Afroamerican and African Studies
103. First Year Social Science Seminar. (3). (SS).
Section 001 – Barrel of a Pen: African Politics in Literature. Africans have lived in an intensely political era since the end of World War II. They have struggled for independence, charted plans for decolonization, promoted and suffered the rise of authoritarian regimes, and debated and experimented with a wide variety of political frameworks for economic and social development. This course looks at the central role played by African writers in shaping the politics of this era. Readings will be selected from the works of writers, men and women, from throughout the continent, including Chinua Achebe, Ama Ata Aidoo, Ayi Kwei Armah, Mariama Ba, Camara Laye, Ngugi wa Thiongo, and others. (Twumasi)
458. Issues in Black World Studies. (3). (Excl). May be elected for a total of 6 credits.
Section 001 – Empowering African American Families and Communities. For Fall Term, 1996, this section is offered jointly with Psychology 470.002. (Barbarin)
170/Hist. 170/UC 170/WS 210. New Worlds: Colonialism and Cultural Encounters. First-year students only. (4). (Introductory Composition).
Section 002 – Close Encounters: Gender, Sexuality, and the Making of the Nation. Struggles over sexuality have played an integral role in American life. In this seminar, we will consider how sexuality functioned in encounters between different communities before the Civil War. Using a variety of sources, ranging from captivity narratives to sentimental fiction, we will think about why and how such a seemingly 'private' topic has taken on such public force. Looking at encounters in early America, we will think about the ways that interactions of gender, race, class, ethnicity, and sexual orientation have combined to produce dynamic, sometimes explosive discussions of appropriate sexual practices and desires. We will also consider the role these discussions have played in defining American identity and nationhood. (Paris)
Section 003 – Spiritual Worlds: Religion, Race, and Gender in the Transformation of American Culture. Drawing on sources such as personal narratives, missionary accounts, sacred songs, trial records, and historical interpretations, this seminar will explore the spiritual worlds and religious practices of Native, African, and European Americans to roughly 1840. The role of religion in the conquest of new lands, women's struggles for spiritual autonomy and authority, and romantic appropriations of Native religions are among the several topics to be explored. We will be especially interested in those dramatic historical moments when the sacred worlds of different groups collided or when social and cultural tensions were expressed in spirit possessions, witchcraft accusations, religious revivals, pan-Indian movements, and slave revolts. (Karlsen)
Section 004 – Re-Writing the Conquest: Representations of the Caribbean in Travel and Other Narratives. Europeans and other travelers to the Americas left vivid accounts of the people and cultures they conquered and colonized. In this seminar, we will read and discuss travel narratives written about the Caribbean, from roughly the late 17th to the mid-19th centuries. Analyzing them as "tools of empire," as cultural productions that invented the Americas for Western audiences are encouraged expansionist desires, we will explore recurrent themes such as "cannibalism," romanticizations of slavery, eroticizations of "the other," rationalizations of violence. To examine the dynamics of race, gender, and power in these "colonial encounters," we will also read accounts left to us by those whose bodies, cultures, and land were colonized. (Lagos)
Section 005 – A Militant New World: War, Peace, and Trade on North America's Middle Ground. Recognizing with the historian Ian Steele that warfare deserves to be neither celebrated nor forgotten, this seminar will examine military, diplomatic, and economic interactions among Native American, European American, and African American populations in northwestern North America from approximately 1675 to 1840. We will analyze a range of primary and secondary sources, from fur traders' journals, treaties, and captivity narratives to archaeological records, recent Hollywood films, and museum exhibits. Course materials will address the impact of the violent intrusion of newcomers and how military goals and strategies, demographic change, marriage practices, disease, and other factors expanded and dramatically altered social and political relations in this region. (Parmenter)
Section 007 – Animal Encounters: America's New World of Natural Science. The "natural world" is more than a mere stage for human cultural contact. Humans bring culturally-specific ideas about "nature," "culture," plants, and animals to their efforts to subsist, and they modify environments as much as they adapt to them. In this seminar, we will investigate how the natural world became a medium for the interaction of European, African, and Native American cultures in the 18th and early 19th centuries and how scientific studies speak to cultural assumptions about race, gender, and class. Examining visual as well as written sources, we will also ask a range of specific questions, such as how the mastodon helped create the United States, how the opossum conjured images of women in the minds of European scientists, and why botanists were so obsessed by the sex lives of plants. (Cox)
10. Topics in Ethnic Studies. (3). (SS).
May be repeated for credit with permission of advisor.
Section 001 – Practicum in the Latino Community. For Fall Term, 1996, this section is offered jointly with Psychology 305.005. (Jose-Kampfner)
Section 002 – Practicum in Multicultural Communities. For Fall Term, 1996, this section is offered jointly with Psychology 305.007. (Gutierrez)
410. Hispanics in the United States. (3).
(Excl). May be repeated for credit with permission.
Section 003 – Empowering Latino Families and Communities. For Fall Term, 1996, this section is offered jointly with Psychology 470.001. (Gutierrez)
566. Laboratory in Human Osteology. Permission of instructor. (4). (Excl). (BS).
The course is concerned with the identification and interpretation of human skeletal remains. Emphasis is placed on both the individual and populational levels of interpretation. Topics include the basic biology of normal bone, pathology, and variation in form. Identification and reconstruction of fragmentary materials as well as reconstruction of populational characteristics (age, sex, life history data, metric description) are covered. It is specifically designed for archaeologists and biological anthropologists but would also be of use to pre-dental and pre-medical students who will take gross anatomy in the future. The course is limited to 20 students. Permission of instructor is required. [Cost:3 WL:See TA to get Override.] (Wolpoff)
101. Introduction to Anthropology. Primarily for freshmen and sophomores. No credit granted to those who have completed or are enrolled in 222 or 426. (4). (SS). (This course meets the Race and Ethnicity Requirement).
Section 200. This Honors seminar introduces anthropology's modes of inquiry and its four subfields (biological, archaeological, cultural, and linguistic) though the examination of theoretical problems and ethnographic examples which illuminate anthropology's principles of analysis. We will highlight the connections between the study of human history and conceptions of science, and will examine anthropology as a socially situated endeavor which addresses contending beliefs about the nature of human life. Our emphasis will be on the cultural dimension of issues, and our focus will be on race, gender, and conflict and their relationship to situations of colonialism and inequalities of power. Our aim is to develop the capacity to think critically about human variability and cultural transformation, and the ability to use an anthropological approach to consider contemporary question, such as, what is a family?; is intelligence innate?; are people naturally violent? The course will be based on the critical discussion of the materials by the members of the class. The materials include two ethnographies, articles, and films. Students are asked to write three papers on class materials and a fieldwork report on their own research, as well as short comments on the readings. There are no exams. (Skurski)
256(Biol. Anthro. 256)/NR&E 256. Culture, Adaptation, and Environment. (3). (Excl).
This course provides an introduction to anthropological perspectives on the relationships of human societies to their environments. The methods and perspectives of ethnology, systems ecology and behavioral ecology will be explored through the use of case studies. Topics include the behavioral ecology of homo sapiens; comparative studies of foraging, tribal, nomadic and peasant societies; ethnoscience; the management of common property resources, and contemporary problems in resource management such as the Green Revolution in agriculture, and the impending extinction of salmon on Native American lands in the Pacific Northwest. (Lansing)
460. Cognition in Culture: Anthropological Approaches to Thinking and Reasoning. One course in anthropology, psychology, or permission of instructor. (3). (Excl).
Increasingly, anthropologists have come to accept that we cannot discuss cultures and their institutions without making some strong claims about human cognition. Understanding what it means to be or become a competent cultural performer requires understanding something about mental representation and native cognitive endowment. By the same token, many psychologists are beginning to appreciate that thinking and reasoning are not independent of what we think and reason about. In this upper-level lecture/seminar we will explore several basic anthropological assumptions and conclusions - for example, that members of different cultures use incompatible logics, subscribe to distinct world views, or have different senses of otherness – in light of recent advances in cognitive science. Similarly, we will examine how well cognitivist characterizations of thinking and reasoning hold up in a cross-cultural perspective. Special emphasis will be placed on developing the analytic skills needed to compare and evaluate a diverse range of empirical work ranging from controlled experimentation to ethnography. Course requirements include a short answer mid-term and final, a research paper, class presentation, and active classroom participation. (Hirschfeld)
385. The Archaeology of Early Humans. Sophomore standing. (3). (SS).
This course will introduce students to the many exciting new discoveries in the archaeology of our earliest human ancestors, tracing what we know of human cultural and biological evolution from the first appearance of upright, small-brained, tool-making humans, 2.0 to 2.5 million years ago, to the appearance of fully modern humans in the last 30,000 to 40,000 years. The course will be divided into two segments. The first briefly surveys the techniques and methods used by archaeologists to find ancient archaeological sites, and how they go about studying the fossil human remains, animal bones, and stone tools from these sites to learn about ancient lifeways. This section also looks at how studies of living primates in the wild, such as chimpanzees, as well as modern hunter-gatherers, such as the Bushmen and Australian Aborigines, can help us to interpret the distant past. The second segment of the course turns to the actual archaeological record, looking at some of the most important finds from Africa, Asia, and Europe. In this segment, the course follows the accelerating developmental trajectory of our ancestors from the simplest tool-makers, who lacked any sign of art or religion, to humans much like ourselves, who began to bury their dead with clear displays of ritual and who adorned the walls of their caves and their own bodies with art. The course is oriented as much toward students with a general curiosity and interest in the human past as toward students who will become eventual concentrators in anthropology. Requirements include two in-class hourly exams and a final examination. Required readings: to be announced. Cost:2 WL:2 (Speth)
387. Prehistory of North America. Anthro. 101 or 282. (3). (Excl).
Humans have inhabited North America for over 10,000 years. This class surveys the varied adaptations and lifeways of these peoples and explores how and why they changed through time. Because this class seeks to reveal culture history, as determined through archaeology, our coverage will include a discussion of Native American, and European interaction during the 16th through 19th centuries. In general the focus of the course will be on North America north of modern Mexico. It is suggested that students planning to enroll in Anthropology 387 take Introduction to Archaeology, or Introduction to Cultural Anthropology. Instruction will be by lecture supplemented by slides and films. Some artifacts will be used for illustrative purposes. Evaluation will be based on examinations. Cost:2 WL:2 (Speth)
398. Honors in Cultural Anthropology. Permission
of instructor. (3). (Excl). (INDEPENDENT). May be repeated for
a total of six credits with permission of concentration advisor.
Section 001- Honors Ethnology. This Honors course sequence in cultural anthropology is designed for undergraduate anthropology concentrators who are specializing in cultural anthropology and have applied for senior Honors in the Department of Anthropology. This course is divided into two parts. In the Fall term, the students will meet once a week in seminar to read and discuss a selection of significant monographs and papers in ethnology, and a selection of writings on fieldwork methods and research strategies in ethnology. This seminar provides background for the students to define their own senior Honors thesis project. By the end of the term, the students will have decided on a project, and begun preliminary work on it. In consultation with the Honors advisor the student may request any member of the Anthropology Department to serve as a main thesis advisor or second reader. In the Winter term, the students will convene periodically in seminar with the Honors advisor to discuss their research projects and get feedback from the group, as well as staying in contact with the Honors advisor and second reader. By the end of the term, each student should have completed the research and write-up for their thesis so that they can make a formal summary presentation of it for the group. Original field research or library work may be used for Honors projects. (Mueggler)
250. Undergraduate Seminar in Japanese Culture. No knowledge of Japanese language is required. (3). (HU). May be repeated with department permission.
