This introductory Turkish class is open to undergraduate and graduate students. This is the first of a sequence of 3 courses from Fall to Spring. The course presents the essential points of modern Turkish grammar, with special emphasis on the features that differentiate Turkic languages from other language groups. The goal will be to achieve proficiency in using the case endings, vowel harmony, basic verb conjugations, and nominalizations and participles in reading and writing. Through the use of communicative exercises in class, oral proficiency skills should reach the novice high level by the end of the first year.
Score: 6.603603 Details | Listing | Web page
This intermediate Turkish class is open to both undergraduate and graduate students who have completed first-year Turkish or the equivalent. Students with some background in Turkish may also qualify with the permission of the instructor. This is the first of a year-long sequence of three courses running from fall to spring. It will stress the features that differentiate Turkic languages from other language groups, and will complete the coverage of Turkish grammar that was begun in the first year, using the same two texts and additional sources as well. Audio materials, recorded selections, and in-class communicative exercises will further sharpen speaking and listening skills. Attention will be given to the areas of interest of individual students, in order to develop appropriate practical vocabulary.
Score: 6.603603 Details | Listing | Web page
This course is designed for Korean heritage students with some oral proficiency and some basic reading and writing skills. The objective of this class is to reinforce the aspects that heritage students are usually weak, such as vocabularies, common grammatical and spelling errors, and to enhance their reading and writing skills so that they could develop a more balanced proficiency in four language areas - - listening, speaking, reading, and writing. This class accelerates two-years of Korean classes (Korean I & Korean II) into a year.
Score: 6.603603 Details | Listing | Web page
Students from the accelerated Hindi I section watch a Hindi movie every week, and do assignments based on the movie. The students from the beginners Hindi I section work on reinforcing all the language skills attained the year before and building speaking skills/comprehension, as well as expanding the vocabulary. We do so by reading stories, doing movie assignments, playing games and giving weekly speeches.
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This year-long elementary Persian course is open to both graduate and undergraduate students. This will be a 3-course sequence running from fall to spring quarters. A variety of materials will be used. Besides the main textbook and its accompanying CD, workbook exercises will be used for training in the Perso-Arabic script. Films, music, and lab projects will also play a role in the course. Oral proficiency skills should reach the novice high level by the end of the first year. Elementary and Intermediate Persian can be used to satisfy the WCAS 2-year language requirement.
Score: 6.603603 Details | Listing | Web page
This year-long intermediate Persian course is open to both graduate and undergraduate students who have completed first-year Persian or the equivalent. Students with some background in Persian may also qualify with permission of the instructor. This will be a 3-course sequence running from fall to spring quarters. A variety of texts will be used, some for grammar refinement, some for exposure to different sorts of Persian literature (classical or contemporary prose and poetry, journalistic or scholarly styles), some to develop familiarity with the oral colloquial language.
Score: 6.603603 Details | Listing | Web page
This is an advanced level course in Hebrew. Literary works from Old Testament to contemporary Hebrew prose and poetry will be read, discussed and analyzed orally and in writing.
Score: 6.603603 Details | Listing | Web page
This is the third-year course, and is open to undergraduate and graduate students who have completed second-year Swahili or its equivalent. Graduate students register as 410-1,2,3 section 23. The course is an introductory study of classical and modern Swahili verbal arts--including non-fiction prose and oral narrative performance as well as poetic, narrative, and dramatic texts. It is ordinarily but not necessarily taught in a three-quarter sequence: Fall, oral verbal arts tradition; Winter, classical literary tradition; Spring, modern Standard Swahili literature.
Score: 6.603603 Details | Listing | Web page
This course is designed to further improve students' reading and writing abilities in Chinese language and Chinese literature. Students will be exposed to essays, prose, movies, short novels, and poems in their original forms either in classical Chinese or modern Chinese. In terms of authors, students will be introduced to Gao Xingjian, Lu Xun, Ba Jin, Hu Shi, Jian Menglin, Xiao Qjan, Long Yingtai, Mao Dun, Wu Jingzi, Cao Xue Qjin, and the Three Sus, ranging from novelists, playwriters, to poets covering from the period of 1000 AD to today. Students will discuss these readings in class and then write their argumentation papers either in Chinese or in English.
