http:\/\/www.dickinson.edu\/news-and-events\/publications\/dickinson-magazine\/online-features\/2012-13\/Mosaic-Afield\/<\/a><\/p>\n Crabs and Ooker on the Bay:<\/strong><\/p>\n http:\/\/www.dickinson.edu\/news-and-events\/publications\/dickinson-magazine\/online-features\/2012-13\/Crabbing-with-Ooker\/<\/a><\/p>\n Fossils in the Quarry:<\/strong><\/p>\n http:\/\/www.dickinson.edu\/news-and-events\/publications\/dickinson-magazine\/online-features\/2012-13\/King-Phillip-Came-Over-for-Good-Soup\/<\/a><\/p>\n Hawks and Eagles on the Ridge:<\/strong><\/p>\n http:\/\/www.dickinson.edu\/news-and-events\/publications\/dickinson-magazine\/online-features\/2012-13\/Raptor-Shadows-on-the-Sleeping-Blue-Lady\/<\/a><\/p>\n and here is how it all started:<\/strong><\/p>\n http:\/\/www.dickinson.edu\/uploadedFiles\/centers\/community_studies\/content\/Natural<\/a><\/p>\n 20History2<\/a>0Sustainability20Mosaic[1].pdf<\/a><\/p>\n Students collect butterflies and other insects outside of the new CSE (Center for Sustainability Education) offices at Dickinson College, under the guidance of Prof. Gene Wingert<\/p><\/div>\n <\/p>\n The group gathers beneath Tyrannosaurus rex<\/em>, one of the largest terrestrial predators in the history of life on earth. He seems to have been able to eat up to 500 pounds of food in a single bite.<\/p><\/div>\n Required Texts:<\/strong><\/p>\n Hacker, Diana. A Pocket Style Manual<\/em> 5e.<\/p>\n Harrison, Ralph. The Elk of Pennsylvania<\/em>.<\/p>\n Leopold, Also. A Sand County Almanac.<\/em><\/p>\n Warner, William. Beautiful Swimmers.<\/em><\/p>\n Welch, Craig. Shell Games.<\/em><\/p>\n Fergus,Charles. Wildlife of Pennsylvania.<\/em><\/p>\n Your last name, first name<\/span>. Natural History Field Notebook<\/em>.<\/p>\n Online dictionaries: Oxford English<\/em> for advanced definitions: http:\/\/www.oed.com<\/a><\/p>\n Merriam-Webster for regular use: http:\/\/www.britannica.com\/<\/a>\u00a0 Dickinson website.<\/p>\n Handouts and required written classroom exercises<\/p>\n Are “wild” animals different when seen in sight of human habitation?<\/p><\/div>\n \u00a0Course Aims and Expectations:<\/strong><\/p>\n This course is designed to improve your skills as a writer of expository prose by emphasizing the genre of natural history writing. We will concentrate on a variety of writing problems and techniques, emphasizing specific skills necessary to a wide range of writing tasks: description, summary, narration, argumentation, analysis, and interpretation. In all cases, our focus will be on the natural world, natural history, and human connections to that world. Our numerous field trips to museums and field experiences in the wilds of Pennsylvania will form the basis of much of our writing. You will keep your own natural history journal that begins today and ends on the final day of classes, when it will be handed in; this journal will record, analyze, and otherwise create an experiential and intellectual document of your experiences with the nonhuman world during our entire semester. So, some of your writing will take place in the field or near the field, some more of it in the library or at your desk. Discussions of essay reading assignments will be supplemented by group workshop sessions and individual tutorials. Students will have the opportunity to critique one another’s work and to compare their essays to works by natural history writers of the past and present. The course aims to concentrate your attention on the precise stylistic details that lead to effective writing.<\/p>\n Why is it that human beings like to preserve and present dead animal bodies “as if” they were alive?