12/11/08 appendix #1

12/11/08 Appendix #1 013:***

01:013:145 Introduction to Aramaic (3)

SAMPLE SYLLABUS

Instructor: C.G. Häberl Office: Center for Middle Eastern Studies Lucy Stone Hall, Room B-329 Office Hours: By Appointment Phone: (732) 445-8444 Email: [email protected] Course Description: Introduction to the grammar of Aramaic, one of the world’s earliest and longest attested languages, formerly the lingua franca of the Middle East and today spoken by nearly half a million Jews, Christians, and Muslims. Focuses upon the Aramaic portions of the books of Ezra and Daniel, combined with a broad survey of Aramaic dialects in antiquity and the present day. Long Description: This course aims to introduce students to the Aramaic language through the Imperial Aramaic dialect, which was one of the official languages of the Achaemenid Empire (550-330 BCE). The expansion of the Achaemenid Empire throughout the Middle East placed Aramaic into a privileged position as the lingua franca of the region, a position which it held for over a millennium, until the Islamic conquests of the region in the 7th century CE. Imperial Aramaic is the dialect in which the Aramaic (or “Chaldean”) portions of the Bible were composed, and also the dialect from which all subsequently attested dialects of Aramaic developed, including those still spoken by certain small communities of Jews, Christians, and Muslims in the Middle East and in diaspora throughout the world. Prerequisites: 01:685:101 or 01:563:101 or equivalent Requirements: Class attendance and participation; Exams: Two Quizzes and a Final Exam Required Materials: Brown, Francis, S.R. Driver, and Charles A. Briggs. 1997. The Brown-Driver-Briggs Hebrew and English Lexicon (BDB). Peabody, MA: Hendrickson. ISBN: 1-56563-206-0 Mitchel, Larry A. 1984. A Student’s Vocabulary for Biblical Hebrew and Aramaic. Grand Rapids, MI: Zondervan. ISBN: 0-31045-461-1 Rosenthal, Franz. 1995. A Grammar of Biblical Aramaic. 6th revised edition. Wiesbaden: Harrassowitz. ISBN: 3-44703-590-0

Texts on Reserve:

Jastrow, Marcus. 1996. A Dictionary of the Targumim, the Talmud Babli and Yerushalmi, and the Midrashic Literature. Reprint. New York: The Judaica Press. ISBN: 0-910818-05-3 (entire text also available online at the Electronic Tools and Near Eastern Archives (ETANA) website, below) References on the World Wide Web: Masoretic Text of the Hebrew Bible http://www.mechon-mamre.org/p/pt/pt0.htm The Comprehensive Aramaic Lexicon http://cal1.cn.huc.edu/ ETANA http://www.etana.org/

Daily Assignments

Assignments must be completed before each class in which they are discussed:

Week 1, Class 1: Introduction; Aramaic within Semitic

Class 2: The Writing Systems of Aramaic; Rosenthal, Grammar, §4-12.

The Sounds of Aramaic; Rosenthal, Grammar, §13-28; 115-17

Assignment: Start memorizing Mitchell, 6.A.

Week 2, Class 1: Nouns: Gender and State; Rosenthal, Grammar, §39-49

Verbs: Simple Perfect, Rosenthal, Grammar, §101-04

Class 2: Verbs: The Perfect (cont.);

Verbs: The Direct Object; Rosenthal, Grammar, §182-83

Assignment: Memorize Mitchell, 6.B

Week 3, Class 1: Pronominal Enclitics; Rosenthal, Grammar, §31, §77-83

Predication of Existence; Rosenthal, Grammar, §95

Relative Clauses; Rosenthal, Grammar, §35-37

The Aramaic Portions of the Book of Ezra

Assignment: Ezra 4:12-16

Class 2: Noun-Noun Possession; Rosenthal, Grammar, §47-48

Possessive Pronouns; Rosenthal, Grammar, §49

The Pronouns kol and oÎorÁn; Rosenthal, Grammar, §96-97

Assignment: Memorize Mitchell, 6.C

Week 4, Class 1: *Vocabulary Quiz*

Nouns: Plurals


Class 2: Independent Pronouns; Rosenthal, Grammar, §29

Pronominal Copulas; Rosenthal, Grammar, §30

Demonstrative Pronouns; Rosenthal, Grammar, §32-34

Assignment: Memorize Mitchell, 6.D

Week 5, Class 1: Inflection of ה�ל Verbs; Rosenthal, Grammar, §144-45

Perfect of הוה; Rosenthal, Grammar, §168

The Perfect with Object Suffixes; Rosenthal, Grammar, §113, 174


Class 2: Active Participles; Rosenthal, Grammar, §112, 150

Uses of the Participle

Assignment: Mitchell, 6.E

Week 6, Class 1: Adjectives

Pronominal Enclitics (cont.);

Plural Nouns with Possessive Suffixes;

The Verb בהי


Class 2: י�פ Verbs; Rosenthal, Grammar, §127

Object Suffixes (cont.)

Constructs – Singular and Plural Nouns, Adjectives

Adverbs; Rosenthal, Grammar, §88-93

Assignment: Memorize, Mitchell, 6.F

Week 7, Class 1: *Midterm*


Class 2: Perfect of Hollow Verbs; Rosenthal, Grammar, §131-33

Perfect of Geminate Verbs; Rosenthal, Grammar, §157-58

Perfect of א�ע Verbs; Rosenthal, Grammar, §125

Assigment: Memorize Mitchell, 6.G

Week 8, Class 1: Participles (cont.); Rosenthal, Grammar, §112, 123, 137, 150, 162

Verbs with Pronominal Objects; Rosenthal, Grammar, §176ה�ל

Irregular Verbs

Assignment: Ezra 5:16-6:5

Class 2: Numbers; Rosenthal, Grammar, §63-74

The Infinitive; Rosenthal, Grammar, §111, 121, 136, 149, 161

Assigment: Memorize Mitchell, 6.H

Week 9: **SPRING RECESS** No class.

Week 10, Class 1: The Imperfect and Imperative; Rosenthal, Grammar, §105-8, 110, 119, 121-22, 128, 134-35, 147-48, 159-60


Class 2: *Vocabulary Quiz*

Uses of the Imperfect

The Imperfect with Pronominal Objects; Rosenthal, Grammar, §176

Assignment: Memorize Mitchell, 6.I

Week 11, Class 1: The Derived Stems; Rosenthal, Grammar, §99, 151-155

The Pael (D-Stem); Rosenthal, Grammar, §103, 109, 139, 163


Class 2: The Haphel (C-Stem); Rosenthal, Grammar, §109, 124, 130, 140-42

Assignment: Memorize Mitchell, 6.J ֵאב through ְַבׁשל

Week 12, Class 1: Medio-passive Verbs (t-Stems); Rosenthal, Grammar, §109, 163

The Ethpeel

Metathesis; Rosenthal, Grammar, §114


Class 2: The Ethpaal

Assignment: Memorize Mitchell, 6.J ָלֵהן through ְּתַמּה;

Week 13, Class 1: The Ettaphal

The Aramaic Portions of the Book of Daniel

Noun Formation; Rosenthal, Grammar, §50-62

Assignment: Daniel 2:4-13

Class 2: Daniel (cont.)

Assignment: Memorize Mitchell, 6.K ֲאַדרָּגַזר through ֲחַסן; Daniel, 2:14-24

Week 14, Class 1: Daniel (cont.)

Assignment: Daniel, 2:25-49

Class 2: *Vocabulary Quiz*

Assignment: Memorize Mitchell, 6.K ֱחֵסן through ַסרָּבל

Week 15, Class 1: Daniel (cont.)


Class 2: Daniel (cont.)


01:013:170,171 Elementary Malayalam (4,4) Malayalam 170 Syllabus

NOTE: Lesson and Exercise numbers refer to the textbook, Malayalam, A University Course

and Reference Grammar by Rodney F. Moag, available from Jenn's Copy, 2200 Guadalupe. A midterm and a final exam will be given, plus pop vocabulary quizzes, and other unannounced classroom exercises that will be figured into the course grade. Each lesson's conversation must be memorized and enacted in class. Written homework will be given on a daily basis. Work with the language lab materials is also an integral and required part of the coursework. Students may go to the media lab in BAT 232 or access the lab via the internet. The link to these audio versions of the lessons is as follows: http://www.lamc.utexas.edu/itsaud/mm_0_02.html. A copy of this syllabus is available on Sakai. Students should check Sakai daily for assignments, course materials, and announcements. GRADES: The final exam will count 30% of the course grade, with an additional 30% composed of the average score of all homework assignments. Homework is due the day after it appears in the syllabus. Homework is graded on a scale of 1-10 and will be marked down one point for each class day it is late. A one-day grace period will be allowed under special circumstances only. The midterm exam counts 20% of the course grade. The remaining 20% comes from a classwork grade based on attendance, degree of preparedness, spirit and level of participation in the classroom, and overall effort. This is a skill course, and hence it is critically important to follow the syllabus and do the assigned work every day. Falling behind can be disastrous. You can achieve a real sense of empowerment, and probably a good grade, if you keep up on a daily basis. Welcome to the course, good luck, and enjoy. Week One Beginning to speak Purchase textbook Classroom Expressions Read Syllabus, Textbook Intro Giving your name Visit Media Lab Counting 1-10 Lab: Intro Tape Intro to alphabet Study Malayalam alphabet Script explained Learn alphabet Week Two L.1 Vocabulary Learn L.1 Vocabulary Numbers & names Lab: L.1 Vocab Writing on the board Study L.1 Reading Prac L.1 Conversation Memorize & Practice L.1 Conv

Reading Practice Read Gram Notes 1.0-1.4 More writing on board Practice writing Vocab at home Verbless sentences Lab: L.1 complete Quotative particle Prep L.1 Ex.1-4 L.1 Exercises 1-3 Lab: L.1 complete Pronoun practice Study Grammar 1.5-1.7 Writing your name Write L.1 Ex.4 Week Three Identifying objects Compose 5 sentences Drill L.1 Conversation Memorize & Practice L.1 Conv Writing practice Write L.1 Ex.5-6 L.1 Ex.5-6 Wn. Sept. 10 Enact L.1 Conv Write 5 simple sentences L.2 Vocabulary in Malayalam Study L.2 Reading Practice and Reference List L.2 Reading Practice Write L.2 Ex.7 L.2 Ref List Study Grammar 2.1-2.5 Drill L.2 Vocab Study L. 2 Ref List Locative of nouns Study Grammar 2.1-2.2 Prep L. 2 Conv Week Four L.2 Conv Prep L.2 Ex.1-3 Writing practice Write ten locatives L. 2 Ex 1-3 Yes/No questions Study Grammar 2.5 "and" & "either ... or" Write five either ... or pairs of nouns Pronoun practice Prep L.2 Ex.4 & 6 Drill L.2 Conv Memorize & Practice L.2 Conv Enact L.2 Conv Write L.2 Ex.5 L.2 Ex.4 and 6 Read Grammar 2.4 Week Five Emphatic word order Write 5 emphatic sentences Writing practice Study L.3 Vocab L.3 Vocab Learn L.3 Vocab Writing practice Study L.3 Conv L.3 Conversation Prepare L.3 Ref List L.3 Reading practice Study Grammar 3.1-3.3 Near-far distinction Write 6 near-far sentences L.3 Ref List Study Grammar 3.4-3.6 Existive vs. Copula verb Prep L.3 Ex.1 & 2 Kinds of Possession Practice L.3 Conv in Lab

L.3 Ex.1 & 2 Write L.3 Ex.2 and 7 L.3 Ex.8 Prep L.3 Ex.9 Week Six L.3 Ex.9 Write Ex.9 Conversation.practice Write six-line conversation PoliteRequests Practice with "and" Prep L.3 Ex.3-4 Drill L.3 Conv Memorize & Practice L.3 Conv Enact L.3 Conv Write L.3 Ex.5-6 L.3 Ex 3-4 Review for Midterm exam Review session Review for Midterm exam Midterm exam Study L.4 Vocab Week Seven L.4 Vocab Write L.4 Ex. 7A-B Study L.4 Conv L.4 Conv Study L.4 Reading Practice Dative form of nouns Prep L.4 Ex.1-2 Two verbs of giving Study Grammar 4.4-4.6 L.4 Reading Practice Study L.4 Ref List Practice with Datives Write L.4 Ex.1-2 L.4 Ex.1-2 L.4 Ref List Lab: L.4 Conv Writing practice Indirect sentences Read Grammar 4.1-4.2 Kinds of liking Study GR 4.4-4.5 Prep L.4 Ex.3-4 Week Eight L.4 Ex.3-4 Write L.4 Ex.4-6 Drill L.4 Conv Memorize & Practice L.4 Conv Enact L.4 Conv Study Grammar 4.3 Yes/No desire questionns Write 10 desire sentences Prep L.5 Vocab L. 5 Vocab Study Grammar 5.1 Writing Practice Prep. L. 5 Reading Practice L.5 Reading Practice Prep L.5 Conv Present Tense Write 10 pres. neg. sentences L.5 Conv Study Grammar 5.2-5.3 Writing practice Begin memorizing L.5 Conv Week Nine Unwritten ['y'] in verbs Study Grammar 5.7 Uses of Infinitives Write 5 sent with infinitives Prep L.5 Ex.1 L.5 Ex.1 Prep. L.5 Ex.2-3 Writing practice

L.5 Ex.2 Write L.5 Ex.1, 3 More on emphasis Read Grammar 5.4 Write 10 sent with emphasis Writing practice Write 10 negative sentences L.5 Ex.6 Write L.5 Ex.6 Plural of nouns Read Grammar 5.5-5.6 Week Ten More Possessives Write L.5 Ex.4-5 Drill L.5 Conv Memorize & Practice L.5 Conv Enact L.5 Conv Study L.6 Vocab Writing Practice and Reading Practice Prac. L.5 Ex.7 L.6 Vocabulary Read Grammar 6.1-6.2 Writing practice Write 10 present semtemces L.6 Ref List Study L.6 Conv Writing practice Prep L.6 Week Eleven L.6 Conv Lab: L.6 Conv Intentive / Potential verbform Read Grammar 6.3-6.5 Prep. L. 6 Ex. 1 & 3 L.6 Ex.1, 3 Prepare L.6 Ex 2, 5 Indirect verb "know" Write 10 "know" sentences Write L.6 Ex.8 Drill L.6 Conv Memorize & Practice L.6 Conv L. 6 Ex. 2 and 5 Write Ex.4, 6 Practice with postpositions Study Grammar 6.6 Possessive of nouns Writing practice Write 10 "can" sentences Enact L.6 Conv Study L.7 Vocab Adding politeness marker Write 4 dialogue exchanges with the politeness marker Week Twelve L.7 Vocab Study L.7 Reading Practice Future/Habitual verbform Read Grammar 7.1-7.2 L.7 Reading Practice Study L.7 Conv Telling Time Write L.7 Ex.7 L.7 Conv Study L.7 Ref List The number system Write 5 mathematical equations Writing practice Write 10 future sentences "Let's" type verbform Prep L.7 Ex.1-2 Study Grammar 7.7 L.7 Ex.1-2 Begin memorize L.7 Conv The impersonal verb Prep L.7 Ex. 3-4

Week Thirteen L.7 Ex.3-4 Write L.7 Ex.5-6 Drill L.7 Conv Memorize & Practice L.7 Conv Enact L.7 Conv Write L.7 Conv from lab tape Two-part qualifier Study Grammar 7.5-7.6 Review L.1-2 Study L.1-2 complete Review L.3-4 Study L.3-4 complete Writing practice Write 10-line conversation Practice with existive verb Study Extra Reading Study Extra Reading Vocab Week Fourteen Review L.5- 6 Study L.5-6 complete Review L.7 Study L.7 complete Prep Extra Reading Vocab Story Vocab Prepare Story 1 Thanksgiving break NO CLASS Week Fifteen Read Story 1 Prep Story 2 Read Story 2 Prep Story 2 complete Finish stories Review stories Dictation from stories Review for Final Exam

MALAYALAM 171 SYLLABUS

NOTE: Lesson and Exercise numbers refer to the textbook, Malayalam, A University Course and Reference Grammar by Rodney F. Moag, available from Jenn's Copy. Lessons 8-13 along with some extra activities are covered.

Two exams will be given, plus pop vocabulary quizzes. A final exam or project will be agreed upon between students

and the instructors toward the end of the semester. Each lesson's conversation must be memorized and enacted in class.

In addition, work in the language lab, including the new computerized tutorials, is an integral and required part of the

coursework. Students may go to the media lab in BAT 232 or access the lab via the internet. The link to these audio

versions of the lessons is as follows: http://www.lamc.utexas.edu/itsaud/mm_0_02.html. You will need your UT

EID to log-on.

GRADES. The final exam, or project, will count 30% of the course grade, with another 30% composed of the

average score of all homework assignments. One-day grace period may be given for late homework by arrangement

with the instructors if there is a valid reason, but in case of known absences, early submissions are preferred. Homework

will be graded on a 10-point scale, and late homework will be reduced by one point for each late day. The midterm

exam counts 20% of the overall course grade, while the remaining 20% is based on a score for class work, comprised of

attendance, degree of preparedness, effort, attitude, and level of participation in the classroom.

