|
|
Catalogue 2016-2017 [ARCHIVED CATALOG]
Course Descriptions
|
|
|
|
| |
Courses in Latin Language and Literature: II. Intermediate |
| |
-
GRST 246 - Intermediate Latin II Semester Offered: Spring
1 unit(s)
Authors may include Horace, Livy, Ovid, Seneca, Petronius, Suetonius, and Virgil. Readings are selected to illustrate the diversity of literary forms that flourished in the early Empire and the interaction of literature with society, politics, and private life. J. Bert Lott.
Prerequisite(s): GRST 245 or permission of the instructor.
Three 50-minute periods.
|
Courses in Latin Language and Literature: III. Advanced |
| |
-
GRST 341 - Topics in Latin Literature Semester Offered: Spring
1 unit(s)
Topic for 2016/17b: The (Dis)embodied Self This course examines narratives from Latin literature that raise questions about conceptualizations of the human body, matters of selfhood and personal identity, and various aspects of Roman culture. Our investigations center upon narratives in which the edges of the body are breached, penetrated, transgressed, blurred, and/or transformed. Possible readings in Latin include selections from Seneca’s Thyestes, Ovid’s Metamorphoses, Celsus’ De Medicina, Lucan’s De Bello Civili, and Apuleius’ Metamorphoses, along with relevant pieces of modern scholarship. Our discussions also turn an eye toward the present day by comparing Roman constructs with perceptions of the body in the modern world.
Prerequisite: GRST 246 or permission of the instructor.
Two 75-minute periods.
|
| |
-
GRST 342 - Virgil
1 unit(s)
Selections from the Eclogues, Georgics, or Aeneid. Subjects of study include the artistry of the Virgilian hexameter, the relationship of Virgil’s works to their Greek models, and general topics such as his conception of destiny, religion, and the human relation to nature. Robert Brown.
Prerequisite(s): GRST 246 or permission of the instructor.
Not offered in 2016/17.
|
| |
-
GRST 343 - Tacitus
1 unit(s)
Close readings from the works of the imperial historian and ethnographer Tacitus. In connection with further developing students’ reading skills, the class focuses on particular literary, cultural, or historical issues. J. Bert Lott.
Prerequisite(s): GRST 246 or permission of the instructor.
Not offered in 2015/16.
|
| |
-
GRST 344 - Roman Lyric and Elegy
1 unit(s)
Poems of Horace, Tibullus, Propertius, Catullus and Ovid with attention given to poetic form, the influence of poets on each other, and the view they give us of Roman society in the first century BCE. Curtis Dozier.
Prerequisite(s): GRST 246 or permission of the instructor.
Offered every third year. Not offered in 2016/17.
Two 75-minute periods.
|
Hebrew: I. Introductory |
| |
-
HEBR 105 - Elementary Hebrew Semester Offered: Fall
1 unit(s)
Introduction to the language. Basic phonics and grammatical structures. Stress on development of reading comprehension, simple composition, and conversational skills. For Hebrew 105, no background in the language is assumed; admission to HEBR 106 is possible with the demonstration of previous work equivalent to Hebrew 105. Mr. Yoked.
Open to all students.
Yearlong course 105-HEBR 106 .
|
| |
-
HEBR 106 - Elementary Hebrew Semester Offered: Spring
1 unit(s)
Introduction to the language. Basic phonics and grammatical structures. Stress on development of reading comprehension, simple composition, and conversational skills. For HEBR 105 , no background in the language is assumed; admission to Hebrew 106 is possible with the demonstration of previous work equivalent to HEBR 105 . Mr. Yoked.
Open to all students.
Year long course HEBR 105 -106.
|
Hebrew: II. Intermediate |
| |
-
HEBR 205 - Intermediate Hebrew I Semester Offered: Fall
1 unit(s)
Formal study of Hebrew language with emphasis on oral practice and writing skills. Mr. Yoked.
Prerequisite(s): HEBR 105 -HEBR 106 , or equivalent of two years in high school.
|
| |
-
HEBR 206 - Intermediate Hebrew II Semester Offered: Spring
1 unit(s)
Formal study of Hebrew language with emphasis on oral practice and writing skills. Mr. Yoked.
Prerequisite(s): HEBR 205 or equivalent of three years in high school.
|
| |
-
HEBR 217 - Film, Fiction and the Construction of Identity–Israeli and Palestinian Voices
1 unit(s)
(Same as JWST 217 and RELI 217 ) This course explores the emergence and consolidation of collective identities in modern Israel and Palestine. Through a close examination of Israeli and Palestinian films and literary texts in translation students are introduced to an array of competing and complementing narratives that Israelis and Palestinians have relied on to understand themselves and their relationship to the other. Special attention is given to issues related to class, gender, ethnicity, religion and ideology.
Not offered in 2016/17.
|
| |
-
HEBR 290 - Field Work
0.5 or 1 unit(s)
|
| |
-
HEBR 298 - Independent Work Semester Offered: Fall or Spring
0.5 to 1 unit(s)
|
Hebrew: III. Advanced |
| |
-
HEBR 305 - Advanced Readings in Hebrew: Genres and Themes
1 unit(s)
Expansion of language proficiency through intensified study of culture and literary texts and examination of different Israeli media. Readings are arranged according to thematic topics and course may be repeated for credit if topic changes.
|
| |
-
HEBR 399 - Independent Work Semester Offered: Fall
0.5 to 1 unit(s)
Note: A self-instructional introductory course in Yiddish language exists. See Self-Instructional Language Program (SILP).
|
Hindi: I. Introductory |
| |
-
HIND 105 - Beginning Hindi Semester Offered: Fall
1 unit(s)
Prerequisite(s): Special Permission.
Year long course 105-HIND 106 .
|
| |
-
HIND 106 - Beginning Hindi Semester Offered: Spring
1 unit(s)
Prerequisite(s): Special Permission.
Year long course HIND 105 -106.
|
Hindi: II. Intermediate |
| |
-
HIND 210 - Intermediate Hindi Semester Offered: Fall
1 unit(s)
Prerequisite(s): Special Permission.
Year long course 210-HIND 211 .
|
| |
-
HIND 211 - Intermediate Hindi Semester Offered: Spring
1 unit(s)
Prerequisite(s): Special Permission.
Year long course HIND 210 -211.
|
Hindi: III. Advanced |
| |
-
HIND 310 - Advanced Hindi I Semester Offered: Fall
1 unit(s)
Prerequisite(s): Special Permission.
|
| |
-
HIND 311 - Advanced Hindi II Semester Offered: Spring
1 unit(s)
Prerequisite(s): Special Permission.
|
Hispanic Studies: I. Introductory |
| |
-
HISP 105 - Elementary Spanish Language Semester Offered: Fall
1 unit(s)
Fundamentals of the grammar and structure of the Spanish language with emphasis on oral skills and reading. María Ximena Postigo Guzmán.
Open to students with no previous instruction in Spanish.
Yearlong course 105-HISP 106 .