<\/p><\/div>\n \u00a0Essay Requirements:<\/strong><\/p>\n –All essays must be typed: one-inch margins & double-spaced<\/p>\n –Assignments will specify a precise length for each essay<\/p>\n –Essays must be stapled or paper-clipped together<\/p>\n –Title page must include title, the author\u2019s name, and the due date<\/p>\n –Essays due in class at 2:00 p.m. on the syllabus indicated date<\/p>\n –NO LATE PAPERS (or drafts) WILL BE ACCEPTED<\/p>\n Certain wild creatures, like the iconic snowy owl from Harry Potter, become powerful cultural symbols for entire generations. Professor Nichols saw seven (7!) of these remarkable birds in a rare “eruption” near the Flathead Indian reservation in Western Montana, far from their usual range nearer the Arctic.<\/p><\/div>\n Web Sites for Nature Writers<\/strong><\/p>\n Dickinson Writing Center<\/strong><\/a><\/p>\n English Department Writing Guidelines<\/strong><\/a><\/p>\n Online Resources for Writers<\/strong><\/a><\/p>\n Virginia Commonwealth University Nature Writing Web Links<\/strong><\/a><\/p>\n \u00a0Grading:<\/strong><\/p>\n Grades will be based on the following distribution:<\/p>\n Essay\u00a0\u00a0 1\u00a0\u00a0 \u00a02\u00a0\u00a0 \u00a03\u00a0\u00a0 \u00a04 \u00a0\u00a0 \u00a0\u00a0\u00a0Revision \u00a0 In-Class \u00a0\u00a0Journal \u00a0\u00a0Exam-revision\u00a0\u00a0\u00a0 Writing \u2028\u00a0\u00a0\u00a0 : \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0.\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a010\u00a0 10\u00a0 10 \u00a010\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a020\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a010\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a010\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a020 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0= 100%<\/p>\n Students must complete all of these requirements in order to receive credit for the course.<\/p>\n \u00a0Class Meetings, Readings, & Essay Due dates: \u2028(T Th 2:00 p.m., K 152)<\/strong><\/p>\n _____________________<\/strong><\/p>\n August 27: <\/strong>First class meeting of full Mosaic 10 a.m.-12 noon. Kaufman 152<\/p>\n 28 Tu Syllabus and in-class writing exercise: what is \u201cnature\u201d? what is \u201cnatural history\u201d?<\/p>\n Students measure forearms and heights in order to compare Homo sapiens with other creatures to whom we are related: those with a spine and with a radius and an ulna (or comparable bones).<\/p><\/div>\n 30 Th \u00a0\u00a0Essay #1 due (a natural object: assignment sheet attached). Provisional grade is dropped if it goes up on September 14 version (see below).<\/p>\n _____________________<\/p>\n September<\/strong> \u2028\u00a0 4 Tu\u00a0\u00a0 Aldo Leopold, Sand County Almanac<\/em>. xiii-xix, pp. 3-137. What is good nature writing?<\/p>\n 6 Th \u00a0\u00a0\u00a0In-class exercise (sentences from student essays). Hacker & Sommers, \u201cClarity,\u201d pp. 1-18<\/p>\n Recently hatched stinkpot turtles (coincidentally, one for each student) will soon be released back into a pond in the “wilds” of Wildwood in Central Pennsylvania.<\/p><\/div>\n ______________________<\/p>\n 11 Tu\u00a0 Hacker & Sommers, \u201cGrammar,\u201d pp. 19-53, Aldo Leopold, pp. 138 to end<\/p>\n 14 Th\u00a0 <\/em>Essay #1 revised (a natural object). Hand in for a final grade. Workshop.<\/p>\n 15 \u00a0Saturday SUSQUEHANNA RIVER TRIP<\/span><\/p>\n Mosaic students on the Susquehanna clean-up with the local chapter of the Sierra Club.<\/p><\/div>\n ____________________________<\/p>\n 18 Tu CHESAPEAKE BAY TRIP<\/span> (be reading and finish Beautiful Swimmers<\/em>)<\/p>\n Captain Wes, after decades as a waterman on the Bay (out of Smith Island), shows the students the intricacies of the crab-pot, before baiting and setting.<\/p><\/div>\n 20 Th\u00a0 CHESAPEAKE BAY TRIP<\/span> (discuss Beautiful Swimmers<\/em>)<\/p>\n Paige Sanford of the Chesapeake Bay Foundation (CBF) discusses the fish menhaden’s remarkable adaptations: mouth size, eye-spot, v-tail, and more.