This course is designed to provide an understanding of how the human brain works in health and disease, and is intended for both the Brain and Cognitive Science major and the non-Brain and Cognitive Science major. Knowledge of how the human brain works is important for all citizens, and the lessons to be learned have enormous implications for public policy makers and educators. The course will cover the regional anatomy of the brain and provide an introduction to the cellular function of neurons, synapses and neurotransmitters. Commonly used drugs that alter brain function can be understood through a knowledge of neurotransmitters. Along similar lines, common diseases that illustrate normal brain function will be discussed. Experimental animal studies that reveal how the brain works will be reviewed. Throughout the seminar we will discuss clinical cases from Dr. Byrne's experience that illustrate brain function; in addition, articles from the scientific literature will be discussed at each class.

At the end of this unit: You can plan a trip tour of a city. When performing this task: you have to look for specific information. you have to use supporting visual material.

This course examines problems in the philosophy of film as well as literature studied in relation to their making of myths. The readings and films that are discussed in this course draw upon classic myths of the western world. Emphasis is placed on meaning and technique as the basis of creative value in both media.

The students will get hands-on practice working with patterns and translating them to numerical sequences. This lesson reaches visual, auditory, and kinesthetic learners all at the same time.

This activity provides access to using visual and hands-on practice in solving problems with fractions. By using cereal, each individual student will be able to work individually and as a group in using different methods of working with fractions, and practice their skills in addition, multiplication, division and subtraction. A prior knowledge of the basic multiplication tables and common multiples will be very advantageous in working through this activity.

The course will start with an overview of the central and peripheral nervous systems (CNS and PNS), the development of their structure and major divisions. The major functional components of the CNS will then be reviewed individually. Topography, functional distribution of nerve cell bodies, ascending and descending tracts in the spinal cord. Brainstem organization and functional components, including cranial nerve nuclei, ascending/descending pathways, amine-containing cells, structure and information flow in the cerebellar and vestibular systems. Distribution of the cranial nerves, resolution of their skeletal and branchial arch components. Functional divisions of the Diencephalon and Telencephalon. The course will then continue with how these various CNS pieces and parts work together. Motor systems, motor neurons and motor units, medial and lateral pathways, cortical versus cerebellar systems and their functional integration. The sensory systems, visual, auditory and somatosensory. Olfaction will be covered in the context of the limbic system, which will also include autonomic control and the Papez circuit. To conclude, functional organization and information flow in the neocortex will be discussed.

Students will read diaries of individuals who lived in the American South from 1865-1917. After reading these diaries the students will use a visual means of displaying their interpretation. Visual presentations will be one of the following: shadow box, poster, PowerPoint using drawings done by the student, brochure, or presenting an item that would have been used during the time that their diary was written.

At the end of this unit: You can phrase an opinion or point of view about a movie to a colleague. When performing this task: you have to make use of supporting visual material. you have to synthesize the information. you have to formulate comparison

Identifying patterns is an important skill in understanding math and science. Patterns can be seen all around us. They are sometimes seen as repeating visual images or may be found as special arrangements of numbers in a list.

This lesson will assist students to see angle relationships and the relationship of parallel lines and transversals. This exercise is good for visual and tactile learners since it is of a concrete nature. Students of all academic levels can enjoy this.

Combines practical instruction, readings, lectures, and group discussions intended to foster an aesthetic appreciation of photography and digital imaging, and a critical awareness of how images in our culture are produced and constructed. Practical instruction in basic black and white techniques, digital imaging, fundamentals of 35mm camera operation, studio lighting, film exposure and development, and darkroom printing. A student-initiated term project provides opportunity to develop technical and perception skills. Work is presented in a critical form throughout term. students. Subject combines practical instruction, readings, lectures, field trips, visiting artists, group discussions, and individual reviews. Fosters a critical awareness of how images in our culture are produced and constructed. Student-initiated term project at the core of exploration. Special consideration given to the relationship of space and the photographic image. Practical instruction in basic black and white techniques, digital imaging, fundamentals of camera operation, lighting, film exposure, development, and printing.

The following lesson requires the students to spell words containing learned phonemes using a visual and kinesthetic learning approach.

What does a picture or image tell you? This unit is an introduction to analysing and interpreting photographs as social data. Who controls what the image is saying? You will look at how photographs provide visual evidence and how they can illustrate and support our ideas about society.

" This class teaches the fundamentals of signals and information theory with emphasis on modeling audio/visual messages and physiologically derived signals, and the human source or recipient. Topics include linear systems, difference equations, Z-transforms, sampling and sampling rate conversion, convolution, filtering, modulation, Fourier analysis, entropy, noise, and Shannon's fundamental theorems. Additional topics may include data compression, filter design, and feature detection. The undergraduate subject MAS.160 meets with the two half-semester graduate subjects MAS.510 and MAS.511, but Assignments and Labs differ."

Students will learn the importance of selecting relevant details by picking the right toppings for an ice cream sundae. This activity gives the students a concrete visual memory of what good details are.

Overview: Youth literacy can be promoted by leveraging youth culture, such as rap/music videos. By merging sound and visual imagery with text, a poetry writing task can be transformed into a multi-media video assignment. English teachers with access to a computer lab equipped with video editing software (e.g. i-Movie) can carry this out with their classes. Alternatively, English and computer lab teachers can collaborate to have their students produce thematic poetry videos as the culminating activity of an English poetry unit. It assumes that students have been taught the basic forms of poetry. Furthermore, by having students discuss the process of producing their poetry videos with peers in face-to-face or on-line workgroups, they develop the literate and social skills necessary for functioning effectively in the project-based team culture of today's workplace. Students will use the resources of takingitglobal.org to become informed about a theme of their choice. They will then compose a poem that expresses their thoughts and feelings about that topic. This poem will then form the basis for a video.

uses essays and photos provided by Peace Corps Volunteers to help students create a photomontage that focuses attention on environmental issues in the United States and Africa. Students challenge themselves to ask the question, What is the photograph communicating?

At the end of this unit: You can write a text about the climate of a country. When performing this task: you have to use supporting visual material. you have to familiarize yourself with specific vocabulary.