Four 50-minute periods; one hour of drill.
|
| |
-
HISP 106 - Elementary Spanish Language Semester Offered: Spring
1 unit(s)
Fundamentals of the grammar and structure of the Spanish language with emphasis on oral skills and reading. María Ximena Postigo Guzmán.
Open to students with no previous instruction in Spanish.
Yearlong course HISP 105 -106.
Four 50-minute periods; one hour of drill.
|
| |
-
HISP 110 - Latin American and Spanish Literacy and Cultural Topics
1 unit(s)
Not offered in 2016/17.
Two 75-minute periods.
|
Hispanic Studies: II. Intermediate |
| |
-
HISP 205 - Intermediate Spanish Semester Offered: Fall or Spring
1 unit(s)
Intensive study and review of Spanish grammar at the second-year level with emphasis on oral practice and writing skills. María Ximena Postigo Guzmán (a); Mihai Grünfeld, to be announced (b).
Prerequisite(s): HISP 105 -HISP 106 or HISP 109 , or three years of high school Spanish.
Three 50-minute periods and one hour of conversation.
|
| |
-
HISP 206 - Reading and Writing about Hispanic Culture Semester Offered: Fall or Spring
1 unit(s)
Reading, writing and speaking skills are developed through study of cultural and literary texts, audiovisual materials, and review of advanced grammar topics. Andrew Bush and Mario Cesareo (a); Michael Aronna and Mario Cesareo (b).
Topic for 2016/17a: Reading, writing and speaking skills are developed through study of cultural and literary texts and audiovisual materials. Andrew Bush.
Topic for 2016/17a: This section is designed as an introduction to significant contemporary issues in Latin American cultures (Human rights, LGBT and Women’s movements, Indigenous peoples and other topics.). It allows a first exposure to this problematic in Spanish, providing a space for reading, viewing, listening, speaking and writing in the target language. Mario Cesareo.
Topic for 2016/17b: Reading, writing and speaking skills are developed through study of cultural and literary texts and audiovisual materials. Michael Aronna.
Topic for 2016/17b: This section is designed as an introduction to significant contemporary issues in Latin American cultures (Human rights, LGBT and Women’s movements, Indigenous peoples and other topics.). It allows a first exposure to this problematic in Spanish, providing a space for reading, viewing, listening, speaking and writing in the target language. Mario Cesareo.
Prerequisite(s): HISP 205 or four years of high school Spanish.
Two 75-minute periods and one hour of conversation.
|
| |
-
HISP 216 - Topics in Multidisciplinary Analysis Semester Offered: Fall and Spring
1 unit(s)
This course develops a set of methodological and theoretical tools for the investigation of cultural practices such as literature, popular and mass culture, social movements and institutions in Spanish-speaking countries.
Topic for 2016/17a: Fiction and Non-Fiction in the Multidisciplinary Classroom. This course develops the theoretical and methodological tools for the study of the ambiguous boundaries of the fictional and scientific representation of social reality in Latin American cultural discourse and practice. Through the examination of hybrid texts which combine elements of fiction, science, journalism, photography, and art the course explores assumptions underlying different conceptions of documentary and imaginary representation. Students consider models of analysis originating in cultural studies with others from the social sciences in order to arrive an an integral and multidisciplinary understanding of the formal and social characteristics of these diverse texts and practices. Michael Aronna.
Topic for 2016/17b: Contemporary Andean Poetry. This course will introduce the student to a critical analysis of contemporary Andean Poetry. Readings will be selected from poetic works of the twentieth and twenty-first centuries including poetry of the Andean region of Bolivia, Peru, Ecuador, Chile, Colombia, and Argentina. We will also learn how to make connection among different poetic works in order to situate them within specific moments in the history of the region. This course will concentrate on that poetic image that invites us to experience the poem rather than just reading it. Responding to this invitation through deep interpretation will build the path we will undertake. In order to do so we will keep four groups of questions in mind. (1) What kind of voice is the one we can hear in the poem? Is this voice suffering or fighting? Is this voice political? Is it in silence? Is it a collective voice or a disappeared body? (2) What is this voice trying to tell us? What is the image we are invited to see in the poem? Is it an historical event? Might it be a specific understanding of life? Maybe an absent image? (3) What is the image in the poem creating? What is this image transmitting? Is it an experience, an emotion, hope, void, or a variant conception of reality? (4) What is the poem inviting us to do with that image? How does the poem affect us? How does it change- or not- our perception of life and reality? María Ximena Postigo Guzmán.
Prerequisite(s): HISP 206 or permission of the instructor.
Two 75-minute periods.
|
| |
-
HISP 219 - Advanced Grammar and Composition
1 unit(s)
This course offers an in-depth coverage of Spanish grammar with emphasis on reading and writing skills. A more traditional approach in grammar explanations is combined with the study of numerous examples and exercises based on everyday life. The objectives of this course are 1) to provide a thorough review of major topics of Spanish grammar—ser and estar, por and para, the preterit and the imperfect, sequence of tenses, conditional clauses, etc.; 2) to explore in-depth the different mechanics of writing in Spanish (punctuation, written accents, etc.); 3) to work on writing skills in Spanish through the use of various writing techniques and strategies—the art of writing narratives, dialogue, descriptions, letters, and reports; 4) to improve reading skills and knowledge of vocabulary and idiomatic expressions in Spanish; 5) to continue to increase cultural knowledge of the Spanish-speaking world. Through the use of the target language in class, this course also contributes to the general language acquisition process. Some translation work is required as well—contextualized passages in English translated into Spanish are used to illustrate a variety of grammatical principles. Eva Woods.
Prerequisite(s): HISP 216 or permission of the instructor.
Not offered in 2016/17.
Two 75-minute periods.
|
| |
-
HISP 225 - Creative Writing Workshop Semester Offered: Spring
1 unit(s)
This year’s workshop provides a space for the development of the student’s ability as a writer of fiction in Spanish. Writing projects could include short stories, drama, poetry and miscellany, depending on the student’s individual interests. Workshop members share, read and critique each other’s writing. We also engage some readings and exercises designed to enrich the student’s ability to give form, texture, and voice to their writing. Mario Cesareo.
Prerequisite(s): HISP 216 or HISP 219 or permission of the instructor.
Offered in alternate years.
Two 75-minute periods.
|
| |
-
HISP 226 - Medieval and Early Modern Spain Semester Offered: Spring
1 unit(s)
Studies in Spanish literary and cultural production from the time of the Reconquest to the end of the Hapsburg Empire.