Section 001 – Reiterations: Filming Fiction in Japan. Well before Merchant Ivory came on the scene, Japanese film directors made a living turning well-loved novels into movies. Name a classic Japanese film, and you are likely to be dealing with an adaptation. This course examines the dynamics of reiteration in a culture known for its repeated adaptations of cultural materials. What are we saying when we designate one version as "original" and another as "adaptation?" What does "originality" mean in a culture that seems to be constantly rehashing old material? How does the change in medium affect the nature of what is told? In what ways do versions of a story reflect the ideologies of the times in which they are produced? These are the questions we will be asking in reference to the prior texts appropriated by such well-known directors as Kurosawa and Mizoguchi, and the films that resulted. (Danly)
450. Undergraduate Seminar in Japanese Literature. Japanese 401 or 402, or permission of instructor. Knowledge of Japanese is not required. (3). (Excl). May be elected for a total of 6 credits with permission of the instructor.
This course focuses on major thematic and critical issues in Japanese literature using the considerable body of English translations and studies now available. The method consists of close reading, brief oral presentations preceding discussions, submissions of four short essays during the term and a final long paper. Prerequisites are Japanese 401 or 402; for non-concentrators, some background in any literature, or permission of the instructor. This course fulfills the Junior/Senior writing requirement.P Section 001 - Love, Sexuality and Gender in Japanese Literature. We will examine the culturally specific meanings of love and sexuality and the fluidity of conventional gender roles and expectations as seen in Japanese literature from the Heian period through modern times. We will explore the dynamics of various kinds of intimate relationships, including heterosexual relationships in and out of marriage, same-sex romantic relationships, parent-child relationships, and love triangles. Texts will include both canonical and non-canonical works: The Gossamer Years (Kagero nikki), The Tale of Genji, The Changelings (Torikaebaya monogatari), The Confessions of Lady Nijo (Towazugatari), medieval tales as translated in Rethinking Sorrow and Tales of Tears and Laughter, The Great Mirror of Male Love (Nanshoku Okagami), Confessions of Love by Uno Chiyo, and The Waiting Years by Enchi Fumiko.
South & Southeast Asia
309. Advanced Sanskrit. S&SEA 110 or 369. (3). (LR).
The continuation of the sequence of courses offered by the Department of Asian Languages and Cultures in Sanskrit. This course works on advanced grammar of classical Sanskrit and also involves reading simple stories, parts of Sanskrit drama and other similar classical literary texts. The goal of the course is to prepare the student to read non-technical classical Sanskrit. (Deshpande)
110/AOSS 171/UC 110/NR&E 110. Introduction to Global Change I. Credit is granted for a combined total of 12 credits elected in introductory biology. (4). (NS). (BS).
http://www.globalchange.umich.edu/index.html. An interdisciplinary
(team-taught) introduction to the evolution of life and the human
species on Earth, with focus on problems of global change produced
by recent human advances in technology and institutions. The discussion
includes reference to: evolution of the universe, the Earth and its environments; evolution of living organisms; growth and reproduction;
interactions of organisms with their environments; ecological
roles of organisms. Extensive use is made of multi-media presentation
tools: videos, slides, etc. Course grade will be based
on a midterm exam and a final exam, plus successful completion
of the required weekly laboratory exercises, leading to a term
paper presentation. There are no prerequisites for this course
and no science background is assumed. The course is appropriate
for all undergraduate year students, irrespective of intended
major. Topics include: Evolution of the universe, solar system;
Evolution of the planets and moons; Evolution of life: fossils, geologic strata, impact of life processes on earth systems; Evolution
of complex life forms, eukaryotes; The cell, respiration and photosynthesis;
Atmospheres: paleoclimates and paleoclimate records climate models;
Oceans: evolution, circulation, nutrients, sea level changes;
Land: lithosphere, volcanism, plate tectonics, soils weathering;
How green plants work: energy pathways, growth, development, reproduction;
How animals work: function and anatomy, growth, development and reproduction; Biogeochemical cycles: water, carbon, nutrient cycles;
Ecosystem dynamics: energy flows, examples of ecosystems; Biosphere
interactions: ozone and greenhouse warmings, acid rain. the Gaia
Hypothesis. (Killeen, Allen, Teeri)
218. Independent Study in Biochemistry. Permission of instructor. For students with less than junior standing. (1). (Excl). (INDEPENDENT). May be repeated for a total of 4 credits.
This course provides an introduction to independent biochemistry research under the direction of a faculty member whose project is in the biochemistry area. The Chemistry Department encourages students to get involved with undergraduate research as early as possible. The Advising Office, 1500 Chemistry Building, provides information to help students in meeting with faculty members to discuss research opportunities. Chemistry 218 is for biochemistry concentrators and research projects must be approved by a biochemistry advisor. Exact details such as nature of research, level of involvement of the student, and criteria for grading are individually determined in consultation with the faculty member. The student is expected to put in a minimum of three hours per week of actual work for a 14 week term for each credit elected. At the end of each term, three copies of a written report are submitted, one for the Advising Office, one for the student, and one for the faculty supervisor. For a student to receive biochemistry credit for Chem 218, the student must work on a research project supervised by a member of the biochemistry concentration research faculty and the project must be approved by a biochemistry advisor. Final evaluation of the research effort and the report, as well as the grade for the course, rests with the biochemistry research faculty member. Cost:1 WL:3
398. Undergraduate Research in Biochemistry. Junior standing, and permission of a biochemistry concentration advisor and the professor who will supervise the research. (1-4). (Excl). (INDEPENDENT). May be elected for a total of 4 credits during junior or senior year.
Elected starting in the junior or senior year, this course is an optional requirement for Biochemistry students and a requirement for Honors Biochemistry students, who must elect it for a total of four credits spread out over two or more terms. The student is expected to put in a minimum of three hours a week of actual work for each credit elected. At the end of each term, a written report evaluating the progress of the project is submitted; one copy to the faculty member, one copy for the Advising Office (1500 Chemistry), and one copy for the student. Interim reports need not be lengthy, but the final report for Chemistry 398 is expected to be more detailed and longer than the reports in 218. For a student to receive biochemistry credit for Chem 398, the student must work on a research project supervised by a member of the biochemistry concentration research faculty and the project must be approved by a biochemistry advisor. Final evaluation of the research effort and the report, as well as the grade for the course, rests with the biochemistry research faculty member. Cost:1 WL:3
498. Undergraduate Honors Thesis in Biochemistry. Chem. 398 and permission of instructor. To be elected in the term in which an Honors student presents a thesis on undergraduate research. (1). (Excl). (INDEPENDENT). May be elected for a total of 4 credits.
To be elected in the term in which an Honors biochemistry student presents a thesis on undergraduate research. Cost:1 WL:3
567/AOSS 567. Chemical Kinetics. Chem. 461 (or 469) or AOSS 479. (3). (Excl). (BS).
Chemical Kinetics is the study of the rates and mechanisms of systems undergoing chemical change. The extraction of rate data from reacting systems and the utilization of such data in other reacting systems is central to chemistry in the laboratory and in the practical worlds of combustion science, atmospheric science, and chemical synthesis. This course introduces the treatment of complex chemical systems and fundamental ideas about chemical reaction rates in gases and in solutions. Computer software will be utilized to treat complex reaction systems. COURSE OUTLINE. BASIC CONCEPTS: Definitions, Elementary Reaction Rate Laws, Phenomenology. "MACROSCOPIC" KINETICS: Complex Reaction Mechanisms, Kinetic Measurements, Data Analysis, Numerical Solutions. "MICROSCOPIC" KINETICS: Collision Dynamics, Measurements, Statistical Theories, Dynamics in Solution. IMPORTANT APPLICATIONS: Atmospheric Chemistry, Combustion Chemistry. (Barker)
365/Class. Civ. 365. Alexander the Great: The Making of a Legend. (3). (HU).
See Classical Civilization 365. (Cherry)
365/Class. Arch. 365. Alexander the Great: The Making of a Legend. (3). (HU).
Alexander's world-conquering exploits and early death in 323 B.C. made him a legend not only in his own time, but for posterity. This course employs historical, literary, archaeological, artistic, and other forms of evidence to focus critically on the 'reality' and 'image' of Alexander in antiquity. Its scope, however, extends far beyond Alexander's own world, to examine his legacy and how knowledge about him has been transmitted and distorted, used and abused: what the Romans made of him, the Medieval Alexander tradition, even his relevance in contemporary politics. There are illustrated lectures, supplemented where possible by the occasional use of film and museum resources. Students will read about Alexander in selections from two ancient lives, a medieval romance-legend, modern scholarly study, and a novel about Alexander. A midterm, final, and short paper are expected. Cost:2 WL:1 (Cherry)
401. Readings in Classical Greek Prose. Greek 302 or permission of instructor. (3). (HU). May be repeated for a total of nine credits.
We will concentrate on translation, comprehension, and explication of Herodotus or Thucydides. Course requirements: an hour exam at midterm, a final exam, and a paper some 5-10 pp. in length. Cost:1 WL:3 (Pedley)
591. History of Greek Literature, Homer to Sophocles. 20 credits of Greek or permission of instructor. (2-3). (Excl).
A survey of the development of Greek literature from the beginning to the Periclean Age, including epic, lyric, tragedy (Aeschylus and Sophocles), and the beginnings of philosophy and historiography. Lectures and assigned readings.
100/EECS 100. Introduction to Computing Systems. (4). (Excl). (BS).
This course will cover how a computer works, from the machine-level to high-level programming. Circuits, instructions, memory, data. Assembly language. Binary arithmetic, data types, data structures. Translation of high level languages. The C programming language: data structures, control, iteration, recursion. Basic algorithm analysis. Students are urged to be waitlisted. Explanation for resolution of the waitlist is given at the first lecture. Students not attending the first laboratory session are assumed to have dropped the course.
183/EECS 183. Elementary Programming Concepts. This course is not intended for computer science concentrators or computer engineering concentrators. (4). (NS). (BS).
This is an introductory course for students who desire a good working knowledge of basic programming techniques using a high-level language. The course is suitable for non-concentrators in Computer Science and Computer Engineering. Introduction to a high-level programming language, top-down analysis, and structured programming. Basic searching and sorting techniques. No previous experience in computing or programming is assumed. Students will write and debug several computer programs.
210/EECS 210. Electrical Engineering I. Math. 116. (4). (Excl). (BS).
Introductory electrial engineering topics: audio signals and their processing; basics of electricity; elementary circuit design and analysis. Frequency content of signals, Fourier series, filtering. Analysis of resistive circuits. Steady-state response of circuits of resistors, capacitors, inductors and operational amplifiers to sinusoidal signals (frequency response). Laboratory experience with electrical signals and circuits.