<\/p><\/div>\n ____________________________<\/p>\n 25 T\u00a0\u00a0 \u00a0\u00a0Vocabulary. Bring natural history journal to class with Bay writing. Hacker & Sommers, \u201cPunctuation,\u201d pp. 55-74<\/p>\n A dubious student receives a “crab-hat,” thanks to vigorous grabbing by the Chesapeake Bay blue crab; Professor Wingert looks on with concern.<\/p><\/div>\n 27 Th\u00a0\u00a0\u00a0 Read and bring The Elk of Pennsylvania<\/em> booklet to class for discussion \u00a0* * * \u00a0Whistlestop Bookshop Reading, Prof. Nichols 4:30 p.m.<\/span><\/a>\u00a0* * *<\/strong><\/span><\/p>\n 28 Fr\u00a0\u00a0 ELK COUNTY TRIP<\/span><\/p>\n A remarkable photo, in which a bull elk mistakes a bronze statue for a rival and attacks. Nature and culture, together again. (PA-DCNR)<\/p><\/div>\n _____________________________<\/p>\n October<\/strong> \u20282\u00a0 Tu SMITHSONIAN, D.C., Trip<\/span>. Pick a single exhibit space (write a two-page journal description of why the display is effective for the viewer)<\/p>\n Students have the rare experience of a behind-the-scenes tour with David Bohaska in the Vertebrate Paleontology department at the Smithsonian; they were treated to an up-close-and-personal tour of T. rex<\/em>, Triceratops<\/em>, Apatosaurus<\/em> fossils, and many others in the deep basement of the museum.<\/p><\/div>\n How does it feel to lean against a shelf in the Smithsonian basement and suddenly notice what it contains: (Montana, Tyrannosaurus rex<\/em> toe bones, United States National Museum). Very cool!<\/p><\/div>\n 4 Th\u00a0 NO CLASS\u00a0 Essay # 2 due (narration) (submit electronically to me by 3:15 p.m.)<\/p>\n One drawer behind the Smithsonian scenes contains this remarkable piece of mammoth skin and fur. Thawed out from a glacier that held it for many millennia, this specimen allowed Dickinson students and professors to touch an organic piece of evolutionary history.<\/p><\/div>\n ______________________________<\/p>\n 9 Tu\u00a0\u00a0\u00a0 In-class exercise: “To see the wind with a man his eyes.” Hacker & Sommers, \u201cMechanics,\u201d pp. 76-87<\/p>\n Titanoboa, the largest (prehistoric) snake ever discovered, was 50 feet long and weighed more than a ton when he roamed the jungles of South America more than 50 million years ago. His vertebrae dwarf those of any living snake, and he could gobble up full-sized crocodilians without ill effects. He was discovered in a fantastic fossil-site full of turtles–as big as a living-room rug–and post-dinosaur lizards much larger than any alive today.<\/p><\/div>\n 11 Th\u00a0 Charles Fergus, Wildlife of Pennsylvania<\/em>. Pick a single CAPITALIZED SECTION from this book [ex. COYOTE, ELK, PUDDLE DUCKS, WILD TURKEY, LAND SALAMANDERS, POND AND MARSH TURTLES, WATER SNAKE]). At the start of class hand in a single double-spaced page about why this entry in Fergus\u2019s book is well-written, using examples of language as details; then be prepared with notes to tell the class why your entry is well-written.<\/p>\n A Triceratops<\/em> skull towers in the unbelievable basement of the Smithsonian.<\/p><\/div>\n ________________________________<\/p>\n 16 T\u00a0\u00a0\u00a0 FALL PAUSE (No Class)<\/p>\n 18 Th\u00a0 Craig Welch, Shell Games<\/em>. 1-115 Discuss<\/p>\n Trilobites were one of the most widespread and successful creatures ever to live on earth. They roamed the seas for over two hundred million years, finally disappearing as part of a mass extinction as the Permian era ended. Today, they remain only as fossil specimens in museums, private collections, and numerous geological sites around the world.