Topic for 2016/17b: Jews, Muslims and Christians in Medieval Spain.Power homogenizes, and absolute power homogenizes absolutely. Such has been the keynote of cultural politics in Spain from the reign of the Reyes Católicos to the Franco dictatorship. But against the discourse of power stands the lived reality of cultural heterogeneity in the Iberian Peninsula. The great theoretical voice speaking for that heterogeneity has been Américo Castro, who opposed the centuries-old conflation of Catholicism and nationalism by insisting upon what we would now call the multicultural base of Spanish identity, namely the coexistence of Jews, Muslims and Christians in the medieval period. This course takes Castro’s theoretical position as the point of departure for the investigation of the tri-partite convivencia, considering both its moments of harmony and of confrontation. The selection of texts and their study are interdisciplinary in nature, including the fields of literature, history, religion and architecture. While concentrating on the period 711-1492, attention is also devoted to the medieval legacy in such later writers as Cervantes. Please note that although the original language of some of the texts is Hebrew or Arabic, Galician-Portuguese or Catalan, readings, class discussion and writing assignments are in Castilian Spanish. Andrew Bush.
Two 75-minute periods.
|
| |
-
HISP 227 - Colonial Latin America Semester Offered: Spring
1 unit(s)
(Same as LALS 227 ) Studies in Latin American literary and cultural production from the European invasion to the crisis of the colonial system.
Topic for 2016/17b: The Invention of America. This course explores a variety of texts and genres that trace the process of the “invention” of the New World. We begin with the Mayan myth of creation in the Popol Vuh and examine a variety of forms of mythical, literary and historical fabrications in texts like Alvar Núñez Cabeza de Vaca’s Naufragios, Bartolomé de las Casas’s Brevísima Relación, Clorinda Matto de Turner’s Aves sin nido and Gertrudis Gómez de Avellaneda’s Sab. In these and other texts we trace the invention and reinvention of Latin America in popular and scholarly imagination until the end of the nineteenth century. Mihai Grünfeld.
Prerequisite(s): one course above HISP 206 .
Two 75-minute periods.
|
| |
-
HISP 228 - Modern Spain Semester Offered: Fall
1 unit(s)
Studies in Spanish literary and cultural production from the beginning of the Bourbon monarchy to the present.
Topic for 2016/17a: Road Trips. The course introduces a wide range of literary expression (novel, essay, travelogue, poetry, drama) from the thwarted Spanish Age of Enlightenment in the eighteenth century to the present-day Spain of revived regionalism and massive immigration, by way of the geographical imagination. Texts under study offer close observation of the particularities of landscapes and cityscapes and their implications for the local and national imaginary, collective memory and both religion and politics in modern Spain. Much attention is devoted to questions about insider and outsider perspectives and the vicissitudes of dialogue between them. Andrew Bush.
Prerequisite(s): HISP 216 .
Two 75-minute periods.
|
| |
|
| |
-
HISP 290 - Field Work Semester Offered: Fall or Spring
0.5 to 1 unit(s)
Individual projects or internships. The department.
Prerequisite(s): one unit of HISP 205 or above.
Special permission.
|
| |
-
HISP 298 - Independent Work Semester Offered: Fall or Spring
0.5 to 1.5 unit(s)
The department.
Prerequisite(s): 2 units of HISP 226 or above, and permission of the instructor.
Does not fulfill the requirement for 200-level work in the major or the correlate sequence.
|
Hispanic Studies: III. Advanced |
| |
-
HISP 300 - Senior Thesis Semester Offered: Spring
1 unit(s)
The department.
|
| |
-
HISP 387 - Latin American Seminar Semester Offered: Fall and Spring
1 unit(s)
(Same as LALS 387 ) A seminar offering in-depth study of topics related to the literary and cultural history of Latin America. This course may be repeated for credit when the topic changes. Ximena Postigo Guzman (a); Michael Aronna (b) Mario Cesareo (b)
Topic for 2016/17a: Indigenous Philosophy in Andean Textualities. It is not by chance that certain Andean literature leads us to other cultural expressions, for instance, to dances and myths. The poetics of these performances and narratives are part of the structure of many literary texts in the region. In other words, they can be understood as the intertextuality-the inclusion of one text into another - of those texts. In the case of the Andes, we should extend this definition to include any form of performance, oral narrative, or even an historical event that is re-told by the poetics of a literary text. This course is focused on art works of Peru and Boliva that contain this kind of interetextuality. In order to explore these works profoundly we wil also become familiar with fundamental aspects of Andean indigenous philosophy. Materials for this course include colonial and contemporary literature, narratives, poetry, plays, theory, and film. We study the connections among these materials in order to find what it is that these textualities are moving or provoking in the Andews. Ximena Postigo-Guzmán.
Topic for 2016/17b: Science Fiction, Horror, and the Occult in Latin America. This seminar examines the unique origins and evolution of the literature and film of science fiction, horror, and the occult in Latin America. The course focuses on the culturally heterogenous and politically charged context of notions of nature, futurity, progress, dystopia, desire, the uncanny, anxiety, the repressed and the unknown that underlie these interrelated genres in Latin America. Michael Aronna.
Topic for 2016/17b: New Argentine Cinema. The seminar follows the appearance and development of the Argentine New Wave, from the mid-1990s to the present. These films have initiated a new direction in Argentine and Latin American film, as they try to find new narrative forms that symbolically articulate and transform the radical crises-cultural, national and economic-that neoliberalism and its aftermath brought to the Argentine landscape. In the process, new voices, ethnic communities, sexualities and social sensibilities emerge, questioning established ways of thinking and looking at the nation and its uneasy fragments. The emerging result has been a boom in production that publics and film festivals worldwide have recognized through accolade, prizes, worldwide distribution and critical praise. Films by auteurs such as Adrián Caetano, Martín Rejtman, Pablo Trapero, Lucrecia Martel are discussed, bearing on themes such as the circulation of bodies and labor, nation, migration and globalization, memory and subjectivity, the eye vs. the gaze, the spheres and politics of social space, and the political unconscious of melodrama and allegory within the context of subalternity and the Third World. Mario Cesareo.
Prerequisite(s): HISP 216 and one course above 216.
One 2-hour period.
|
| |
-
HISP 388 - Peninsular Seminar
1 unit(s)
A seminar offering in-depth study of topics related to the literary and cultural history of Spain. This course may be repeated for credit when the topic changes.
Prerequisite(s): HISP 216 and one course above HISP 216.
Not offered in 2016/17.
One 2-hour period.
|
| |
-
HISP 399 - Senior Independent Work Semester Offered: Fall or Spring
0.5 to 1 unit(s)
Special permission. Does not fulfill the requirement for 300-level work in the major or correlate sequence.
|
Independent Program |
| |
-
INDP 290 - Field Work
0.5 to 1 unit(s)
|
| |
-
INDP 298 - Independent Work Semester Offered: Fall or Spring
0.5 to 1 unit(s)
|
| |
-
INDP 300 - Thesis Semester Offered: Fall
0.5 unit(s)
An ungraded thesis written in two semesters for one unit.
Yearlong course 300-INDP 301 .
|
| |
-
INDP 301 - Thesis Semester Offered: Spring
0.5 unit(s)
An ungraded thesis written in two semesters for one unit.