Section 002. This lecture/laboratory course is an introduction to analog electrical systems with particular emphasis on audio circuit and signals. Audio will serve as a unifying and motivating theme for the analyses introduced to students in this course. Time and frequency domain representations. Kirchoff voltage law (KVL) and and Kirchoff current law (KCL) equationa and their applications in circuit analysis. Resistive, reactive (inductors and capacitors), and active (operational amplifiers or op-amps) circuit elements are introduced. Application of op-amps in audio circuits will be emphasized in lecture and laboratory. Sinusoidal and phasor analysis of time-invariant electrical circuits and systems. Power transfer and dissipation. Introduction to Fourier series. RLC circuits and basic filter networks. Laboratory experiments on audio amplifiers, distortion, intermodulation products, low-level differential amplifiers, bass/treble filters. Evaluation: Weekly homework, two Mid-terms and a Final Exam. Laboratory has similar grading structure. Textbook: Schwartz and Oldham, Electrical Engineering: An Introduction, Oxford, 1993. Methods: Three lectures (MWF) per week and one laboratory section (five experiments, almost every other week). Real-life handouts are discussed (1 hour extra lecture during weeks where no laboratory is scheduled). (Ebbini)
486/EECS 486. Object-Based Software Development. CS 380. (3). (Excl). (BS).
Object-based programming concepts such as data and program abstraction, decomposition of large systems into reusable objects, and inheritance. Programming projects will be done in an object-based language such as Ada. Comparative studies will be made of languages such as C++, Objective C, Eiffel, and Smalltalk that support object-based programming.
500. Special Study. Graduate or undergraduate
concentration in Computer Science; and permission of instructor.
(1-6). (Excl). (INDEPENDENT). May be repeated for credit.
Tutorial Lecture Series in System Science. Prerequisite: Graduate standing. Students are introduced to the frontiers of System Science research. The tutorials are delivered by leaders of the respective research fields, invited from academia and industry. The presentations are self-contained and accessible to all graduate students in System Science.
Section 001 – Communications.
Section 002 – Control.
Section 003 – Signal Processing.
543/EECS 543. Knowledge-Based Systems. CS 492 and permission of instructor. (3). (Excl). (BS).
Techniques and principles for developing application software based on explicit representation and manipulation of domain knowledge, as applied to computer vision, robotic control, design and manufacturing, diagnostics, autonomous systems, etc. Topics include: identifying and representing knowledge, integrating knowledge-based behavior into complex systems, reasoning, and handling uncertainty and unpredictability.
571/EECS 571. Principles of Real-Time Computing. CS 470 and CS 482 or permission of instructor. (3). (Excl). (BS).
Principles of real-time computing based on high performance, ultra reliability and environmental interface. Architectures, algorithms, operating systems and applications that deal with time as the most important resource. Real-time scheduling, communications and performance evaluation.
195. Seminar in Introductory Economics. (3). (SS).
Section 001 – The United States in an Asia-Pacific-Centered Global Economy. In the past four decades the locus of international trade and economic growth has shifted from the North Atlantic to the Pacific Basin. This seminar will address the causes and consequences of this shift and its significance for the future of the American economy. Particular attention will be paid to the role Japan has played as a catalyst for this historic change.
495. Seminar in Economics. Econ. 401, 402, and 404 or 405; and permission of instructor. (3). (Excl).
May be elected for a total of 6 credits.
Section 001 – Development Economics and Globalization. This seminar on development economics and globalization covers a broad range of topics; including a brief history of development economics, rural to urban migration, income inequality, NAFTA, debt stabilization, international migration, internal policies regarding population growth, women's issues, and the World Bank and the recent changes in project development, lending practices, and aid. By the end of the semester, students will have gained a working knowledge of the pertinent issues in development today and the economics behind those issues. (Kossoudji)
486. History of Criticism. (3). (Excl).
This course is a selective survey of developments in literary and critical theory over the last century and a half. We will be raising some fundamental questions about, among other things, the nature of literary value, authorship, language and meaning, genre and form, pleasure and interpretation, political committment and literary "autonomy." But we will also seek to place critical and theoretical ideas within their social and political contexts and in particular ask questions about the rise of "theory" in the last two decades: What are the claims of theory? Why is it so often resisted and opposed? Is there an inherent politics to theory or can it be used in the service of any cause or goal? The format of the course will be a mixture of lecture and discussion, with a strong emphasis on student participation. The requirements consist of a midterm and a research paper or a final. (Mufti)
201/Geol. 201. Introductory Geography: Water, Climate, and Mankind. No credit granted to those who have completed or are enrolled in GS 268. Those with credit for GS 111 may only elect Geog. 201 for 3 credits. (4). (NS). (BS).
See Geology 201. (Stearns)
406/Urban Planning 406. Introduction to Geographic Information Systems. (3). (Excl).
This course provides an introduction to Geographic Information Systems and related technologies. The course will cover basic principles and concepts of GIS, theory and tools of spatial analysis, and a broad exposure to GIS applications. The objectives of the course are to provide spatial information and analysis capabilities for urban planners and those in related disciplines. Content includes map analysis, hardware/software, nature of spatial data, data sources and acquisition, spatial analysis and models, presentation of output and reports, GIS trends and evaluation. The course will consist of two one-hour lectures per week and a three-hour lab using computer software, access to computer software for individual projects. There will be a course pack of readings. (Levine)
472/Urban Planning 572. Transportation and Land Use Planning. Permission of instructor. (3). (Excl).
This course explores the interrelated systems of urban transportation and urban land use to discover principles and ideas that can be useful in designing or evaluating plans that affect the two. The course covers four broad areas: 1. Transportation Planning History: What assumptions and approaches have guided domestic transportation planning in this century? How have these evolved? How good is the fit between current approaches and current conditions? 2. Transportation and Land Use Theory: What frameworks have been developed to understand the interrelationships between transportation and land use, and how might these affect how we view potential transportation planning alternatives? 3. Transportation Planning Technique: Formal approaches to modeling the urban transportation system have evolved in the past few decades. We will explore these approaches as well as their limitations. 4. Urban Transportation Policy: Alternative definitions of "the transportation problem" can lead to different directions for policy. We will explore various transportation planning concerns and approaches to dealing with them. The course will have a weekly lecture/discussion section. A weekly laboratory session of one and a half hours will also be scheduled at the first class meeting, to be matched with students' availability. Labs will be devoted to using specialized transportation software (TransCad) to analyze transportation problems, particularly within the framework of the transportation planning techniques developed in number 3, above. The last two lab sessions (somewhat expanded) will be devoted to oral presentation of course projects. TEXTBOOKS : Whiner, Edward. (1992) Urban Transportation Planning in the United States: An Historical Overview. Washington, DC: United States Department of Transportation, Technology Sharing Program. Distributed at the first class meeting. Downs, Anthony. (1992) Stuck in Traffic: Coping with Peak-Hour Traffic Congestion. Washington, DC: The Brookings Institution. Available for purchase at the North Campus Commons Bookstore. A course pack will be available at Michigan Document Service, Inc. upstairs at 603 Church Street, just south of South University Avenue. Permission of Instructor is required. Though the course carries no formal course prerequisites, it is highly recommended that the following courses be completed prior to taking UP572: UP504 and either UP406 or UP507. Grading will be on the basis of a midterm (30%), a course project (40%), laboratory exercises (209O), and active class time participation (10%). (Levine)
201/Geography 201. Introductory Geography: Water, Climate, and Mankind. No credit granted to those who have completed or are enrolled in GS 268. Those with credit for GS 111 may only elect GS 201 for 3 credits. (4). (NS). (BS).
This course is a basic introduction to physical geography which emphasizes many topics including maps, seasons, the atmosphere, greenhouse gasses, radiation and heat balance, the dangers of global warming, circulation, moisture and precipitation, air masses, and water supply. Students also study climate classification, and geologic and historical climate changes, and landforms and their formation. Students in this lecture-lab course are evaluated by hourly and final examinations with satisfactory completion of the lab work a prerequisite to the final course evaluation. Cost:2 WL:3 (Stearns)
450. Medieval German Literature in Modern German Translation. One year beyond 232 or the equivalent, or permission of instructor. (3). (Excl).
Section 001 – Parzival: Hero for all Times? No other novel of the German Middle Ages has fascinated contemporary authors as perseveringly as Wolfram von Eschenbach's "Parzival." In this course we will create a dialogue between the distant past and our present. We will read Wolfram's epic (in a modern German translation) as well as one modern adaptation, A. Muschg's "Der rote Ritter." Thereby, we will not only take Wolfram's text as a guide to medieval culture and topics like childhood, tournament, the holy grail, etc., but we will also explore the changing matrix of literary production, of writing and reading. Cost:2 WL:1 (Puff)
449. Special Topics in English Translation. (3).
(Excl). May be repeated for a total of 9 credits.
Section 001 – Turn-of-the-Century-Vienna: Art, Literature & Politics. Vienna in the decades immediately prior to World War I has been called the birthplace of the modern era. It was a great center of art, literature, music, architecture, and philosophy. But it was also the world's leading medical center, the home of leading theoretical physicists, and of Sigmund Freud, the creator of psychoanalysis. It was the capital of a vast multicultural empire and a society marked by contradictions. Preoccupation with the erotic conflicted with Victorian-style prudishness; political repressiveness was the dark side of the relatively benign rule of Emperor Franz Josef. Altogether it was a fascinating time and place, and we hope to recapture some of that fascination in readings, discussions, pictures, and films that portray the culture to which we owe many important ideas of our time. Cost: 2 WL:1 (Greenberg)
195. The Writing of History. (4). (Introductory Composition). This course may not be included in a history concentration.
