250. Sophomore Seminar. Open to Honors
students with at least sophomore standing. (3). (SS).
Section 002 – Cholera Pandemics: Model Systems for Evaluating Societal Attitudes. Cholera pandemics provide model systems for retrospectively correlating societal attitudes with the methods used in eventually providing a solution to a large-scale social problem. These model systems also provide a basis for evaluating the potential validity of current societal attitudes in current attempts to solve large-scale social problems. Two hour seminar periods are used for student reviews of text chapters and class discussion. Guest participants provide additional commentaries. Students are evaluated on chapter presentations, class participation, and a final paper. There are no prerequisites. The main text will be The Cholera Years by C.F. Rosenberg. (Whitehouse)
Section 003 – Psychological Foundations of Economic Behavior. A comprehensive examination of economic processes requires psychological considerations and subjective variables to be taken into account. Psychological economics focuses on how people's motives, attitudes, and expectations influence their spending, saving, and investment decisions. Dating back to household budget studies conducted more than 100 years ago, to what have now become more sophisticated large-scale "social experiments," controlled empirical observation of people's economic behavior has proved to be a solid mainspring for advance in economic knowledge. Moreover, only when the tools of modern psychology are incorporated into the economic analysis models can the economist carefully scrutinize the often crucial role these subjective variables play in determining short-run fluctuations as well as longer-term trends. This course will present a systematic treatment of the psychological foundations of economic behavior. Reading assignments will be made from the rapidly growing empirical literature. Usually restricted to students who have already completed introductory courses in economics, psychology, and statistics, supplemental reading will be assigned as needed on an individual basis. In addition, each student is expected to pursue one topic further, and to report on their studies at the end of the term. (Curtin)
Section 004 – Becoming a Critical Consumer of Research
Findings. Contrary to the standard approach to undergraduate
courses where substantive issues in a single content area are
studied intensively, this course would introduce students to a
variety of problems in several different fields of study (e.g., psychology, education, and health). Students will be expected
to articulate the fundamental issues embedded in these problem
areas and to learn to critique the various methods of inquiry
which scientists have utilized to study these fundamental issues (e.g., case studies, surveys, experiments, cost-benefit
analysis). This course will expose students to articles of increasing
levels of sophistication taken from newspapers, magazines, "soft"
journals, and "hard" journals encountered by both the
instructor and (eventually) by students. Assignments will be logical
extension of the peer review discussion of these articles in class
and subsequent reading of scientists' critiques of these same
articles. Early class sessions will address problems that have
been researched thoroughly and where there exists precedent for the method of inquiry; later sessions will address problems that
have yet to be discussed extensively by scientists. The emphasis throughout the course will be on identifying the fundamental issues
in the various problems, critiquing the methodological approaches
taken, pointing out the similarities of these issues across content
areas, and teaching students to be more critical consumers of
research. Examples from psychology (e.g., evaluation of psychotherapy), education (e.g., effectiveness of desegregation), and health (e.g., benefits of coronary artery bypass graft
surgery) will be used to illustrate the difficulties in evaluating
important social questions. Lecture information will be used when
necessary to complement the inductive peer review-discussion approach
taken in the class. Evaluation will be based on class discussion, three to five page papers assigned where interesting and relevant
issues emerge during class, and individual student presentations
of problems in which they will discuss substantive issues contained
and respond to questions and comments from the peer review process.
Section 005 – United States: 1870-1915. Selected research topics based on research principally at the Clements Library. (Livermore)
251. Sophomore Seminar. Open to Honors
students with at least sophomore standing. (3). (HU).
Section 001 – Critical Approaches to Modern Poetry. This course will be concerned with reading and critical discussion of major Contemporary poetry in the English, American, and modern European traditions, supplemented by readings in the work of major critics who have concerned themselves with verse. The special focus of the course will be lyric poetry and we will study, in a comparative manner, different approaches to the perceptive reading and analysis of works of this genre. The level of the course will be determined by the preparation and background of the students who enroll. A broad spectrum of critical approaches will be investigated, including the New Criticism, Interdisciplinary Approaches, Descriptive poetics, and, depending on the level of the students, such recent methods as Structuralism and Semiotics. Readings: Readings will be assigned from various anthologies of poetry and of critical essays, chosen with an eye toward price so that students can afford them. Requirements: At least one major paper and one minor paper will be required. There will also be a midterm and a final examination. (George)
Section 002 – Four Modern Encyclopedia Fictions. Encyclopedia
Fiction may be defined as a kind of literature that attempts in
exhaustive ways to organize, classify and judge the human energies
- the knowledge, opinions, sentiment and appetite – that motivate
a civilization. Such works necessarily have great scope, and often they embody the myths by which a civilization seeks to know itself
or seeks to be known. Until modern times these fictions appeared
in Scriptures and Epics, but now they are more likely to appear
as novels. In both technique and subject matter they aim at a
total and definitive vision of their age. They are often as difficult
as they are ambitious. We shall read four in the course of the
term: Melville's Moby Dick, Joyce's Ulysses,
Mann's Dr. Faustus, and Pynchon's Gravity's Rainbow.