Yearlong course INDP 300 -301.
|
| |
-
INDP 399 - Senior Independent Work Semester Offered: Fall or Spring
0.5 to 1 unit(s)
|
Interdepartmental |
| |
-
INTD 150 - EMT Training Semester Offered: Fall
0.5 unit(s)
This course provides training as required for state certification as an emergency medical technician. The course is taught by state-certified instructors. Students must attend all sessions to qualify for a certificate. The course meets weekly through both semesters, with one or two Saturday sessions each semester. Observation times in the emergency department and with an ambulance are required. Upon completion of the Vassar EMT course, it is expected that the students will serve on the Vassar EMT squad.
Yearlong course 150-INTD 151 .
|
| |
-
INTD 151 - EMT Training Semester Offered: Spring
0.5 unit(s)
This course provides training as required for state certification as an emergency medical technician. The course is taught by state-certified instructors. Students must attend all sessions to qualify for a certificate. The course meets weekly through both semesters, with one or two Saturday sessions each semester. Observation times in the emergency department and with an ambulance are required. Upon completion of the Vassar EMT course, it is expected that the students will serve on the Vassar EMT squad.
Yearlong course INTD 150 -151.
|
International Studies: I. Introductory |
| |
-
INTL 106 - Perspectives in International Studies Semester Offered: Fall and Spring
1 unit(s)
An introduction to the varied perspectives from which an interdependent world can be approached. Themes which the course may address are nationalism and the formation of national identity, state violence and war, immigration, religion, modernization, imperialism, colonialism and postcolonialism, indigenous groups, cultural relativism, and human rights. These themes are explored by examining the experiences of different geographic areas. This multidisciplinary course uses texts from the social sciences and the humanities. Ismail Rashid, Jeffrey Schneider.
The particular themes and geographic areas selected, and the disciplinary approaches employed, vary with the faculty teaching the course.
This course is required for all International Studies majors. Sophomores and freshmen should take this course if they are interested in pursuing an International Studies major.
|
| |
-
INTL 108 - International Human Rights Semester Offered: Fall
1 unit(s)
(Same as HIST 108 ) Human rights have become the dominant moral language of our time. Rights are used to help build civil society, to establish international law, to give the oppressed hope, and even to justify foreign military intervention. When we speak of rights, then, we speak of a ubiquitous presence in our world. How did this come to be? This course examines the historical development of international human rights from their definition by the United Nations in 1948 to the present day. Our main questions will be how a powerful discourse of human rights has developed, who has spoken on its behalf, and how human rights claims have intersected with existing political, institutional, and legal structures. Robert Brigham.
Open only to freshmen; satisfies the college requirement for a Freshman Writing Seminar.
Two 75-minute periods.
|
| |
-
INTL 110 - International Study Travel Semester Offered: Spring
1 unit(s)
Normally the study trip takes place in the spring semester break. Enrollment for the trip is made early in the first semester. The course, which is taught in conjunction with the study trip, provides a systematic multidisciplinary introduction to the social cultural, religious, historical, geographic, political and economic aspects of the place of travel. The precise disciplinary focus of the trip varies depending on the faculty leading the trip and teaching the course. Language instruction is required when appropriate. Leslie Offutt, Lisa Paravisini.
|
| |
-
INTL 122 - Tradition, Religion, Modernity: A History of North Africa and the Middle East
1 unit(s)
(Same as AFRS 122 ) This course provides an introduction to the modern history of the Middle East and North Africa covering the period from the end of the eighteenth century until the present. The aim is to trace the genealogy of sociopolitical reform movements across this period of the history of North Africa and The Middle East. The course is designed to familiarize students with major themes spanning the colonial encounter, the rise of nationalisms, and postcolonial nation-building. Our inquiry includes an examination of the rise of political Islam as well as the contemporary popular revolutions sweeping through the region at the moment. Our goal is to achieve a better understanding of the culmination and collision of the historical trends of tradition religion and modernity and their manifestation in the ongoing Arab Spring.
Not offered in 2016/17.
Two 75-minute periods.
|
International Studies: II. Intermediate |
| |
-
INTL 208 - Human Rights and U.S. Foreign Policy Since 1945 Semester Offered: Fall
1 unit(s)
(Same as HIST 208 ) This course examines U.S. National Security issues through the prism of human rights, weaving humanitarian concerns into the fabric of traditional security studies. We survey the most important literature and debates concerning the concepts of human rights and the U.S. national interest. We also use case studies to explore the intersection of human rights, economic aims, strategic concerns, and peace building. In addition, we test the consistency of U.S. guiding principles, the influence of non-state actors on policy formation, and the strength of the international human rights regime. Robert Brigham.
Two 75-minute periods.
|
| |
-
INTL 222 - Urban Political Economy
1 unit(s)
(Same as URBS 222 ) This course employs the multidisciplinary lens of political economy to analyze economic development, social inequality, and political conflict in contemporary cities. Why do people and resources tend to concentrate in cities? How does the urban landscape promote and constrain political conflict and distribute economic and social rewards? The course develops an analytical framework to make sense of a variety of urban complexities, including poverty, segregation, suburban sprawl, the provision of affordable housing, global migration, and the effects of neoliberalism on rich and poor cities throughout the world. Timothy Koechlin.
Not offered in 2016/17.
|
| |
-
INTL 235 - Ending Deadly Conflict Semester Offered: Spring
1 unit(s)
(Same as HIST 235 ) This course uses historical case studies to identify practical ways to end conflict and build sustainable peace. It is concerned with the vulnerability of the weak, failed and collapsed states, with post conflict periods that have reignited into violence, and problems of mediating conflicts that are unusually resistant to resolution. Of particular interest will be the role that third party intermediaries and global governance institutions have played in bringing about a negotiated end to violence. Major topics may include: the Paris Peace Accords, South Africa’s truth and reconciliation commissions, the Good Friday Agreement, Israel-Palestine negotiations, the Dayton Peace Accords ending the Balkans wars, and negotiations to end the wars in Iraq and Afghanistan. Robert Brigham.
Two 75-minute periods.
|
| |
-
INTL 238 - Environmental China: Nature, Culture, and Development
1 unit(s)
(Same as ASIA 238 and GEOG 238 ) China is commonly seen in the West as a sad example, even the culprit, of global environmental ills. Besides surpassing the United States to be the world’s largest source of greenhouse gas (GHG) emissions, China also experiences widespread pollution of its air, soil and water–arguably among the worst in the world. Yet, few will dispute the fact that China holds the key for the future global environment as it emerges as the largest economy on earth. This course examines China’s environments as created by and mediated through historical, cultural, political, economic and social forces both internal and external to the country. Moving away from prevailing caricatures of a “toxic” China, the course studies Chinese humanistic traditions, which offer rich and deep lessons on how the environment has shaped human activities and vice versa. We examine China’s long-lasting intellectual traditions on human/environmental interactions; diversity of environmental practices rooted in its ecological diversity; environmental tensions resulting from rapid regional development and globalization in the contemporary era; and most recently, the social activism and innovation of green technology in China. Yu Zhou.
Not offered in 2016/17.