Section 001 – North Africa and Europe in the Mirror of Colonialism. North Africa has played a special role in the European imagination; it has stood for the exotic, the picturesque, the sensual, and the barbaric. At the same time, North Africans have been forced to think about Europe. They have done so in deeply ambivalent ways, portraying Europe as home to both violence and enlightenment, both greed and high culture. In this course we will consider the cultural encounter of Europe and North Africa – above all France and the Maghreb (Morocco, Algeria, and Tunisia) – from the early nineteenth century until the present. We will survey European conquest and colonialism, together with North African nationalism and the drive for independence. But our central aim will be a history of cultural perception, a study of the ways in which North Africa and Europe perceived each other. Sources will include novels, press illustrations, travel accounts, political speeches, painting and poetry. Requirements: weekly writing assignments; active participation in discussion. (Shaya)
Section 002 – Race, Science and Social Policy in Western Europe and the United States. This course examines racial science and its influence upon government policy in twentieth century western Europe and the united states. Our goal is to understand how and why racial thinking was "respectable" prior to World War II and to consider the different ways in which the issue of "racial purity" shaped politics and social reform within different periods and national contexts. We will begin by exploring the idea of race in late nineteenth century natural science and considering the efforts of scientists, politicians and writers at the turn of the century to apply racial science to social policy. The topics in this part of the course will include popular and elite conceptions of poverty, illness and crime and the movements to reform health, welfare and criminal justice on both sides of the Atlantic, prior to World War I. The second part of the course will concentrate on the transformation of racial practice and the politics of social reform during World War I and its aftermath. We will examine the broad-based interest and support for "racial hygiene" between the wars in various European countries and in the U.S. In the last section of the course, the focus will shift to the role of "applied racial science" in right-wing political ideologies and movements in Italy, France and especially Germany. We will examine the appropriation of progressive ideals of social reform by the fascists in Italy and the nazis in Germany, and we will consider their differing attempts to transform and to politically utilize the idea of the biological "other". (Rosenblum)
Section 003 – The Holocaust in Text, Image and Memory. Since World War II – and particularly since the 1960s – historians, filmmakes, novelists, political analysts and museum directors have all sought to record the plight of European Jewry under nazi domination. Each new representation – whether its goal is to commemorate the past, to warn future generations of "history's lessons", or to apply the tools of historical, sociological and political analysis to the events of World War II – has shaped the public memory of those events. In this course, students will explore the evolution of this public memory. By examining primary documents, historical accounts, memoirs, fiction, film, and visual images, we will examine how the history of the holocaust has been written, and how themes of bearing witness have shaped that story. (Mandel)PSection 004 – Perceptions of Childhood in the Nineteenth and Twentieth Centuries. (Buettner)
Section 005 – Knights and Chivalry: Medieval Warfare, Tournaments, and Courtly Love. This course will explore chivalry as the defining ideology of medieval Europe in the period from 1000-1500. Although it originated primarily as a code of military conduct, chivalry became such an integral part of noble identity and expression that eventually it defined nobility itself. Chivalry was also an international value, and the ways in which chivalry was expressed will be considered in various regions, particularly its role in bringing areas considered marginal or backward into the mainstream of European culture. Topics that will be explored in this course include: the origins of chivalry as a martial code and its later development into courtesy and 'manners'; tournaments, jousts, pageants and other forms of chivalric display; chivalry's mediation of relations between men and women, and its creation of a public role for women; religious elements of knighthood and chivalry, and the turbulent interaction between secular and ecclesiastical authorities; chivalric literature such as Arthurian romances and guides to correct behaviour; and political applications of chivalry as embodied in chivalric orders of knighthood. Chivalry occupies an important place in recent scholarly debates, and there has been much discussion about its 'decadence' in the later middle ages. We will consider these ideas of the decline of chivalry, especially the parts played by values and culture in particular societies, and what they reveal about these societies. We will use a broad range of primary and secondary sources including: rule books for tournaments and jousts, codes of conduct for warfare, guides to good behaviour, chivalric romances, and charters for chivalric orders. The course is primarily a writing course, and thus weekly writing assignments will be assigned. These will include essays, book reviews, group reports, and a research paper. (Anderson)
Section 006 – Western Places, Past and Present. How do people interpret the landforms they see? What effect does altering the physical landscape have on their interpretations? What role does this process play in people making history? This course examines a series of American Western places with these questions in mind. From the 19th century midwestern frontier, to the dust bowl, to modern Los Angeles, a variety of times and places will be studied. Readings include essays by popular writers, historical monographs, Navajo myths, and recent works by historical geographers. The course requires four papers each of which emphasizes a different skill: critical analysis, interpretation of primary sources, comparative historiography, and historical synthesis. (Salmanson)
196. Freshman Seminar. (3). (SS).
Section 001 – Community and Diversity in Early Modern Europe. This class explores the problem of community and diversity at a particularly important – and formative – time in western history: the early modern period. It was during this time that the ideal of universal Christian empire gave way, definitively and inexorably, to that of nation state; that the slow and tedious process of writing manuscripts by hand gave way to the printing press; that the unified catholic church gave way to any number of Protestant sects; that the borders of the world were suddenly extended to include new worlds and new peoples never before imagined. The end result of these momentous changes, as we shall see, was to challenge the apparent cohesiveness of the world, putting into question not only peoples' perceptions of their rights and duties but also undermining the very foundations of individual and group identity. The objectives of this class will be twofold: first, we will be concerned to explicate the social and historical processes that resulted in the destruction of the classical/medieval paradigm of the world; second, we will endeavor to chart the ways in which people sought to reinvest their lives with meaning and coherence. Thus, we will look at a variety of religious, cultural and political movements that attempted to articulate new bonds of loyalty, obligation, and solidarity, while at the same time paying careful attention to the ways in which these positive assertions of identity and community were defined negatively through the subjection of certain groups and categories of people – i.e. women, Protestants, vagabonds, natives from the New World – as being somehow less than truly human. In this, and in many other respects, the early modern period was perhaps not so different from our own; indeed, insofar as these now distant struggles to redefine that nature of community and authority set the stage for the scientific, industrial and political revolutions of the 17th and 18th centuries, we still live with their legacy today. (Wintroub)
320. Britain, 1901-1945: Culture and Politics. (3). (Excl).
This course will examine British culture and politics from the death of Queen Victoria through the second world war, with particular attention to the nature and structure of politics and the state; the first world war and the processes through which the war experience of mass participation and trauma were understood; cultural and political debates in the interwar years; the growth of mass media; gender; the empire and colonial subjects; the Great Depression; British politics during the rise of Nazi and fascist governments in Europe; and the experience of the Blitz and World War II. Students will be asked to think critically about the various means by which national and personal stories are constituted, repressed, re-imagined and deployed in debates about the meaning and uses of the past. Readings and other course materials will include autobiographies, novels, films, and photographs, and class sessions will include extensive discussion. No previous knowledge of British history will be assumed or required. (Israel)
396. History Colloquium. History concentrators
are required to elect Hist. 396 or 397. Only 12 credits of History
394, 395, 396, 397, 398, and 399 may be counted toward a concentration
plan in history. (4). (SS). May be elected for a total of 12 credits.
Section 002 – EXPLORATION AND ENLIGHTENMENT. An examination of the major geographical discoveries relating to North America in the 18th century. Focuses on the decline of missionary endeavor, the reawakening of scientific curiosity, and the influence of the European Enlightenment on the course of American exploration and settlement. Topics include: international rivalries, land speculation, the Susquehanna and Ohio Valleys, the Canadian and Pacific Northwest, Daniel Boone, the California missions, Captain Cook, and Lewis & Clark. (Hancock)
Section 005 – Constructing the Political: Representations of Power and the Idea of Virtue in Premodern Political Thought. This course is intended to provide students with the opportunity to reflect upon some of the issues surrounding cultural diversity and the status of the western political/philosophical tradition. Members of the seminar will thus read a series of primary texts (including works by Plato, St. Augustine, Machiavelli, and Hobbes) with an eye to understanding how notions of male and female, slave and free, higher and lower (class/status) have underwritten constructions of both social and political order. Ultimately our goal is to confront directly the arguments of these "canonical" thinkers in order to see how it is that the very different understandings of the past – about the relationship between religion and the state, ethics and politics, or the occult and the rational – have informed the conceptions of justice, political efficacy and power to which the western tradition is heir. There will be no exams. Frequent, short papers (2-3 pp.) and weekly discussions for the basis for evaluation. (Downs)
Section 007 – THE SOCIAL VOICES OF THE TEXT: READINGS IN EARLY MODERN SOCIETY, CULTURE AND POLITICS. In a certain sense a text is an attempt to control us: to contain us within its boundaries and to create a self-contained world of intimate and meditative communication. This hermetic view of the text however has come under increasing fire, with historians, literary critics and sociologists seeking not to analyse texts with regards to their internal coherence and meaning, but rather to break down the walls separating texts from their contexts of production and reception. Writing, and indeed, reading, in this view, are not simply solitary acts, but animated, and given shape, by the complex interactions which regulate relations between individuals, groups, and society. These interactions revolve around the ways that people represent and make sense of their world(s). This course will examine these representations, whether contested or shared, through the texts, images, and objects which were their principle sources of expression. We will thus treat authors and readers alike, not as isolated individuals, but as societal animals endeavouring to use textual media as a means of marking out their – and others' – positions in fields of social, political and cultural struggle. The course is a seminar, participation in discussion will be an important component of your grade. Beyond this, there will also be short weekly writing assignments of approximately 1-3 pages (double-spaced). In addition three longer papers will also be required, two of these should be from 5-7 pages, while the final paper should be about 10 pages long. (Wintroub)
569/LHC 412 (Business Administration). American Business History. Junior, senior, or graduate standing. (3). (Excl).
A study of the origins, development, and growth of business. The course traces the beginnings of business enterprise in Europe and describes business activities during the American colonial, revolutionary, and pre-Civil War periods. It then discusses economic aspects of the Civil War, post-Civil War industrial growth, business consolidation and the anti-trust movement, economic aspects of World War I, business conditions during the 1920s, effects of the 1929 depression and the New Deal upon business, economic aspects of World War II, and a multitude of recent business developments and trends. Cost:1 WL:3 (Lewis)
590. History Topics Mini-course. (1-2).
Section 003 – The Armenians in Diaspora 1600-1800: The Preservation of Plural Cultural Identities Through the Acquisition of Merchant Capital. This section meets September 9 through September 20. Mondays and Wednesdays 5:00 to 7:00 p.m.; 3419 Mason Hall. Most of the readings will be in a xeroxed packet. Preference has been given to works in English. A few articles are in French. Some books will be on reserve. Wen the books are not on reserve it will be mentioned in the preceding class session. Class discussions of the readings are an integral part of the course. After the day's lecture one appointed speaker will briefly present the reading of the day and open the floor to discussion by framing the main questions which the reading addresses. Those readings are marked by an asterisk. There will be an examination session at the end of the course. Grading is based on class work for one half and on the examination for the other half. A much vaster bibliography of optional readings will also be handed to you. It will include works in other languages. (McCabe)
Section 004 – The Development of Western Armenian Consciousness, 1830-1876. This section meets September 23 through October 4. Mondays and Wednesdays 5:00 to 7:00 p.m..; 3419 Mason Hall. This class examines the development of Ottoman Armenians into a national community in the 19th century. As this course will stress, this transformation was largely due to institutional and intellectual changes within the Ottoman Armenian community, and the key engine in this transformation was the Armenian Patriarchate of Constantinople. Unlike western historiographies which emphasize the rot of the Ottoman state, foreign missionaries, and the great European powers in shaping the development of Ottoman Armenians, this course identifies the crucial role played by Ottoman Armenian intellectuals in developing their own common future in the Ottoman Empire. (Sarafian)
Section 005 – A People on the Borderlands of Empires During Reform, Revolution, War, and Genocide: The Armenians of the Ottoman Empires, Russia, and Iran. This section meets October 7 through October 18. Mondays and Wednesdays 5:00 to 7:00 p.m.; 3419 Mason Hall. Historic Armenia and the Armenians in the nineteenth century lay divided between three empires, Russia, Iran, and the Ottoman Empire. Throughout this period, the three states attempted to Modernize" their administrative structures, societies, economies, and cultures to varying degrees in order to maintain control of their territories while faced with Western imperialism. Various governs ideologies were tried. All three states fought wars or exercised military force on a lesser scale again one another in Armenian populated regions. Eventually all three experienced revolutions in the beginning of the twentieth century, and two collapsed, at least temporarily, not much more than a decade later, during the first world war. This course will examine how Armenians living in these empires participated in and were affected by the above mentioned developments in the 187&1923 period, though proportionately more time will be spent on Armenians in the Ottoman Empire than in the other two states. The course will show the evolution of the level of Armenian national consciousness and political activity. A number of episodes of communal and state organized violence and massacres involving Armenians in each of the three countries, including the Hamidian massacre riots and abortive attacks in Iran, the 1905-07 Armeno-Tatar conflict, the 1909 Cilician massacres, the Armenian genocide, will be viewed from a comparative perspective in order to better understand the roots of such conflict and the effects of government involvement. (Arkun)
Section 006 – Armenia: 1923 to 1996. This section
meets October 21 through November 1. Mondays and Wednesdays 5:00
to 7:00 p.m..; 3419 Mason Hall. The course will cover the problems
of national development and modernization during the Soviet period, the challenges faced by the post-genocide Armenian diaspora, the
inter-relations between Armenia and diaspora during the Soviet
and post-Soviet periods, and the Armenian national moves and connected
Karabagh movement. The course will conclude with an examination
of the adjustments and problems of the transition in the post-independence
years in the context of ensuring difficulties conflicts in and among the newly-independent states, the competition for influence
in the region, an l the legacy of Soviet economic policies and practices. (Adalian)