DAY DATE CLASSWORK HOMEWORK Week One L. 8 Vocab. Study L. 8 Reading Prac. L. 8 Ref. List Study L. 8 Conv. L. 8 Conversation Study Gr. 8.3 and 8.4 L. 8 Ex. 1 Write ten dative sentences Desiderative verbform Study Gr. 8.2 L. 8 Ex. 2, 3 A. & B. Rewrite L. 8 Ex. 2 in neg. Adj.'s made from verbs Study Verbal Adj. handout

Week two Verbal Adj. Handout Write L. 8 Ex. 7 Associative Poem Write 5 Assoc. sen.'s Script tutorial Prep. L. 8 Ex. 4 Drill L. 8 Conv. Memorize L. 8 Conv. Enact L. 8 Conv. L. 8 Ex. 4 Write L. 8 Ex. 5 & 6 Minilesson A Prac. Minilesson A Conv. Free Conversation Prep. L. 9 Vocab. Tag questions Write ten sen.s with tag qns. L. 9 Vocab. Learn L. 9 Vocab. L. 8 ex. 8 Prep. L. 9 Conv. Script practice Week Three L. 9 Conv. Prep. L. 9 Ref. List Writing plural nouns Study L. 9 Reading Practice L. 9 Ref. List Write L. 9 Ex. 7 Neg. Future/habitual Wr. five neg. future verbs L. 9 Reading Practice Study Gr. 9.1 Possessive adjs. etc. Prep. L. 9 Ex. 1, 2, & 3 Drill numbers 11-20 L. 9 Ex. 1, 2, & 3 Prep. L. 9 Ex. 4 Add & subtract: 20-100 Write 20-40 in words L. 9 Ex. 4 Memorize L. 9 Conv. Drill L. 9 Conv. Write five sen.s with adjs Study Gr. 9.3-9.5 Week Four Enact L. 9 Conv. Write L. 9 Ex. 5 & 6 Various words for good Study L. 10 map, Vocab., Absolutive suffix -um and Reading Practice L. 10 Reading Prac. Prep. L. 10 Ex. 1 L. 10 Vocab. Study Gr. 10.7

Script tutorial Wr. L. 10 Rdng. Prac. from tape L. 10 Ex. 1 Write L. 10 Ex. 1 Prep. L. 10 Text L. 10 Text Study 10.2-10.5 Formal & informal style Prep. L. 10 Ex. 2 & 3 L. 10 Ex. 2 & 3 Write L. 10 Ex. 2 and 7 Oral Ex.: Negatives Prep. L. 10 Ex. 4 Week Five L. 10 Ex. 4 Write L. 10 Ex. 5 & 6 Formal style Prac. Reading Text aloud Read L. 10 text aloud Write L. 10 Ex. 3 A. & B. Malayalam Composition Write theme in Malayalam Correct themes Copy L. 10 text from tape Forms of the noun Review for Midterm Exam Review session Review for exam Week Six Midterm Exam Study L. 11 Ref. List & Vocab and Gr. 11.1 L. 11 Vocabulary Study L. 11 Conversation L. 11 Ref. List Prep. l. 11 Ex. 2 & 3 L. 11 computer tutorial Script tutorial Copy L. 11 vocab. from tape L. 11 Ex. 2 & 3 Study Gr. 11.4 L. 11 Conversation Prep. L. 11 Ex. 1 A. & B. Irregular past forms Prep. L. 11 Reading Prac. L. 11 Ex. 1 A. & B. Study Gr. 11.2, and 11.3 Double consonants Find ten words in lessons containing double consonants Week Seven L. 11 Reading Prac. Prep. L. 11 Ex. 4 Script Tutorial

Cleft sentences Study Gr. 11.2 L. 11 Ex. 4 Write ten cleft sentences Script tutorial Study Gr. 11.6 Write L. 11 Ex. 3 and 1 B. Past Desideratives Study Gr. 11.5 Drill L. 11 Conv. Memorize L. 11 Conv. Wr. 10 past desid. sen.'s Enact L. 11 Conv. Wr. L. 11 Ex. 7 A., B., & C. Minilesson B, Kerala foods Week Eight Script tutorial Copy L. 11 Ex. 4 from tape childrens' song Prep. L. 12 Vocab. and Ref. List L. 12 Vocabulary Study Gr. 12.3 L. 12 Ref. List Study L. 12 Conv. L. 12 Ex. 7 L. 12 Conversation Prep. L. 12 Ex. 1 & 3 Prac. with verbforms Study Gr. 12.2 & Reading prac. L. 12 Reading Prac. Prep. L. 12 Ex. 2 & 4 Postposition "with" Study Gr. 12.1, 12.4, & 12.5 L. 12 Ex. 1 & 3 Week Nine Script tutorial Write L. 12 Conv. from tape L. 12 Ex. 2 & 4 Drill L. 12 Conv. Memorize L. 12 Conv. Permissive Verbform Wr. 10 permissive sen.'s Enact L. 12 Conv. Wr. L. 12 Ex. 5 & 6 Script tutorial Verbal Nouns Wr. ten verbal noun sen.s Prep. L. 13 Vocab. L. 13 Vocabulary Study L. 13 Reading Prac. Study L. 13 Conv. Week Ten

L. 13 Reading Prac. Study Gr. 13.1 L. 13 Conv. Study Gr. 13.2 & 13.3 Prep. L. 13 Ex. 3 Compound sen.s with L. 13 Ex. 3 Write 10 compound sen.s Script Tutorial Write L. 13 Ex. 7 Prep. L. 13 Ex. 4 and 5 L. 13 Ex. 4 and 5 Write L. 13 Ex. 6 Drill L. 13 Conv. Memorize L. 13 Conv. Week Eleven Enact L. 13 Conv. Prep. L. 13 Ex. 1 & 2 Past Verbal Adjectives Study Gr. 13.5 Number practice Rvw. L. 7 Ref. List Postposition "like" Wr. "like" exercise Write L. 13 Ex. 1 Script Tutorial Write L. 13 Vocab from tape Conjunct & Double Find conjunct & double Consonants consonants in L. 13 L. 13 Ex. 2 Write L. 13 Ex. 2 A. & 3 Past verbal Nouns Prep. Past Verbal Noun Exercise Past Verbal Noun ex. Review Gr. 13.5 Wr. 5 verbal noun sen.s Week Twelve Script tutorial Uses of the infinitive vs. the verbal noun Wr. 5 infinitive sen.s Postpositions & cases Study Gr. 13.6 with verbal nouns Review: datives with Write ten dative postposition sentences with vendi Mini Proj. assign. Write L. 13 Conv. from tape

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Week Thirteen Find models for Wr. draft of mini proj. mini project conversation Review pres. & future Revise miniproj. Conv. Verbforms Consult on Conv. Memorize mini Proj. Conv. Enact mini Conv. Find models for final proj. Script Tutorial Begin Drafting final proj. Week Fourteen Consult on proj. models Correct models for final project Telephone Conv. Begin drafting final proj. Confer on Final Proj. Rewrite Final project Grammar Review Work on Final Project Questions Relating Finish drafting Final Project to Final Project Script tutorial Hand in draft of final project Week Fifteen Consult on project Touch up Final Proj. Formal vocab. list Study Formal Vocab. list Submit revised proj. Check proj. revisions Prac. oral presentation Write fair copy of proj. Oral pres. of final proj. Prac. oral pres. of proj. Oral Pres. of final Proj. Register for Mal. 312K

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CROSSROADS: Classical Literatures of Africa, the Middle East and South Asia

013:201 COURSE DESCRIPTION

This course is an introductory survey of the “classical” literatures of Africa, the Middle East and South Asia, stretching from antiquity to about the beginning of the nineteenth century. It examines critical areas of difference and similarity between the literary traditions of the three regions through the study of excerpts of sample “canonical” texts. It begins with an overview of the oral tradition and proceeds to demonstrate its enduring impact on the written word in its various genres across time and space. It also explores new literary formations that have arisen out of the historical interchange between peoples of Africa, the Middle East and South Asia. In the process, students will also be exposed to the different kinds of scripts, both original and improvised, that have been used over the centuries in the written traditions of the societies of these interlocking regions of the world. COURSE TEXT Course Packet (in Two Volumes) COURSE EVALUATION 4 Tests 40% Test 1: Oralilty, Literacy and Their Interface Test 2: Early Written traditions (Poetry) Test 3: Early Written Prose traditions Test 4: Qasidas, Epics and Ghazals Midterm Examination 20% Final Examination 30% Summative essay 10%

The summative essay will be a typed, double-spaced, 2-3 page reflection on one of the four test themes arising from materials covered in the course during the semester

COURSE OUTLINE Week 1 Orature/Oral Literature

Genres/Functions/Styles Selected oral narratives from the three regions Versions of the “Cindrella” story:

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Philip, Neil. The Cinderella Story: The Origins and Variations of the Story Known as "Cinderella". London: Penguin Books, 1989.

Read: Mufaro’s Beautiful Daughter (South Africa) Sootface: An Indian Cindrella Story The Way Meat Loves Salt: A Jewish Cindrella tale The Golden Sandal: A Middle Eastern Cindrella Story

Week 2 Between Orality and Literacy: Contestations “The Shipwreckerd Sailor: An Ancient Egyptian Tale”

Faruk Sumer, The Book of Dede Korkut: A Turkish Epic, Austin, University of Texas Press, 1991 (Excerpts) Kahombo Mateene, The Mwindo Epic. Los Angeles: University of California Press, 1989 (Excerpts)

Week 3 African writing in Ge’ez

Miguel F. Brook (ed), Kebra Nagast (Glory of Kings). Trenton: Red Sea Press, 1996 (Excerpts)

First Test

Week 4 The Mesopotamian tradition in the Middle East

James Lindenberger, The Proverbs of Ahiqar. Bloomigton: Indiana University Press, 1983 (Excerpts) N.K. Sandars (trans.), The Epic of Gilgamesh. London: Penguin, 1972 (Excerpts)

Week 5 South Asia: The Sanskrit tradition

“The Mahabharata” in J. Brockington, The Sanskrit Epics. The Hague: Leiden, 1998 (Excerpts)

Week 6 The Qur’an, the Arabic language and the Rise of Classical Arabic literature(s)

Adonis, An Introduction to Arab Poetics. Austin: University of Texas Press, 1990. Chapters 1 and 2

Excerpts from selected suras of the Qur’an

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Second Test Week 7 The Ajami tradition in Africa: Hausa/Swahili

Beverly Mack, One Woman’s Jihad. Bloomington, Indiana University Press, 2000 (Pages 47-62) William Hichens, Al-Inkishafi: The Soul’s Awakening. London: Oxfoprd University Press, 1972 (Excerpts)

Week 8 Persian and Turkish literature in the Arabic script

Abolqasim Ferdowsi, Shahnameh: The Persian Book of Kings. New York: Viking, 2006 (Excerpts) Khass Hajib Yusuf, Wisdom of Royal Glory. Chicago: University pf Chicago Press, 1983 (Excerpts)

Week 9 The Arabic script in South Asia: Urdu

Amir Khusro, (trans. Sunil Sharma), Hasht Bihisht (Excerpts) MIDTERM EXAMINATION

Week 10 Other Classics of South Asia

Multiple Ramayana: Paula Richman, Ramayana stories in modern South India. Bloomington: Indiana University Press (Excerpts from Chapters 4, 5, 6 and 7)

Week 11 Early prose writings: Chronicles

H.R. Palmer, The Kano Chronicle, in Sudanese Memoirs. Lagos: Government Printers, 1928 (Excerpts) Yehuda Hadassi, Eshkol ha-Kopher (A Cluster of Cyprus Flowers) (Excerpts) Evliya Celebi, Seyahatname (Book of Travels). Amsterdam: Brill, 1990 (Excerpts) Tabari, Tarikh ar-Rasul wa-l-Muluk (History of Prophets and Kings, Volume 28: The’Abbasid Revolution. New York: SUNY Press, 1989 (Excerpts)

Week 12 Early prose writings: Epistles and Belles-Lettres

Selections from Rusul (Letters) of Abd al-Hamid Muyaka wa Mwinyi Haji, Naswaha kwa Wafaume Wetu (Advise to Our Kings). Nairobi: Phoenix, 1977 (Excerpts)

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Kautilya, The Arthashastra. Seattle: Washington State University, 1998 (Excerpts) Third Test

Week 13 The Qasida/Ode tradition in Africa, the Middle East, and South Asia: From a pre-Islamic to a Global Islamic tradition

Excerpts from the Mu’allaqaat (as a pre-Islamic genre) The Multiple “Bur’da” – focus on Tamil and Persian Raymond P. Scheindlin, “The Hebrew Qasida in Spain,” in P.M. Kurpershoek, Oral Poetry and Narratives from Central Asia. Brill, 2005 Ferrokhi Sistani’s “Hunting Scene” Graham Furniss, “The Qasida in Fulfulde and Hausa.”

Week 14 Revisiting the epic tradition in Africa, the Middle East and South Asia

Johnson, John William, ed. & trans. Epic of Son-Jara: A West African Tradition. Bloomington: Midland-Indiana Univ. Press, 1992. (Excerpts) Nasr, Ahmad A., The Thirsty Sword: Sirat 'Antar and the Arabic Popular Epic. Salt Lake City: University of Utah Press, 1996. (Excerpts) Exodus 1-14 Rajgiri, Mir Sayyid Manjhan Shattari, Madhumalati. New York: Oxford University Press, 2001 (Excerpts)

Week 15 Love poetry/Ghazals in Africa, the Middle East and South Asia

Selected poems from Ali Jahadhmy’s Swahili love poetry Selected poems of Abi Rabi’a Selected serenades of Yehuda Halevi Selected ghazals of Ghalib

Fourth Test

Week 16 The Thousand and One Nights: Hybridity, Migration and Domestication

Ulrich Mazolph (ed), The Arabian Nights in Transnational Perspective. Detroit: Wayne State University Press, 2007. Chapters 8, 11, 12 and 13.

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FINAL EXAMINATION

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Introduction to Literatures of the Middle East

01:013:221 Goals To introduce, discuss, and analyze important literary works of the Middle East. To help participants discover what gets lost in English translations of Arabic, Hebrew, Turkish, and Persian prose. To provide enough background in Middle Eastern literary cultures and histories to help to explain and refine participants’ understandings of course readings. Time/Place Wed. 5-8pm/ BE 003 Required Texts The Masnavi, trans. Mojadeddi The Arabian Nights, trans. Haddawy The Lover, A. B. Yehoshua trans. Simpson Women of Sand and Myrrh, Hanan al-Shaykh , trans. Cobham My Name is Red, Orhan Pamuk, trans. Göknar Chess with the Doomsday Machine, Habib Ahmadzadeh, trans. Sprachman Course Packet Requirements 1. Attendance at each session and effective and informed contribution to class discussions and exercises. 2. Timely completion and submission of in and out of class assignments. Out of class writing must be word-processed or typed and double-spaced. Hand-written or single- spaced papersare unwelcome. 3. Satisfactory or better performances on four (5-page or more) papers on ideas introduced and implicated in the seminar. Classical and Medieval Literatures Week I Selections from the Hebrew Bible – narrative Week 2 Selections from the Hebrew Bible – poetry Week 3 Selections from pre-Islamic poetry paper #1 due Week 4 Selections from the Qur’an Week 5 selections from Abbasid poetry Week 6 Selections from the Masnavi Week 7 selections from Ottoman poetry paper #2 due Week 8 selections from Sephardic poetry Week 9 The Arabian Nights

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Modern Literatures Week 10 The Lover paper #3 due Week 11 Women of Sand and Myrrh Week 12 My Name is Red Week 13 Chess with the Doomsday Machine Week 14 Selections from modern Arabic, Persian, Turkish and Hebrew poetry Week 15 Review – paper #4 due

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013:280 Intermediate Sanskrit I – Fall Rutgers University Instructor: David Buchta [email protected] 215-260-0905 (7AM-6PM) Office hours: Introduction: This course is intended for students who have already covered the basic grammatical structure of the Sanskrit language (generally, those who have completed Elementary Sanskrit I & II). It will offer students their first substantial engagement with reading original Sanskrit texts. The focus will be on narrative and literary Sanskrit. Through the course of the semester we will look at four of the most important classics of Sanskrit literature: the fables of Païcatantra, Bhägavata-puräëa, Jayadeva’s Géta-govinda, and Kälédäsa’s Meghadüta. Readings from the texts themselves will be supplemented with secondary literature examining the literary, cultural and historical background of these works. In addition to reading literary Sanskrit, the course will also introduce students to Sanskrit commentarial literature, to writing about Sanskrit in Sanskrit. Furthermore, in light of the overwhelming complexity of Sanskrit grammar, the course will provide an opportunity to review some of the more complex components of the Sanskrit grammatical structure throughout the semester. Course Materials: Students will need to acquire: Tubb, Gary and Emery R. Boose. Scholastic Sanskrit: A Manual for Students. (New York: American Institute of Buddhist Studies, Columbia University. 2007.) ISBN: 978-0-9753734-7-7. $36. Students should still have from previous year: Goldman, Robert P. and Sally J. Sutherland Goldman. Devaväëépraveçikä: An Introduction to the Sanskrit Language. Third Edition. (Berkeley: Center For South Asia Studies, University of California, Berkeley. 2001.) ISBN: 0-944613-40-3. $55. Student are also advised to obtain a good Sanskrit-English dictionary (Monier-Williams or Apt are recommended) and a good reference grammar (MacDonnell or Kale are

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recommended). All other primary and secondary readings will be provided by the instructor. Structure of the Course: The course will meet 3 times weekly. The first two meetings of each week will be dedicated to reading through the primary texts. Students should have at least a little more than half of the week’s scheduled readings prepared by the first class session, the rest by the second session. Students will takes turns each reading, translating and explaining a line from the text with time for questions and discussion throughout. Short scheduled quizzes will be administered during the second session of the week. The final meeting of each week will consist of three components. We will use that day for going through Scholastic Sanskrit, reviewing grammar lessons from Devaväëépraveçikä, and lectures and discussion related to the secondary readings for the week. Grading: Class Participation: 25% - In addition to the obvious requirement of attendance, the grade will be based largely upon whether students are prepared for the readings of primary texts. Quizes: 20% - These will be short quizzes covering the grammar topics as well as the structures of commentarial Sanskrit reviewed in the weeks preceding each quiz. Mid-term: 20% Final: 35% - These test will consist of excerpted passages from the primary readings, the final exam being comprehensive. Students will need to provide a literal translation that shows comprehension of the grammatical structure of the passages. Schedule: Week 1 ( ): Introduction Lecture: Introduction to Païcatantra and Sanskrit fable literature Week 2 ( , , ): Païcatantra Païcatantra (PT): Kathä 1 Scholastic Sanskrit (SS): Introduction, pp. 1-5 Devaväëépraveçikä (DP): Samäsa (compounds) 12.3-6, 12.8-13, 12.16, 13.4-16 Secondary Literature (SL): “Introduction” in Olivelle’s translation of Païcatantra Lecture: Variant versions of Païcatantra Week 3 ( , , ): Païcatantra PT: Kathä 2 SS: Word division pp. 9-17 DP: Gaëa system 7.2-38 SL: van Buitenen. “The Story Literature.” in The Literatures of India. pp. 198-211.

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Lecture: Païcatantra in the Story Literature genre Week 4 ( , , ): Païcatantra PT: Kathä 20 SS: Word glosses pp. 19-32 SL: Bryant. “Krishna in the Bhagavata Purana” in Kåñëa: A Sourcebook. pp. 111-136. Lecture: Introduction to Bhägavata-puräëa Grammar Quiz Week 5 ( , , ): Bhägavata-puräëa with the commentary of Baladeva Vidyäbhüñaëa Bhägavata-puräëa (BP): 10.19.1-6 SS: Grammatical analyses pp. 33-42 DP: Present system 4.19-24, 8.6-8.11 SL: Rocher. “Bhägavata-puräëa.” in The Puräëas. Lecture: History of Bhägava-puräëa Week 6 ( , , ): Bhägavata-puräëa with the commentary of Baladeva Vidyäbhüñaëa BP: 10.19.7-10 SS: Derivative verbs pp. 43-48 DP: Present system cont. 11.9-17, 14.12-16 SL: Buchta. “Defining Categories.” Journal of Vaiñëa Studies 15.1. pp. 87-107. Lecture: Bhägavata-puräëa and the çruti-småti divide Week 7 ( , , ): Bhägavata-puräëa with the commentary of Baladeva Vidyäbhüñaëa BP: 10.19.11-16 SS: Kåt-pratyayas pp. 49-66 DP: Secondary conjugations Ch. 18 SL: “Introduction” in Kale’s edition of Meghadüta Lecture: Introduction to Meghadüta Week 8 ( , , ): Megha-düta with the commentary of Mallinätha Megha-düta (MD): 1-14 (The number of verses can be adjusted if too much) Review for Midterm test Grammar Quiz Week 9 ( , , ): Megha-düta with the commentary of Mallinätha MD: 15-27 Midterm Test Week 10 ( , , ): Megha-düta with the commentary of Mallinätha MD: 28-40 SS: Tad-dhita-pratyayas pp. 67-84 DP: Nominal Derivation Ch. 20 SL: Gerow. “The Sanskrit Lyric” in The Literatures of India. pp. 144-156

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Lecture: Sankrit lyric poetry Week 11 ( , , ): Megha-düta with the commentary of Mallinätha MD: 41-53 SS: Compounds, pt. 1 pp. 85-95 DP: Perfect tense Ch. 17 SL: “Indian Poetics.” in The Literatures of India. pp. 115-43 Lecture: Poetic ornaments in Sanskrit Week 12 ( , , ): Megha-düta with the commentary of Mallinätha MD: 54-66 SS: Compounds, pt. 2 pp. 96-125 SL: “Introduction” to Miller’s translation of Géta-govinda, pp. 3-37. Lecture: Introduction of Géta-govinda Grammar Quiz Week 13 ( , , ): Géta-govinda with the Rasika-priya commentary Géta-govinda (GG): Song 1 SS: Compounds, pt. 3 pp. 125-149 DP: Numbers 19.3-9 SL: Gerow. “Jayadeva’s Poetics and the Classical Style.” JAOS 109.4. pp. 533-44 Lecture: Metrical Structure of Géta-govinda Week 14 ( , , ): Géta-govinda with the Rasika-priya commentary GG: Song 17 SS: pp.149-169 DP: Aorist 19.10-18 SL: Chari. “Indian Theory of Suggestion.” Philosophy East & West 27.4. pp. 391-99 Lecture: Relation between word and meaning in Sanskrit poetry Week 15 ( , ): Géta-govinda with the Rasika-priya commentary GG: Song 19 Grammar Quiz Notes on Syllabus: I have arranged the syllabus for a class that would meet three days a week, but it could easily be rearranged for a class meeting twice a week, or a once weekly seminar. The text chosen here are, of course, only a small sampling of the wide range of texts that could be appropriate for a third semester course in Sankrit. In light of the absence of a third year of Sanskrit, the syllabus could easily rotate each year through a variety of text, allowing students to take the same course again, without repeating the same material. If necessary and appropriate, the course could even be offered on two levels, with students registered for the higher level being held responsible for more. For

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example, while 2nd year students would only be looking at selections from commentaries to assist their reading of a root text, 3rd year students could be held responsible for the entirety of a commentary, including the philosophical or literary arguments put forward by the commentators that go beyond a strict close reading of the text. Or they could be held responsible for a greater portion of the texts read than what is covered in class, helping them to develop more autonomy in reading.