Two 75-minute periods.
|
| |
-
INTL 242 - Brazil in Crisis: Continuity and Change in Portuguese America Semester Offered: Spring
1 unit(s)
(Same as AFRS 242 , GEOG 242 , and LALS 242 ) Brazil, a giant of Latin America and the Global South, has long been known as the “land of the future.” Yet frustrating political-economic crises have repeatedly followed periods of rapid growth and social progress. Taking current crises as a point of departure, this course examines Brazil’s contemporary evolution in light of the country’s historical geography, the distinctive cultural and environmental features of Portuguese America, and the political-economic linkages with the world system. Specific topics for study include: the legacies of colonial Brazil; race relations, Afro-Brazilian culture, and ethnic identities; issues of gender, youth, violence, and poverty; processes of urban-industrial growth; regionalism and national integration; environmental devastation and sustainability; controversies surrounding the occupation of Amazonia; and long-run prospects for democracy and equitable development in Brazil. Brian Godfrey.
Two 75-minute periods.
|
| |
-
INTL 248 - The Human Rights of Children - Select Issues Semester Offered: Fall
1 unit(s)
(Same as EDUC 248 and LALS 248 ) This course focuses on both theories surrounding, and practices of, the human rights of children. It starts from the foundational question of whether children really should be treated as rights-holders and whether this approach is more effective than alternatives for promoting well-being for children that do not treat children as rights holders.. Consideration is given to the major conceptual and developmental issues embedded within the framework of human rights in the Universal Declaration of Human Rights and the Convention on the Rights of the Child (CRC). The course covers issues in both the domestic and international arenas, including but not limited to: children’s rights in the criminal justice context including life without parole and the death penalty; child labor and efforts to ban it worldwide; initiatives intended to abolish the involvement of children in armed conflict; violence against street children; and the rights of migrant, refugee, homeless, and minority children. The course provides students with an in depth study of the Right to Education, including special issues related to the privatization of education and girls’ education. The course also explores issues related to the US ratification of the CRC, and offers critical perspectives on the advocacy and education-based work of international human rights organizations. Tracey Holland.
Two 75-minute periods.
|
| |
-
INTL 249 - National Model United Nations Semester Offered: Spring
1 unit(s)
Prepares students to participate in the National Model United Nations in New York City. Students represent a country, research its history, its political, economic and social systems, and its foreign policy. There is also a comprehensive evaluation of the UN system, and the role of states and non-state actors, such as NGOs. Participation in the Model United Nations simulation occurs in the spring. Richard Reitano.
Prerequisite(s): permission of the instructor. Application is required early in the fall term.
One 4-hour period.
|
| |
-
INTL 250 - Language and Early/Late Globalizations
1 unit(s)
How have early global (colonial) and late global (post- or neo-colonial) states formulated language policies, and to what degree have their subjects conformed to or resisted these attempts? How does language use relate to the notion of belonging to globalized colonial, national, and local domains? This course offers a survey of anthropological, historical, and linguistic approaches to these questions through a consideration of language contact in colonial and neo-colonial situations, a comparison of linguistic policies upheld by empires, nation-states and transnational processes, and the conflict between language policy and local linguistic ideologies. The course addresses case studies from the Americas, Europe, the Middle East, and Asia that cover the range between institutional language reform and individual strategies of accommodation and resistance as they relate to early and contemporary forms of global expansion from the 16th century onwards. David Tavárez.
Not offered in 2016/17.
Two 75 minute periods.
|
| |
-
INTL 251 - Global Feminism Semester Offered: Fall
1 unit(s)
(Same as WMST 251 ) The course focuses on several different forms of work that women , mostly in Third World countries, do in order to earn their livelihood within the circuits of the contemporary global economy. The types of work we examine include factory work, home-based work, sex work, office work, care work, informal sector work and agricultural labor. We consider how these forms of work both benefit and burden women, and how women’s work interacts with gender roles, reinforcing or transforming them. We also consider some of the general aspects of economic globalization and how it affects poor working women; migration within and across national borders, urbanization, the spread of a culture of consumption, and ecological devastation. Uma Narayan.
Two 75-minute periods.
|
| |
-
INTL 252 - Cities of the Global South: Urbanization and Social Change in the Developing World
1 unit(s)
(Same as GEOG 252 and URBS 252 ) The largest and fastest wave of urbanization in human history is now underway in the Global South—the developing countries of Africa, Asia, Latin America, and the Middle East. Most of the world’s urban population already resides here, where mega-cities now reach massive proportions. Despite widespread economic dynamism, high rates of urbanization and deprivation often coincide, so many of the 21st century’s greatest challenges will arise in the Global South. This course examines postcolonial urbanism, global-city and ordinary-city theories, informal settlements and slums, social and environmental justice, and urban design, planning, and governance. We study scholarly, journalistic, and film depictions of Mexico City and Rio de Janeiro in Latin America; Algiers and Lagos in Africa; Cairo and Istanbul in the Middle East; and Beijing and Mumbai in Asia. Brian Godfrey.
Prerequisite(s): a previous Geography or Urban Studies course.
Not offered in 2016/17.
Two 75-minute periods.
|
| |
-
INTL 255 - Global Political Economy Semester Offered: Spring
1 unit(s)
(Same as LALS 255 ) This course explores competing visions of economic globalization, and uses these distinct frameworks to analyze the meaning, causes, extent, and consequences of globalization, with a particular focus on the relationships among global, national and local economic phenomena. What do we mean by globalization? What are the effects of globalization on growth, inequality, and the environment? How might international economic policy and the particular form(s) of globalization that it promotes help to explain the pace and form of urbanization? Who benefits from globalization, and who might be hurt? Why do economists and others disagree about the answers to these and related questions? This course explores some of the ways that interdisciplinary analysis might enrich our understanding of economic globalization. Timothy Koechlin.
Two 75-minute periods.
|
| |
-
INTL 256 - Race, Ethnicity and Nationalism
1 unit(s)
(Same as AFRS 256 and POLI 256 ) Conflicts over racial, ethnic and/or national identity continue to dominate headlines in diverse corners of the world. Whether referring to ethnic violence in Bosnia or Sri Lanka, racialized political tensions in Sudan and Fiji, the treatment of Roma (Gypsies) and Muslims in Europe, or the charged debates about immigration policy in the United States, cultural identities remain at the center of politics globally. Drawing upon multiple theoretical approaches, this course explores the related concepts of race, ethnicity and nationalism from a comparative perspective using case studies drawn from around the world and across different time periods. Zachariah Mampilly.
Not offered in 2016/17.
