x 1024
Fixed number of horizontal scan lines on a monitor. P (Progressive) means scan lines are drawn in sequence.Brightness 250 cd/m²Static Contrast Ratio ?1,000:1 (Typical) / 50,000 (Dynamic)
Difference in light intensity between brightest color (white) & darkest (black). Higher ratio means more contrast.Viewing Angle (Horizontal/Vertical) ?170˚/160˚ (CR>10)
Degrees from side to side (and above to below) from which a screen can be viewed without loss of quality.Response Time ?5ms
Typical speed at which pixels can change color. Lower response times mean better motion image reproduction.Color Support ?16.7M
Number of colors that an LCD monitor is capable of displaying.Power
Type Built-inMax Stand By Power (DPMS) ?<1W
Energy consumed by a monitor while off or in sleep mode, as per Display Power Management Signaling.Features
Wall-Mount (Size mm) ?VESA 75mm
Attachment for bracket that enables a monitor to hang on the wall and pivot or tilt for optimal positioning.Mac Compatible YesDimensions (W x H x D)
Product Dimensions With Stand ?14.5" x 14.5" x 7.5"
Width, height and depth of the monitor, including stand, as measured in inches (in.).Product Dimensions Without Stand ?14.5" x 12.1" x 2.6"
Width, height and depth of the monitor, without stand, as measured in inches (in.).Shipping Dimensions ?17.6" x 15.9" x 7.8"
Width, height and depth of the monitor, including shipping container, as measured in inches (in.).Weight (lb.)
Product Weight With Stand ?10.5 lbs.
Weight of the monitor, as measured in pounds (lb.).Shipping Weight ?13.7 lbs.
Weight of the monitor, including shipping container, as measured in pounds (lb.).Design
Cabinet Style ?Black
Color of the stand and casing that frames a monitor's screen.
This SAMSUNG brand product, as supplied and distributed by SAMSUNG and delivered new, in the original carton to the original consumer purchaser, is warranted by SAMSUNG against manufacturing defects in materials and workmanship for a limited warranty period of:
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Manuals & Downloads
User Manual ver.1.0 (KOREAN, 2.65 MB)Jun 23, 2009
User Manual ver.1.0 (ENGLISH, 4.2 MB)May 29, 2009
User Manual ver.1.0 (SPANISH, 4.53 MB)May 29, 2009
VGA(Graphics) (Driver) ver.1.0 - Win 98/ME/2K/XP/X64/Vista (MULTI LANGUAGE, 0.06 MB) ?Oct 6, 2008If you have trouble for setting up the Monitor under Windows 98/Me/2000/XP/X64/Vista/Vista64, this program will help you to install Windows Monitor Driver. You can install the most suitable Windows driver for your monitor.System Requirements : Windows 98/Me/2000/XP/X64/Vista/Vista64
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text:
Maintain your building's interior temperature without limiting accessibility
Use Aleco® Scratch-Guard® Clear-Flex II® vinyl strip doors to keep out dirt, maintain desired room temperature, and save energy by limiting air transfer. Strips are prepunched and cut to size. All kits include MaxBullet® poly bracket and hardware which reduces installation time by up to 75%. Heavy-duty bracket is pre-drilled and mounts directly on side-wall or within framing. Strips simply snap on and off, yet stay firmly locked onto patented, bullet-shaped studs. Scratch-Guard® doors are protected by ribs which stay clearer longer to increase long-term visibility. Strips withstand temperatures from -10°F to 150°F and will not discolor in the sun. USA made. Choose door-opening size and strip width from selection box above.
NOTE: It is possible to alternate Scratch-Guard® strips with smooth strips and Air-flex® mesh strips (sold seperately).NOTE: The outer two strips come in orange color to easily detect the perimeter.
NOTE: To avoid gaps greater than 3/4" at the bottom, order one size longer than your door opening.


text:
Learning to let go and laugh with a difficult mother.
I took my 80-year-old mother grocery shopping in my Jetta this morning, picking up milk and cat food and the extra-light Merits she still smokes, and, as usual, she gripped the handle on the ceiling with both large freckled hands as if she were in a helicopter with an open door. "Watch out for that car!" she said of a distant red truck idling at a stop sign. It was as though I were a teenager with a new permit instead of someone who is, underneath the expensively maintained red dye, as gray as she is.
There was a time when this irritated me so much, I actually confirmed my mother's alarm by driving her into four lanes of oncoming traffic, swerving onto the shoulder just in time. Today it was only a trifle distracting. "I see him," I said and glanced out the window at the bleached Marin hills. Behind them was the narrow San Geronimo Valley, about 20 miles north of San Francisco, where I grew up.