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013:281 Intermediate Sanskrit II Rutgers University Instructor: David Buchta [email protected] 215-260-0905 (7AM-6PM) Office hours: Introduction: This course is a continuation of intermediate Sanskrit studies for students who have already covered the basic grammatical structure of the Sanskrit language (generally, those who have completed Elementary Sanskrit). The purpose of the course is to prepare students for advanced Sanskrit reading. In contrast to the literary focus of Intermediary Sanskrit III, this course will focus on technical and discursive texts in the fields of grammar (vyäkaraëa), logic (nyäya) and textual exegesis (mémäàsä). It is traditionally said that, in order to read any genre of Sanskrit, one needs a basic knowledge of each of these three fields. We will read selections from Varadaräja’s Laghu-kaumudé, Annambhaööa’s Tarka-saìgraha, and Kumärila Bhaööa’s Çloka-värttika. These are some of the most important works, but also the most accessible texts in each of these fields. In addition, the course will also continue to guide students through the reading of Sanskrit commentaries. Course Materials: Students will need to acquire: Ballantyne, James R. (ed. and tr.) Laghukaumudé of Varadaräja. (Delhi: Motilal Banarsidass. 2001.) ISBN: 81-208-0916-5. Available online for about $16. Students should have from previous semesters: Tubb, Gary and Emery R. Boose. Scholastic Sanskrit: A Manual for Students. (New York: American Institute of Buddhist Studies, Columbia University. 2007.) ISBN: 978-0-9753734-7-7. $36. Goldman, Robert P. and Sally J. Sutherland Goldman. Devaväëépraveçikä: An Introduction to the Sanskrit Language. Third Edition. (Berkeley: Center For South Asia Studies, University of California, Berkeley. 2001.) ISBN: 0-944613-40-3. $55. Students should have a good Sanskrit-English dictionary (Monier-Williams or Apt are recommended) and a good reference grammar (MacDonnell or Kale are recommended). All other primary and secondary readings will be provided by the instructor. Structure of the Course:

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The course will meet 3 times weekly. The first two meetings of each week will be dedicated to reading through the primary texts. Students should have at least a little more than half of the week’s scheduled readings prepared by the first class session, the rest by the second session. Students will takes turns each reading, translating and explaining a line from the text with time for questions and discussion throughout. Short scheduled quizzes will be administered during the second session of the week. The final meeting of each week will consist of three components. We will use that day for going through Scholastic Sanskrit, reviewing grammar lessons from Devaväëépraveçikä, and lectures and discussion related to the secondary readings for the week. Grading: Class Participation: 25% - In addition to the obvious requirement of attendance, the grade will be based largely upon whether students are prepared for the readings of primary texts. Quizes: 10% - These will be short quizzes covering the grammar topics as well as the structures of commentarial Sanskrit reviewed in the weeks preceding each quiz. Mid-terms: 30% Final: 35% - These test will consist of excerpted passages from the primary readings, the final exam being comprehensive. Students will need to provide a literal translation that shows comprehension of the grammatical structure of the passages. Schedule: Week 1 ( ): Introduction Lecture: History of Nyäya and the various schools of Indian philosophy. Week 2 ( , , ): Tarka-saìgraha: Perception Tarka-saìgraha (TS): 34-43. Scholastic Sanskrit (SS): Ch. 11 Devaväëépraveçikä (DP): Past Participles 10.4-12 Secondary Literature (SL): Mohanty. “Part 1: Theory of Knowledge (Pramäëa Çästra).” in Classical Indian Philosophy. Lecture: Pramäëas in Sanskrit Philosophy Week 3 ( , , ): Tarka-saìgraha: Inference, pt. 1 TS: 44-48 SS: Ch. 12 DP: Present Participles: 15.1-12 SL: Gokhale. “The Cärväka Theory of Pramäëas: A Restatement.” Lecture: Lokäyata and the rejection of Anumäna Week 4 ( , , ): TS: 49-57

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SS: Ch. 13 DP: Other non-finite verbal form 11.0-8, 16.16-21 SL: Ganeri: “The Hindu Syllogism.” Lecture: Logic “East and West” Week 5 ( , , ): TS: 58-65 Lecture: Introduction to the Çiva Sütras and Päëinian Grammar Grammar Quiz Week 6 ( , , ): Laghu-kaumudé (LK):135-143 Midterm 1 on Tarka-saìgraha Week 7 ( , , ): LK:144-153 SS: Ch. 14 DP: Consonant Stem Noun Declension: 8.4-5, 9.1-4, 11.1 SL: Fowler. “How Ordered Are Päëini’s Rules ” Staal. “Päëini Tested by Fowler’s Automaton.” Lecture: Adhikära-sütras and Anuvåtti in Päëini Week 8 ( , , ): LK: 154-161 SS: Ch. 15 DP: -a and –ä Stem Noun Declensions: 4.33-35, 5.1 SL: Cardona. “On Päëini’s Morphophonemic Principles.” Lecture: Päëini’s Notion of Sävarëya Week 9 ( , , ): LK: 162-169 SS: Ch. 16 DP: Pronoun Declension: 4.46, 5.5-8 SL: Palsule. “The technical terms in the Harinamamrta-Vyakarana of Jiva Gosvamin.” Däsa. “Grammar in Glorification of God.” Lecture: Grammar as Theology Week 10 ( , , ): Çloka-värttika (SV): Sütra 1 Midterm 2 on Laghu-kaumudé Week 11 ( , , ): SV: Sütra 2-3 SS: Ch. 17 DP: Future: 16.1-8, 16. 11-13

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SL: Chari. “Validity in Interpretation.” Lecture: The Mémäàsä Notion of Apauruñeyatva Week 12 ( , , ): SV: Sütra 4 SS: Ch. 18 DP: Conditional: 16.9-10 SL: Minkowski. “The Rathkära’s Eligibility to Sacrifice.” Lecture: Mémäàsä Rules of Exegesis

Week 13 ( , , ): SV: Sütra 5 SS: Ch. 19 DP: Perfect: Ch. 17 SL: Klostermeier. “Hindu Theology, Old and New.” In A Survey of Hinduism. Lecture: From Mémäàsä to Vedänta Week 14 ( , , ): Review Tarka-saìgraha SS: Ch. 20 DP: Aorist: 19:10-18

Week 15 ( , ): Review Laghu-kaumudé Grammar Quiz

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LANGUAGE AND SOCIETY IN AFRICA, THE MIDDLE EAST AND SOUTH ASIA

013:303

DESCRIPTION This course explores the social, cultural and political aspects of language in Africa, the Middle East and South Asia in the postcolonial context. It examines the interaction and intesectionality of language and variables such as class, ethnicity, gender, and education. It will also look at the range of articulations of politico-linguistic problems and challenges, including language conflict, language rights and language planning, in the three regions. These are topics that have been discussed extensively by scholars from a variety of disciplines, including linguistics, anthropology, sociology, philosophy and political science, resulting in a rich body of literature that offers different perspectives on the different issues. In this course we will examine the contributions of these disciplines to our understanding of language and its uses in society, drawing on comparative experiences of selected countries of Africa, the Middle East and South Asia. TEXTS Wardhaugh, Ronald. An Introduction to Sociolinguistics, 4th Edition. New York: Blackwell Publishers, 2002. Skutnabb-Kangas, Tove. Linguistic Genocide in Education, Or Wordwide Diversity and Human Rights? NY: Lawrence Erlbaum, 2000. Course Packet of selected articles. COURSE EVALUATION Assignments & Quizzes 30% Midterm Exam 20% Final Exam 30% Community Project 20% The community project should be based on one New Jersey immigrant community from Africa, the Middle East or South Asia, with specific focus on language maintenance and language shift. How to approach your project is a subject that will be covered in the first week of class. The project should result in a paper of 8-10 pages. COURSE OUTLINE Week 1 Introduction to the course; Myths about language The sub-systems of language and their organization

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Read: Wardhaugh, Chapter 1 Paul, “Language of Language: What do we know when we know a language?” (Corse Packet) Daniels, “Nine Ideas about Language” (Course Packet).

Community Project: Models, Methods and Materials Week 2 Language versus Dialect: Linguistics versus politics Standard versus non-Standard varieties: Linguistics versus politics Read: Wardhaugh, Chapter 2 (pages 25-42) Kangas, Chapter 1 (pages 3-46) Video: American tongues (View and discuss) Week 3 Language perceptions and attitudes Languages of Africa, the Middle East and South Asia Regional and Social dialects; Class versus caste dialects Read: “Language Families of the World”, pp. 132-153; 187-194 (Course Packet) Wardhaugh, Chapter 2 (pages 43-56) Week 4 Language and Culture: The Sapir-Whorf Hypothesis and beyond Read: Wardhaugh, Chapter 9 (pages 219-240) Britto, “Personal Names in Tamil Society” (Course Packet) Hassan, “Kinship in Sudanese Arabic” (Course Packet) Week 5 Diglossia and bilingualism Read: Wardhaugh, Chapter 4 (pages 87-116) Ferguson, “Diglossis” (Course Packet) Abdulaziz “Triglossia and Swahili-English Bilingualism” Kangas, Chapter 3 (pages 105-116) Week 6 Linguistic borrowing and code-swatching Language for multiple identities and relationships Lingua francas Read: Wardhaugh, Chapter 3 (pages 58-60)

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Kangas, Chapter 3 (pages 147-155) Amara, “The Diffusion of Hebrew and English in Spoken Arabic of an Israeli Village” (Course Packet)

Smith, “National and Other Identities” (Course Packet) Week 7 Linguistic diversity: Arguments and counter-arguments Read: Kangas, Chapter 4 (pages 212-280)

Brutt-Griffler, “ Revisiting The Diversity Debate: A Linguistic Perspective” (Course Packet)

Week 8 Gender and Language Read: Eid, “What’s in a Name?” (Course Packet)

Haeri, “Male-Female Differences in Speech: An Alternative Interpretation” (Course Packet) Abu-Haidar, “Are Iraqi Women More Prestige Conscious than Men?” (Course Packet)

Week 9 Language, Sex and Sexism Read: Pauwels, “Sexism, Sex and Sexes” (Course Packet) Pauwels, “Drafting a Non-Sexist Language Guidelines” (Course Packet)

Abdel-Jawad, “Language and Women’s Place with special Reference to Arabic” (Course Packet) Video: “Words in Edgewise”

MIDTERM

Week 10 Official versus National Languages Language and State Policies Read: Kangas, Chapter 5 (pages 296-365) Bamgbose, “Language and Nation in Sub-Saharan Africa, (Course Packet) Holt, “Algeria: Language, Nation and State” (Course Packet) Week 11 Standardization versus Modernization

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Read: D’Souza, “Modernization in a Sociolinguistic Area” (Course Packet) Abu-Absi, “The Modernization of Arabic” (Course Packet) Mazrui, “Swahili International” (Course Packet) Week 12 Language and Scriptural Revival Read: Shohamy and Spolsky, “Return to Zion” (Course Packet) Shohamy and Spolsky, “Hebrew as a Mother Tongue (Course Packet)

Moumuni, “Ajami and Afro-Islamic Identities in West Africa” (Course Packet) Week 13 Language Reform

Read: Karimi Hakkak, “Language Reform Movement and its Language” (Course Packet)

Perry, “Language Reform in Turkey and Iran” (Course Packet) Week 14 Linguistic Rights Read: Kangas, Chapter 7 (pages 479-566) Wardhaugh, Chapter 16 (pages 378-381) Week 15 Globalization, Language endangerment and linguistic resistance Read: Salikoko Mufwene, The Ecology of Language, Chapters 1, 5 and 6. Week 16 Conclusions FINAL EXAM

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01:013:314: Islam and African Literature (3)

ISLAM AND AFRICAN LITERATURE DESCRIPTION

For over a millennium, Islam has been an integral part of the life of large sections of African peoples, especially in North, East and West Africa. During the Middle Ages in Africa the religion served to expand the network of relations with the outside world, especially with the Middle East and Asia. In time, Islam came to play an important role in African literature, oral and written, both as a subject and in shaping the course of its development. Yet despite the common understanding of the term, Islam varies considerably from place to place, from one temporal setting to another, reflecting all the diversities of African culture. This course is intended to explore the varied expressions of Islam in literary texts from different parts of Africa, paying particular attention on how the conjuncture of culture and history has diversified the experience of Islam and its literary expression in Africa. In addition, the writers examined in the course differ considerably in their interpretations of Islam, from those espousing particular orthodoxies, to reformers of one shade or another, to critics who sometimes border on cultural apostasy. TEXTS Sayyid Abdalla bin Ali bin Nassir, Al-Inkishafi Beverley Mack and Jean Boyd, One Woman’s Jihad: Nana Asma’u, Scholar and Scribe Sheik Hamidou Kane, Ambiguous Adventure Ibrahim Tahir, The Last Imam Aminata Sow Fall, The Beggars’ Strike Assia Djebar, Far from Medina Nawal el-Saadawi, God Dies by the Nile COURSE REQUIREMENTS There will be two midterm examinations (worth 30 points each) and a final research paper of 12-15 pages (typed, double-spaced), worth 40%. The final papers, on topics approved by me in advance – and no later than the tenth week of class -- will be due on the scheduled day of final examination. COURSE OUTLINE Week 1 Introduction to the course. The impact of Islam on African literature. Ahmed S. Bangura. Islam and the West African Novel, Chapter 2 (Africa, Islam and the Legacies of Colonialism) and Chapter 3 (Islam and Africanist Literary Criticism). Boulder: Lynne Reinner, 2000, pages 9-54 Part A Some of the earliest works in sub-Saharan Africa inspired by both Islamic themes and styles were, in fact, composed in Ajami, i.e. in local languages using the Arabic script. These tend to be

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greatly hagiographic and/or didactic in fact, and many of the canonical ones draw a lot from old Islamic sources going back to the time of the Prophet Muhammad. This classical age of this “Islamic” literature was in the form of verse which, in its stylistic origins, has been strongly stimulated by the Islamic qasida. It is to these earlier Islamic-African texts that the first four weeks of the course will be devoted. Week 2: The 19th century Islamic religious poem "Al-Inkishafi" (literally, the "uncovering" or "revelation") is considered one of the greatest classics of Swahili poetry It laments the nineteenth-century decline of the author's home of Pate in East Africa in a style that is often been compared with Dante’s Paradise Lost, playing upon the Swahili fear of spiritual annihilation as much as upon the terrors of death and the life beyond. Sayyid Abdalla bin Ali bin Nassir, Al-Inkishafi, Verse 1-33 Week 3 Sayyid Abdalla bin Ali bin Nassir, Al-Inkishafi (continued), Verses 34-77 Week 4 On the other side of the continent was the work of Nana Asma’u, daughter of the legendary Usman Dan Fodio, the Caliph of Sokoto. Nana Asma’u dedicated her life to disseminating Islam and upholding the caliphate. She set up an educational system for Muslim women, acted as a colleague and adviser to her brother and her husband, and managed the practical demands of implementing a new government. In the process, Nana Asma'u wrote a large collectionof poetry in Fulfulde and Arabic, intended for the Fulbe aristocracy, and in Hausa, intended for the majority population composed of nominal Muslims and non-Muslims. Beverley Mack and Jean Boyd, One Woman’s Jihad: Nana Asma’u, Scholar and Scribe, Chapters 1-3 Week 5 Beverley Mack and Jean Boyd, One Woman’s Jihad: Nana Asma’u, Scholar and Scribe, (Continued): Chapters 4-6 PART B The experience of European colonialism and post-colonialism brought about a fundamental change not only not only in the kinds of Islamic themes covered in African literature, but also in genre and style, with imaginative prose narration in European languages taking the center stage – even as the pre-colonial Islamic poetic tradition in African languages continued. Of particular significance here are new themes of conflict: the conflict between tradition and modernity; between the indigenous and the foreign; and between one social class and another. Week 6 By the time Usman dan Fodio died Islam had not fully captured the soul of indigenous Africa, where, even after a series of jihad wars, pre-Islamic traditions continued to be widely practiced in empires that were deemed Islamic. It is against this backdrop of a clash between Islam and indigenous spiritual beliefs that we begin to see new and zealous Muslim clergy struggling to implement a puritanical Islam.

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Ibrahim Tahir, The Last Imam, pages 1-101 Midterm Exam 1 Week 7 Ibrahim Tahir, The Last Imam, rest of the book Week 8

By the time of the inception of European colonial rule in West Africa, Islam was deeply entrenched as an African religion. The primary contradiction now shifted: African societies found themselves caught between the traditional Islāmic faith of their ancestors and the soulless and materialistic Western culture introduced by the new arrivals. Conflicting values began to emerge: the old school based upon the Qurʿān against the new French school based upon a new epistemology; the power of Afro-Islamic spirituality against that of French rationalism.