Two 75-minute periods.
|
| |
-
INTL 260 - International Relations of the Third World: Bandung to 9/11
1 unit(s)
(Same as AFRS 260 and POLI 260 ) Whether referred to as the “Third World,” or other variants such as the “Global South,” the “Developing World,” the “G-77,” the “Non-Aligned Movement,” or the “Post-Colonial World,” a certain unity has long been assumed for the multitude of countries ranging from Central and South America, across Africa to much of Asia. Is it valid to speak of a Third World? What were/are the connections between countries of the Third World? What were/are the high and low points of Third World solidarity? And what is the relationship between the First and Third Worlds? Drawing on academic and journalistic writings, personal narratives, music, and film, this course explores the concept of the Third World from economic, political and cultural perspectives. Beginning at the dawn of the 20th century with the rise of anti-colonial movements, we examine the trajectory of the Third World in global political debates through the end of the Cold War and the start of the War on Terror. Zachariah Mampilly.
Not offered in 2016/17.
Two 75-minute periods.
|
| |
-
INTL 261 - “The Nuclear Cage”: Environmental Theory and Nuclear Power
1 unit(s)
(Same as ENST 261 and SOCI 261 ) The central aim of this course is to explore debates about the interaction between beings, including humans, animals, plants, and the earth within the context of advanced capitalism by concentrating on the production, distribution, consumption, and disposal of nuclear power. The first question concerning the class is how does Environmental Theory approach nuclear power and its impact on the environment. The second question deals with how this construction interacts with other forms of debate regarding nuclear power, especially concentrating on the relation between science, market and the state in dealing with nature, and how citizens formulate and articulate their understanding of nuclear power through social movements. Pinar Batur.
Not offered in 2016/17.
|
| |
-
INTL 266 - Population, Environment and Sustainable Development Semester Offered: Spring
1 unit(s)
(Same as GEOG 266 ) Concerns about human population are integral to debates about matters of political stability, socio-economic equity, ecological sustainability, and human wellbeing. This course engages these debates via an examination of environmental change, power and inequality, and technology and development. Case studies include: water supplies, fishing and agriculture and the production of foodstuffs. Being a geography course, it highlights human-nature relations, spatial distribution and difference, and the dynamic connections between places and regions. Joseph Nevins.
Two 75-minute periods.
|
| |
-
INTL 270 - Diasporas Semester Offered: Spring
1 unit(s)
(Same as JWST 270 and POLI 270 ) Topic for 2016/17b: Borderline Jews. Latin American postcolonial theorist Walter Mignolo tells of delivering a lecture in Tunis on colonialism, only to encounter a fundamental misunderstanding. He thought he was talking about the fifteenth and sixteenth centuries in the Americas, but when his Tunisian colleagues heard the word “colonial,” they thought instead of nineteenth- and twentieth-century impositions and resistances in North Africa. Mignolo’s remarks both did and didn’t fit. But the step from misrecognition to lively discussion is the work of hermeneutics, which is the basis of this course, too. We take our point of departure from Mignolo’s conception of “border gnosis” or “border thinking,” but we overhear his word “border” with a Jewish difference. Jews have sometimes created geo-political borders in Mignolo’s sense, but more often have found themselves on both sides of any border (e.g., Europe and its boundaries) as internal Others within larger host communities, and also along fractures within Jewish communities themselves. This study in political theory proceeds toward an understanding of what we will call “borderline Jews” by attending carefully to stories told from, in relation to, and across those many and varied borders. Texts (all either written in English or in English translation) include theoretical and autobiographical writings, poetry, traditional tales and modern fiction. Andrew Bush and Andrew Davison.
Two 75-minute periods.
|
| |
-
INTL 273 - Development Economics Semester Offered: Spring
1 unit(s)
(Same as ECON 273 ) A survey of central issues in the field of development economics. Topics include economic growth, the role of institutions, trade, poverty, inequality, education, child labor, health, the environment, conflict and impact evaluation. Examples and case studies from Africa, Asia and Latin America provide the context for these topics. Gisella Kagy.
Prerequisite: ECON 102 .
Two 75-minute periods.
|
| |
-
INTL 275 - International and Comparative Education Semester Offered: Spring
1 unit(s)
(Same as ASIA 275 and EDUC 275 ) This course provides an overview of comparative education theory, practice, and research methodology. We examine educational issues and systems in a variety of cultural contexts. Particular attention is paid to educational practices in Asia and Europe, as compared to the United States. The course focuses on educational concerns that transcend national boundaries. Among the topics explored are international development, democratization, social stratification, the cultural transmission of knowledge, and the place of education in the global economy. These issues are examined from multiple disciplinary vantage points. Christopher Bjork.
Prerequisite(s): EDUC 235 or permission of the instructor.
Two 75-minute periods.
|
| |
-
INTL 276 - Economic Geography: Spaces of Global Capitalism Semester Offered: Spring
1 unit(s)
(Same as GEOG 276 ) This course analyzes the shifting economic landscape of globalization. It covers classic location theories in economic geography, but also the recent trends of industrial reorganization in agriculture, manufacturing and services. Two areas of focus in this course are the globalization of the world economy and regional development under the first and third world contexts. We analyze the emergence of the global capitalist system, the commodification of nature, the transformation of agriculture, the global spread of manufacturing and the rise of flexible production systems, and restructuring of transnational corporations and its regional impacts. The department.
Two 75-minute periods.
|
| |
-
INTL 278 - Education for Peace, Justice and Human Rights
1 unit(s)
(Same as EDUC 278 ) The aim of this course is to introduce students to the field of peace education and provide an overview of the history, central concepts, scholarship, and practices within the field. The overarching questions explored are: What does it mean to educate for peace, justice and human rights? What and where are the possibilities and the barriers? How do identity, representation and context influence the ways in which these constructs are conceptualized and defined and what are the implications of these definitions? How can we move towards an authentic culture of peace, justice, and human rights in a pluralistic world? In order to address these questions, we survey the human and social dimensions of peace education, including its philosophical foundations, the role of gender, race, religion and ethnicity in peace and human rights education, and the function and influence of both formal and non-formal schooling on a culture of peace and justice. Significant time is spent on profiling key thinkers, theories, and movements in the field, with a particular focus on case-studies of peace education in practice nationally and worldwide. We examine these case studies with a critical eye, exploring how power operates and circulates in these contexts and consider ways in which to address larger structural inequities and micro-asymmetries. Since peace education is not only about the content of education, but also the process, the course endeavors to model peace pedagogy by promoting inquiry, collaboration and dialogue and give students the opportunity to practice these skills through presentations on the course readings and topics. Maria Hantzopoulos.
Prerequisite(s): EDUC 162 or EDUC 235 .
Not offered in 2016/17.
Two 75-minute periods.
|
| |
-
INTL 290 - Field Work Semester Offered: Fall or Spring
0.5 to 1 unit(s)
|
| |
-
INTL 298 - Independent Work Semester Offered: Fall or Spring
0.5 to 1 unit(s)
|
International Studies: III. Advanced |
| |
-
INTL 300 - Senior Thesis Semester Offered: Fall or Spring
1 unit(s)
A 1-unit thesis written in the fall or spring semester. Students may elect to write their theses in one semester only in exceptional circumstances. Usually students will adopt INTL 301 -INTL 302 .
|
| |
-
INTL 301 - Senior Thesis Semester Offered: Fall
0.5 unit(s)
A 1-unit thesis written in two semesters.