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Japanese IV is a series of four advanced Japanese language courses. Each course (AAL 318-1, -2, -3, and -4) is designed to provide students with opportunities to further develop their overall Japanese language proficiency, to deepen their understanding of Japanese culture through attention to socio-linguistic elements, and to familiarize them with various styles of language use. Each course prepares students to be more autonomous users of Japanese language. The courses need not be taken in numerical sequence. 318-4, "Reading Japanese literature in Japanese," introduces pre-1946 modern Japanese literature in its original, un-edited form (kyu-kanji and kyu-kanazukai) and focuses on translating with accuracy and fluency, and placing the writings in literary and historical context.
Score: 6.603603 Details | Listing | Web page
There has been long-standing concern in American society about the plight of the poor. Policy and public opinion reflect various sides of the debate, resulting in programs and discourses that embody a constant tension between the desire to meet the basic needs of the poor and the fear of overextending the hand of the state. At the same time, while the majority of the poor do not come from any particular minority group, the disproportionate representation of families of color among the countrys impoverished does raise important questions. In this freshman seminar, students will develop an in-depth understanding of the scope of poverty in America and consider competing theories on its causes. Students will also read work that examines the role of racial stratification in the creation and perpetuation of economic marginalization and reflect on its present day incarnations. Both scholarly work and examples from recent events (e.g., Hurricane Katrina, the HBO television program /The Wire,/ the 2008 presidential election) will provide fodder for analysis. As students develop a keen knowledge of the historical and contemporary debates on poverty in America, we will study public policy responses to the plight of the poor from outdoor relief to present-day initiatives. The last part of the course will consider debates on the future of anti-poverty policy with special attention paid to the relationship between racial and economic stratification.
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This course will offer an overview of the African American experience, starting in early modern Africa and extending to the end of the American Civil War in 1865. Major themes addressed in the course include a brief introduction to African history; the development of chattel slavery in the Americas, including the Middle Passage and the legal structures of the institution; forms of resistance to slavery by slaves and free Blacks alike; the growth of African American cultural institutions in slavery and freedom; and the Black critique of American democracy, culminating in the Civil War. Special attention will be given to the role of Black religion in shaping communities and forms of struggle, and to the role of women in community development and activism.
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This course unpacks and interrogates the ways in which race, class, and gender impact our everyday lives. We will first discuss theories of power, culture, and naming, all which are central to our comprehension of the major trope of this class. We will also explore the ways in which we conceptualize and define the society in which we live. Among the issues we will engage are citizenship, Diaspora and transnational identities, colonialism, and internalized racism, sexism and classism. We will then grapple with the ways in which we talk back, how narrative functions to order society, and what kinds of narratives are valued. This will help us to understand what kinds of stories are told and the multiple forms these stories take as they relate to race, class,and gender.
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This course examines the Black experience in American higher education from the end of the Civil War through the present. Major themes include the development of historically-Black colleges and universities (HBCUs) after the Civil War; perspectives on the purpose and goals of Black higher education; Black women in higher education; challenges to legal discrimination by predominantly-white colleges and universities; the emergence of Black Studies as a critique of the academy; and contemporary debates over affirmative action. Special attention will be given to power struggles over the nature and control of Black higher education between white philanthropists and Black leaders.
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This graduate course examines selected debates in African American history from the emergence of New World slavery to the civil rights era. Of particular interest will be the effects of transnational or diasporic frameworks for the understanding of identity, culture, slave resistance and abolitionism; revisionist views of the Black middle class in both the antebellum and Jim Crow eras; and debates over the definition and forms of politics and resistance. For the early period, we examine the origins of race and racism, the survival and significance of African ethnicities, and the forging of identity, culture and community among both the enslaved and free people of African descent. In the post-emancipation era, we look at debates over the formulation of racial advancement strategies in the context of disfranchisement, empire, urbanization, patriarchy and increasing class stratification. In addition, we examine the significance of the subsequent rise of working class militancy and various forms of Black radicalism, paying particular attention to constructions of gender and nation. Throughout the course, we will strive to be cognizant of the social and intellectual landscapes shaping the production of contemporary scholarship, especially globalization, political retrenchment, and economic restructurin
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The objective of this reading seminar is to uncover a more inclusive history by examining Black women, individually and collectively, locally and in Diaspora, in all their rich diversity, from the era of slavery through the modern eras ongoing quest for human rights and dignity for all. To counter prevailing assumptions and constructions of the monolithic Black woman, the course interrogates and challenges definitions of Black women by probing categories of difference, including, ethnicity, religion, class, sexuality, migrant/immigrant status.