252. Sophomore Seminar. Open to Honors students. (3). (NS).
Section 004 – The History of Medicine and the Art of Humbug. This course centers around the evolution of modern medicine, including early Western medical concepts and the introduction of scientific method. In addition, attention will be directed at current fads: acupuncture, ESP, astral projections, chiropractic, diets, etc. Students are required to read one book from the suggested reading list that is provided on the first day of class and write two papers, a short paper at midterm and a 5-6 page paper at the end of the term. (Malvin)
Institute for the Humanities
101. First Year Seminar in Interdisciplinary Studies. (3). (HU).
Section 001 – The Movement Workshop: Embodying the Imaginary through Movement Imagery. The class will meet in one sessions each week. Each class is divided into two parts. The first part, a studio class in the basics of movement facilitation, will introduce students to various modern-day approaches to dance movement. The second will explore ways of communicating various "image orientations" using the moving body as the medium of expression. What images haunt us? empower us? define our individual academic or artistic disciplines? our own sense of self? How do we house imagery in an expressive form? in our bodies as well as in our minds? How is the visual or verbal linked to the sensory and sensual? How is experience (or human intelligence or ability to learn) determined or enhanced by the body's receptivity (or lack thereof) to respond, identify with, or interact with images from both outside the body and from within? There are no prerequisites except the willingness to participate actively in the exploration of all kinds of movement, dance-oriented or other. (Sparling)
415. Generative Syntax. (3). (Excl).
In the Generative (or Chomskyan) framework of syntax, sentence structure is viewed as being generated by a formal mathematical system of rules and constraints which are present in the mind of the speaker. Some of these rules and contraints are innate and universal across languages; others are learned or "parameterized". In this class, we introduce this "Principles and Parameters" approach to syntax, focusing on how the various modules of these rule systems interact to generate the sentence structures and patterns of language. Course requirements may include weekly assignments, a midterm and a takehome final. Undergraduates should have taken Linguistics 315 as a prerequisite. There is no prerequisite for graduate students. Text: Introduction to Government and Binding Theory (2nd Edition), by L. Haegeman, Blackwell. (Carnie)
492. Topics in Linguistics. (3). (Excl).
May be elected for credit twice.
Section 002 – Structure of Celtic. This course, aimed at advanced undergraduates and graduate students, is a general survey course on the structure, history, and sociology of the Celtic languages. The Modern Celtic languages are Irish Gaelic, Scottish Gaelic, Welsh and Breton. We will look at aspects of the grammars of these languages and those of the recently extinct languages of Manx Gaelic and Modern Cornish. Emphasis will be placed on phonology, morphology, and syntax, although we will also cover topics in the history of these languages, language decline and death, the language revival movements, and first and second language acquisition. (Carnie)
156. Applied Honors Calculus II. Score of 4 or 5 on the AB or BC Advanced Placement calculus exam. Credit is granted for only one course among Math 114, 116, 119, 156 and 296. (4). (Excl).
The sequence 156-255-256 is an Honors calculus sequence for engineering and science majors who scored 4 or 5 on the AB or BC Advanced Placement calculus exam. Topics include Riemann sums, the definite integral, fundamental theorem of calculus, applications of integral calculus (e.g., arclength, surface area, work, hydrostatic pressure, center of mass), improper integrals, infinite sequences and series, differential equations, complex numbers. MAPLE will be used throughout.
256. Applied Honors Calculus IV. Math. 255. (3). (Excl).
The sequence 156-255-256 is an Honors calculus sequence intended for engineering and science majors who scored 4 or 5 on the AB or BC Advanced Placement exam. Topics include linear algebra, matrices, systems of differential equations, initial and boundary value problems, qualitative theory of dynamical systems (e.g., equilibria, phase space, stability, bifurcations), nonlinear equations, numerical methods. MAPLE will be used throughout.
571. Numerical Methods for Scientific Computing I. Math. 217, 419, or 513; and 454 or permission of instructor. (3). (Excl). (BS).
Numerical Methods for Scientific Computing I (Numerical Linear
Algebra). Prerequisites Knowledge of linear algebra and a high-level
programming language. The primary topic of this course is the
solution of systems of linear equations. I will present both direct
methods, such as Gaussian elimination, and iterative methods, including preconditioned conjugate gradients, multigrid methods, and other methods useful for large, sparse systems. Other topics
which may be discussed, as time permits, include eigenvalue problems
and leastsquares problems. The choice of additional topics will
be governed by the interests of the students. I intend for the
course to be very practical, with attention given to the sources
of common linear systems (for example, discretization of partial
differential equations?, the advantages and disadvantages of the
various solution techniques, and those aspects of the theory which
have practical implications for problem-solving. Texts: Introduction
to numerical linear algebra and optimisation by P. G. Ciarlet, Cambridge University Press. A Multigrid Tutorial by W.
L. Briggs, SIAM. (Gockenbach)
Medieval and Renaissance Collegium (MARC)
411. Special Topics. (1-3). (Excl).
Section 001 – Parzival: Hero for all Times? German 232 or equivalent. (3 credits). For Fall Term, 1996, this section is offered jointly with German 450.001. (Puff)
Ancient Civilizations and Biblical Studies
261. Ancient Egypt: Religion and Culture. (3). (Excl).
This course will be an undergraduate introduction to the religion of Ancient Egypt in the period of the Empire (1600-1200 B.C.E.) and the culture. Students will be presented with a lecture on the decipherment of the Egyptian hieroglyphics and will acquire an elementary knowledge of the Egyptian language and writing systems. The literature will be presented as well as the philosophy. Contacts with ancient Palestine and Egyptian influence in the emergence of the religion of Palestine in the time of Moses will be discussed. Midterm and final exam; ten-page paper. (Krahmalkov)
425(ABS 495)/Rel. 495. The Gnostic Religion. ACABS 221. ABS 200 recommended. (3). (Excl).
In this course we shall probe the religion of the so-called Gnostics (from Greek gnosis, "knowledge"). In recent times we have come to know more of these people because of a 1945 find of fifty-two papyrus texts buried in an earthenware jar in the Upper Egyptian desert. Here we hear the voice of the Gnostics themselves, a group of people who scorned the "orthodox" Judeo-Christian tradition from which they came and claimed that they alone possessed the secret of salvation. Their writings reveal information about the schisms which divided early Judaism and Christianity. The Gnostic attitude offers an alternative to the "orthodox" tradition even today. (Fossum)
521(ABS 723). Coptic, I. (3). (Excl).
In this course you will learn to read Coptic, the latest form of the Egyptian language. Coptic has recently become very imortant because it is the language in which the Nag Hammadi texts are written. These texts, discovered in 1945, reveal information about the schisms which divided early Judaism and Christianity. No prerequisites. (Fossum)
196. First Year Seminar. First year students; second year students with permission of instructor. (3). (HU).
Section 001 – Philosophy and the Future of Work. What will work be like in the next century? What jobs will have been automated away by then, and in what areas will the new ones be created? And what is happening to work overall? Is there an alternative to work becoming ever more frenetic and demanding? Is it conceivable that the brilliant inventions of Hi-technology could be used not to create ever greater pressures and more unemployment, but instead a culture in which work for a far greater number could become more nearly a vocation or a calling? What movements in various countries have already taken steps in this direction? This course will address these and similar questions quite directly, but it will also, and in large part, ask these questions in the light of major philosophic writings. These will include philosophers like Hegel, Nietzsche and Marx, but also Max Weber's The Protestant Ethic and The Spirit of Capitalism, Henry David Thoreau's Walden, and Paul Goodman's Growing Up Absurd. One paper, one oral presentation and final examination. WL:1 (Bergmann)
297. Honors Introduction to Philosophy. Honors students or permission of instructor. No credit granted to those who have completed or are enrolled in 181, 182, 202, 231, 232, or 234. (3). (HU).
Section 001. For very many people in our culture, questions like 'What is the meaning of life?' and 'How should I live?' seem to lack justifiable answers. In this course we will (i) begin to diagnose the philosophical and cultural roots of this 'crisis of values,' and (ii) attempt to determine whether such a dreary perspective on the 'Big Questions' is the only reasonable one. Problems considered will be: the existence of God and the problem of evil, free will and determinism, cultural relativism and ethical subjectivism, and the nature of 'human nature.' We will develop and apply the techniques of contemporary Anglo-American philosophy to a number of classic (and a few not-quite-so-classic) texts in the Western philosophical tradition, and carefully examine a variety of social phenomena from both 'Western' and 'non-Western' cultures. Finally, (with a little luck) we may try to experience value (that is, live our lives) more reflectively, sensitively, and fully. (Doris)
413/Complex Systems 541. Physics of Complexities. Phys. 401 or equivalent, and familiarity with programming in BASIC. (3). (Excl). (BS).
The Physics of Nonlinear Dynamical Complex Systems. This course is intended to introduce the study of a variety of nonlinear-dynamical and complex systems at an undergraduate level. It should be useful to students is engineering, mathematics, or one of the sciences. The topics covered will provide an introduction to nonlinear, complex, and disordered systems, emphasizing its concepts, ideas, and some applications. Nonlinearities and disorder often produce complex behavior, and they will be two central themes underlying the course material. Most of the course will focus on basic tools of dynamical systems to study non linear differential and difference equations (including bifurcation theory, numerical algorithms, chaos, fractals; with many examples and applications). At the end, we will discuss some current-research issues in spatio-temporal dynamics, collecting transport in disorder systems, instabilities, and avalanches in a variety of systems. This course will emphasize the effective use of computers in science, including interactive graphics and several useful numerical techniques. Computers can be use as a discovery tool to explore new ideas, and students will be encouraged to do so The Science Learning Center provides the software and books needed to do most of the homeworks. Grading is based on homeworks and two exams. Texts: (Recommended) S. H. Strogatz, Nonlinear Dynamics and Chaos, with Applications to Physics, Biology, Chemistry, and Engineering (Addison-Wesley, 1994 J.H. Hubbard and B.H. West, Differential Equations: A Dynamical Systems Approach (part I and II) (Springer-Verlag, 1991 and 1995). (Nori)
160. Pilot Theme Experience. Participant in the Pilot Program. (1). (Excl). Offered mandatory credit/no credit. A maximum of 20 Pilot credits may be counted toward a degree.