Yearlong course 301-INTL 302 .
|
| |
-
INTL 302 - Senior Thesis Semester Offered: Spring
0.5 unit(s)
A 1-unit thesis written in two semesters.
Yearlong course INTL 301 -302.
|
| |
-
INTL 305 - Senior Seminar Semester Offered: Fall or Spring
1 unit(s)
An examination of selected global topics in a multidisciplinary framework. Topics vary from year to year. Timothy Koechlin.
|
| |
-
INTL 363 - Nations, Globalization, and Post-Coloniality
1 unit(s)
(Same as ANTH 363 ) How do conditions of globalization and dilemmas of post-coloniality challenge the nation-state? Do they also reinforce and reinvent it? This course engages three related topics and literatures; recent anthropology of the nation-state; the anthropology of colonial and post-colonial societies; and the anthropology of global institutions and global flows. Martha Kaplan.
Prerequisite(s): previous coursework in Anthropology or by permission of instructor.
Not offered in 2016/17.
|
| |
-
INTL 365 - Civil Wars and Rebel Movements Semester Offered: Spring
1 unit(s)
(Same as POLI 365 ) Since World War II, civil wars have vastly outnumbered interstate wars, and have killed, conservatively, five times as many people as interstate wars. This seminar explores contemporary civil wars from a variety of different angles and approaches drawn primarily from political science, but also other disciplines. In addition, we consider personal accounts, journalistic coverage, and fictional accounts that seek to illustrate the reality of contemporary warfare. The course is divided into several thematic sections, each of which emphasizes the transnational nature of contemporary civil wars. Primarily, we explore literature on the organization and behavior of rebel organizations by guerrilla theorists and academics. The course also covers a selection of differing perspectives on the causes and consequences of civil conflicts. Finally, we consider an array of related subjects including female participation in political violence and the response to civil war by the international community. Zachariah Mampilly.
Prerequisite(s): permission of the instructor.
One 2-hour period.
|
| |
-
INTL 368 - Toxic Futures: From Social Theory to Environmental Theory
1 unit(s)
(Same as ENST 368 and SOCI 368 ) The central aim of this class is to examine the foundations of the discourse on society and nature in social theory and environmental theory to explore two questions. The first question is how does social theory approach the construction of the future, and the second question is how has this construction informed the present debates on the impact of industrialization, urbanization, state-building and collective movements on the environment? In this context, the class focuses on how social theory informs different articulations of Environmental Thought and its political and epistemological fragmentation and the limits of praxis, as well as its contemporary construction of alternative futures. Pinar Batur.
Not offered in 2016/17.
|
| |
-
INTL 382 - Terrorism
1 unit(s)
No other issue generates as much discussion and controversy as the contemporary debate over ‘terrorism.’ But what is this phenomenon? And how should we respond to it? This course examines ‘terrorism’ with a critical eye, looking at the different ways that the subject is framed by various disciplines and authors. Drawing on political science, anthropological and historical accounts, as well as arguments made by scholars from economics, Women’s studies and area studies, we discuss the ways in which terrorism has been presented, debated and analyzed. We also draw from the fictional universe through an examination of films and novels that depict the inner struggles of ‘terrorists’ and those affected by their actions. Zachariah Mampilly.
Not offered in 2016/17.
|
| |
-
INTL 383 - Dissent at the End of the Anthropocene
1 unit(s)
(Same as ENST 383 and SOCI 383 ) Thomas Jefferson famously argued, “Dissent is the highest form of patriotism.” The hallmarks of globalization—financial oligarchies, resource depletion, environmental pollution, global climate change, profound inequality—have given us the most convincing evidence to date that the ideals of progress, optimism, and humanism that have grew out of the Enlightenment are not fulfilling their promise. Perhaps these concepts became corrupted, or perhaps this is because these thought-systems have not paid adequate attention to the ethical dimensions of our economic, geopolitical, and social development, and counter cultural movements. On the other hand, movements of dissent have grown up around these ideals since at least the eighteenth century and some argue that if the Anthropocene, “the age of humankind,” is to continue, we will have to fundamentally change our thinking. This course addresses the legacy of progressive “counter-Enlightenment” movements to develop an understanding of their discourse. Pinar Batur.
Not offered in 2016/17.
One 3-hour period.
|
| |
-
INTL 384 - Transnational Queer: Genders, Sexualities, Identities
1 unit(s)
(Same as CLCS 384 and WMST 384 ) What does it mean to be Queer? This seminar examines, critiques, and interrogates queer identities and constructions in France and North America. In what ways do diverse cultures engage with discourses on gender and sexuality? Can or should our understanding of queerness change depending on cultural contexts? Through guest lectures and discussion seminars, the course examines a broad range of queer cultural production, from fiction to cinema and performance. Topics include such diverse issues as queer bodies, national citizenship, sexual politics, legal discourse, and aesthetic representation. All lectures, readings, and discussions are in English. Vinay Swamy.
Prerequisite(s): Freshman Writing Seminar and one 200-level course.
By special permission.
Not offered in 2016/17.
One 3-hour period.
|
| |
-
INTL 385 - Women, Culture, and Development Semester Offered: Spring
1 unit(s)
(Same as LALS 385 , SOCI 385 , and WMST 385 ) This course examines the ongoing debates within development studies about how integration into the global economy is experienced by women around the world. Drawing on gender studies, cultural studies, and global political economy, we explore the multiple ways in which women struggle to secure well-being, challenge injustice, and live meaningful lives. Light Carruyo.
|
| |
-
INTL 386 - Central Asia and the Caucasus: Nation Building and Human Rights Semester Offered: Fall
1 unit(s)
(Same as HIST 386 ) The Muslim regions between Russia and China are becoming more populated, prosperous, and connected. The Caspian Sea region is booming with new oil and gas wealth. A wave of democracy movements swept newly independent states but oligarchs and long-term autocratic presidents dominate politics and business. An Islamic revival after the fall of communism has brought a crisis of political Islam, including problems like terrorism, re-veiling campaigns, and bride-kidnappings. Chechnya and the North Caucasus became magnets for violence, while Tatarstan has seen a quiet renaissance of liberal Russian Islam. This cross-listed seminar explores nation building, human rights, and spiritual life in Central Asia and the Caucasus from a historical perspective. Topics include the legacies of Mongol and Tatar power verticals, the impact of communism on Central Asia, the war in Chechnya and its effect on human rights in the region, the history of Kazakhstan’s new capital, Astana, and daily life and politics since independence in 1991. Michaela Pohl.