<\/p><\/div>\n 19 F \u00a0 STATE MUSEUM IN HARRISBURG<\/span><\/p>\n _________________________________<\/p>\n 23 T\u00a0\u00a0 Craig Welch, Shell Games<\/em> 116-240. Hacker & Sommers,\u00a0 \u201cResearch,\u201d pp. 88-103<\/p>\n The Mosaic class caught three large snapping turtles during its project to protect the painted turtle from the slider. As a recent paper notes: “Sliders [have been] released from captivity, mainly as a result of the pet trade. Sliders are aggressive omnivores and are likely to compete for food, nest sites and basking sites with many species of native aquatic and terrestrial turtles.”*<\/p><\/div>\n 25 Th \u00a0Your field journal as a text. Bring you best paragraph, typed with copies for 12.<\/p>\n 26 F \u00a0 HAWK-WATCH AT WAGGONER’S GAP<\/span><\/p>\n The Waggoner’s Gap rock-pile, one of the premier hawk watching sites on Pennsylvania’s spine of the Appalachian Mountains. No experience equals the sight of a peregrine falcon or a golden eagle coming in low along the ridge, racing south on the winds of autumn.<\/p><\/div>\n __________________________________<\/p>\n 28 S \u00a0 \u00a0JOSEPH PRIESTLEY’S HOUSE IN NORTHUMBERLAND, PA<\/span><\/p>\n The Joseph Priestley House in Northumberland, PA, just up the Susquehanna River from Dickinson College. This drawing–the Lambourne Plan (1800)–was only rediscovered in 1983 in the Royal Society Archives in London; the house remains substantially the same today. It contains the laboratory in which Priestley identified carbon monoxide and the room that once housed his library of over 1,500 volumes, one of the largest in America at the time.<\/p><\/div>\n Priestley’s apparatus, some of which is now on display in the Archives of Dickinson College.<\/p><\/div>\n 29 M \u00a0 PITTSBURGH: PHIPP’S CONSERVATORY (ARBORETUM)<\/span><\/p>\n The Carnegie Museum not only has T. rex<\/em> skeletons; it has THE T. rex<\/em> skeleton: the holotype, the skeleton example from which Tyrannosaurus rex<\/em> (“tyrant lizard king”) was named back in 1905. We were lucky enough to be able to touch the serrated teeth and jaw of that remarkable fossil.<\/p><\/div>\n 30 T \u00a0 \u00a0PITTSBURGH: CARNEGIE MUSEUM OF NATURAL HISTORY<\/span><\/p>\n Living birds are not related to dinosaurs; they ARE dinosaurs. The DNA record and other morphological evidence about the origin of feathers, warm-bloodedness, and other characteristics (look at any bird’s claws, its skin, and its skeleton) prove this beyond debate.<\/p><\/div>\n Dr. Dave Berman, the Carnegie Museum’s Permian tetrapod expert, shows us the oldest bipedal creature on earth, a specimen (white box) he and his colleagues discovered at a quarry in Germany.<\/p><\/div>\n 31 W \u00a0 PITTSBURGH: NATIONAL AVIARY<\/span><\/p>\n Steller’s sea-eagle, the largest eagle in the world, as close up as the class was able to see him at the National Aviary in Pittsburgh.<\/p><\/div>\n November 1 Th\u00a0 Essay #3 due: analyze Warner’s\u00a0or\u00a0<\/strong>Welch\u2019s style.\u00a0Animal rights: class positions, debate and discuss<\/p>\n Feeding time in the rain forest at the aviary; a little worm on the extended palm is all it takes.<\/p><\/div>\n __________________________________<\/p>\n 6 T\u00a0\u00a0\u00a0 Essay (bring draft notes for Essay #4) Hacker & Sommers, Glossaries, pp. 259-278<\/p>\n 8 Th\u00a0 NO CLASS \u00a0Critique with a classmate or visit the Writing Center.<\/p>\n ___________________________________<\/p>\n 13 T\u00a0\u00a0\u00a0 Aldo Leopold,\u00a0Sand County Almanac<\/em>. xiii-xix, pp. 3-137.\u00a0Link to your own experiences this term. In-class writing.<\/p>\n The ur-text, the foundational document, of all modern American nature writing.<\/p><\/div>\n 15 Th\u00a0 Aldo Leopold, pp. 138 to end. Link to what you have learned this term. Discuss.