| Description: | Societies are typically divided into classes. The upper-class of society tends to be composed of those individuals who enjoy high degrees of wealth and influence and have many opportunities open to them. The middle-class commands relatively less wealth and influence and has far fewer opportunities than the upper class, but nevertheless still enjoy a comfortable situation in society. The lower-class, by contrast, has far less wealth and influence and far fewer opportunities than other classes. In some societies, this division between classes is institutionalized (e.g. caste systems). However, in many societies it arises as something of a by-product of a society's political and economic policies (e.g. capitalism). But in both cases, the division of societies into social classes inevitably leads to conflicts - or struggles - between the competing classes over jobs, resources, services, legal rights, and especially political power. Such struggles sometimes lead to an improvement of the situation of members of the middle-class and lower class. Other times, they merely lead to a furthering of the divisions between classes. This course will take an interdisciplinary approach to the notion of class struggle, examining it from sociological, historical, political, and ethical perspectives. We will grapple with the fact that most "victories" in class struggles are temporary, that the division of societies into classes is often viewed as a "fact of life," and that individuals tend to incorporate their class membership into their personal identities, taking for granted all the benefits and disadvantages that comes with said membership. |
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| | 01 | -T-R--- | 2:30P-4:00P | Eads / 216 | Johnson | See instructor | 20 | 13 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | Students enrolled in this course engage in close and sustained reading of a set of texts that are indispensable for an understanding of the European literary tradition, texts that continue to offer invaluable insights into humanity and the world around us. Homer's Iliad is the foundation of our class. We then go on to trace ways in which later poets and dramatists engage the work of predecessors who inspire and challenge them. Readings move from translations of Greek, Latin, and Italian, to poetry and drama composed in English. In addition to Homer, we will read works of Sappho, a Greek tragedian, Plato, Vergil, Ovid, Petrarch, and Shakespeare. |
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| | 01 | -T-R--- | 2:30P-4:00P | Ridgley / 107 | Moore | No final | 20 | 12 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 02 | M-W-F-- | 9:00A-10:00A | Seigle / 111 | Purchase | No final | 20 | 3 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 03 | -T-R--- | 10:00A-11:30A | Seigle / 210 | Purchase | No final | 20 | 9 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W-F-- | 9:00A-10:00A | Ridgley / 107 | Pepe | No final | 20 | 17 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 03 | -T-R--- | 1:00P-2:30P | Seigle / 111 | Clancy | No final | 20 | 7 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | -T-R--- | 4:00P-5:30P | Lopata House / 10 | Shenk, Lesch | No final | 15 | 12 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | The course examines the various facets of modernity in major works of European, Eurasian, and, sometimes, American literature from the early Seventeenth Century to the 1920s, starting with Don Quixote. We will explore, among other things, the eruption of the novel, the secularization of autobiography, the literary discovery of the city, the rise of literary and aesthetic criticism that takes literature and art seriously as political and social institutions. In addition to literary works, the course will engage with two or three important models of critical practice e.g. Wollstonecraft's Vindication of the Rights of Women, Marx's German Ideology, Freud's, The Interpretation of Dreams, T.S. Eliot's Tradition and the Individual Talent, or perhaps that great work of fictionalized literary criticism, Borges' "Pierre Menard, Author of the Quixote." |
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| | 01 | -T-R--- | 11:30A-1:00P | Ridgley / 107 | Bailin, McKelvy | No final | 20 | 13 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 1:00P-2:30P | Cupples II / L007 | Ake | No final | 16 | 16 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | M-W---- | 2:30P-4:00P | Seigle / 111 | Basu | No final | 25 | 12 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| | 01 | --W---- | 5:30P-7:30P | Eads / 210 | Loewenstein, Flowe | No final | 1 | 1 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 02 | --W---- | 5:30P-7:30P | TBA | Loewenstein, Micir | No final | 1 | 1 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 03 | --W---- | 5:30P-7:30P | TBA | Loewenstein, Parvulescu | No final | 1 | 1 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 04 | --W---- | 5:30P-7:30P | TBA | Loewenstein, Bivar | No final | 1 | 1 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 05 | --W---- | 5:30P-7:30P | TBA | Loewenstein, Gustafson | No final | 1 | 1 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| 06 | --W---- | 5:30P-7:30P | TBA | Loewenstein, Purchase | No final | 3 | 1 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| Waits Not Allowed |
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| 07 | --W---- | 5:30P-7:30P | TBA | Loewenstein, Parvulescu | No final | 1 | 1 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| Waits Not Allowed |
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| 08 | --W---- | 5:30P-7:30P | TBA | Loewenstein, McGlothlin | No final | 1 | 1 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
| Waits Not Allowed |
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| | 01 | -T-R--- | 1:00P-2:30P | Eads / 14 | Ake | No final | 15 | 8 | 0 | | |
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| Description: | The course will present basic data modeling concepts and will focus on their application to data clean-up and organization (text markup, Excel, and SQL). Aiming to give humanities students the tools they will need to assemble and manage large data sets relevant to their research, the course will teach fundamental skills in programming relevant to data management (using Python); it will also teach database design and querying (SQL).