One 2-hour period.
|
| |
-
INTL 388 - Policing Borders and Transnational Solidarities Semester Offered: Spring
1 unit(s)
(Same as POLI 388 ) This seminar offers a range of critical-historical perspectives on contemporary bordering practices, the policing of transnational communities and movements, new regimes of immigration management, and transgressive performances of identity and difference. Among other phenomena, students analyze the development of new, national, transnational, and global regimes of “securitization” as well as proliferating, quotidian practices of border production and control in the context of the “war on terror”; the resurgence of militant, xenophobic nationalisms; the recruitment, gendered racialization, and exploitation of non-citizen workers; and the historical contexts, including imperial and colonial contexts, that continue to shape and animate these practices and developments. Through close readings of testimonies, auto-biographical and ethnographic narratives, films, and other forms of “transpolitical” representation, we seek throughout the course to understand transnational solidarities that unsettle dominant narratives and imagined communities produced and policed by new regimes of border control. Mark Hoffman.
Prerequisite: permission of the instructor.
One 2-hour period.
|
| |
-
INTL 399 - Senior Independent Work Semester Offered: Fall or Spring
0.5 to 1 unit(s)
The program faculty.
|
Irish/Gaelic: I. Introductory |
| |
-
IRSH 105 - Introductory Irish/Gaelic Semester Offered: Fall
1 unit(s)
Special Permission.
Year long course 105-IRSH 106 .
|
| |
-
IRSH 106 - Introductory Irish/Gaelic Semester Offered: Spring
1 unit(s)
Special Permission.
Year long course IRSH 105 -106.
|
Irish/Gaelic: II. Intermediate |
| |
-
IRSH 210 - Intermediate Irish/Gaelic Semester Offered: Fall
1 unit(s)
Special Permission.
Year long course 210-IRSH 211 .
|
| |
-
IRSH 211 - Intermediate Irish/Gaelic Semester Offered: Spring
1 unit(s)
Special Permission.
Year long course IRSH 210 -211.
|
Irish/Gaelic: III. Advanced |
| |
-
IRSH 310 - Advanced Irish/Gaelic Semester Offered: Fall
1 unit(s)
Special Permission.
|
| |
-
IRSH 311 - Advanced Irish/Gaelic Semester Offered: Spring
1 unit(s)
Special Permission.
|
| |
-
IRSH 399 - Advanced Irish: Reading and Writing Semester Offered: Fall
0.5 unit(s)
Prerequisite(s): IRSH 311 .
One 1-hour period.
|
Italian: I. Introductory |
| |
-
ITAL 105 - Elementary Italian Semester Offered: Fall
1 unit(s)
Introduction to the language and culture of contemporary Italy through short stories and plays, opera and popular music, film and popular culture. This sequence course (105-106) is designed for students who have no prior knowledge of Italian. The course objective is to develop listening, speaking, reading, writing skills through communicative and interactive in-class activities (e.g., games and role-playing) and at-home assignments. Through successful completion of the 105-106 sequence, students will be able to: 1) increase their awareness and understanding of the culture of the Italian-speaking people; 2) conduct meaningful dialogue in Italian, using appropriate vocabulary and grammatical structures; 3) read and understand text selections appropriate to their level; 4) write brief descriptions and narratives on given topics. Students are encouraged to attend extra-curricular activities organized by the department and by the Italian Majors’ Committee, such as opera evenings at the Metropolitan Opera House, the Italian Cinema Club, card nights, cooking classes, and guest lectures by invited scholars. Rodica Blumenfeld, Eugenio Giusti.
Electronic versions of required materials are not accepted.
Yearlong course 105-ITAL 106 .
Open to all classes; four 50-minute periods; one hour of drill and one hour of aural-oral practice.
|
| |
-
ITAL 106 - Elementary Italian Semester Offered: Spring
1 unit(s)
Rodica Blumenfeld, Eugenio Giusti.
Electronic versions of required materials are not accepted.
Yearlong course ITAL 105 -106.
Open to all classes; four 50-minute periods; one hour of drill and one hour of aural-oral practice.
|
| |
-
ITAL 107 - Intensive Elementary Italian Semester Offered: Spring
2 unit(s)
A single-semester equivalent of ITAL 105 -ITAL 106 . Roberta Antognini.
Prerequisite(s): permission of the instructor.
Open to all classes; four 75-minute periods; one hour of drill and one hour of aural-oral practice. Supplementary material from Andiamo in Italia, a web-based trip to Italy. Electronic versions of required materials are not accepted.
|
| |
|
| |
-
ITAL 175 - The Italian Renaissance in English Translation
1 unit(s)
(Same as MRST 175 ) In this course we examine the notion of selfhood as it first appears in the writings of early humanists (XIV century), Renaissance authors (XVI century) and works of contemporary visual artists. Cultural, philosophical, aesthetic, and gender issues are investigated through the reading of literary and theatrical masterpieces and their influence on visual artists like Botticelli, Raphael, and others. We read in English translation excerpts from Petrarch (Canzoniere and Letters), Boccaccio (Decameron), poems and letters by women humanists (Isotta Nogarola, Cassandra Fedele, Laura Cereta), Machiavelli (The Prince), Castiglione (The Book of the Courtier), Gaspara Stampa and Veronica Franco (Poems). In order to foster the student’s self-awareness and creativity, journaling, experiential practices, and a creative project, based on the course content, are included. Eugenio Giusti.
May not be counted towards the Italian major. Satisfies college requirement for a Freshman Writing Seminar.
Not offered in 2016/17.
Two 75-minute periods.
|
| |
|
Italian: II. Intermediate |
| |
-
ITAL 205 - Intermediate Italian I Semester Offered: Fall
1 unit(s)
An intermediate language course designed to reinforce and build upon the communication and cultural competencies acquired at the introductory level, while improving reading comprehension, writing and conversational skills. A variety of texts from different genres, both written and audiovisual, provide the context for activities aimed at facilitating grammar review and expansion, vocabulary development, and writing practice. Short stories, essays, poems, newspaper articles, websites, pop songs, videos, and a feature film will provide material for analysis and discussion. Roberta Antognini, Simona Bondavalli.
Prerequisite(s): ITAL 105 -ITAL 106 , ITAL 107 or permission of the instructor.
Electronic versions of required materials are not accepted.
Two 75-minute periods and one hour of conversation.
|
| |
-
ITAL 206 - Intermediate Italian II Semester Offered: Spring
1 unit(s)
An upper-intermediate language and culture course designed to improve reading comprehension and refine oral and written expression. The reading of coming-of-age novel Io non ho paura (I am not scared) by Niccolò Ammaniti provides ample opportunities to discuss childhood activities, family life, regional and social differences, popular music, television, comic books, nature and landscape in 1970s Italy. Grammar review is conducted in context, while the novel’s conversational style stimulates vocabulary expansion. We also analyze the film adaptation of the novel and discuss authorial choices in both media. Writing assignments range from analytical to creative, while brief presentations allow students to explore specific aspects of the novel and develop effective oral expression. Eugenio Giusti.
Prerequisite(s): ITAL 205 or permission of the instructor.
Electronic versions of required materials are not accepted.
Two 75-minute periods and one hour of conversation.
|
| |
Page: 1 <- Back 10 … 8
| 9
| 10
| 11
| 12
| 13
| 14
| 15
| 16
| 17
| 18
-> 22 |
|
|
Print this Page