Section 001 – The 'U' and You. Transitions involve both connections and changes. This course will support and focus your ability to navigate your first year journey by acquainting you with the institution of the University of Michigan. From philosophical, educational, and historical frameworks, this introductory mini-course will provide a solid base for beginning your transition from high school to college. All Pilot students are expected to enroll in this course. Attendance, a journal, selected readings, and one paper are required. Guest lectures, small discussions and activities are planned. Class will meet during Welcome Week. Course dates and times to be arranged.
165. Pilot Composition. (4). (Introductory
Composition). A maximum of 20 Pilot credits may be counted toward
Section 001 – Reproductive Controversies: Legal, Ethical, and Sociopolitical Perspectives. Individuals, social movements, and social institutions transformed sexual reproduction into an especially politically charged and morally problematic social practice during the past two centuries. This class will examine how reproduction issues emerged in the United States as an often violently contested social controversy. We will explore, for example, how individuals and social movements 'used' reproductive controversies to express various cultural anxieties and to repetitively engage sociopolitical questions concerning women and men's "proper place" in society. In addition, we will investigate contemporary legal developments and ethical debates concerning reproduction. For example, we will address so-called "maternal-fetal conflicts" (encompassing abortion, reproductive technologies, and fetal protection statutes) which evoke questions concerning whose rights, needs, and/or interests society shall privilege when a pregnant woman and 'the fetus' apparently possess "competing" or mutually exclusive claims. This class will actively engage students rhetorical skills (both written and oral) and will also feature archival and contemporary readings. (Adwere-Boamah)
Section 002 – Freedom and Learning in Higher Education. The landscape of colleges and universities has shifted significantly in the past several decades. For example, there have been substantial changes in the makeup of the student body, student learning theory, and teaching methodology. While helping you master the basics of English composition, this course will highlight ways in which you can make the most from your college experience. Learn about yourself as well as your fellow students in this modern multicultural environment known as the University of Michigan as your critical writing skills are improved. (Johnson)
Section 003 – The Politics of Criminal Law . The treat
of crime remains a hot topic in America and a top priority for
politicians. While the prison population has nearly tripled in the past two decades, there has not been a corresponding decline
in crime. This course will examen how, as a society, we want to
deal with those who break the law. We will begin by discussing theories of why people engage in criminal activity. Next, we will
explore various perspectives on he goals of our penal system.
We will then look at crime as a contemporary issue and observe
how legislatures and courts have handled the broad policy questions
surrounding criminal justice. The course will draw upon a number
of disciplines including law, political science, philosophy, sociology
and economics. (Levien)
Section 004 – Voting is Not Enough. Since the fall of the Soviet Union, the world has witnessed, especially in Europe but also elsewhere, an increase in claims to self-determination and self-government by populations previously silenced. This course examines some of the defining ideas of modern democratic theory, especially as it took shape in the United States during the late eighteenth and the nineteenth centuries, in order to provide perspective on the changes taking place today. The course will examine this time period because it in some ways embraces issues current today. The transition from monarchy to democracy in the last century was accompanied by worries about the limitations of democracy, the preconditions for its success, and the need for mitigating the dangers of this "radical experiment" in governing. As the suffrage spread in England and America, such fears were by no means alleviated, since transitions in the economic and social structure of those countries brought new concerns to the fore. As a result, criticisms of democracy extended throughout the nineteenth century, and the variety of those criticisms is worth examining. These ideas will be the subject matter of the critical thinking and writing in this class. (McKee)
Section 005 – Race, Racism, and American Law. The issues of race and racism are central to the construction of American law and society. From the framing of the constitution to the Civil War to the Civil Rights Movement to the present debates on welfare and affirmative action, race has played a central role in the creation and application of American law. This course will provide an overview of the role of race and racism in American law from the beginning to the present and into the future. The course focuses on the experiences of African-Americans and other minority groups. Topics will include: (1) debates over slavery during the Constitutional Convention; (2) the Civil War and Reconstruction; (3) the Civil Rights Movement; and (4) legal cases and debates covering the issues surrounding integration and segregation, affirmative action, voting rights, and the criminal justice system. Students will be expected to discuss these controversial issues seriously and to learn how to think, rethink, and write their views on these issues. (Onwuachi)
Section 006 – Cross-Cultural Perspectives: An Introduction to Arab Culture. This course aims to heighten students' cross-cultural awareness by introducing them to a world perspective different from their own. We begin with an investigation of the concept of 'culture,' and then move to Arab culture as the point of departure from which we explore various areas, including geographical and historical background, politics, social norms, women's issues, religion, language, literature, and music. Students are encouraged to remove the culture-specific glasses from which they view the world and try out Arab ones instead. Extensive writing exercises examine provocative issues from various perspectives and aimed at various audiences. We use a variety of information sources and focus on strategies to effectively extract significant and relevant details. Upon completing the course, students can expect to have gained an ability to see the world from a different cultural perspective, to understand the foundations of Arab culture, and to effectively express themselves in writing. (Pimentel)
Section 007 – Critical Perspectives on the American Dream. The American Dream is a concept which has been used to characterize a set of aspirations, assumptions, and beliefs shared by American people. As such, it embodies our commonly-held expectations of political freedom, economic opportunity and material well-being. In this course, we will identify the underlying assumptions which shape our personal interpretations of the American Dream. Next, we will look at the historical origins of these assumptions. Third, we will evaluate the extent to which the "Dream" has been shared by all Americans. Finally, we will assess the impact of contemporary social issues on our understanding of this "Dream." (Reeves)
Section 008 – Visions of a Better America. Everyone knows about the problems in our country. This course focuses on solutions. We will explore some of the most visionary new ideas for transforming America. Specifically we will concentrate on three areas: (1) How to "save the earth" – the creation of an ecologically sustainable society; (2) Lessons for the future - the most innovative models for revitalizing education; and (3) Justice for all – proposals for a nonviolent, multicultural, democratic future. We will also learn the best methods for solving problems in our own lives and in our communities as well as improving critical writing and thinking skills. (Sherman)
Section 009 – Filming Law: Representations of Law in American Trial Films. Along with westerns and gangster movies, legal films constitute a major genre in American film. This course aims to take the legal film as a cultural object which, when closely analyzed, illuminates popular conceptions of law as well as the changing expectation of justice as witnessed through the camera. Films like In the Name of the Father, The Accused, To Kill a Mockingbird, Philadelphia, Twelve Angry Men will be viewed and discussed along side of a cultural theory both for their cinematic qualities as well as their contributions to popular constructions of legality that dominate our "legalistic culture." Through weekly writing assignments, and several essays, this course will attempt to hone the skills that help decipher the cinematic art as well as investigate a genre of films that while as old as the medium, are receiving a new status of importance since the legalization of cameras in the courtroom in 1978. (Silbey)
Section 010 – Buildings, Bridges or Boundaries?: Translating Architecture. The intent of this course is for students to learn to 'read' architecture. By the end of the course, not only will students have the ability to understand conventional architectural drawings of plan, section, and elevation, but they will also understand that architecture is a reflection of culture. Students will learn to decode evidence of a society's social, political and cultural values in its architecture. The course will begin with an exploration of architecture as shelter from the natural environment. It will progress toward an understanding of architecture as its refines sensations, defines social roles and ultimately teaches. There will be an emphasis on understanding architecture with a range of micro to macro – the individual building to the larger planning schemes of villages, cities, and countries. As a case study of how to 'read' architecture, there will be an exploration of the American built environment that will link racism with residential segregation in the United States. (Walsh)
Section 011 – True to Yourself: The Power of Writing.
This class is devoted to building your confidence about writing
and about yourself: the two are inextricable. You will leave our
course understanding the power of your written voice and the difference
between a semi-colon and a colon, or "whose" and "who's":
knowing grammar and writing clearly are also inextricable. We
will approach writing as an entry into a discussion, often with the sole aim of clarifying what we think about a topic – any topic
of your choice. You will compose four essays of varying length, and one 10-12 page research paper at the end of the semester – again, on any topic of your choice. You will also keep a writer's journal.
It is important to remember that essay-writing, like most useful
forms of written expression, is not an act of proving an idea
but rather one of probing its integrity, questioning its truth.
So, we will consider writing as a process of exploration: we will
research what others have written on a topic and delve into our
assumptions regarding that topic, attempting to discover what
we believe and if those beliefs are valid or logically sustainable.
The power of writing is its persuasive force: by articulating
your ideas concretely and clearly, you persuade both yourself
and others of your authority and thinking autonomy. This course, which challenges all authority (including mine) at every step, will help you write "true to yourself." (Infante)
443. Selected Topics in Western European Politics. Any 100-level course in political science or upperclass standing. (3). (Excl). May be elected for credit twice.
Section 001 – Political Party Systems and Elections in Western Europe. Political parties are the main actors in European politics. They link citizens and government. They determine government policies and fill governmental offices. They present themselves in elections and compte for the citizens vote. If we don not look at single parties, but at all parties of a polity and their relations with one another at onece, we speak of party system. This seminar is on European party systems and elections. In the first part we will look at the origins of European party systems, their format (and causes and consequences thereof), and their more recent development. European party systems are mostly understood to be national party systems – the French, the British, the German etc; but there is alos an emerging European Union party system to be considered. In the second part of the proseminar we study national and European elections as opportunities for citizens to express their political preferences and to choose between different alternatives. Two different sortsof elections are examined – national and European elections. The question is raised why European Parliament elections results differ systematically from national parliament elections and the concept of first-and second-order national elections is introduced. Theories of electoral behavior (or party choice) are reviewed more systematically. The main lines of the sociological, the economic, and the social-psychological approach to electoral behavior are sketched out. Their problems and their use for the study of first-and second-order national electionsin Europe are discussed. Students are expected to attend class regularly, to keep up with the reading and to contribute to the discussions. There will be two papers and a final exam. (Schmitt)
496. Undergraduate Seminar in American Government and Politics. Senior standing, primarily for seniors
concentrating in political science. (3). (Excl). May be elected
for credit twice.
Section 002 – Law and Society in Environmental Disputes. This seminar will consider the role of law and legal institutions in the development of environmental policy and the resolution of environmental disputes. Through analysis of a broad array of environmental controversies, the following questions will be considered: Private versus public law approaches to environmental management, the promise and limits of economic and institutional alternatives to legal environmental interventions, environmental litigation as a tool of social change and the influence of legal norms and practices on socio-economic inequalities in the distribution of environmental burdens. Two papers and an oral class presentation will be required and active class participation is expected. Cost:2 -3 WL:1 (Morag-Levine)
499. Quantitative Methods of Political Analysis. (3). (Excl). (BS).
This course is an introduction to the construction of empirical representations of political theories and the rigorous testing of those theories against data. Emphasis is placed on the formulation of hypotheses and the use of evidence in testing these hypotheses. This course is restricted to Juniors and Seniors. No background in statistics is required. This is not a statistics course, though we will be using and talking about statistical concepts and some simple descriptive statistics. Course grades will be based on exercises, a final examination, and class participation. Work will be assigned for each class session and will be discussed in class. Everyone is expected to be prepared and to participate in the discussion. The required text is: David Freedman, Robert Pisani, and Roger Purves, Statistics, New York: W.W. Norton, 2nd Ed., hereafter noted as FPP. Required readings other than FPP are in a course pack. Cost:2 or 3 WL:1 (Jackson)
114. Honors Introduction to Psychology. Open to Honors students; others by permission of instructor. No credit granted to those who have completed or are enrolled in 111, 112, 113, or 115. May not be included in a concentration plan in psychology. (4). (SS). Students in Psychology 114 are required to spend five hours outside of class participating as subjects in research projects.