Sheik Hamidou Kane, Ambiguous Adventure, Part 1 Week 9 Sheik Hamidou Kane, Ambiguous Adventure, Part II Week 10 In order to serve its own self-interest, the political class sometimes acts in a manner that is seen to be in contradiction to Islamic sanctions of mutual responsibility between the rich and the poor, re-enacting once again the conflict between spirituality and materialism, not as an expression of the conflict between Islam and the Other, but as a contradiction within the community of Muslims itself. Aminata Sow Fall, The Beggars’ Strike PART C A particularly pervasive conflict within Islam is the gender conflict. As in other religions of the world, doctrinal interpretation in Islam has been decidedly male-dominated. But there are now Muslim women’s voices that seek to re-read Islam, with either reformist or revolutionary messages, in a way that empowers Muslim women. Such re-readings have also been objects of imaginative expression. Week 11 In an attempt to offer new, pro-women interpretations of Islam, writers have sometimes looked at the life of women during the time of the Prophet Muhammad himself. What role did women play then in the construction of Islam? Were they sufficiently envoiced by the prophetic dispensation to make significant contributions to Islam? Assia Djebar, Far from Medina Midterm exam 2 Week 12 Assia Djebar, Far from Medina (continued) Week 13

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The place and destinty of women within Muslim societies, however, is not simply a question of offering new interpretations of Islamic doctrines. To the extent that religion intersects with political and class, empowering women within Islam may require confronting the established order of power relations beyond Islam. Nawal el-Saadawi, God Dies by the Nile Week 14 Nawal el-Saadawi, God Dies by the Nile (continued). Week 15: Conclusion Between fundamentalist Islam, reformist Islam and liberal Islam Amadou Hampate Ba, A Spirit of Tolerance: The Inspiring Life of Tierno Bokar, Bloomington: World Wisdom, 2008. Part 2, pages 109-159.

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01:013:315 Political Thought in African Literature

POLITICAL THOUGHT IN AFRICAN LITERATURE COURSE DESCRIPTION The African space is characterized by a constant interplay between politics and poetics. Leading African writers like Wole Soyinka and Ngugi wa Thiong’o have been, at the same time, unrelenting political activists. And some of the most prominent heads of state, from Leopold Senghor of Senegal to Julius Nyerere of Tanzania, have left a brilliant record of literary creativity. It is this intersection between political thought and literary imagination that this course is intended to explore by looking at the works of selected African novelists from the 1950s to the present. The approach to the course will be primarily thematic, and topics for discussion will include colonialism and alienation, negritude and other versions of African consciousness, nationalism and nationhood, leadership and political culture, womanhood and feminism, dependency and the class struggle, violence and liberation, and the quest for a new organic order. Supplementary texts for the course will include political science articles and films. The course will have a semi-seminar format, combining lectures and classroom discussion. COURSE TEXTS

Chinua Achebe, Things Fall Apart Tsitsi Dangarembga, Nervous Conditions Nawal el-Saadawi, Woman at Point Zero Nuruddin Farah, Maps Ngugi wa Thiong’o, Matigari Okot p’Bitek, Song of Lawino Selected short stories (in Course Package) Selected Essays (in Course Package)

EVALUATION The final grade for the course will be based on two take-home mid-term take-home examinations and a final take-home examination (all typed, double-spaced)

Midterm exam 1 30% Midterm exam 2 30% Final Exam 40% The final exam questions will be given on the last day of class and the responses will be due on the scheduled day of exam for the class.

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COURSE OUTLINE Week 1

Introduction to the course Literature as an instrument of socio-political expression Colonialism and modern political thought in Africa

Ali A. Mazrui, “The Development of Modern Literature since 1935” (Course

Package)

Week 2 Background to colonial invasion

Jomo Kenyatta, “The Gentleman of the Jungle.” (Course Package)

Chinua Achebe, Things Fall Apart. Week 3

Chinua Achebe, Things Fall Apart (Continued)

Week 4 Colonialism and Alienation

Renate Zahar, “Frantz Fanon: Colonialism and Alienation” (Course

Package)

Tsitsi Dangarembga, Nervous Conditions

Midterm examination #1 questions Week 5 Tsitsi Dangarembga, Nervous Conditions (Continued)

Midterm examination #1 responses due Week 6

Negritude and Cultural Nationalism: East and West Abiola Irele, “What is Negritude” (Course Package)

Birago Diop, “Sarzan.” (Course Package)

Ngugi wa Thiong’o, “A Meeting in the Dark.” (Course Package)

Week 7 Negritude and Cultural Nationalism – Continued

Okot p’Bitek, Song of Lawino (Excerpts)

Week 8 Apartheid and Black Consciouness

Eskia Mphahlele, “Mrs. Plum.” (Course Package)

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Sindiwe Magona, “I am not talking about that now.” (Course Package)

Ahmed Essop, “The Betrayal.” (Course Package) Week 9

Nationalism and Nationhood Benyamin Neuberger, “What is the Self?” (Course Package))

Nuruddin Farah, Maps

Midterm examination #2 questions Week 10

Nuruddin Farah, Maps (Continued)

Midterm examination #2 responses due.

Week 11 Violence and Revolution

Frantz Fanon, “Concerning Violence.” (Course Package)

Ngugi wa Thiong’o, Matigari

Week 12 Violence and Revolution (Continued) Ngugi wa Thiong’o, Matigari (Continued)

Week 13 Feminism: African or universal? Nawal el-Saadawi, Woman at Point Zero.

Week 14 Nawal el-Saadawi, Woman at Point Zero (Continued)

Week 15 From Pan-Africanism to Afrocentricity Ayi Kwei Armah, Osiris Rising (Course Package)

Summary and Conclusions

44

01:013:316 African Literature of the South Asian Diaspora (3)

AFRICAN LITERATURE OF THE SOUTH ASIAN DIASPORA

300 level DESCRIPTION

The South Asian presence in Africa goes back to the early years of European colonial rule on the continent, many having been recruited for indentured service especially in East and South Africa. In the process, they and their descendants became embroiled in the socio-cultural and political experiences of Africa which later they came to give expression through imaginative works. This course will examine some of the key issues, trends and texts in African postcolonial literature in English produced by authors of South Asian origin. Topics will include the nationalist and postcolonial fashioning of individual and collective identities; the intersections of race, gender, class and nation; the role and intervention of women in nationalist discourse; and the problem of memory, historiography, trauma, diaspora and the making of “home.” In the final analysis, the course will seek to interrogate the forces that unite African literature of the South Asian Diaspora as its writers negotiate the thorny dilemmas of cultural identity in varied African contexts and societies. TEXTS Peter Abraham, A Night of Their Own. New York: Knopf, 1965 Yasmin Alibhai-Brown, No Place Like Home. London: Virago Pally Dhillon, Kijabe: An African Historical Saga. Fayetteville NC: PREP, 2000. Ahmed Essop, The Haji and Other Stories. Johannesburg: Ravan Press, 2000. Peter Nazareth, In A Brown Mantle. Nairobi: East African Lit. Bureau, 1970 Agnes Sam, Jesus is Indian and Other Stories. London: Women’s Press, 1989 M.G. Vassanji, The Gunny Sack. London: Heinemann, 2005 COURSE REQUIREMENTS Class participation 10 points Six biweekly response papers of 5 points each 30 points Midterm paper (7-8 pages) 20 points Final research paper (12-15 pages) 40 points OUTLINE Week 1: (Re)Defining African literature Portrait of a minority: An overview of South Asians in East and South Africa Balachandran, P. (1981). An Embattled Community: Asians in Africa Today. African Affairs, 80, 317-325 Week 2:

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From the beginning of their arrival in the early 1900s to the present, South Asians had had to negotiate around the African reality in terms of a clash of cultures, sometimes of opposed religious beliefs and traditions. Individual success in the new “home” depended on how well one responds to this challenge, which in Weeks 2 and 3 is explored through the history of an individual family. Pally Dhillon, Kijabe: An African Historical Saga Week 3: Pally Dhillon, Kijabe: An African Historical Saga (Continued) Week 4: Self and externally ascribed identities of South Asians in East Africa, situational use of identity and the varied spaces of cultural identification with Africans, have been part of the South Asian Diaspora historiography. How did different colonial and postcolonial histories affect people of South Asian origin in Africa, and how did they , in turn, respond to these histories from country to country, from one socio-political context to another? M.G. Vassanji, The Gunny Sack 1st. response paper due Week 5: M.G. Vassanji, The Gunny Sack (Continued) Week 6: One of the most traumatic events affecting the South Asian Diaspora in Africa was their expulsion from Uganda under Idi Amin and the resulting exodus and dispersal to new lands. What was life and what was the nature of African-Asian relations like before the exodus. Given the nationalist postcolonial momentum, could the expulsion have been predicted? Peter Nazareth, In A Brown Mantle 2nd. Response paper due Week 7: Peter Nazareth, In A Brown Mantle (Continued) Week 8: Problems of memory and trauma followed in the heels of the great expulsion of South Asians from East Africa. What went wrong, and what could members of the Diaspora have done differently in their African “home” to avoid the hostility that led to the forced exodus? Yasmin Alibhai-Brown, No Place Like Home 3rd. response paper due Week 9: Yasmin Alibhai-Brown, No Place Like Home (Continued) Film: Meena Nair, Missisippi Masala. Midterm paper due Week 10:

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Further South in South Africa, the South Asian Diaspora had to contend with a different kind of beast, with the extremely racialized system of Apartheid. Their location as a privileged- underprivileged minority posed special challenges, in relation to the White establishment and Black population. Among the first writers to explore the South African political experiences of the South Asian Diaspora was not a writer of South Asian descent, but a leading Black writer, Peter Abraham. Peter Abraham, A Night of Their Own 4th. Response paper due Week 11: Peter Abraham, A Night of Their Own (Continued) Week 12: Above and beyond the politics of Apartheid, was the day-to-day social and cultural life of the people as they tried to weave in and out of the racial zones of residence. In spite of the attempt by the Apartheid regime to homogenize the various “racial” groups, members of the South Asian Diaspora reveals a rich tapestry of intersectionalities of race, class and nation. Ahmed Essop, The Haji and Other Stories 5th. Response paper due Week 13: Ahmed Essop, The Haji and Other Stories (Continued) Week 14: In addition to struggling with the vastly differing cultures of their sorroundings, South Asian women in the Diaspora also had to contend with internal contradictions of a male-dominated society. To this extent, their experiences under Apartheid were quite unique, having to negotiate between the Apartheid laws as well as continued Diaspora sanctions against inter-racial unions, whenever issues of love and sex with Black people arose. Agnes Sam, Jesus is Indian and Other Stories Week 15: Agnes Sam, Jesus is Indian and Other Stories (Continued) 6th response paper due Week 16: Summary and conclusions Zahid Rajan, From Asian to Asian-African. Jahazi, Volume 2, 2006: 3-15. FINAL PAPERS ARE DUE ON DATE OF EXAM

47

01:013:322 Middle Eastern Folklore and Myth (3)

Middle Eastern Folklore and Myth

Course Syllabus Instructor: Charles G. Häberl Office: Center for Middle Eastern Studies Lucy Stone Hall, Room B-329 Phone: (732) 445-8444 Ext. 17 Short Description: A survey of the folklore of the Middle East, with a focus upon Jewish, Christian, Mandaean, and Muslim folk tales from Iraq and the Levant. Long Description: The course introduces the students to the study of folklore with specific reference to the folk tales of the Middle East. While the bulk of the folk tales examined will consist of those collected during the course of the 20th century, the course will also present these tales in a diachronic light with reference to the sacred texts of each community and comparable myths, legends, tales, and fables from the ancient world. The folklore examined include creation myths, beast fables, proverbs, ghost stories, fairy tales, and Middle Eastern reflexes of such well known tales as the Faust legend, Cinderella, Snow White, and Sleeping Beauty. The students will be introduced to the various schools of interpretation, such as the myth and ritual, the formalist, the functionalist, and the psychoanalytical, and students will be asked to consider each tale with an eye for origins, typological or formal parallels, and potential function within the societies in which they are current. Grades will be determined by participation (20%), the mid-term (20%), a final paper (20%), and the final exam (40%). At the beginning of each class, students will be expected to recant one of the tales covered in the reading for the class, without reference to notes. Students should develop their paper topic in consultation with the instructor. Prerequisites: None. Required Texts: Hanauer, J.E. and Marmaduke Pickthall. 1907. Folklore of the Holy Land: Moslem, Christian And Jewish. London:

Duckworth & Co. Drower, Ethel S. Drower’s Folk-Tales of Iraq. Edited by Jorunn J. Buckley. Piscataway, NJ: Gorgias. Course Packet of Supplemental Readings Week 1-2: Approaches to the Study of Folklore

• Myth and Ritual Albright, “Islam and the Religions of the Ancient Orient.” Journal of the American Oriental Society, Vol. 60, No. 3 (Sep., 1940), pp. 283-301

• Persistence of Myth 1001 Nights, “Ali Baba and the Forty Thieves” ANET, “The Taking of Joppa,” 22-23. Drower, Mandaeans of Iraq and Iran, “How Dana Nuk Visited the Seven Heavens” (300-308 The Sasanian Arda Wiraz Nāmag and the vision of the priest Kerdir

• Function vs. Form

48

• Oral Lit and Holy Writ Week 3: The Search for Origins

• Creation Myths ANET, “The Creation Epic,” 60-71 Hanauer and Pickthall, “A Learned Muslim’s Ideas on Cosmogony” (3-8) Drower, Mandaeans of Iraq and Iran, “The Creation, Etc.” (251-58)

• Adam and Lilith Hanauer and Pickthall, “Our Father Adam” (9-12); A Magic Charm (322-26) Patai, “Lilith.” The Journal of American Folklore, Vol. 77, No. 306. (Oct. - Dec., 1964), pp. 295-314.

• The Flood ANET, “Atrahasis” (104-06) Hanauer and Pickthall, “Noah and Og” (13-17) Drower, Mandaeans of Iraq and Iran, “The Flood” (258-59) Week 4-6: Prophets and Heroes

• Abraham Hanauer and Pickthall, 22-36 Drower, Mandaeans of Iraq and Iran, “Of Abraham and Yurba,” 265-69.

• Moses and Pharaoh Drower, Mandaeans of Iraq and Iran, “Another Version of the Red Sea Story” (282-88) Drower, Folk-Tales, “Moses and the Two Men” (141) Hanauer and Pickthall, “The Last Hours of Aaron and Moses” (39-44)

• Nebukhadnezzar Hanauer and Pickthall, 79-81 Drower, Mandaeans of Iraq and Iran, “Nebukhadnezzar’s Daughter” (282-88)

• David and Solomon Lindsay, “'Alī Ibn 'Asākir as a Preserver of "Qiʿaʿ al-Anbiyā'": The Case of David b. Jesse.” Studia Islamica, No. 82 (1995), pp. 45-82 Hanauer and Pickthall, “David and Solomon” (44-51)

• Alexander the Great Hanaway, “Anāhitā and Alexander.” Journal of the American Oriental Society, Vol. 102, No. 2 (Apr. - Jun., 1982), pp. 285- 295.

• The Green Man

49

Drower, “Evergreen Elijah: Ritual Scenes from Jewish Life in the Middle East” edited by Jorunn J. Buckley, in Studies in the Ethnography and Literature of Judaism, Approaches to Ancient Judaism 6, edited by J. Neusner and E. Fredrichs (Atlanta, GA: Scholars), 3-63 Hanauer and Pickthall, “El Khudr” (51-62)

• Harun al-Rashid Drower, Folk-Tales, “Two stories of Abu Nowas, A story of the Khalifa Harun ar Rashid, Another Story of the Khalifa” (85-91); “Harun al-Rashid and the Poor Man’s Daughter” (339-45)

• Adam Abulfaraj Drower, Mandaeans of Iraq and Iran, 292-300. Week 7-8: Heroines

• Wrongfully Accused Hanauer and Pickthall, “Ijbeyneh” (214-17) Drower, Folk-Tales, “Dungara Khsheybān” (14-19); “Bitter Orange” (98-102); “Gumeyra” (142-45); “Wudayya” (183-86); “The Girl and the Rat” (439-440); “The Story of Budur” (479-484)

• Snow White Drower, Folk-Tales, “Hājir” (114-19)

• Cinderella Tales Hanauer and Pickthall, “Thaljiyyeh” (228-33) Drower, Folk-Tales, “The Poor Girl and her Cow” (187-93)

• Sleeping Beauty Hanauer and Pickthall, “Zerendac” (221-228)

• Tricksters Drower, Folk-Tales, “Jarāda” (74-79); “Hassan the Thief” (127-40); “The Merchant’s Daughter” (162-82); “Er Rūm” (219-23); “The Loves of Ahmad Sultan and Tar Aswar” (351-76); “The Sardines” (377-380) Week 9-10: Wise Men and Fools

• Ahiqar ANET, “The Instruction of the Vizier Ptah-Hotep,” 412-14. ANET, “The Words of Ahiqar,” 427-30. Nidich and Doran, “The Success Story of the Wise Courtier: A Formal Approach.” Journal of Biblical Literature, Vol. 96, No. 2 (Jun., 1977), pp. 179-193

• Luqmān

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Hanauer and Pickthall, 19-22 Drower, Folk-Tales, “Lokman” (469) Gutas, “Classical Arabic Wisdom Literature: Nature and Scope.” Journal of the American Oriental Society, Vol. 101, No. 1, Oriental Wisdom (Jan. - Mar., 1981), pp. 49-86. Albright, “The Home of Balaam.” Journal of the American Oriental Society, Vol. 35 (1915), pp. 386-390.

• Joha / Nasrettin Hoca / Mullah Nasreddin Hanauer and Pickthall, 83-89.

• The Oriental Faust: Brown, “Marlow, Faustus, and Simon Magus,” PMLA, Vol. 54, No. 1 (Mar., 1939), pp. 82-121 Hart, Review of Zahn, The American Journal of Philology, Vol. 3, No. 12 (1882), pp. 470-473. Robinson, “The Complaynt off Sanct Cipriane, the Grett Nigromancer.” The Review of English Studies, New Series, Vol. 27, No. 107 (Aug., 1976), pp. 257-65 Week 11-12: Beast Fables Irwin, “The Arabic Beast Fable.” Journal of the Warburg and Courtauld Institutes, Vol. 55 (1992), pp. 36-50. Hanauer and Pickthall, “About Animals” (261-86) Drower, Folk-Tales, “The Goat and the Old Woman, Three Little Mice, and The Sparrow and His Wife” (7-13); “The Blackbeetle who Wished to get Married” (40-44)

• Abu Khumayis (the Lion) Drower, Folk-Tales, “It is not the Lion’s Fur Coat!” (80-84); “It was Enough to Bewilder the Lion!” (93-95); “The Honest Man” (263-66); “The Generous Man and the Niggardly Man” (267-74)

• The Jackal Drower, Folk-Tales, “The Stork and the Jackal” (80-82); “The Story of the Jackal Who Turned Hajji” (415-19); “The Lion and the Jackal” (465-66)

• Puss in Boots (The Master Cat) Drower, Folk-Tales, “The Cat” (246-52); “The Black Cat” (471-78); “The Appearance of the White Cat” (443-48).

• The Fish that Laughed / Nanda and the Laughing Fish Drower, Folk-Tales, “The Fish that Laughed” (253-63) Week 13-15: Supernatural Beings

• The Simurgh Drower, Mandaeans of Iraq and Iran, “The Simurgh: The True History of Rustam and his Son” (369-85), “The Simurgh and Hirmiz Shah” (393-40).