<\/p>\n ___________________________________<\/p>\n 20 T\u00a0\u00a0\u00a0 FINAL CLASS Essay #4 due (animal rights: interpretation)<\/p>\n * \u00a0 * \u00a0 * \u00a0 * \u00a0 * \u00a0 *<\/span><\/p>\n Jeremy Bentham, founder of utilitarian philosophy and an early animal rights advocate. Here is Bentham’s “auto-icon” (his “skeletonized” remains plus a wax head, preserved forever in the lobby of University College London). Bentham suggested that such a utilitarian use of his dead body would be helpful to future college decision makers; they could look at this suit of clothes–inhabited by the remains of the great man–and think, “What would Jeremy do?” Surely one of the strangest natural history specimens in the world. \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 (Photo credit: Michael Reeve)<\/p><\/div>\n * \u00a0 * \u00a0 * \u00a0 * \u00a0 * \u00a0 * \u00a0\u00a0<\/span><\/p>\n 22 Th\u00a0 Thanksgiving (No Class)<\/p>\n ___________________________________<\/p>\n 29 Th\u00a0\u00a01st Revision Due in Kaufman 192 2:00 P.M. (Essays 2-4)<\/p>\n 30 Fr\u00a0 Draft of IR\/IS projects due<\/p>\n ___________________________________<\/p>\n December<\/strong> 13 Th\u00a0\u00a0FINAL EXAM<\/strong> (2nd Revision) Kaufman 192 by 5:00 p.m.<\/p>\n 14 Friday Final IR\/IS due FINAL MOSAIC DINNER<\/p>\n ___________________________________<\/p>\n Professor Ashton Nichols<\/strong> Kaufman 192, East College 305.<\/p>\n What about “animals” that are tens of millions–or hundreds of millions–of years old?<\/p><\/div>\n ********************************************<\/p>\n \u00a0Essay #1<\/p>\n \u00a0A Natural Object<\/strong>\u00a0<\/strong><\/p>\n Spend at least one uninterrupted hour observing a natural object. The object can be large (star, sun, cloud, mountain), small (grain of sand, flower, ant, leaf) or in between (stream, tree, turkey vulture, rock). Your object should be one that had not been shaped or visibly affected by humans. You should observe it as carefully as possible. Do not engage in any other activity (conversation, writing, reading, etc.) during your observation. No Walkmans allowed!<\/p>\n What did you learn as a result of this experience? Write a 750-1,000 word (three to four typed pages) essay that explains to the members of our class what you knew at the end of this hour that you did not know before your observation began. Write with care and attention to the precise details of your experience. Your essay should have a thesis (a central controlling idea) and a clear organizational principle (chronological, psychological association, logical progression). Avoid errors of grammar, syntax, and spelling. Proofread you work carefully.<\/p>\n This essay is due at the start of class<\/strong> on Thursday, August 30, at 2:00 p.m. It should be typed, double-spaced, and should have a title page that includes a title that you have composed, your name, and the date<\/p>\n NO LATE PAPERS WILL BE ACCEPTED<\/p>\n Sometimes creatures–like this eye-spotted luna moth–are appreciated by humans primarily aesthetically: for their physical beauty, their incredible colors, or shapes, or sizes. Notice the ragged tears on the wing-edges, signs of the wear-and-tear of normal life in the field.*\u00a0(*selected photos thanks to Emily Stanley)<\/p><\/div>\n \u00a0\u00a0**************************<\/p>\n Sometimes it is hard to believe that the colors of living things are all “natural.”*<\/p><\/div>\n NATURAL HISTORY FIELD JOURNAL<\/strong><\/p>\n For our \u201cWriting About Natural History\u201d class, you will keep your own natural history journal. It begins today and ends on the final day of classes, when it will be handed in to me. This journal will describe, narrate, analyze, interpret and otherwise create an experiential and intellectual record of your experiences with the nonhuman world during our entire semester. This field journal will have no length requirement; it must, however, be complete. Do not let us find that you have no entry about our trip to the Chesapeake Bay. Do not give your readers half-a-page about the largest herd of elk east of the Mississippi. This journal should accompany you on all of our trips away from Dickinson and Carlisle.