When I was a child, my mother was tall and perennially amused and smelled of suntan lotion. In summer she always wore a bathing suit under her clothes, as if expecting to go swimming at any moment. My love for her was almost unbearable. She called me Dare-Dare, and I'd give her blackberries with the prickly stems still attached where I'd torn them from the bush in my haste. I'd lie on the couch pretending to be asleep, hoping she would come by and stroke my shock of dark hair and the bangs she'd cut to my hairline in an attempt to get them even. I couldn't figure out why a friend sleeping over would cry for her mother when mine was right there. I hated it when one of the other six kids in my family, my four sisters and two brothers, referred to our mother, distantly, as her instead of Mom.
It startled me to learn that we were expected to leave our mother when we grew up; I tried not to think about it.
I was shocked and hurt when my adolescence abruptly revealed my mother as an ordinary flawed person who, in her hurry to get to work, got her containers mixed up, using Pledge to iron her blouse and putting Nair on her legs, thinking it was lotion. "Good thing you weren't washing your hair, Mom," I said acidly. And she was busy: My father's pickup roared out of the driveway for the last time when I was 11. She was raising seven kids as a waitress, then manager, at the local Elks Club; somehow her zeal to make me feel I was the sun and moon of her existence became less keen. As fond, motherly gazes gave way to silence and distraction, I was no longer convinced that I was her favorite, or even that she loved me. Bitter at her transformation, I'd say, "Is she home yet?" She, she, she.
I left my mother's house and eloped with my boyfriend halfway through my senior year of high school, carrying out boxes of clothes and my Beatles albums while she was at work; I was probably acting more from a desire to punish her than a desire to be with him.
I soon returned, as a college student armed with new opinions. I was impatient with her increasingly needy victim stance. For example, her weeds. "Nobody helps me," she always said, and went on about why none of us pulled her dandelions. I'd say wearily, "Mom, just hire somebody to do it." When I was 24, I wanted to ask the father no one had seen in years to give me away at my wedding (number two). My mother said, "Over my dead body." It takes two to wreck a marriage, I thought, and invited him anyway.
Much later I recognized myself in something Natalie Angier wrote in her book Woman: An Intimate Geography: "Women will romanticize their fathers and forgive them many sins and failings, but toward their mothers they show no mercy. Whatever the mother did, she could do no right. The mother was cold and negligent, the mother was overbearing and smothering, the mother was timid, the mother was a shrew."
My mother had enough daughters to be all of those things. My oldest sister's mother was cold and negligent: Connie, feeling rebuffed from childhood, announced that she now regarded her as just a friend and went off to Salt Lake City to live. When I went to see Connie there years ago, her friends, well-meaning blondes clinking the ice in their white wine, said to me in awed tones, "We've heard about your terrible mother. Can you talk about it at all?"
The mother of my twin sister, Adrian, never thought to send her to college, so it took her years to figure out for herself that she was smart.
The next oldest, sweet-natured Mickey, with her big brown eyes, had the opposite: a smothering mom. At one point Mom sent a friend to tell Mickey that she—Mom— would commit suicide (not meaning it) if my sister moved out of state, as planned. Mickey did move but phones Mom every morning still.
Robin is the youngest. Her mother was the shrew, critical and disapproving—and jealous of any attempt of this youngest child to succeed and fly away too. When she heard that Robin was writing a paper on Sofonisba Anguissola, an Italian woman who painted with Michelangelo, Mom got agitated. "Who is that?" she demanded of Robin. "I've never heard of her! Why should you write about her?"
By the time I was in my thirties, my mother did not fight with me openly, as she did with my sisters, but there were small rebuffs, cancellations, the sharpness in her tone, the way she put a stiff Adair in the middle of her sentences.
She made me feel guilty for not giving her a bigger role in the life I made just across the Golden Gate Bridge in San Francisco. She expected to be invited to everything, so that dinner parties and other events at which moms were not usually featured had to be hidden from her. For years she complained that my husband, Bill, and I didn't take her with us when we went to Italy. "I didn't not take you," I said, exasperated. "I just went." Adrian had gone with us, which had persuaded Mom that Bill and I loved to take family members with us on vacation but for some reason had excluded her, a person widely known to be interested in Italy.
At times my sisters and I felt shortchanged by this angry, needy woman wearing our mother's hot-pink T-shirts. Where was the perfect mother of our childhood (or at least of mine)? Where was the sweet, supportive, nonjudgmental and independent mother we deserved? We took turns not speaking to her, talked endlessly about her with one another and cataloged her moods, our disappointments.
Yet none of us could leave her alone.
We called, we visited, and we made present-laden pilgrimages to her door. Her power was still enormous. She burned bright as a fire in our lives: To draw too near was to get singed, and to draw too far back was to feel a chill. We were there not only because she demanded it but because we needed to be. We hadn't gotten what we wanted yet—the approval, the recognition, whatever—and were going to wring it out of her.