• The Jānn and the Afrīt

51

Hanauer and Pickthall, “The Underground Folk” (188-214) Drower, Folk-Tales, “The Crystal Ship” (20-27); “Shamshūm al-Jabbār” (30-36); “The Thorn Seller” (45-57); “The Blind Sultan” (58-74); “The Tricks of Jānn” (91-93); “Shammar Stories” (104-13); “The Woman of the Well” (120-26); “The Three Dervishes and the Wonderful Lamp” (145-57); “The Cotton Carder and Kasilūn” (224-30); “The Coppersmith and the Jinni” (381); “The Story of the Fisherman and the Sultan” (387-413); “Hasan al-Basri” (421-28);

• Ghosts Drower, Mandaeans of Iraq and Iran, “The Hauntings” (289-91), “The Stone-Throwing” (345-349), “The Kaftar (349), “How Evil Spirits Abuse the Dead, Etc.” (358-363), “Men who Have Returned from Death, Etc.” (363-366), “Of the Power to See Spirits” (366-369)

• Demons and Ogres Drower, Folk-Tales, “Husain an Nim-Nim” (36-40); “Melek Muhammad and the Ogre” (210-18); “The Boy and the Deyus” (275-86); “The Arabi Boy” (345-49) Hanauer and Pickthall, “Uhdeydan” (217-21); Drower, Folk-Tales, “Uhdeydān, Uchʿeybān, and Unkheylān” (205-09);

• The Walled-Up Wife Drower, Mandaeans of Iraq and Iran, 289-91. Petermann, Reisen im Orient Shai, “A Kurdish Jewish Variant of the Ballad of The Bridge of Arta.” AJS Review, Vol. 1 (1976), pp. 303-310. Häberl, “The Demon and the Damsel: An Iraqi Folktale in Neo-Mandaic.”

• The Mountain of the Medians Drower, Mandaeans of Iraq and Iran, “The Mandaean Nation” (259-64); “Concerning the Mountain of the Maddai and How the Turks Came to Take It, How the Mandai and their Ganzibra Left the Mountain for a Better Country” (309-325) Petermann, Reisen im Orient

52

01:013:396 Introduction to Yoruba Literature in Translation (3)

RUTGERS UNIVERSITY – DEPARTMENT OF AFRICAN, MIDDLE EASTERN AND SOUTH ASIAN LANGUAGE AND LITERATURE INTRODUCTION TO YORUBA LITERATURE IN TRANSLATION INSTRUCTOR: Moses O. Mabayoje E-MAIL ADDRESS: [email protected] Reference Materials: O. Olatunji. Features of Yoruba Oral Poetry. Ibadan: O.U.P,1984 Abdul-Rasheed Na’Allah. Introduction to African Oral Literature and Performance .A.W.P, New Jersey, 2005 Wole Soyinka. The Forest of A Thousand Demons, Random House, New York, 1982 COURSE DESCRIPTION: This course is an introductory survey of Yoruba literature in the various genres and sub-genres. We will look into the oral nature of Yoruba traditional literature, the training of oral artistes and their place in the society. A selection of various Yoruba oral and written literary materials will be analyzed in the context of specific historical, cultural, social, religious and political developments, from pre-colonial to post-colonial times. Emphasis will be put on compilation, adaptation and translation at different stages of the development of Yoruba literature. Themes to be examined in the course will include Yoruba view of literature as a means of entertainment and education (aesthetics and message). We shall also examine the conflict and coexistence between tradition, modernity and colonization. The issues related to religion, politics, power, social class and gender shall not be left out. COURSE REQUIREMENTS: This course focuses on reading and discussions. Therefore it is very important that each student read assigned reading material before coming to class in order to fully participate in class discussions. Assignments consist of unannounced quizzes. HW-assignments, a comprehensive take-home midterm exam and a final exam paper. A failure to turn in assignment on due date will result in a zero (0) grade unless a satisfactory document of excuse is presented (NO MAKE-UP TESTS OR EXAMINATIONS). EVALUATION Grading Scale

A 90 -100 1st assignment 15% B+ 85 - 89 2nd assignment 15% B 80 - 84 Midterm Exam 20% C+ 75 - 79 Final Exam 40% C 70 – 74

53

Attendance 10% D 60 -69 F 59 and below

COURSE SCHEDULE. WEEKS 1&2 Introduction:

Defining Yoruba literature Oral nature of Yoruba traditional literature: Yoruba oral artistes, their training and roles in the society

Reading: Chapter One, pp 1-29, Abdul-Rasheed N’ Allah, Introduction to African Oral Literature and Performance, A.W.P, New Jersey. 2005 Chapter One, pp3-13, Olatunde O Olatunji, Features of Yoruba Oral Poetry, U.P.L, Ibadan, 1984 Orality a pp 23-36, Irele F Abiola: The African Imagination,O.U.P 2001.

WEEKS 3 & 4

An overview and classification of Yoruba Literature Oral Narratives/prose genres of Yoruba literature. (Folklore: proverb, riddle, folktale, myth, and epic) Reading: Chapter Six, pp 169-191, Olatunde O Olatunji, Features of Yoruba Oral Poetry, U.P.L, Ibadan, 1984 1st Assignment

WEEKS 5&6 An overview and classification of Yoruba Literature (continuation)

Poetry: Riddle, proverb, praise poetry, religious poetry, oracular poetry, social poetry, political poetry/song, children poetry and lullabies Reading: Chapter Two,pp 17-36 Olatunde O Olatunji, Features of Yoruba Oral Poetry, U.P.L, Ibadan, 1984

WEEKS 7&8

An overview and classification of Yoruba Literature (continuation) Drama: Ritual performance, itinerant masquerade. , efe, gelede and occupational rite performances Ogunde tradition theatre Reading: Excerpt from Oladotun P Ogundeji , Drama As Ritual, Ritual as Drama: A booklet published at the University of Ibadan

Spring Recess:

Midterm Exam: A take home Essay Question (Due the week after the Spring Recess )

54

WEEK 9 From oral to written Yoruba literature: Pros and cons of the transition Translation of Yoruba literature and its attendant problems

Reading: Introduction and The First Sojourn of Akara Oogun, pp 7-40, Wole Soyinka, A Forest of A thousand Demons, Random House, New York. 1982.

WEEK 10 & 11 Historical development of Yoruba literature Compilation of Yoruba traditional literature such as ijala, alo, owe etc. Translation of Yoruba traditional literature such as ijala, alo, owe etc. Adaptation and translation of literary works in English Writing of Yoruba poems, short stories, novels and play

Reading: B. W Andrzejewsi S P ilazewicz Litrature In African Languages (Adeboye Babalola article titled Yoruba Literature)

WEEK 12&13

Yoruba Literature in translation: A study of Soyinka’s translation of D O Fagunwa’s Ogboju Ode Ninu Igbo Irunmole.

Reading: The Second Sojourn of Akara Oogun and The, Expedition to Mount Langbodo, pp 35-140. Wole Soyinka, A Forest of A thousand Demons, Random House, New York.1982 Second assignment: An Appraisal of Soyinka’s translation of Fagunwa’s WEEK 14 Yoruba Literature in translation:

A study of Soyinka’s translation of D O Fagunwa’s Ogboju Ode Ninu Igbo Irunmole.

Reading: Langbodo, pp 35-140. Wole Soyinka, A Forest of A thousand Demons, Random House, New York.1982

WEEK 15 Revision

FINAL EXAMINATION: Final paper due final day of class.

55

ADVANCED TURKISH I

Course #: 01:013:390

Classroom and Hours to be determined

Instructor and Office Hours to be determined

Course Description:

The class will include review and expansion of complex structures introduced in the second

year, viz. relative clauses, verbal noun clauses, and nominalization clauses. Detailed

explanations and analyses of these structures will be included in the course packet along

with exercises, to be studied and completed as homework. Grammatical explanations will

be supplemented with brief in-class discussions only when necessary. There will also be a

strong emphasis on learning and using a wide range of vocabulary. Throughout the course,

attention will be given to reading authentic texts. The readings represent a variety of styles,

including journalistic, literary, and colloquial language. There will also be writing

assignments that guide the student to emulate the readings in some respect, be it in the use

of connectors, contrasting tenses, or narrative or expository style. Listening skills will be

developed through regular assignments based on internet broadcasts, as well as recorded

material on CD. The readings and listening activities will provide subject matter for free-

form conversation in class, in addition to structured conversation activities designed to elicit

and reinforce current grammar topics, idioms, and vocabulary. In this way, the class aims to

help students acquire an intermediate-high/advanced-low level of proficiency in all four skill

areas: speaking, reading, listening, and writing.

Course Materials:

• EBRU TÜRKÇE 5 – DERS KİTABI by Dilset Yayinlari

• EBRU TÜRKÇE 5 – INSTRUCTIONAL CD by Dilset Yayinlari

Course materials are available through Rutgers University Bookstore in College Avenue Campus.

Extra exercise materials will be provided by the instructor during the semester. Various other

materials will also be used (newspapers, films, short movie clips, songs, games etc.) and

provided by the instructor or downloaded from the Internet.

Course Requirements and Policies:

Class Participation: Class participation constitutes a large part of your grade, and is essential for

your improvement in learning Turkish. It is very important that you come to the class on time, be prepared and willing to participate actively.

56

Absences: Because of the nature of foreign language learning, regular attendance and home

works are necessary to achieve a satisfactory level of proficiency. You are allowed up to three

unexcused absences. You should plan on using these three days for any illness, emergencies or

private business. One percentage point from your total grade will be subtracted for each

additional absence. Try to notify me in advance if you know you will be absent or late. Three

late arrivals to the classroom will count for one unexcused absence.

Homework: You must complete and turn in daily homework assignments and occasional extra

practices, which may include searching on the Internet, movie assignments, writing a journal etc. Homework will be due the next class meeting. I will not accept late assignments.

Tests/Quizzes: You will take review tests in the classroom. In addition, I will conduct 5-10

minute quizzes from time to time.

Exam 1 date: TBD

Exam 2 date: TBD

Final exam date: TBD

Grading:

You will be graded on your performance in the following requirements:

� Class Participation: %15

� Quizzes/Tests: %20

� HW assignments: %20

� Midterm Exam: %20

� Final Exam: %25

Grading System: The breakdown of the class grade is as the following:

90-100 = A

85-89 = B+

80-84 = B

75-79 = C+

70- 74 = C

60-69 = D

Below 60 = F

TENTATIVE SCHEDULE

WEEK 1

Vocabulary

Review of the clitics

WEEK 2

57

Readings

Review of bile, ise, ya

WEEK 3

Quiz: clitics

Essay

Vocabulary

Ek Fiil

WEEK 4

Vocabulary

Ek Fiilin Geçmişi

WEEK 5

Exam 1:clitics, bile, ise, ya, ek fiil, ek fiilin geçmişi; Vocabulary, Reading, Listening

WEEK 6

Modifiers of negation markers

WEEK 7

Quiz: modifiers of negation markers

Readings

WEEK 8

Hiçbir, herhangi, kimse

WEEK 9

Vocabulary

Conjunctions, co-ordination and Discourse Connection

WEEK 10

Quiz: conjunctions

The subordinating of suffixes; (y)ıp, (y)arak

Review

WEEK 11

Exam 2: Modifiers, conjunctions, subordination; Vocabulary, Reading, Listening

Essay

WEEK 12

Additive, enumerating, adversative conjunctions

WEEK 13

Expansive, temporal, causal, inferential conjunctions

WEEK 14

Essay / Review for final

Readings

WEEK 15

Exam 3: Conjunctions; vocabulary, reading, listening

58

ADVANCED TURKISH II

Course #: 01:013:391

Classroom and Hours to be determined

Instructor and Office Hours to be determined

Course Description:

This class is a continuation of Advanced Turkish I (390). Structures focused on will include all

types of conditional sentences, as well as derivational suffixes (causative, reflexive) and issues

related to them (their effects on case-marking of noun arguments, and their use in conjunction

with other suffixes). Detailed explanations and analyses of these structures will be included in

the course packet along with exercises, to be studied and completed as homework.

Grammatical explanations will be supplemented with brief in-class discussions only when

necessary. There will also be a strong emphasis on learning and using a wide range of

vocabulary. Throughout the course, attention will be given to reading authentic texts. The

readings represent a variety of styles, including journalistic, literary, and colloquial language.

There will also be writing assignments that guide the student to emulate the readings in some

respect, be it in the use of connectors, contrasting tenses, or narrative or expository style.

Listening skills will be developed through regular assignments based on internet broadcasts, as

well as recorded material on CD. The readings and listening activities will provide subject

matter for free-form conversation in class, in addition to structured conversation activities

designed to elicit and reinforce current grammar topics, idioms, and vocabulary. In this way, the

class aims to help students acquire an intermediate high/advanced low level of proficiency in all

four skill areas: speaking, reading, listening, and writing.

Course Materials:

• EBRU TÜRKÇE 6 – DERS KİTABI by Dilset Yayinlari

• EBRU TÜRKÇE 6 – INSTRUCTIONAL CD by Dilset Yayinlari

Course materials are available through Rutgers University Bookstore in College Avenue Campus.

Extra exercise materials will be provided by the instructor during the semester. Various other

materials will also be used (newspapers, films, short movie clips, songs, games etc.) and

provided by the instructor or downloaded from the Internet.

Course Requirements and Policies:

59

Class Participation: Class participation constitutes a large part of your grade, and is essential for

your improvement in learning Turkish. It is very important that you come to the class on time, be prepared and willing to participate actively.

Absences: Because of the nature of foreign language learning, regular attendance and home

works are necessary to achieve a satisfactory level of proficiency. You are allowed up to three

unexcused absences. You should plan on using these three days for any illness, emergencies or

private business. One percentage point from your total grade will be subtracted for each

additional absence. Try to notify me in advance if you know you will be absent or late. Three

late arrivals to the classroom will count for one unexcused absence.

Homework: You must complete and turn in daily homework assignments and occasional extra

practices, which may include searching on the Internet, movie assignments, writing a journal etc. Homework will be due the next class meeting. I will not accept late assignments.

Tests/Quizzes: You will take review tests in the classroom. In addition, I will conduct 5-10

minute quizzes from time to time.

Exam 1 date: TBD

Exam 2 date: TBD

Final exam date: TBD

Grading:

You will be graded on your performance in the following requirements:

� Class Participation: %15

� Quizzes/Tests: %20

� HW assignments: %20

� Midterm Exam: %20

� Final Exam: %25

Grading System: The breakdown of the class grade is as the following:

90-100 = A

85-89 = B+

80-84 = B

75-79 = C+

70- 74 = C

60-69 = D

Below 60 = F

TENTATIVE SCHEDULE

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WEEK 1

Vocabulary

Review of the aorist tense: aorist stems

WEEK 2

Readings

Review of open and habitual conditionals: aorist + -(y)sa

WEEK 3

Quiz: Aorist quiz

Essay

Vocabulary

Counterfactual conditionals: -sa + -(y)di

WEEK 4

Vocabulary

Counterfactual conditionals (continued)

WEEK 5

Exam 1: Aorist, Conditionals (open, habitual, and counterfactual),Vocabulary, Reading, Listening

WEEK 6

Hypothetical future and evaluative conditionals: -sa

WEEK 7

Quiz: -sa Conditionals

Readings

WEEK 8

Causative suffixes

WEEK 9

Vocabulary

Case-marking on nouns with causative verbs

WEEK 10

Quiz: causatives

Passive suffixes and causative suffixes used together

Review

WEEK 11

Exam 2: The Aorist, Conditionals (all types) Vocabulary, Reading, Listening

Essay

WEEK 12

Reflexive suffixes; reflexives and causatives used together

WEEK 13

Adverbial clauses with particle ki

WEEK 14

Exam 3: Causatives, reflexives, ki, vocabulary, reading, listening

Readings

WEEK 15

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Essay / Review for final

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01:013:397 Introduction to Yoruba Folklore (3)

RUTGERS UNIVERSITY – DEPARTMENT OF AFRICAN, MIDDLE EASTERN AND SOUTH ASIAN LANGUAGES AND LITERATURES

YORUBA FOLKLORE

INSTRUCTOR: Moses O. Mabayoje Phone: 718-300-7149 E-mail Address: [email protected] Reference Materials: Harold Courlander, A Treasury of African Folklore, Marlowe & Company. New York. 1996* Nike Lawal (ed.): Understanding Yoruba Life And Culture A W P. New Jersey. Abdul-Rasheed N’ Allah, Introduction to African Oral Literature and Performance, A.W.P, New Jersey. 2005 * Harold Courlander: The introduction and the section on Yoruba Folklore ( Pages 184-246) are to be used for the course. Excerpts from various relevant materials will be made available to the students.

COURSE DESCRIPTION This course examines Yoruba folklore and its various genres such as folktale, epic, legend, myth, and oracle. Among other things, we will examine the Yoruba concepts of creation and cosmogony and how they affect their secular and religious values. We shall also look into how the folklore motivated them in their pursuit of a meaningful life and influenced their understanding socially and spiritually. Conversely, we will look into how the folkloric forms themselves have been woven out of the substance of human experiences and struggles for survival such as relations among humans, animals and other challenges of life. Lastly, we will see how the Yoruba gave room for changes and enlightenments brought about by their interaction with other peoples and civilizations. In addition to the required reading texts, the course may include films, slides, audio-tapes and musical materials that will enhance understanding of the performance dimension of the Yoruba folklore. COURSE REQUIREMENTS: This course focuses on reading and discussions. Therefore it is very important that each student read assigned reading material before coming to class in order to fully participate in class discussions. Assignments consist of unannounced quizzes. HW-assignments, a comprehensive take-home midterm exam and a final exam paper. A failure to turn in assignment on due date will result in a zero (0) grade unless a satisfactory document of excuse is presented (NO MAKE-UP TESTS OR EXAMINATIONS).

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EVALUATION Grading Scale A 90 -100 1st assignment 15% B+ 85 - 89 2nd assignment 15% B 80 - 84 Midterm Exam 20% C+ 75 - 79 Final Exam 40% C 70 – 74 Attendance 10% D 60 -69 F 59 and below

COURSE SCHEDULE Week 1& 2

What is folklore? Definitions of folklore. Oral nature of Yoruba folklore. Intercultural and interdisciplinary nature of Yoruba folklore Survey of folkloric traditions across some different ethnic groups of the world. Reading:,pp 1-7 Introduction.Harold Courlander, A Treasury of African Folklore, Marlowe & C0mpany. New York. 1996

Weeks 3&4 Classification of folklore: Different yardsticks of classifications; Content, usage, performers and modes of delivery. Myth, Legend, Epic, Oracular poetry, Folktale. Prose narrative, Dramatic, poetry and song Religious/Ancestral, Secular, Social, Occupational and Children genres. Reading: Chapter One, pp 1-29, Abdul-Rasheed N’ Allah, Introduction to African Oral Literature and Performance, A.W.P, New Jersey. 2005 First assignment. Weeks 5& 6 Yoruba Material Folklore :( Their advantages and disadvantages.) Clothing, Ornaments, Symbols, Totems, Natural features and Artistic works. Ceremonies associated with Yoruba folklore: Rites of Passage: Birth, childhood, Puberty, adulthood, manhood, womanhood, Marriage and Burial. Images ,pictures, drawings and motion pictures of material folklores will be used. Weeks 7& 8

Masquerade and similar cults connected with the Yoruba folklore.

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Reading: Pp 651-678, Nike Lawal (ed.): Understanding Yoruba Life And Culture A W P. New Jersey. Excerpts from various relevant materials will be made available to the students. Deification Ancestral worship. Reincarnation Personification of natural concepts. Reading:Akin Oyetade. The Born-To-Die in Nike Lawal (ed.), Understanding Yoruba Life And Culture A W P. New Jersey. Midterm exam: An essay paper to be submitted the week after the Spring Recess.