<\/p>\n You are encouraged to share your journal with your classmates, with other students, with professors, or with your family. You should feel free to ask me for advice or suggestions during the term, and you should feel free to copy \u201ccommonplace\u201d selections into your your own journal (from Thoreau or Annie Dillard Emerson, from Wordsworth or William Warner); just make sure that you always indicate when the words you write are not your own. Consider all of our texts, classes, and discussions as source material for your own journal writing. Writing is a social and cultural practice. Your own writing always benefits when you see yourself as part of a reading and writing group of interested literate individuals.<\/p>\n I may collect these journals at any time during the semester. I may ask to see the journal\u2014individually or collectively\u2014at any time. I may ask you to read aloud from your journal on any day our class meets. I may ask you to make use of your journal for additional formal or informal writing exercises. In short, this writing will be a key component of your work for this class. In addition to your five formal (graded) essays and two formal revisions, this journal will form the basis for the bulk of your writing during the term. Let your journal be influenced by the other writing we do in and for class. Let your style be influenced by the readings we are doing and reading that you are doing for your other Mosaic classes. Take advice from your classmates, or ignore it; take advice from me and your other professors.<\/p>\n Keep your journal in a separate notebook that can be handed in to me or can be shared among your classmates at any time. It must be written in ink (longhand or printed), or printed out on computer sheets that can be included in a journal format. You can keep your rough notes or drafts elsewhere. Your journal should be work that you would want to read aloud to the class or that someone else could read aloud. I will collect these on November 20 for the last time and will hand them back to you by the end of term.<\/p>\n Let me know if you have questions.<\/p>\n The predator-prey relationship is almost as old as the animal kingdom; it must have been a very early evolutionary adaptation, designed to insure another source of nutrition: feeding on one’s own kind–animals–as opposed to plants (leaves) or minerals (salt).*<\/p><\/div>\n \u00a0* * * * * * * * * * * * * * * * * * * *<\/p>\n Visible evolution: a Smithsonian display presents the remarkable alteration of a toothed-whale’s teeth into baleen, the filter feeding devices now used by today’s baleen whales.<\/p><\/div>\n A giant ground sloth, of the kind that roamed North and South America during the Pleistocene, over 10,000 years ago, still standing his ground in a display at the Smithsonian.<\/p><\/div>\n Fall 2012<\/p>\n (A course credit in the Natural History Mosaic Program)<\/p>\n The class gathers around the Smithsonian’s iconic bull elephant; at 8 tons and 14 feet tall, it is an astonishingly large example of an African elephant. He has stood in this lobby since 1959.<\/p><\/div>\n Course Aims and Expectations:<\/strong><\/p>\n This credit\u2014the 4th<\/sup> of your credits for the Natural History mosaic\u2014will allow you to deepen you knowledge of one of our topics under the guidance of one or two professors. You will pick a topic during the first week of the semester, refine that topic during the early weeks of the semester, and then spend the remainder of the fall term preparing your final research or study project. The course will also provide an opportunity for peer editing and comment as well as regular interactions with your supervising professor\/s.