Something shifted as I moved into my forties. I acquired a different pair of glasses. I could see her now, the way I could still read a book if I held it at arm's length. The distance helped. It might have been that I finally grew up and found in myself the recognition and approval I had looked for in my mother. And by then I had endured the stormy adolescence of my own daughter, Morgan, now 28, and had only to look in the mirror to find a mother who made mistakes every step of the way.
In fact, I have never met any other kind.
It's not just me. I've noticed this change in my friends and my sisters. Connie, the one who decided to regard Mom as just a friend, now says, "She did her best."
My friends, too, say that once they hit this age, they begin remembering the good things about their mothers—and with that, often feel, finally, empathy for them and regret for pain they'd caused them. We begin to understand our mothers' lives—and accept what is and isn't in their nature to give us. My friend Nicole says, "She saw me at my worst and still loved me. She was often the target for my self-hatred: How can I respect someone who would put up with this crap from me? And then how I hated myself for being so horrible to her. This woman standing in her bathrobe, with no sleep and all worry. How I love her for not giving up on me . . . when even I had."
As anger goes, other feelings come in. Shame, for example. Not long ago I played a home movie of my mother and my dad at some bar during the 1960s. He wore his leather jacket and embraced my mother with one arm, the other hand dangling at his side, holding a cigarette. I watched in outrage. Why couldn't he put both his arms around her? I am so ashamed I invited him to my wedding when my mother asked me not to. I find I am struck by a thought: During all her thousands of comments about weeds, not once did it occur to me to just go out and pull them
for her.
The other feeling is love. Not the fierce child love I felt at six, but love that still makes my chest clench when I remember she is not well and that someday, maybe soon, she will be gone.
My twin sister remarked the other day that all the novels I passed on to her are about mothers and daughters. I had no idea. But I know what the message of every one of those books is—that this relationship is so close that only disappointment is possible.
Today, after grocery shopping, I drive her back to a mobile-home park just beyond San Rafael. She is fragile from congestive heart failure, her tall figure slightly stooped, her eyes luminous. She's not allowed to drive (except from the passenger seat). She goes to sleep every night with an audiobook murmuring in her headphones; male English voices are her favorite. "I'd listen to Jeremy Irons reading the phone book," she tells me.
I remember that another reason my sisters and I always clustered around was that we liked her, although hardly anybody talked about that. I notice her humor. Her phone message for a time had a professional recording of a Beethoven sonata, which she interrupts to say, "Oh, I was just practicing the piano. Please call back."
I now see her shelves of literary biographies and plays (before I noticed only the film biographies), the piano, the surprisingly good landscapes she's painted over the years. I ask questions about her childhood. Somewhere along the way, it occurred to me that my mother, once a big mom-blur wearing some sort of turquoise or pink, a snappish mom or friendly mom or whatever other mom I projected onto her on any particular day, might even be an actual ordinary person. (My adult daughter, Morgan, still believes that I am a figure in mom-shaped clothes that deflates when she leaves the room. As connected as we are, she glazes over when I prattle on about a problem at work or some such. I can imagine the day when she cocks her own graying head at me and says something like, "Tell me something I don't know about you.")
My mother has been receiving care from a home hospice organization for a year and 10 months, to those fine folks' consternation (the average is 10 days). We play Scrabble so much, I can't read the paper without thinking, Crux—I should make that word next time I get an X and a C. I can buy clothes for her now. It's as if I couldn't before because I never noticed what she wore. I ignore her lifelong aversion to being touched—the woman has never had a manicure!—and muss her hair playfully, getting a big surprised smile. I even tease her about backseat driving. (She says, "What are you waiting for?" I say, "For there to be no other cars on the road at all. Safer that way.") I got her a toy wheel for her side of the car. Last week she said, "You never called up and asked me for cooking advice." When I stopped laughing, I said, "Mom, why would I do that? You cook badly, and I don't cook at all." I reminded her that we used to say, "This is good. Just like Mom used to try to make."
Her friends envy her—so many daughters! I think this time in hospice has been among my mother's happiest, because we are no longer judging her needs or feeling bullied by them, but simply doing our best to do what she wants. "Everybody's being so nice to me," she says. "Somebody must have raised us well," I answer.
Yesterday, for the first time ever, I said, "I love you, Mom," as if I'd been saying it to her all her life. And she said back, "I love you too, even though you let the cat out."
The author's mother passed away as this article went to press.
Adair Lara is the author of Hold Me Close, Let Me Go: A Mother, a Daughter and an Adolescence Survived, The Granny Diaries: An Insider's Guide for New Grandmothers and Naked, Drunk and Writing. She also teaches writing classes and does manuscript consultations.
Originally published in the December 2007/January 2008 edition of MORE.


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