Spring Recess

WEEK 9 &10

Dynamic nature of the Yoruba folklore: Adaptability of Yoruba folklore to changes E.g. Religious, social and educational changes. Yoruba folklore in Diaspora Adaptation of Cinderella tale into the Yoruba folklore in folktale and Etiyeri song songs. Role of modern day singers in formulation and propagation of Yoruba folklore WEEKS 11 & 12 Reduction of Yoruba folklore into writing and the attendant problems: Problem of untranslatability. Loss of assemblage, performances, poetry features, vocal rendition and other forms of identification. Stereotype nature of written texts and limitation of circulation. Second assignment WEEK 13 Fieldwork and research methodology in folklore studies. Collection and documentation of Yoruba folklore: Preparation, Resource fellows, and editing of materials. Reading: Chapter Two, pp 31-46 , Abdul-Rasheed N’ Allah, Introduction to African Oral Literature and Performance, A.W.P, New Jersey. 2005 Week 14 Fieldwork and research methodology in folklore studies. Collection and documentation of Yoruba folklore: Preparation, Resource fellows, and editing of materials. Reading: Chapter Two, pp 31-46 , Abdul-Rasheed N’ Allah, Introduction to African Oral Literature and Performance, A.W.P, New Jersey. 2005 Week 15 Revision

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FINAL EXAMINATION: A seat in multiple choice exam.

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013:409

Introduction to the Semitic Languages Tentative Course Syllabus

Instructor: Charles G. Häberl Office: Center for Middle Eastern Studies Lucy Stone Hall, Room B-329 Phone: (732) 445-8444 Ext. 17 This course aims to introduce students to the Semitic language family and the broader Afroasiatic language phylum. The grammar of the subject languages, which include Akkadian, Ethiopic, Ugaritic, Arabic, Hebrew, and Aramaic, among others, will be examined from both a synchronic and diachronic perspective. Subjects to be discussed include writing systems; the historical and comparative linguistics of the Semitic language family; classification of individual Semitic languages and proposed divisions/subgroupings within the family; historical reconstruction; and the phonology, morphology, and syntax of the various Semitic languages. Introduction to the Semitic Languages will meet twice weekly. Progress will be assessed by periodic exercises (to be submitted as homework), a midterm, and a final examination. Class participation and homework submissions will be counted towards the final grade. Attendance is mandatory; three or more unexcused absences will lead to a final grade lowered by a full grade and six or more unexcused absences will lead to an automatic F. Prerequisites: Students wishing to participate in this course must be familiar with at least one Semitic language, such as Arabic or Hebrew, having fulfilled at least one year of study in either of these languages or the equivalent. Required Texts: Bennett, Patrick R. Comparative Semitic Linguistics: A Manual. Winona Lake: Eisenbrauns, 1998. Campbell, Lyle. Historical Linguistics: An Introduction. 2nd Edition. Cambridge, MA: MIT, 2004. Texts on Reserve: Lipiński, Edward. Semitic Languages: Outline of a Comparative Grammar. 2nd Edition. Leuven: Peeters, 1997.

COURSE SYLLABUS

Class will meet twice weekly most weeks. The readings for each lesson should be completed before each discussion section. Week One

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• Introduction; the Semitic Languages (1) Preparation: None

• The Semitic Languages (2) Preparation: Outline, pp. 1-5; Huehnergard, “Semitic Languages;” Bennett, pt. 2 Week Two

• Describing Languages Preparation: Bennett, pt. 1; Campbell, ch. 1

• The Comparative Method and Linguistic Typology Preparation: Bennett, pt. 3 Week Three

• Semitic Writing Systems Preparation: Campbell, ch. 14; Peter Daniels in Bennett, pp. 251-60

• Transliteration Schemes Preparation: Outline, pp. 6-9 Week Four

• Semitic Historical Phonology NOTE – NEEDS TWO SESSIONS Preparation: Campbell, ch. 2; Outline, pp. 10-32; Bennet, pp. 68-73

• Vowels NOTE – NEEDS TWO SESSIONS Preparation: Outline, pp. 33-55 Week Five

• Borrowing Preparation: Campbell, ch. 3

• Analogical Change Preparation: Campbell, ch. 4 Week Six

• Introduction to Morphology Preparation: Outline, pp. 56-72

• Linguistic Reconstruction Preparation: Campbell, ch. 5; Bennett, pt. 5 Week Seven

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• Morphology: Pronouns Preparation: Bennett, pp. 74-90

• MIDTERM Preparation: Prepare for midterm. Week Eight

• Classification and Subgrouping Preparation: Campbell, ch. 6; Hetzron, “Two Principles”

• Classification and Subgrouping Preparation: Campbell, ch. 7 Week Nine

• Nominal Morphology Preparation: Outline, pp. 73-96

• The Noun – Reconstruction Preparation: Campbell, ch. 8

Week Ten

• The Verb: The Tense/Mood/Aspect System Preparation: Outline, pp. 97-119; Bennett, pp. 94-118

• The Verb: Reconstruction of Basic Forms Preparation: None.

Week Eleven

• “Weak” Verbs Preparation: Outline, pp. 119-33

• “Derived” Verbal Stems Preparation: Outline, pp. 133-38 Week Twelve

• Historical and Comparative Syntax Preparation: Bodine, “How Linguists Study Syntax;” Campbell, ch. 9

• Semantics and the Lexicon Preparation: Scanlin, “Study of Semantics …;” Campbell, ch. 10;

Week Thirteen

• Semantics and the Lexicon Preparation: Bennett, pp. 130-42, 232-49

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• Explaining Linguistic Change Preparation: Campbell, ch. 11

Week Fourteen

• Areal Linguistics Preparation: Campbell, ch.12

• Distant Genetic Relationship; the Afroasiatic Language Phylum Preparation: Campbell, ch. 13; Bennett, pt. 7 and Conclusion Week Fifteen

• Linguistic Prehistory Preparation: Campbell, ch. 15

• Review for Exam Preparation: None

Exam Period

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013:476 Theory and Practice of Persian Translation I Paul Sprachman

Course Outline [Except for the first week, participants are expected to read materials mentioned under

“Readings/Assignments. The exercises require that participants translate readings in Persian related to the weekly topics.]

Week Topics Readings/Assignments I Introduction to the course; Test of written Persian proficiency II Theoretical Models of Translation Theories of Translation; History of Translation in Iran Translation Theory; Munday

In-class translation exercise: Dar bareh: 3-4 III Theory and Practice of Translation: Cultural; Gentzler; Nida 1969 The Middle East Suleiman

Exercise: Dar bareh: 5-8 IV History of Translation in Persian Darbareh; Motarjem Exercise: Janzadeh V Exam VI Translation Methods Newmark; Translation Exercise: Saffarzadeh VII Midterm VIII Translation and Discourse Analysis Newmark; Solhju Exercise: Safavi 187-89 IX Linguistics and Translation Catford; Bateni 1992 Exercise Bateni ; Modaressi X Exam XI Translation and Culture Intercultural; Kövecses; XII Translation and Persian Culture Bateni 1970; Cultural; XIII Lexicon and Registers Safavi; Najafi (Introduction); Sprachman 1985; Sami’i XIV Translation and Translators Rabassa, Robinson Exercise: Baraheni

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XV Review and Final

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013:477 Theory and Practice of Persian Translation II Paul Sprachman

Course Outline [Except for the first week, participants are expected to read materials mentioned under

“Readings/Assignments. The exercises require that participants translate readings in Persian related to the weekly topics.]

Week Topics Readings/Assignments I Review of Theory and Practice I Test of written Persian proficiency II Notions of Standard Persian Najafi 1991, 1999, Intro. Exercise: Najafi 1999. III Notions of Non-Standard Persian Najafi 1999, Intro. Exercise: Jamalzadeh. IV Exam I V Persian-Persian Dictionaries Dehkhoda 1958 Farhang-e Sokhan Haïm, Moin Najafi 1999 Parsadanian Exercises: Dehkhoda, Farhang-e Sokhan Fekrat VI Persian English/English-Persian Bateni 2006

Dictionaries Exercise: Bateni 2006 VII False Friends Dar Bareh Sami’i Exercise Sami’i VIII Exam II IX Anaphora Bateni 2005 Kavusi Nezhad

Exercise: Kavusi Nezhad X Orthography and Translation Dastur, Davodi, Najafi 1991 Saffarpur XI Morphology Ashraf Sadeqi 1991a-1993e Farhangestan 1997- Kafi XII Exam III XIII Translation and Language Policy Modaressi Name-ye Farhangestan Sayyah XIV Translation Practicum I XV Translation Practicum II

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12/11/08 Appendix #2 050:351 CROSSLISTING OF ART HISTORY COURSE

AMERICAN ART, 1776-1913

Professor Tanya Sheehan Dept. of Art History Tu/Th 2:50-4:10pm Rutgers University Zimmerli Art Museum [email protected] Multipurpose Room Office: Art History Annex Office hours: 60 College Avenue Thus 1-2:30pm Room 302 and by appointment 732-932-0122 ext. 20

Course description This lecture course surveys art of the United States, from the American Revolution to the Armory Show of 1913. Our approach will be to situate the images, visual practices, and artistic styles of this period within their social, historical, and cultural contexts. Among the topics we will consider are art and nationalism, portraiture and the self, picturing war, art and popular culture, race and representation, the idea of the modern artist, and European influences on American art. In exploring these topics we will pay particular attention to the role that artistic production and consumption played in constructing American social identities and culture in the long nineteenth century. In addition to attending lectures, students will make several visits to area museums to view original artworks. These visits will serve as the basis for the two writing assignments in the course. Graded work and expectations 15% Class participation; assessment based on attendance, contributions to class discussion,

demonstrated effort and commitment to course goals 20% (3) in-class reading quizzes (unannounced) 40% (2) short writing assignments (3-5 pages each) 25% Final exam

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Attendance and prompt arrival at all classes is required. Students are allowed up to three absences per semester (this includes excused and unexcused absences); more than three absences will seriously impact your final grade and may result in failure. All assigned readings are required and should be completed before class to enable your full participation. Detailed descriptions of your writing assignments will be provided in separate handouts. Please note that late work will receive a 5% grade reduction per day late; if two classes pass after the due date, your work will receive a failing grade. Exceptions will be made in documented cases of illness, family emergencies, religious holidays, etc. Please make sure to keep me informed of any circumstances that may prevent you from coming to class and/or passing in your best work on time. Open communication between students and instructor is very important to me; it also directly contributes to your success in this (as in any other) course. I encourage you to meet with me in office hours or schedule an appointment to discuss any aspect of your performance in the course and/or specific course materials/content. Please note that I will also comment on drafts of your written work in person, but not by email. Writing guidelines All of the writing assignments for this course must be typed and should adhere to the following style: 12-point, Times New Roman font; double spacing; single-sided pages; and 1-inch margins on all sides (you will need to set these in MS Word). Please include internal citations when necessary – e.g., (Smalls, 5) – as well as a bibliography, both of which should adhere to either MLA or Chicago style. MLA and Chicago style guides are available in libraries throughout campus. All papers must be carefully proofread for typographical errors as well as spelling and grammatical mistakes. Students who do not follow these guidelines will be asked to revise and resubmit their essays, which will then be subject to the penalties for lateness defined above. Plagiarism and academic honesty Please familiarize yourself with the definition of plagiarism in Rutgers’s official policy statement on academy integrity: http://academicintegrity.rutgers.edu/integrity.shtml. As a student in this course, you are responsible for understanding and thus avoiding the varieties of plagiarism in college writing outlined in this statement. Any student who plagiarizes will receive a zero for the given assignment and, in some cases, a failing grade for the course. Course materials and resources

Required readings You should purchase the following books, which have been ordered for you at the Rutgers University Bookstore; additional readings on our syllabus have been posted to Sakai.

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• Francis K. Pohl, Framing America: A Social History of American Art (second edition). New York: Thames and Hudson, 2002.

• Marianne Doezema and Elizabeth Milroy, eds., Reading American Art. New Haven: Yale University Press, 1998.

Art Library reserves

A selection of books from our syllabus have been placed on reserve at the Art Library.

Sakai (Rutgers’s course webpage system)

All of our course materials, including the syllabus, scanned readings, writing assignments, and the PowerPoint presentations used in class are available for download through Sakai: http://sakai.rutgers.edu/portal.

Weekly syllabus and required readings TU, Jan 20 Introduction to American art of the long nineteenth century TH, Jan 22 Art and revolution Pohl, 73-92

Patricia M. Burnham, “John Trumbull, Historian: The Case of the Battle of Bunker’s Hill,” in Patricia M. Burnham and Lucretia Hoover Giese, eds., Redefining American History Painting, 37-53

TU, Jan 27 The idea of the American artist: Morse and Peale

Roger B. Stein, “Charles Willson Peale’s Expressive Design: The Artist in His Museum,” in Marianne Doezema and Elizabeth Milroy, eds., Reading American Art, 38-78 Pohl, 112-117

TH, Jan 29 Portraiture and the construction of society identity in the antebellum period

Class visit to the American Galleries at the Zimmerli Museum

David Jaffee, “‘A Correct Likeness’: Culture and Commerce in Nineteenth-Century Rural America,” in Marianne Doezema and Elizabeth Milroy, eds., Reading American Art, 109-127

Paul Statie, “Character and Class: The Portraits of John Singleton Copley,” in Marianne Doezema and Elizabeth Milroy, eds., Reading American Art, 12-37

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Pohl, 123-128

TU, Feb 3 Nature and nation I: The rise of American landscape painting

Angela L. Miller, “Thomas Cole: Self, Nature, and Nation,” The Empire of the Eye: Landscape Representation and American Cultural Politics, 1825-1875, 21-64

Alan Wallach, “Thomas Cole and the Aristocracy,” in Marianne Doezema and Elizabeth Milroy, eds., Reading American Art, 79-108

Pohl, 129-146 TH, Feb 5 Nature and nation II: The romantic landscape tradition at mid-century

Martin Christadler, “Romantic Landscape Painting in America: History as Nature, Nature as History,” in Thomas W. Gaehtgens and Heinz Ickstadt, eds., American Icons: Transatlantic Perspectives on Eighteenth- and Nineteenth-Century American Art, 93-118 Pohl, 146-152, 163-170

TU, Feb 10 Reading the self in still-life painting

Selection from Alexander Nemerov, The Body of Raphaelle Peale: Still Life and Selfhood, 1812-1824

David M. Lubin, “A Manly Art: American Trompe L’Oeil Painting and the Manufacture of Masculinity,” in Katharine Martinez and Kenneth L. Ames, eds., The Material Culture of Gender, the Gender of Material Culture, 365-392

TH, Feb 12 Comic genre painting: Mount and Edmonds

Elizabeth Johns, “An Image of Pure Yankeeism” in American Genre Painting: The Politics of Everyday Life (1991), 24-59

Pohl, 166-174

TU, Feb 17 The rise of the photographic portrait studio

Selections from Martha Sandweiss, ed., Photography in Nineteenth-Century America Andrea Volpe, “Cartes de Visite Portrait Photographs and the Culture of Class Formation,” in Burton J. Bledstein and Robert D. Johnston, eds., The Middling Sorts: Explorations in the History of the American Middle Class, 157-169

Pohl, 128

TH, Feb 19 Bodies on the battlefield: Photography and the Civil War

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Alan Trachtenberg, “Albums of War: On Reading Civil War Photographs,” in Mary Ann Calo, ed., Critical Issues in American Art: A Book of Readings

TU, Feb 24 Nature and nation III: Images of the American frontier (Guest lecturer: Heather Shannon)

Pohl, 152-171

Nancy K. Anderson, “‘The Kiss of Enterprise’: The Western Landscape as Symbol and Resource,” in Marianne Doezema and Elizabeth Milroy, eds., Reading American Art, 208-231

Frances K. Pohl, “Old World, New World: The Encounter of Cultures on the American Frontier,” in Stephen Eisenman, ed., Nineteenth-Century Art: A Critical History

TH, Feb 26 NO CLASS (Professor Sheehan at the College Art Association Conference) TU, Mar 3 Class visit to the Morse Center (On view: prints by Winslow Homer) WED, Mar 4 Leon Sydney Jacobs Lecture in American Art: Prof. Martin Berger (4:30pm,

Lower Dodge Gallery, Zimmerli Museum) TH, Mar 5 Class visit to the Morse Center (On view: prints by Winslow Homer) TU, Mar 10 Slavery to freedom I: African Americans in the art of Homer and Johnson

Patricia Hills, “Painting Race: Eastman Johnson’s Pictures of Slaves, Ex-Slaves, and Freedmen” in Teresa A. Carbone and Patricia Hills, eds., Eastman Johnson: Painting America

Pohl, 197-215 TH, Mar 12 Slavery to freedom II: Sculpting race and gender

** Paper #1 due **

Joy S. Kasson, “Narratives of the Female Body: The Greek Slave,” in Marianne Doezema and Elizabeth Milroy, eds., Reading American Art, 163-189

Kirk Savage, “Introduction,” Standing Soldiers, Kneeling Slaves: Race, War, and Monument in Nineteenth-Century America

Pohl, 217-224

TU, Mar 17 NO CLASS (Spring Recess)

TH, Mar 19 NO CLASS (Spring Recess)

TU, Mar 24 Art and science in 19th-century Philadelphia

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William C. Brownell, “The Art Schools of Philadelphia,” Scribner’s Monthly XVIII, no. 5 (September 1879): 737-750 Elizabeth Johns, “The Gross Clinic, or Portrait of Professor Gross,” in Mary Calo, ed., Reading American Art, 232-63

TH, Mar 26 (En)gendering the modern artist I: Eakins

Martin Berger, “Manly Associations,” in Man Made: Thomas Eakins and the Construction of Gilded Age Manhood, 7-46 Pohl, 252-258

TU, Mar 31 (En)gendering the modern artist II: Cassatt

Griselda Pollock, “Mary Cassatt: Painter of Women and Children,” in Marianne Doezema and Elizabeth Milroy, eds., Reading American Art, 280-301

TH, Apr 2 International style I: American Impressionism

Selection from William H. Gerdts, American Impressionism (second edition)

H. Barbara Weinberg, “‘When to-day we look for ‘American Art’ we find it mainly in Paris’: The Training of American Painters in France and the Influence of French Art on American Painting,” in Stephan Koja, ed., America: The New World in 19th-Century Painting, 220-225

TU, Apr 7 International style II: American Orientalism (Guest lecturer: Jenevieve

DeLosSantos)

Linda Nochlin, “The Imaginary Orient,” Art in America 71, no. 5 (May 1983): 118-31, 186-91 Oleg Grabar, “Roots and Others,” in Holly Edwards, ed., Noble Dreams, Wicked Pleasures: Orientalism in America, 1870-1930, 3-10

TH, Apr 9 International style III: Whistler

Selection from Linda Merrill, After Whistler: The Artist and His Influence on American Painting

James McNeill Whistler, “Ten O’Clock” lecture, 1885

Pohl, 269-275

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TU, Apr 14 High-status portraiture in the late-19th century: Sargent, Beaux, and Chase

Selection from Off the Pedestal: New Women in the Art of Homer, Chase, and Sargent