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In all human societies people make moral judgments. Certain behaviors are morally correct and others incorrect. But there is great variation from one society to another, and from one historical period to another, as to what is judged moral and immoral. Why do people always make these judgments, think them important, and yet fail to agree about the specifics? This course consists of (1) critical reading of literature which attempts to answer this question by looking at morality as a product of the biological evolution of our species, (2) critical reading of some related literature, and (3) writing four papers related to the course topic. The course will not review the voluminous evidence for biological evolution itself. Rather it will take as its jumping off points the proposition that evolution is a fact. The focus of discussion will be how natural selection has created brainy, talking creatures that make moral judgments and how this view of morality can affect actual moral decision and principles.
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This course introduces life history theory as an integrated framework for understanding the biological processes underlying the human life cycle and its evolution. After constructing a solid foundation in life history theory and the comparative method, the class will address questions such as: Why do humans grow and develop much more slowly than other primate species? Why do we have so few offspring? What is the significance of puberty? What is the function of menopause? In-depth analysis of several case studies will allow the class to examine in detail the utility of life history theory for explaining aspects of human development and behavior.
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Goals of the course: This course seeks to expose students to a variety of exploratory research methods, the confidence to be creative in improvising new ones, and a handle on evaluating field studies done by other researchers. Students will design and carry out a local field work project. The topic should be one that can lend itself to the methods at hand (open ended interviews, ethnosemantic analysis, participant observation, survey construction and analysis, etc.), and it should seek to build on, and develop, a theoretical question in anthropology. Each week will entail some reading and a small field assignment tailored to the project. Class time will be devoted to comparing methods as well as problems encountered during the week. The last assignment will be a write up of the project in a short paper. The best social science involves a combination of rigor and innovative thinking in integrating theory and methods of many sorts. A number of other courses available in the university provide training in quantitative methods and hypothesis testing. This one focuses on qualitative methods, though the approach to deriving credible explanations of behavior is generic to inquiry in general. We will be concerned with: 1) the distinguishing cultural characteristics of phenomena, 2) innovation and improvisation for adapting conventional methods to the specific problem at hand, 3) the often underutilized "native's wisdom" during both data collection and data analysis, 4) "iterative" efforts to derive, refine, and modify research questions, stretching them well beyond the initial proposal, rather than simply testing one hypothesis, and 5) "squeezing the evidence" (Carlo Ginzburg): wresting as much information as possible, especially by probing, irrespective of the method at hand.
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This course is for Anthropology graduate students only and will examine historical and contemporary approaches to anthropological studies of language use. Approaches to be covered include: world view (Boas, Sapir, Whorf); semiotics (Jacobson, Silverstein); discourse and analysis (Bakhtin, Cameron); interactional sociolinguistics (Goffman); language ideology (Gal; Schieffelin, Woolard); language socialization (Ochs, Schieffelin); language shift (Kulick); and code-switching and bilingualism (Auer, Zentella). We will apply these approaches to understand how language ideologies and use shapes meanings of nationalism, postcolonialism, gender, ethnicity, sexuality, religion, media, material culture, and other cultural processes. Readings are primarily ethnographic. Assignments include class presentations, response papers, and a seminar research paper.
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This course will attempt the impossible--to survey the development of anthropological theory in a single quarter. Needless to say, it will not and cannot be exhaustive. Instead, it will focus on the careful scrutiny of a few primary sources by prominent individuals who have contributed to the development of the discipline, but who will also be taken as "representative" of various historical trends. The first part of the course will rapidly outline the prehistory of the discipline and focus more extensively on the notion of evolution central to 19th century social theory. The second part of the course will deal with the individual contributions of three "founding fathers": Marx, Durkheim and Weber. The final part of the course will cover a few of the numerous trends of 20th century cultural anthropology.
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This course will provide a graduate level introduction to the field of Medical Anthropology, addressing broadly the question of how Anthropologists understand and investigate the social and cultural contexts of health and illness. We will examine the diverse ways in which humans use cultural resources to cope with pain, illness, suffering and healing in specific cultural contexts. In addition, we will analyze medical practices as cultural systems, examining how disease, health, body, and mind are socially constructed, how these constructions articulate with human biology, and vice versa. The course will combine an examination of current theoretical paradigms in Medical Anthropology with ethnographic case material from a number of societies, including Brazil and Haiti as well as the U.S. and Canada. The goal of this comparative endeavor will be to analyze similarities and differences across systems of healing, and to examine American health behaviors and practices critically, in order to illuminate the ways in which Biomedicine is socially embedded and culturally specific.
Score: 6.603603 Details | Listing | Web page
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