Students will prepare short papers on each book (one or two for
class presentation) and a more ample course paper. (Schulze)
Section 003 – Art and Religion. This course aims to develop an understanding of the basic differences between the western religious tradition on the one hand and the Indian religious traditions on the other, with particular attention to the manner in which major themes have been revealed in painting and sculpture, as well as in architectural contexts. Major Old Testament and New Testament themes will be discussed, both to show how attitudes and interests have changed over the centuries, and to develop a familiarity with the work of major western artists – such as Michelangelo, Durer, and Rembrandt. In the Indian tradition, concentration will be on the life of Krishna, as child-god, hero, lover, and sage; but other aspects of Hinduism and Buddhism will also be discussed. Primary texts will be the Old and New Testaments, the Bhagavad Gita, the Gita Govinda, and various puranas. Photographs and slides (and where possible original prints and paintings in the Museum of Art and other nearby museums) will be used for visual material, along with basic reference books for visual materials and iconography such as Panofsky's Durer, de Tolnay's Michelangelo, Archer's Loves of Krishna, Spink's Krishnamandala, etc. General background reading from J. Campbell's Occidental Mythology and the same author's Oriental Mythology will be assigned as a basis for class discussion on some of the wider themes. One examination, one long final paper, and various short papers and projects will be assigned. (Spink)
252. Sophomore Seminar. Open to Honors
students with at least sophomore standing. (3). (NS).
Section 001 – The History of Biomedical Science and the Art of the Humbug. Discussions will center around evolution of modern medicine. This will include consideration of what "prehistoric" medicine may have been like, and a description of early Western medical concepts. The introduction of the scientific method altered all those concepts, and of course the methods of prevention and treatment of illness. This will be discussed. In addition, attention will be directed at current day fads: acupuncture, astral projection, chiropractic, ESP, diets of all kinds. The aim is to establish some reliable guideposts to making decisions regarding the health and well being of our bodies. No assigned reading, although recommended reading will be supplied. A term paper will be required. (Malvin)
380/Women's Studies 380. History and Current Politics of the Equal Rights Amendment. Open to Honors students with at least sophomore standing; or Women's Studies 240 or the equivalent, and permission of instructor. (4). (SS).
The principle of equal treatment under the law, regardless of sex, has been a subject of long, bitter, and often emotional controversy, both historically and currently. The purpose of this course is two-fold. First we will explore the history and current politics of the ERA. Among the subjects to be considered will be the shifting attitudes of the feminist movement towards the ERA, from a controversial minority position espoused by Alice Paul and the National Women's Party to a widely accepted mainstream feminist issue; the nature and ideology of the left-wing and right-wing opponents of the ERA historically and currently; the expected legal effects of the amendment in such areas as family law, employment and the military; the current political strategies and tactics used by proponents and opponents; the political demography of selected unratified states; and the ERA as a symbolic issue, the debate over which transcends the particular legal effects that might be predicted from its passage. The second and equally important goal of this course will be to involve students in primary research on some topic related to the Equal Rights Amendment. After an initial series of class meetings in which we will explore the topics mentioned above and define possible areas for research, students will pursue individual research, meeting regularly on a tutorial basis, and occasionally as a group to share ideas and results. Grades will be apportioned as follows: class participation, 10%; midterm quiz, 15%; issue analysis, 15%; research project, 60%. (Morrow)
393, 394. College Honors Seminar. Open to Honors students with at least junior standing and with permission of instructor. (3 each). (N.Excl). May be repeated for credit with permission of the Honors Council.
Honors 394 is offered Winter Term, 1983.
Language, Personality, and Culture. This is a research seminar designed for people interested in interface between the psychology of the individual, language and cultural forces. After an initial period of relevant reading, students will be expected to develop a research proposal, defend it in class, and as an option, carry it out as an individual tutorial in the following term. Much of the reading and the orientation of the seminar will be based on Professor Guiora's research. Successful completion of this seminar may lead to membership in Psychology 978 (Dr. Guiora's ongoing research group). (Guiora)
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