Pohl, 275-280

TH, Apr 16 Visit to the Newark Museum

TU, Apr 21 Representing race in the late-19th century: Tanner

Judith Wilson, “Lifting the ‘Veil’: Henry O. Tanner’s ‘The Banjo Lesson’ and ‘The Thankful Poor,’” in Critical Issues in American Art: A Book of Readings, edited by Mary Ann Calo, 199-219

Albert Boime, “Henry Ossawa Tanner’s Subversion of Genre,” The Art Bulletin 75 (Sept. 1993): 415-42

TH, Apr 23 Urban Realism and the Ashcan School ** Paper #2 due today**

Selections from Rebecca Zurier, Picturing the City: Urban Vision and the Ashcan School

Pohl, 302-320 TU, Apr 28 Photography circa 1900: Social documents and Pictorialism

Alan Trachtenberg, “Camera Work/Social Work,” in Reading American Photographs: Images as History: Mathew Brady to Walker Evans, 164-230

TH, Apr 30 Fashioning an American avant-garde for the 20th century: The Armory Show

J. M. Mancini, “The Armory Show in Critical Perspective,” in Pre-Modernism: Art-World Change and American Culture from the Civil War to the Armory Show, 133-158

Pohl, 317-322 WED, May 13 Final Exam, 8am-11am

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12/11/08 Appendix #3 070:328 Dr. Cronk Anthropology 328: Evolution and Cooperation (01:070:328:01) Spring 2010 Index number 70834 Prerequisite: 01:070:204 Introduction to Social Evolution Class web site: Available through the main Rutgers Sakai portal: http://sakai.rutgers.edu. Class time and location: Mondays and Thursdays 9:15am to 10:35am in Biological Sciences Building room 205. Office: 309 Biological Sciences Building, Douglass Campus. Phone: 932-9886; email: [email protected]. Office hours: After this class until noon and by appointment. Catalog course description: The use of evolutionary theory to study cooperation and other social behaviors in anthropology and related fields. Topics include kin selection, reciprocity, costly signaling theory, collective action and coordination problems, and the emergence of social norms and conventions. Detailed course description: By the time you got to college, you already had an understanding of what social scientists refer to as the collective action dilemma. Think back to all of those group projects you were assigned in school. While everyone in your group stood to benefit from a well-done project, everyone also stood to benefit from letting others do most of the work. In more technical terms, the possibility of free-riders undermines collective action. But, despite the collective action dilemma, humans cooperate a great deal more than do members of almost any other species, particularly with non-relatives. How can we use evolutionary theory, which applies to all species, to address this unique feature of human social behavior? That will be the main question driving us through the semester. To answer it, we will examine not only some important work on cooperation from an evolutionary perspective but also some of the large body of work on cooperation compiled over the past few decades by non-evolutionary social and behavioral scientists. Cooperation is a complex and multi-faceted phenomenon, so we will need a variety of ideas to explain it. In most ways, this will be a typical college class. The professor will lecture, lead discussions, and administer tests. Students will take notes, participate in discussions, read the assigned books, and take tests. However, we will also approach our subject matter – cooperation – in a more hands-on way. This will be accomplished through the use of in-class games and other kinds of simulations. During a typical week, you will participate in such a simulation during the first class and write a reaction paper about it and about the week’s assigned readings that will be due the following week. By participating in simulations and spending some time thinking about them, we may all come to a better understanding of how humans have come to be so remarkably cooperative compared to other species.

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Course objectives: After taking this course, students will be able to

• Understand the relevance of the theory of kin selection to the study of human social behavior.

• Understand the relevance of theories of direct and indirect reciprocity to the study of human social behavior.

• Understand the application of costly signaling theory to the study of human social behavior.

• Understand the collective action dilemma, the tragedy of the commons, and the problem of free riders.

• Understand the ways in which the collective action dilemma has been overcome.

• Understand the role of experimental games and other laboratory and fieldwork-based methods in the study of human social behavior.

• Understand the concept of social emergence and apply it to norms and conventions. Books: Henrich, Natalie, and Joseph Henrich. 2007. Why Humans Cooperate: A Cultural and

Evolutionary Explanation. Oxford University Press. Lansing, J. Stephen. 2006. Perfect Order: Recognizing Complexity in Bali. Princeton

University Press. Ridley, Matt. 1998. The Origins of Virtue: Human Instincts and the Evolution of Cooperation.

Penguin. Exams: There will be a midterm and a final exam. Both will be a mixture of short answer and essay questions. The midterm will cover the first half of the course and the final exam will cover the second half. Each one will be worth one third of your grade for the semester. Although the final exam will not be cumulative, your grade on it will certainly be improved if you remember material covered during the first half of the semester. Review sheets for the exams will be distributed through the class web site. Make-up exams: You are required to take the exams at the regularly scheduled times. Make-up exams will be given only to those students who are able to provide well-documented written excuses that have been approved in writing by an appropriate college dean. Legitimate excuses are limited to your own serious illness, family emergencies, and religious observances. Arrangements for make-ups should be made as soon as possible after you have missed an exam. Reaction papers: A centerpiece of this course will be simulations of various kinds of cooperative scenarios. A typical simulation will involve playing an experimental game that has been used in the study of cooperation. Most of these will take place during the first day of each

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week of class, but some will need to be completed online before the week begins. A detailed schedule will be distributed in class. You will be required to write ten short (~3-5 page) reaction papers regarding the exercises and the corresponding week’s readings. These reaction papers will be worth one-third of your grade for the semester. Evaluation: Grades will be assigned according to the usual system of ten percentage points per passing grade (A = 90 - 100%, B+ = 88 - 89%, B = 80 - 87%, C+ = 78 - 79%, C = 70 - 77%, D = 60- 69%, F = 0 - 59%). Course outline and reading assignments: Week 1: Introduction; review of relevant material from 01:070:204. Week 2: Evolutionary models of cooperation: Kin selection, direct reciprocity, indirect reciprocity, network reciprocity, costly signaling, and beard chromodynamics Reading assignments: Ridley, Chapters 1-2; Henrich and Henrich, Chapters 1 and 2. Week 3: Evolutionary models of cooperation, continued Reading assignments: Henrich and Henrich, Chapters 4, 5, 6, and 7. Week 4: Why aren’t we all Hutterites: Groups vs. individuals in the evolutionary study of cooperation

Week 5: A beard of a different color: Identifying cooperators, non-cooperators, and cheaters Reading assignment: Ridley, Chapters 4, 7, and 8. Week 6: Identifying cooperators, non-cooperators, and cheaters, continued Reading assignment: Henrich and Henrich, Chapter 3.

Week 7: Prisoners, chickens, and stag hunters: Using different kinds of games to model cooperation; review for midterm exam Reading assignments: Ridley, Chapter 3. Week 8: Midterm exam; Dictators, ultimatums, and trust: Using different kinds of games to study cooperation

Week 9: Games, continued

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Week 10: Punishment, selective benefits, and entrepreneurs: Modifying costs and benefits to improve cooperation Reading assignment: Ridley, Chapters 5 and 6. Week 11: The tragicomedy of the commons: How people (sometimes) manage common pool resources Reading assignment: Ridley, Chapter 11. Week 12: Meeting at Grand Central: The coordination of social behavior Reading assignment: Henrich and Henrich, Chapter 8. Week 13: Herds, traffic jams, and power laws: How social norms and conventions emerge from individual behaviors Reading assignment: Lansing, Chapters 1-7; Ridley, Chapters 10, 12, and 13. Week 14: Durkheim was right after all: What the study of cooperation can teach us about the relationship between evolutionary biology and the social sciences; review for final exam.

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12/11/08 Appendix #4 082:***

082:295 Topics in Art History 1-credit Winter Session courses – Sample Syllabi 1. Kim Sels Winter Session 2009 The following is a course proposal for Winter Session 2009, including a tentative syllabus for 9 class sessions. It is a 1 credit course titled Introduction to Modern Design. The course would be a combination of lecture, discussion of readings, in-class activities, and museum visits. Given the extraordinarily short time span of the class, the assessment would be based on several smaller written and oral assignments due every class period, with one essay-based exam at the end (which would be less a strict memorization of objects so much as broad essay questions about the themes covered in the class). Tentative Syllabus:

Intro to Modern Design Course Synopsis This course will cover the history of modern design from the mid-19th century to the present day. Through a chronological exploration of furniture design, decorative arts, fashion, and industrial design we will uncover the history of the objects that have shaped the visual culture of the modern age. We will interrogate the relationship between the fine arts and the decorative arts, as well as the relationship between decorative arts and social history. Primary source readings will let us hear the arguments for design from the designers themselves. Frequent trips to museums in New York will give us the opportunity to see the objects in person. Course Requirements Readings – The main text for this course will be David Raizman’s A History of Modern Design, 2004. Since the history of design closely follows the history of architecture, the main source for the primary source readings of this class will be Conrads, ed. Programs and manifestoes on 20th century architecture. Any additional readings assigned for each class will be available online through the library website under “Reserves” at http://www.libraries.rutgers.edu/. It is imperative that you do the required readings for each class. Not only will there be a discussion of the assigned reading during class, but questions about the readings will be included on the exam. Assignments - There will be an assignment due for each class session which will make up a large portion of your final grade. A detailed assignment sheet will be handed out each week with that week’s assignments. Late papers are not tolerated and will be marked down one grade per 24-hour period. Exam – The course will end with one final exam, which will consist of several essay questions relating to the themes of the course. Exam questions will also concern the course readings, so make sure that you are familiar with the authors and the arguments presented in their articles. There will be NO MAKE-UP for the exam unless there is a death in the immediate family, or the student has a very serious illness (proof is required in either case).

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Class Participation - Attendance in class and at all museum visits is mandatory. Because this class only meets for a short period of time, missing one class means that you miss A LOT of material. As class participation makes up a significant portion of your final grade, you cannot do well in the course without showing up ready to discuss the readings and to participate in class activities. Grades The following breakdown will be used to calculate your final grade in the class: Class Participation: 30% Daily Assignments: 30% Final exam: 40% Academic Integrity I expect that all of the work you hand in to me is work that you have produced on your own and that any information you obtain from other sources will be properly cited. While I encourage students to study together, when you submit work for this class, it must be wholly your own. If you have any questions or concerns about plagiarism, please see the university policy on academic integrity or see me. Plagiarizing someone else’s work or any instances of cheating will result in a failing grade and suspected violations of academic integrity will be referred to the appropriate Dean for investigation. If you have any questions or concerns about my expectations, please do not hesitate to ask me. Disability Accommodation If you anticipate needing any type of reasonable accommodation in this course or have questions about accessibility, please contact me by the second class.

Tentative Course Schedule Session 1: Introduction / William Morris and the Arts & Crafts Movement / The Aesthetic Movement of Jones and Dresser Session 2: Art Nouveau in Belgium and France / Reactions in Glasgow and Vienna/ In America: Frank Lloyd Wright Session 3: NEW YORK TRIP Art Deco: Visit the lobbies of the Chrysler Building and the Empire State Building/ The Plaza at Rockefeller Center // Visit to the Metropolitan Museum of Art: Frank Lloyd Wright Room and the Alexander Calder Jewelry exhibition Session 4: Experiments in Germany: The Deutscher Werkbund, Peter Behrens and the AEG, Walter Gropius and the Bauhaus, Mies van der Rohe, Marcel Breuer Session 5: The Influence of the Avant-garde: Cubism, Constructivism, Futurism, De Stijl etc./ The Women of avant-garde design

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Session 6: Scandinavian Design: Alvar Aalto and IKEA / Previews of Postwar and Postmodern design / (possible short trip to IKEA) Session 7: NEW YORK TRIP Postwar design of the Space Age 1945-1970: Visit the design room at the Museum of Modern Art, compare to modern art Session 8: NEW YORK TRIP Postmodernism and the Critique of Design 1970-2007: Visit the Cooper Hewitt National Design Museum

Session 9: Final Exam

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082:295 Topics in Art History 1-credit Winter Session courses – Sample Syllabi

2. Ljubomir Milanović

Syllabus for Winter session course:

Dying is Fine: From Dante to Damien Hirst. Images of Death in Western Culture

Description of course:

From medieval manuscripts to the Texas Chainsaw Massacre, from St. Augustine to Damien Hirst, Western culture has always been obsessed with images of death. How does one image the unthinkable? Death has been perceived either as a cessation of life or as a passage to a new beginning. Christianity brought life and death together in new ways but it also divided the body and the soul, demanding representations of the bodily and the transcendent. We will examine a variety of perspectives on death in art from the medieval period to the present and explore how changing perceptions of death were expressed pictorially across the centuries. Questions that will be discussed in the course are: what is the gender of the death represented in art? What does a personification of death reveal about artists’ perception of reality and, further, about their cultural community and its religious, mythological, or historical perceptions or preconceptions? What light is shed on their creativity and imaginative transformation of the world, on their self-understanding and their image-making that gives order and meaning to their experience? Course requirements:

1) Participation in class discussion: The success of this course depends on a high level of student engagement and participation. Students are expected to come to class prepared to discuss assigned readings. Students are expected to attend every class meeting.

2) Research paper: A paper on a work of art of your choice. Paper between 3-5 pages. Paper should be submitted in class on the date listed in the syllabus. Late assignments will be penalized half a letter grade for each day late. All written assignments should be double-spaced with one-inch margins using 12 pt. Times New Roman font. Please include a standard single-spaced heading on the first page of each assignment and your last name in the header of each page.

Reading assignments: There is no text book for this course. Readings will be put on reserve in the Art Library, Collage Avenue Campus. Class 1

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23/26 December: Incarnated Death: Introduction Reading: Camille, Michael. Master of Death. (New Heaven, 1996): 169-214 Davies, J. Douglas. A Brief History of Death. (Oxford, 2005): 89-110 Class 2 29/30 December: Danse Macabre (The Dance of the Death)

Reading: Oosterwijk Sophie, “Of corpses, constables and kings: the Danse Macabre in ate medieval and Renaissance culture,” Journal of the British Archaeological Association 157 (2004): 61-90

Webster, Sarah. Kitsch and Culture. The dance of Death in nineteenth century Literature and Graphic Art. (New York, 1998): 1-23

Class 3 4 January: Death and the maiden Reading: Guthke S. Karl. The Gender of Death: a cultural history in art and literature. (New York, 1999): 82-128 Olds, C. Clifton, “Love and death in the art of the late Middle Ages,” Images of love and death in late Medieval and Renaissance art: the University of Michigan, Museum of Art, November 21, 1975-January 4, 1976. (Ann arbor, 1976): 3-6 Class 4 5/7 January: Triumph of the Death Reading: Polzer, Joseph, “Aspects of the fourteenth-century iconography of death and the plague,” The black death: the impact of the fourteenth-century plague: papers of the Eleventh Annual Conference of the Center for Medieval & Early Renaissance Studies. (Binghamton, 1982): 107-130

Silver Larry, “Ungrateful dead: Bruegel’s Triumph of Death re-examined,” Excavating the Medieval Image. Manuscripts, Artists, Audiences: Essays in Honor of Sandra Hindnam. Edited by David S. Areford and Nina A Rowe. (Burlington, 2004): 265-287

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Class 5 9 January: The Mirror of Life and Death Reading: Guthke S. Karl. The Gender of Death: a cultural history in art and literature. (New York, 1999): 128-173 Class 6 12 January: Shopping death

Reading: Simpson, Pat, “Sex, death and shopping: the commodification of taboo in the contemporary art market?” Visual culture in Britain 4/2 (2003): 93-108

Class 7 14 January: Architecture of Death Reading: Ariès, Phillipe. Images of Man and Death. (Cambridge, Massachusetts, 1985): 2-31. Etlin, A. Richard. The Architecture of death. Transformation of the Cemetery in Eighteenth century Paris. (Cambridge, Massachusetts, 1984): 3-41 Visit to the St. Peter’s Cemetery in New Brunswick

Class 8 16 January: Death and the Movie Reading: Bergman, Ingmar. The Seventh Seal. (New York, 1984) Projection of the movie: The Seventh Seal, directed by Ingmar Bergman, 1957 Paper due!

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082:295 Topics in Art History 1-credit Winter Session courses – Sample Syllabi

3. Post-War & Contemporary Art in New York

Diana Bramham

Winter Session 2009—1 Credit; 1:15pm-3:00pm

Email: [email protected] Course Description: From the birth of Abstract Expressionism in the 1940s to today, New York has been the center for some of the most innovative and influential art movements. Exciting new exhibitions and superb permanent collections in the city’s world class museums and galleries offer unparalleled opportunities to see first hand the developments in modern and contemporary art. This course will explore post-WW II art through visits to New York’s Metropolitan Museum of Art, the Museum of Modern Art, P.S. 1 New York, the Whitney Museum, the New Museum and various galleries. In addition to being structured around museum visits (only the first and last classes will meet at Rutgers), this course will also differ from other contemporary art classes in that special attention will be given to the role of institutions in shaping our current understanding of the art historical canon. Students will be expected to write an exhibition review paper based on one of our visits to the museums. The final paper must incorporate ideas or questions raised in both the readings and class discussions. Students will present their paper in the final class.

Class Schedule:

January 5: Class meets at Rutgers: Introduction to the course—overview of artists and topics to be covered. Detailed instructions for future class meetings and format of the class

Reading Assignment: Jonathan Fineberg, Art Since 1940: Strategies of Being, 2000, Chap. 2

“New York in the Forties” and Chp. 4 “Existentialism Comes to the Fore”

January 6: Class meets at the Metropolitan Museum of Art: Visit to Abstract Expressionism

galleries and discussion of the impact of this influential movement; a brief history of the museum will also be provided, discussion of the reading assignment

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Reading Assignment: Fineberg, Chp. 7, “The Beat Generation: The Fifties in America,” &

Chp. 9 “The Landscape of Signs: American Pop Art 1960-1965”

January 7: Class meets at the Museum of Modern Art: Visit to the permanent galleries and

discussion of developments in art after Abstract Expressionism: Proto-Pop, Pop, Minimalism, Post-Minimalism and Postmodernism. Special attention will be given to Moma’s role, the modern institution, in shaping our understanding of the art historical canon. Discussion of the museum’s founding, its mission, what the institution decided to collect and when, its architectural evolution and how space affects our understanding of art.

Reading Assignment: Fineberg, Chp. 13, “Painting at the End of the Seventies,” Chp. 14 “The Eighties” & Chp. 15 “New Tendencies of the Nineties”

January 8: Class meets at P.S. 1 New York: Visit to permanent collection and new exhibition;

Discussion of recent trends in art. The museum’s innovative displays will lend itself to a discussion of the presentation of art and once again how space affects our understanding of art. A brief history of the museum’s history, its relationship with Moma will be provided. Discussion of the readings.

Reading Assignment: Mary Anne Staniszewski, “New York Art Museums as Mirrors,”

Harvard Design Magazine, no. 17 (Fall 2002-Winter 2003) pp. 16-25.

January 9: Class meets at the New Museum: Visit to permanent collection and new

exhibition; Discussion of the reading. Discussion of the role of the New Museum within a city of contemporary art, its collecting and display practices, issues of accessibility and innovative architectural space.

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Reading Assignment: Selections from: Marjorie Schwarzer, Riches, Radicals and Rivals: 100 Years of Museums in America, 2006

January 12: Class meets at the Whitney Museum of Art (or the Guggenheim, depending on

the exhibitions): Discussion of the reading. Discussion of the “traditional” vs. the innovative, i.e.

the Whitney vs. the New Museum, a brief history or the institution and where does it go from here.