<\/p>\n Requirements:<\/strong><\/p>\n Because of the faculty teaching assignments for the semester, seven of you will work primarily with Professor Nichols, two each primarily with Professors Key and Wingert. Those of you who know that your topics are primarily scientific (lab based, primary research, specimens, data collection and analysis) will need to decide whether your focus leans toward paleontology and marine biology (Professor Key or terrestrial biology and environmental science (Professor Wingert). Those of you whose work will fall in the disciplines of history, literature, cultural studies\u2014and the like\u2014will automatically work with Professor Nichols. A number of you may by assigned to Prof. Nichols but consult regularly with Prof. Key or Wingert.<\/p>\n![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/ButterflyNetting.jpg\" "\\"GE")
<\/a>\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0Writing About Natural History<\/span><\/h1>\n
\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0(Part of the Natural History Mosaic Program)<\/strong><\/span><\/h3>\n
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<\/a>![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/Tricer.jpg\" "\\"GE")
<\/a>![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/trilobites.gif\" "\\"trilobites\\"")
<\/a>![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/Snapper.jpg\" "\\"Snapper\\"")
<\/a>![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/Perry.jpg\" "\\"Camera\\"")
<\/a>![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/PriestleyHouse.jpg\" "\\"PriestleyHouse\\"")
<\/a>![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/Jopriest-275x3001.jpg\" "\\"Jopriest-275x300\\"")
<\/a>![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/TyranRex.jpg\" "\\"GE")
<\/a>![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/BirdsDinos.jpg\" "\\"GE")
<\/a>![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/BermanGroup.jpg\" "\\"GE")
<\/a>![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/Stellars.jpg\" "\\"GE")
<\/a>![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/Feeding-time.jpg\" "\\"GE")
<\/a>![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/AldoL.jpg\" "\\"AldoL\\"")
<\/a>The day\u00a0may<\/em>\u00a0come when the rest of the animal creation may acquire those rights which never could have been witholden from them but by the hand of tyranny. \u00a0. \u00a0. \u00a0.\u00a0<\/span>“The question is not “Can they reason?” nor, “Can they talk?”\u00a0<\/strong><\/span>but, “Can they suffer?” \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0\u00a0<\/strong><\/span>–Jeremy Bentham (1789)<\/strong><\/span><\/em><\/h3>\n
![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/BenthamMReeve.jpg\" "\\"BenthamMReeve\\"")
<\/a>![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/AmmoniteScan-1123000001.jpg\" "\\"AmmoniteScan")
<\/a>![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/LunaMoth1.jpg\" "\\"LunaMoth\\"")
<\/a>![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/Colors.jpg\" "\\"Colors\\"")
<\/a>![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/SpiderStink.jpg\" "\\"SpiderStink\\"")
<\/a>![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/TeethtoBaleen.jpg\" "\\"GE")
<\/a>![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/Sloth.jpg\" "\\"GE")
<\/a>Natural History Mosaic<\/span><\/h3>\n
Independent Research\/Independent Study<\/span><\/h3>\n
![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/ElephantGroup.jpg\" "\\"ElephantGroup\\"")
<\/a>
![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/Trees.jpg\" "\\"Camera\\"")
<\/a>![\"\"](\"http:\/\/blogs.dickinson.edu\/syllabus\/files\/2012\/08\/RNHCover.png\" "\\"RNHCover\\"")
<\/a>