Section 002. Welcome to Honors Intro Psych! This course will help you (1) gain a broad overview of psychology (2) apply psychological concepts to yourselves and others, and (3) think critically and creatively about the material covered. Lively student participation invited!! Course will be taught with videos, debates of current controversial topics, lectures, and other demonstrations. We will "dissect" a psychotherapy case throughout the semester from various theoretical perspectives (like first year medical students "dissect" a cadaver). There will be 2 texts and a course pack. Assignments include 2 written assignments and 2 quizzes. (Nagel)
120. First-Year Seminar in Psychology as a Social Science.
Open only to first-year students. May not be included
in a concentration plan in psychology. (3). (SS). May be repeated
for a total of six credits.
Section 001 – The Psychology of Culture, Power and Human Relations. We will look at what cultural diversity is and the impact it has on human relations in different environmental contexts. We will review the old adage of American Culture as a "Melting Pot" of a plethora of European cultures and the ensuing criteria for membership. Subsequently, we will examine the new order thinking also known as a paradigm shift (though still not a behavioral shift) encouraging the American culture to become more global, embracing pluralism and forming the "Salad Bowl" approach of multiculturalism. This shift/ change has presented opportunities, challenges and conflicts within for American Society that warrants some investigation. We will brainstorm, identify and develop approaches that can empower individuals, groups and organizations in the change process to act with agency and progress towards a multicultural society. (Beale)
Section 011 – Dreams. The purpose of the course is to review historical developments in the conceptualization of the meaning of nocturnal dreams from the late l9th century to the present. The major emphasis will be on the use of dreams to explicate personal problem solving hence clinical data will be made the focus – the aim of developing students' ability to read, interpret, and understand the meaning of dreams (their own and others) the main practical skill developed. In the course of the term, issues from psychopathology, personality, psychotherapy, creativity, literature and development will be discussed in respect to dream material which presumes the student has some degree of familiarity with these fields and topics. The classes will involve discussions of readings in which students will be expected to take active roles. The course readings will consist of Freud's "Interpretation of Dreams" and a course pack. The particular discussion of readings will be announced in class each week as on a course reading list. Course evaluations will be determined by quality of participation in the class, one or two exams (announced in class) and by (largely) a course paper on dreams (outline to be discussed) which will focus on a series of dreams of one's own or someone else in regard to cognitive structure, psychodynamic content and adaptive problem solving strategy. (Wolowitz)
Section 016 – Transition to Womanhood: The Development of Adolescent Girls. This seminar will focus on the transition from girl to woman. Adolescent female developmentfollows many paths, and this course will negotiate those potential avenues. Specifically, discussionwill include body image, puberty, sexuality, career choice, and interpersonal relationships. MW 4-5:30. (Merriwether)
495/ACABS 425. The Gnostic Religion. Religion 280. Religion 201 recommended. (3). (Excl).
See ACABS 495. (Fossum)
324. Readings in Spanish. Proficiency test. (4). (Excl). May be repeated for credit.
Section 003 – Cultura Y Revolucion en Latinoamerica: Canciones, Libros y Sesxo (Gender) en el Siglo XX. Siempre que se habla de una revolucion se piensa en el periodo de destruccion y violencia que la caracterizan. Sin embargo, una de las tareas mas importantes despues del triunfo de una revolucion es la transformacion de la vida cultural de la sociedad. Como logra un gobierno revolucionario cambiar las practicas culturales de una nacion? Concentrandonos en tres revoluciones de este siglo en Latinoamerica, vamos a tratar de analizar como las gobiernos post-revolucionarios de Mexico, Cuba Y Nicaragua reorganizan la vida cultural de sus paises. En terminos generales vamos a analizar la educacion que reciben los ciudadanos, cual es la musica popular que se define como "revolucionaria", cual es el papel que juega la mujer en la "nueva sociedad" y como se comportan los intelectuales que el gobierno considera "de vanguardia". Tambien miraremos hacia los que quedan excluidos: los intelectuales "contra-revolucionarios", las minorias sexuales y ethnicas que son deliberadamento excluidas de los "beneficios" de la revolucion. En la clase se discutiran materiales originales como fragmentos de discursos politicos, musica y letra de canciones, articulos periodisticos, peliculas y otros escritos de intelectuales de dichos paises. Para completar el analisis de estos artefactos culturales se daran estrategias adecuadas. Los estudiantes trabajaran para hacer una presentacion en grupo de alguno de los temas, se haran equipos de debate y se escribira un ensayo final. Tendremos una o dos sesiones en la sala de computadores para navegar en la telarana mundial (worldwideweb) buscando y analizando materiales. Se leeran algunos libros (3 o 4) breves sobre la historia y la sociedad contemporaneas de Mexico, Cuba y Nicaragua. Asi mismo se preparara un course pack y un cassette con las canciones y otros materiales. (Chavez)
290. The Experience of Arts and Ideas in the Twentieth Century. (4). (HU).
Section 001 – BOUNDARIES OF MODERNISM AND POSTMODERNISM. It can be argued that the roots of Modernism extend back to the Romantic movement in the nineteenth century and that the branches continue to grow in 1996. But, if the branches of Modernism still grow in the 1990s, they have become creeping vines in a forest of Postmodern culture. Modernist theory, particularly as represented by Clement Greenberg, emphasizes the autonomy of the work of art, its isolation from the vagaries of political and cultural agendas, and often its universal appeal. On the other hand, Postmodernism is often seen as completely embedded in its culture, motivated by and in turn propelling political debate, and at time proclaiming the voice of a single community. The prolifieration of images, the (possible) democratization of culture, and the diminishing boundaries between the media which are characteristic of Postmodernism occur in part because of developments in image making, as exemplified by the following short list of technological innovations: 1839, invention of photography; 1895, invention of the first successful motion picture projector; 1946, television sets go on sale to the public, six stations are on the air; 1950, first commercial dry copier (Xerox Model D) is marketed; 1956, a videotape recording system introduced by Ampex. This interdisciplinary course will explore the paradigm shift from Modernism to Postmodernism in representative works of painting (Jackson Pollack, Mark Rothko, Barnett Newman, Robert Rauschenberg, Barbara Kruger, David Salle); photography (Alfred Stieglitz, Cindy Sherman, Lorna Simpson, Clegg and Guttman, The Starn twins); film (Dziga Vertov's MAN WITH A MOVIE CAMERA, Chris Marker's LA JETEE, Dusan Makavejev's W.R. OR THE MYSTERIES OF THE ORGANISM); video (Dara Birnbaum); mixed media (Jeff Koons, Jenny Holzer, Hans Haacke, Krzysztof Wodiczko) and literature (James Joyce, A PORTRAIT OF THE ARTIST AS A YOUNG MAN; Yuri Olesha, ENVY; Toni Morrison, BELOVED; Milan Kundera, THE BOOK OF LAUGHTER AND FORGETTING; Lesley Marmon Silko, CEREMONY). In addition to the novels noted above, there will be a course pack of assigned critical readings. You will be asked to write two 5-7 page papers on aspects of the nature of Modernism and Postmodernism. As a final project the class will prepare a group exhibition (working in small groups) and jointly write a catalogue for the exhibition. There will also be in-class presentations based on your contributions to the catalogue. (Eagle/Reister)
274. French and Francophone Societies and Culture.
French 232. (4). (HU).
Section 001 – Small Change: Childhood Narratives and the Politics Of Learning French. The purpose of this course is twofold, to introduce student to French and Francophone societies and cultures and to allow students to develop their reading, writing, and speaking skills in French, skills they will need in more advanced courses in French and Francophone studies. We shall concentrate French and Francophone childhood narratives (to be distinguished from literature written for children) in both novels and film and consider what these childhood narratives teach us about their cultural context and, especially, about the role (political, social, economic) of teaching and learning French in France and the French colonies (during the colonial period). We shall begin with several Francophone novels to consider the relation between teaching French and colonization. Throughout the course we shall view French and Francophone films to study the representation of events such as World War 11 and the Algerian Revolution through childhood narratives, with special attention devoted to how childhood narratives can reflect as allegories of the political conflicts to which children are sometimes thought to be immune. Finally students will have the opportunity to think about how their own experiences of learning French might relate to the narratives they will have studied. The objectives of the course will be to envision ways of learning French that empower students rather than alienate them. This will be an intensive writing course with an emphasis on revising and rewriting as a way of improving writing skills. Students will keep a journal of reflections on the texts studied in the course. The grade will be based on class participation (contribution to class discussions on the part of every student will be crucial), journals, in-class writing assignments, and papers. novels: Feraoun, Le fils du pauvre (Algérie)Laye, L'enfant noir (Guinée)Tremblay, Therese et Pierret à l'école des Saints-Anges (Québec)Kaplan, French Lessons (USA) films:, dir. Férid Boughedir'argent de poche, dir. François Truffautrevoir, les enfants, dir. Louis Malleroseaux sauvages, dir. André Téchinésouffle au coeur, dir. Louis Mallethé au haram d'Archimède, dir. Mehdi Charef (Hayes)
Section 002 – Les années soixante. There was a feeling in France that the 1960's marked the dawn of an entirely new, modern society. This new society, largely influenced by the united states, was experienced as an abrupt rupture with the French way of life which had preceded it. R popular idea in critical discourse cast the united states as a prototype society whose ways would serve as an example for the rest of the world to follow (or to avoid). Americanization, roughly equated positively with youth and vigor, but also accused of social conformity and cultural sterility, became a catchall tern which designated the French lurch in to consumer society. In this course, we will investigate the phenomenon of Americanization in the 1960's to see how the united states is constructed, produced, and inscribed in the selected texts. Preliminary discussions will briefly focus on how some French critics formed their ideas about Americans and the united states in the earlier twentieth century before moving to focus on French writings about the united states, symbols of Americanness in France (films, cars, rock and roll, consumer products. . .), and American events and world affairs (the hippie movement, the vietnam war, the civil rights movement). Readings will include excerpts from the work of Georges Duhamel, René Etiemble, Edgar Morin, jean-jacques servan-schreiber, and Kristin Ross, as well as articles from the popular press such as Paris-Match, l'express, and Le canard enchainé. this course will be conducted in french. (Waxman)
350(381). Special Topics in French and Francophone
Studies. French 232, and 8 credits in courses numbered
between French 250 and 299. (3). (HU). May be repeated for a total
of 9 credits.