The course will cover a number of "basics": the difference between word processing files, plain text files, and structured XML; best practices for version control and software "hygiene"; methods for cleaning up data; regular expressions (and similar tools built into most word processors). It will proceed to data modeling: lists (Excel, Python); identifiers/keys and values (Excel, Python, SQL); tables/relations (SQL and/or data frames); joins (problem in Excel, solution in SQL, or data frames); hierarchies (problem in SQL/databases, solution in XML); and network graph structures (nodes and edges in CSV). It will entail basic scripting in Python, concentrating on using scripts to get data from the web, and the mastery of string handling. |
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| | 01 | -T----- | 2:30P-3:30P | Eads / 13 | Knox | Dec 20 2017 3:30PM - 5:30PM | 20 | 9 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | A survey of statistical ideas and principles. The course will expose students to tools and techniques useful for quantitative research in the humanities, many of which will be addressed more extensively in other courses: tools for text-processing and information extraction, natural language processing techniques, clustering & classification, and graphics. The course will consider how to use qualitative data and media as input for modeling and will address the use of statistics and data visualization in academic and public discourse. By the end of the course students should be able to evaluate statistical arguments and visualizations in the humanities with appropriate appreciation and skepticism.
Details. Core topics include: sampling, experimentation, chance phenomena, distributions, exploration of data, measures of central tendency and variability, and methods of statistical testing and inference. In the early weeks, students will develop some facility in the use of Excel; thereafter, students will learn how to use Python or R for statistical analyses.
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| | 01 | -T-R--- | 11:30A-1:00P | Rudolph / 308 | Traub | Dec 18 2017 1:00PM - 3:00PM | 20 | 4 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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| Description: | As the 200th anniversary of the publication of Mary Shelley's Frankenstein approaches, this class will study both the novel's origins and its powerful and abiding influence on our culture across a wide range of disciplines. The text itself is complex and layered, responding to its literary precursors, Enlightenment science, radical politics, aesthetic theory, feminism, Romantic idealism, Gothic horror, and more. In order to understand these influences, we will examine texts read by Mary Shelley (and her characters), including letters, essays, poems, and scientific reports. Our study of the novel's afterlives will begin with R. B. Peake's 1823 play, Presumption, which shaped much of the popular understanding of the Frankenstein myth during the 19th century. Our investigation of 20th- and 21st-century manifestations of Frankenstein will focus on its appearance in film, racial discourse, scientific ethics, popular culture, and advertising. This portion of the course will include a viewing of the iconic 1931 Boris Karloff film, which established indelible versions of the mad scientist and his "monster." Students in this seminar will be supported in developing individual final projects of their own design. (This course is the same as L93 450, but without the Writing Intensive designation.) |
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| | 01 | M-W---- | 10:00A-11:30A | Seigle / 111 | Pawl, Treitel | No final | 20 | 19 | 0 | | | Actions: | | Books | | Syllabus | | Syllabi are provided to students to support their course planning; refer to the syllabus for constraints on use. |
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