Section 001 – The Maghreb: Subjectivity and National Identity. This course will examined a number of novels from the Maghreb (Morocco, Algeria, Tunisia). We shall begin with the childhood narratives that mark the birth of a Maghrebian literature distinct from the literature of Metropolitan France. In the aftermath of World War II, this new literature coincided with the consolidation of national identity producing the nationalist movements that would end French colonial rule in the Maghreb. We shall consider examples of "combat literature," which articulated this resistance to colonialism in the form of the novel. And finally, we shall consider how Maghrebian literature reflects on the post-independence conditions of the Maghreb, what some have called the postcolonial condition. Throughout the course, an emphasis will be placed on the relation between the individual and his/her collectivity or nation. What role does the articulation of a subjectivity through narrative (always also a gendered subjectivity and a sexual subjectivity) play in the articulation of national identity? How can marginal subjectivities challenge dominant models of national identity? What is the relation between postcolonial and postmodern subjectivities? We shall consider literary texts from the interdisciplinary approach of Cultural Studies and in relation to Maghrebian cultural production in the other arts. When appropriate, the novels will be read in conjunction with essays on the history, politics, and social sciences of the Maghreb. Students will also read several essays by Maghrebian feminists and certain key essays in postcolonial theory. There will be two papers and a final exam. Required Texts: Driss Chraïbi, Le Passé simple; Albert Memmi, La statue de sel; Assia Djebar, L'amour, la fantasia; Tahar Ben Jelloun, L'enfant de sable; Leïla'Sebbar, Shérazade. Films: Halfaouine, The Battle of Algiers. (Hayes)
374. Topics in Italian Literature. Italian
232. (3). (HU). May be repeated for credit.
Section 002 – Tales from the 'Other Side:' The Short Stories of 'Scapigliatura'. The years between 1860 and 1880 are a period of crisis of Romantic culture and of the values of post-unitary Italy. They also mark the birth of the literary movement of "Scapigliatura." The term may be interpreted as the translation of the French "Bohème" and, as such, it immediately conveys a sense of independence from social and literary conventions, an artistically provocative and extravagant behavior. The writers and the intellectuals who contribute to shape this literary experience, in spite of some ambiguous oscillations towards integration and compromise, display a repertoire of transgressive poetic objects: anti-clericalism, irreverence toward authority, blasphemous parody of the Sacred, and the willingness to experiment with narrative structures and genres. This course will examine a short segment of this "irregular" line in the Italian literary tradition, focusing on the issues of transgression, desecration, and on the fundamental contribution of this movement to the affirmation in Italy of a hyper-realistic and fantastic expressive mode. We shall read and discuss significant texts by the brothers Boito (Arrigo and Camillo); I.U. Tarchetti; C. Dossi; V. Imbriani; R. Zena; L. Gualdo, also making references to the international background that has influenced them (E.T.A. Hoffmann, E. A. Poe, T. Gautier, C. Baudelaire, V. De L'Isle-Adam, etc.). The readings will be in Italian and the course will be conducted in Italian as well. Requirements include oral presentations, a midterm exam and a final paper (10-12 pages.). (Cesaretti)
488. Topics in Hispanic Literatures and Cultures. Spanish
275 and 276, and three additional 300-level courses. (3). (Excl).
May be elected for a total of 6 credits.
Section 001 – THE NEW NARRATIVE OF LATIN AMERICA: THE 'NOVEL OF THE BOOM'. This course will examine the forms of the new Latin America narrative that captured the imagination of an international reading audience in the 1960s, 1970s, and beyond. We will read primary texts by majors authors of the "Boom" such as Cortázar, Fuentes, García Márquez, Puig, and Vargas Llosa, as well as relevant critical essays that will help contextualize the editorial and critical success of these writers. This course begins with a study of Borges' seminal works as precursors to the "new" narrative of the "Boom" writers who transform the previous models of narrative into playful and self-conscious discursive expressions of (what was then called) a "revolutionary" writing. We will pay particular attention to oppositional models such as "novela primitiva" and "novela de creación" which relate contemporary Latin America literature to broader world-wide literary trends. Primary Readings (required): Jorge Luis Borges, Ficciones; Julio Cortázar, Rayuela; Carlos Fuentes, La muerte de Artemio Cruz; Gabriel García Márquez, Cien a – os de soledad; Manuel Puig, El beso de la mujer ara – a; Mario Vargas Llosa, La ciudad y los perros; Sencondary Readings (selection on reserve): Carlos Fuentes, La nueva novela hispanoamericana; Angel Rama, La novela en América Latina: 1920-1980; Emir Rodriguez Monegal, El Boom de la novela latinoamericana; David Vinas et al, Mas allá del boom: literatura y mercado. (Herrero-Olaizola)
414. Political Russian. Russian 302 or permission of instructor. (3). (Excl).
The course is planned for advanced Russian students, who are oriented toward economics and politics. In particular juniors and seniors seeking experience in political science or political studies. Emphasis will be placed on the specialized vocabulary of politics and international affairs. The text is POLITICAL RUSSIAN, by Simes and Robin with audio-tapes. Weekly quizzes, final. Cost:2 (Shevoroshkin)
351. Introduction to Russian Literature. Russian 202 or equivalent. (3). (Excl).
This course is an introduction to Russian prose (selected short stories and excerpts from novels) of the 19th and 20th centuries. Classes are conducted in Russian. There are two take-home essays (in Russian), a midterm and a final (partly in English). Class discussion is encouraged. There are also oral presentations (one per student) on individual authors (life and work). The course increases vocabulary, reading speed, written and oral fluency, while developing literary-analytical skills. (Humesky)
483. Fundamentals of Slavic Linguistics. (3). (Excl).
The course provides a general survey of linguistic approaches to the Slavic languages. Topics include the fundamentals of phonetic, phonological, morphological and syntactic analysis. A modern theoretical approach will be used, and the presentation will be balanced between diachronic (historical) and synchronic (descriptive) treatment of the languages, including adequate discussion of standardization. The course is also appropriate for undergraduate Russian concentrators in both junior and senior years. Grading will be based on class participation, oral reports and written tests. Cost:1 WL:5, Ask at Slavic Dept. tel 764-5355 or in pers. at 3040 MLB (Stolz)
102. Contemporary Social Issues: An Introduction to Sociology. Open to freshpersons and sophomores. Juniors are strongly encouraged and seniors must take Soc. 302, 303, 400, 401, 423, 444, 447, 450, 460, or 461. No credit for seniors. (4). (SS). Credit is granted for a combined total of 8 credits elected through Soc. 102, 202, 203, and 401, provided that the course topics are different.
Section 009 – Introduction to Sociology through Social Inequality. The purpose of this course is to introduce you to sociology by examining one of the discipline's central subareas: social inequality. Through our investigation of sociological approaches to social inequality you will become familiar with some of sociology's key theoretical perspectives, sociological concepts, and tools of analysis. Specific topics we will study include: income inequality in the United States, poverty, race-ethnic and gender prejudice and discrimination, race-ethnic residential segregation, changing gender roles, the gender gap in wages, and changes in the "family." Central goals of this course also include: (1) helping you to learn to see social conditions and social change as consequences of cultural patterns rather than accidental or random occurrences; and (2) helping you to gain an understanding of the social forces that shape our lives, experiences, and opportunities. (Smock)
420. Complex Organizations. One introductory course in sociology. (3). (Excl).
This course provides an introduction to contemporary theory and research on complex organizations, such as business enterprises, schools, government, and voluntary associations. We will consider the internal structure of organizations, the relationship of the organization to its environment, and organizational strategies and decision-making. The first part of the course covers the internal structure of organizations and introduces three perspectives on organizational structure: organizations as rational systems, as natural systems, and as open systems. The second part of the course places the organization in a wider context and examines the organization's relationship to the various elements of its environment. We will learn how different theories conceptualize the organization's environment, and how organizations manage their relationship to the environment. In the third part of the course we will discuss organizational strategies and decision-making, or what makes organizations effective and successful. The course will conclude with an examination of Japanese organizations; using theories learned in the course, we will examine how and why Japanese organizations differ from Western organizations in their structure and behavior. Readings will include both theoretical material and case studies. Course requirements are three short essays and a final exam. (Takata)
477/Social Work 609. Sociology of Aging. (3). (Excl).
This course examines the major constructs, theories, and issues in social gerontology today within the context of the aging of our society. The most current debates and empirical findings in regard to such topics as: theories of aging and psychosocial influences on the health and functioning of the aging will be considered; as will variations in aging and the effects of the aging society due to gender, race, and ethnicity. Cost:2 WL:1 (Gibson)
466/IOE 466/Manufacturing 466. Statistical Quality Control. Statistics 311 or IOE 365. (3). (Excl). (BS).
Design and analysis of procedures for forecasting and control of production processes. Topics include: attribute and variables sampling plans; sequential sampling plans; rectifying control procedures; charting, smoothing, forecasting, and prediction of discrete time series. Cost:2 WL:3 (Herrin)
505/Econ. 673. Econometric Analysis. Permission of instructor. (3). (Excl). (BS).
This course is designed for first-year graduate students in economics, business, and related subjects. It involves a fairly rigorous development of statistical reasoning and methods relating to hypothesis testing, estimation, and regression analysis. Students are supposed to have had a course in calculus and in introductory statistics. Knowledge of matrix algebra is required. Evaluation of students is based on midterm and final examinations and weekly assignments. Students taking this course are expected to take Economics 674 – Econometric Analysis II in the following term. Cost:2 WL:3 (Howrey)
Theatre and Drama
241. Directing I. Permission of instructor. (3). (Excl).
This course covers history of directors from Sax-Meiningen
to Meyerhold to Brook, the function and responsibilities of a
director, and the director's relationships with designers, playwrights, stage managers, technical/artisan staff, actors, and dramaturgs.
Students learn to identify styles of theatre and stage types, ground and floor plans. The course also covers script interpretation
and analysis, directors' research and resources, directorial concept(s), conceptualization of a play, and intrinsic/extrinsic interpretation.
Some class projects and papers are required.
477. History of Dress. Theatre 351. (3). (Excl).
This is a slide survey course which traces the history of dress from ancient times through the present day, with an emphasis on the societies which produced particular manners and styles of dress and their relationship to one another. Students will be graded on assigned projects, exams, and class participation.
102(CCP 102). The Student in the University. 21st Century Program participant. (1) (Excl). Offered mandatory credit/no credit.
This course will provide students with an opportunity to critically review their role in the university. It will allow students to consider the expectations of their experience at the university within a framework of theoretical perspectives. It is hoped that students will develop a broad understanding of what their university experience can include and how they can shape it to realize their academic potential and intellectual development. The course will focus on the transition from high school to college, role of the liberal arts, critical thinking, intergroup relations and social change. The issues and challenges of living and working in a multicultural society will be examined. This discussion will include a focus on student perceptions, relevant research and university resources. The small discussion groups will focus on the readings and areas of practical concern. This course is open only to people in the 21st Century Program.
152. First-Year Natural Science Seminar. First-year
students. (3). (NS). (BS). May be repeated for credit with permission
Section 001 – Decision and Uncertainty: Facing the Odds. The aim of this course is to learn useful ways of analyzing and dealing with uncertainty. We will discuss statistical regularity (the so-called "law of averages"), inference, and prediction. We will look at probability in nature, communication, and in human affairs. (Art Schwartz)
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