Reading Assignment: Current museum and gallery exhibition reviews January 13: Class meets at galleries downtown—TBD (dependent on exhibitions at the time):

Discussion of the exhibitions. Differences of museum vs. gallery display, the role of the museum vs. gallery, issues of populism vs. elitism, commercialism vs. scholarship. Discussion of what makes a good exhibition review based on assigned readings.

Reading Assignment: Selections from: Gail Anderson, Reinventing the Museum, 2004 January 14: Class meets at the Museum of Modern Art: Visit to the Marlene Dumas

retrospective: Discussion of the work of this significant yet controversial artist and the current art historical trends that she follows or contradicts, the museum’s role in presenting the first retrospective of this artist. Discussion of the reading and final paper and presentations.

No reading assignment. Prepare for paper and final presentation. January 16: Class meets at Rutgers: Exhibition reviews due, Final Presentations

Attendance:

Full attendance is required. There are absolutely NO unexcused absences. Tardiness is not

permitted.

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Course Evaluation: Exhibition Review: 40% Presentations: 40% Participation & Attendance: 20%

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082:295 Topics in Art History 1-credit Winter Session courses – Sample Syllabi The Cyborg in Contemporary Art: Gender, Technology and Computer Culture

Christine Filippone The following is a proposal for a 2008/2009 Winter Session course, preferably a 1-credit course beginning in January 2009 (Afternoon or evening classes preferred) This class examines the intersections of technology, gender and culture in American art during the Cold War, focusing on the 1960s and 1970s. The course begins with a discussion of the renewed vigor of technology in the early-mid 1960s in the Fluxus movement and in Experiments in Art and Technology (EAT). In marked opposition to the utopian embrace of technology demonstrated by EAT, the work of activist women artists of the late 1960s equated technology with war, industry and patriarchy. For these artists, and for the larger counter-culture, technology maintained unequal social and economic relations and wrought destruction in Vietnam. The extreme popularity of systems theory and cybernetics in art of the late 1960s and early 1970s favored the interrelation of artist and viewer, and art work and social context. This work examined the proliferation of information in a post-industrial society where the formal art object and traditional art systems were deemed outmoded or simply corrupt. During the women’s movement, systems theory and new technologies provided women artists the tools and conceptual framework needed to situate their work in a social context, to comment on those social systems, and to distribute their work to new and expanded audiences outside of museums and galleries. By the mid-1980s, feminist artists believed the internet could level the gender playing field. Communicating in anonymity, women could adopt any identity. At first imbued with limitless potential, the cyborgian marriage of human and machine in internet-based art was later subjected to feminist criticism, charging that the internet served only to perpetuate culturally constructed gender codes. Artists include: John Cage, Nam June Paik, Robert Rauschenberg, Bruce Nauman, Krzystztof Wodiczko, Hans Haacke, Martha Rosler, Lynn Hershmann, Joan Jonas, Robert Smithson, Alice Aycock, Laurie Anderson. Post script: Faith Wilding and Sub Rosa, VNS Matrix. Readings in order: Short excerpts from writings by: C.P. Snow, Marshall McLuhan, Herbert Marcuse, Jacques Ellul and Lewis Mumford Kathleen Woodward, “Art and Technics: John Cage, Electronics, and World Improvement” Billy Kluver, "Theater and Engineering: An Experiment," 1967. Lucy Lippard, “The Dematerialization of the Art Object,” 1967. Jack Burnham, “Systems Esthetics” and “Real Time Systems,” 1968. Judy Wajcman, Feminism Confronts Technology, 1992 (excerpt) Martha Rosler, “Video: Shedding the Utopian Moment” Jack Burnham, “Art and Technology: The Panacea that Failed,” 1980. Donna Haraway, “A Manifesto for Cyborgs: Science, Technology and Socialist Feminism in the 1980s”, 1985.

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Katherine Hayles, How We Became Posthuman: Virtual Bodies in Cybernetics, Literature, and Informatics, 1999 (excerpt) Faith Wilding, “Where is the Feminism in Cyberfeminism?” 082:295 Topics in Art History 1-credit Winter Session courses – Sample Syllabi 5. Aileen June Wang, Ph.D. Winter Session Course Proposal: Introduction to Chinese Contemporary Art Rutgers University, New Brunswick A. Description This course will introduce Chinese contemporary art through the artists who have gained an international reputation in the art world and figured prominently in the flourishing contemporary art market of recent years. Students will study such artists as Cai Guoqiang, Zeng Fanzhi, Zhang Huan, and Zhang Xiaogang. Topics to be covered are: the different ways in which contemporary Chinese artists have defined innovation while positioned between an artistic tradition with a long history and the ideas of modern and contemporary Western art; the different types of responses that Chinese artists have made to the experience of the Cultural Revolution and the current political changes in the country; how the perspectives of Chinese artists living abroad compare to that of those who stayed behind; how the current trends in the art market have influenced Chinese artists today. This course will include visits to galleries in New York which have pioneered Chinese contemporary art. The final assignment will require students to assume the role of an art critic and write a review of an ongoing gallery exhibition. Following the end of the Cultural Revolution in 1978, China opened its doors to the world and introduced market reform and large-scale investments by foreign corporations under the leadership of Deng Xiaoping, leader of the Communist Party of China from 1978 to the 1990s. A result of his government and economic reforms was the exposure of Chinese artists to artistic ideas and new developments in Western art. This provided artists in China with an opportunity to expand their artistic vocabulary and encourage them to experiment, resulting in the explosive and rapid development of contemporary Chinese art. With the increasing importance of China in global politics, attention has been increasingly paid to the works of Chinese artists in recent years. At the end of this course, the student will understand the various movements in Chinese contemporary art and become conversant in the artists who are major players in the current international art world. 23. For whom is it intended? What other students might elect it? This course is open to anyone interested in Chinese history and art. Students of contemporary art history and East Asian studies should be especially interested. C. Selected Bibliography Chiu, Melissa. Chinese Contemporary Art: 7 Things You Should Know. New York: AW Asia, 2008.

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Fibicher, Bernard and Weiwei Ai, ed. Mahjong: Contemporary Chinese Art from The Sigg Collection. Ostfildern: Hatje Cantz, 2005. Gao, Minglu, ed. Inside Out: New Chinese Art. San Francisco and New York: San Francisco Museum of Modern Art and Asia Society Galleries, 1998. Exhibition catalogue. Tong, Dian. China! New Art and Artists. Atglen, PA: Schiffer Publications, 2005. Vine, Richard. New China, New Art. New York: Prestel USA, 2008. Wu, Hung. Transience: Chinese Experimental Art at the End of the Twentieth Century. Chicago: University of Chicago, 2004. D. Course Outline: 1/5 Introduction. Historical Background of China in the 20th Century. Traditional Chinese Art. Reading Assignment: Julia Andrews, “A Century in Crisis,” and Kuiyi Shen, “Traditional Painting in a Transitional Era, 1900-1950,” in A Century in Crisis: Modernity in the Art of Twentieth-Century China, exhibition catalogue, New York: Guggenheim Museum, 1998, 2-9, 80-95. 1/6 Cultural Revolution / Cultural Revisions Reading Assignment: Melissa Chiu, “Contemporary Art Began Decades Ago,” and “Chinese Contemporary Art Is More Diverse Than You Think,” Chinese Contemporary Art: 7 Things You Should Know, New York: AW Asia, 2008, 7-43. Wu Hung, “Nothing Beyond the Gate,” and “Mao Revisited,” in Wu Hung, Transience: Chinese Experimental Art at the End of the Twentieth Century, revised ed., Chicago: University of Chicago Press, 2005, 43-53. 1/7 Visit to Asia Society, New York to view exhibition, “Art and China’s Revolution” Reading Assignment: Exhibition website http://www.asiasociety.org/chinarevolution 1/8 Making Tradition Contemporary Part 1: Calligraphy and Chinese Script Reading Assignment: Wang Ying, “Four New Yorkers and Their Many Worlds: The Arts of Gu Wenda, Wang Mansheng, Xu Bing, and Zhang Hongtu” in Wang Ying and Yan Sun, Reinventing Tradition in a New World: The Arts of Gu Wenda, Wang Mansheng, Xu Bing, and Zhang Hongtu, exhibition catalogue, Pennsylvania: Gettysburg College, 2004, 3-14. Wu Hung, “Anti-Writing,” in Transience: Chinese Experimental Art at the End of the Twentieth Century, revised ed., Chicago: University of Chicago Press, 2005, 36-39. 1/9 Making Tradition Contemporary Part 2: Ink Painting and the Art of Liu Dan, Wang

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Tiande, and Bing Yi Reading Assignment: Zheng Shengtian, “Made by Tiande II,” in Made by Tiande II, New York: Chambers Fine Art, 2007. 1/12 Student presentations of individual Chinese artists and discussion. Gao Minglu, “From Elite to Small Man: The Many Faces of a Transitional Avant-Garde in Mainland China,” in Inside Out: New Chinese Art, ed. by Gao Minglu, Berkeley: University of California Press, 1998, 149-166. 1/13 “Chinese in Foreignland”: The Experience Outside China Melissa Chiu, “The Two Worlds of Chinese Art” and “The Emergence of Chinese Contemporary Art, 1989-1999,” Melissa Chiu, Breakout: Chinese Art Outside China, Milan: Edizione Charta, 2006, 7-33. Gao Minglu, “Toward a Transnational Modernity,” in Inside Out: New Chinese Art, ed. by Gao Minglu, exhibition catalogue, Berkeley: U of California Press, 1998, 15-40. 1/14 Visits to Chinese contemporary art galleries in Chelsea, New York. Chambers Fine Art, China Square, Max Protech Gallery. Melissa Chiu, “Museums and Galleries Have Promoted Chinese Contemporary Art Since the 1990s” and “The World is Collecting Chinese Contemporary Art,” in Chinese Contemporary Art: 7 Things You Should Know, New York: AW Asia, 2008, 45-51 and 83-89. 1/16 Chinese contemporary art in the international art market. Presentation of student exhibition reviews and discussion. Submission of exhibition reviews.

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082:327

Art in Spain from Goya to Tapies (1815 to the present)

Spring 2009 MW 4 or 5 Location: TBD Lisandra Estevez Tel: (732) 932-7041 ext. 33 Email: [email protected] Office Hours: TBD

Course Description: This course will provide a survey of major Spanish paintings, sculptures, and buildings from the early nineteenth century to the present. Artists, sculptors, and architects include the luminaries of modern and contemporary Spanish art and architecture: Goya, Sorolla, Zuloaga, Antoni Gaudí, Julio González, Pablo Picasso, Salvador Dali, Jose Lluis Sert, Antoni Tapíes, Santiago Calatrava, and Equipo Cronica. We shall consider key cultural themes such as costumbrismo, España Negra, patronage and collecting, the rise of the museum and the academy, and pivotal, if not cataclysmic, historical events such as Spanish Civil War (1936-39). The course will also focus on the rise of important urban centers such as Madrid, Seville, Barcelona, and Valencia, and consider the visual culture of the twentieth century as the innovative media of film, photography, and print culture shaped it. This class will consist primarily of lectures as well as in-class discussions. Two quizzes, a midterm, a research paper and a final exam will be required. Class trips will be planned to the Museum of Modern Art or the Guggenheim Museum of Art and the Hispanic Society of America.

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Assessment and Grading: The method of grading is A - F. Numeric equivalents for letter grades are: A (100-90); B+ (89-85); B (84-80); C+ (79-75); C (74-70); D (69-65); F (64 and under). Your work will be assigned both a letter and numeric grade

Attendance: Punctual and consistent attendance is expected; I will record attendance at the start of every class. Only three unexcused absences are permissible. More than three, unexcused absences will lower your final grade. Five, unexcused absences from lecture will warrant automatic failure for the course. Multiple late arrivals (over 15-20 minutes) will count as an absence. No make-ups for quizzes. Make-ups and extensions will be given only for the research paper and/or final exam missed due to a medical or other serious problem documented in writing by a physician or other relevant professional (no parental or employer notes!). Late papers will receive reduced grades (grade for research paper will be lowered by a full each day it is late). In order to contribute to class discussion, you must complete the assigned reading before every class. You can review the class presentations by going to Sakai (http://sakai.rutgers.edu). The course is listed under 01:082:XXX:xx:SP09. In order to log in to Sakai, you will need to provide your Rutgers student credentials (the username will be your NET ID [the first part of your Rutgers email address] and password [your Rutgers email password]). You will be able to select the appropriate week’s material and images in the resources section. Disabilities: Please inform me if you have any documented disabilities or special circumstances that require attention, and I will be glad to accommodate you. Students with disabilities may also contact the Kreeger Learning Center directly: Office of Disability Support Services, Kreeger Learning Center, 151 College Avenue, Suite 123, New Brunswick, NJ 08901, email: [email protected], Phone: 732-932-2848, Fax: 732-932-2849, http://disabilityservices.rutgers.edu, Hours: Monday - Friday, 8:30am - 5:00pm. NB. It is your responsibility to self-identify with the Office of Disability Support Services and to provide me with the appropriate documentation from that office at least one week prior to any request for specific course accommodations.

COURSE SCHEDULE

1/21 Introduction

1/26 Goya’s Late Works

1/28 Spanish Neoclassical Painting

2/2 Costumbrismo and the Court of Isabella II

2/4, 2/9 Orientalism, Landscape Painting and Foreign Influences in Spain

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2/11 España Negra & The Generation of 1898

2/16, 2/18

Sorolla

2/23, 2/25

Zuloaga

3/2 The Catalan “Renaissance” of the Late Nineteenth-Century

3/4 Antoni Gaudi / Els Quatre Gats and Noucentisme in Catalan Art

3/9, 3/11 Barcelona and the Rise of Modernity: Picasso, Gris, Gonzalez and Miro

3/16-18 SPRING BREAK

3/23 The Art of the Second Spanish Republic of 1931

3/25, 3/30

Dali and Surrealism

4/1 Developments in Catalan Architecture of the 1930s: GATEPAC, Josep Lluis Sert, and CIAM

4/6, 4/8 The Spanish Civil War (1936-1939)

4/13 Picasso’s Guernica and the Spanish Pavilion Exhibition

4/15 Dau Al Set: Cuixart, Tapies and the Franco Years

4/20 Abstract and Non-Representational Painting and Sculpture

4/22 Art Informel and Pop Art

4/27 Op and Kinetic Art

4/29 Late Twentieth-Century Spanish Architecture: Bofill, Monea, and Calatrava

5/4 Spain After Franco: Contemporary Movements and Trends in the Visual Arts

FINAL EXAM - TBD

FINAL GRADE:

• 20% two quizzes

• 20% midterm

• 30% paper

• 30% final exam

• Active class participation can only positively affect your grade!

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CONDUCT CODE:

• Turn off cell phones and IPODs before class begins.

• No food.

• No walking in or out. Do not leave before class is over.

• No distracting behavior; e.g. conversations, reading newspapers, doing crosswords, computer games or homework for other classes.

• No cheating on quizzes or the final exam. Instant failure for that quiz or the final exam

• No plagiarism on paper. Instant failure for the paper.

SELECTED BIBLIOGRAPHY: Ades, Dawn, et al. Dali and Film (New York, 2008) Bacon, Mardges, ed. Josep Lluis Sert: The Architect of Urban Design (New Haven, Conn. and London, 2008) Brown, Jonathan, ed. Picasso and the Spanish Tradition (New Haven, Conn. and London, 1996) Burke, Marcus and Priscilla Muller, From Goya to Sorolla (New York, 2005) Coddington, Jim, ed. Joan Miro: Painting and Anti-Painting, 1927-1937 (New York: forthcoming Nov. 2008) Greeley, Robin Adele, Surrealism and the Spanish Civil War (New Haven, Conn. and London, 2007) Fanes, Felix, Salvador Dali and the Construction of Images (New Haven, Conn. and London, 2007) Mendelson, Jordana. Documenting Spain: Artists, Exhibition Culture and the Modern Nation, 1929-1939 (State College, Penn, 2005) Robinson, William H., et al. Barcelona and Modernity (New Haven, Conn. and London, 2006) Staller, Natasha, A Sum of Destructions: Picasso’s Cultures and the Creation of Cubism (New Haven, Conn. and London, 2001) Vazquez, Oscar, Inventing the Art Collection: Patrons, Markets, and Administration in 19th- Century Spain (State College, Penn, 2001)

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VVAA, Picasso: Tradition and Avant-Garde (Valencia, 2006)

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082:377 Gothic Professor Laura Weigert 60 College Avenue Course Description From the eighteenth-century gothic novel to today’s Goth look, “gothic” has been associated with the macabre, horror, or a rebellious subculture. This course returns to the historical origins of the style known as “gothic,” focusing on artistic production in Northern Europe from the mid-twelfth through the early fifteenth century. It examines architecture, sculpture, stained glass, manuscript illumination, ivories, textiles, and metalwork within the religious, social, political and economic contexts in which they were made and seen. We begin with an examination of the Gothic cathedral, turn to art and urbanism in the city of Paris, and then to art produced for the courts and members of the laity. We will conclude with a discussion of gothic revivals in architecture, cinema, and fashion. Topics to be explored include: liturgy and ceremony, mysticism and devotion, pictorial narrative, the construction of the “other,” lay literacy, attitudes towards death, courtly love, and new notions of seeing and the self. Requirements : -Attendance at all lectures and participation in all discussions -two group presentations -two four-page papers, which draw on the results of your group presentation but which each student submits individually. Paper/Presentation #1: Each group will present one cathedral, including its architecture, sculpture, stained glass, and liturgy. Paper/Presentation #2: Each group will present one manuscript, including text, illuminations, marginalia, and the circumstances of its commission and production. A facsimile of each manuscript will be available in either the Art Library or Alexander Library. -mid-term examination -Class trip to the Cloisters -Final examination All readings will be posted on Sakai Week 1: “Gothic” and its origins

a) Introduction: the term “gothic;” course overview No reading assignment b) Abbot Suger and the “origins” of Gothic Reading: -“Abbot Suger of Saint-Denis: The Patron of the Arts,” in Gothic Art: Sources and Documents (Toronto, 1987), 4-13.

Week 2: Gothic Cathedrals: the case of Chartres I a) Cult of the Virgin; the School of Chartres; the basics of gothic construction; the gothic

“architect”

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Reading: -Three Disputes involving the Cathedral Chapter of Notre-Dame of Chartres, 1215-1224. Medieval Sourcebook: The Cathedral Chapter of Chartres: The Riot of 1210 (Medieval Sourcebook). Jane Williams, “The Virgin’s Wool,” in Radical Art History (Zurich, 1997), 461-465. Whitney Stoddard, “Notre Dame, Chartres, in Art and Architecture in Medieval France, 1972.

b) Sculpture and Ceremony Reading: Margot Fassler, "Liturgy and Sacred History in the Twelfth-Century Tympana at Chartres," Art Bulletin 75 (1993): 499-520. Martin Büchsel, Gothic Sculpture from 1150 to 1250,” in Conrad Rudolph ed. A Companion to Medieval Art, 2006, 403-420. Week 3: Gothic Cathedrals: the case of Chartres II

a) Stained Glass and pictorial narrative Reading: Wolfgang Kemp, The Narratives of Gothic Stained Glass, 1997, 10-21; 21-41; 79-88; 91-101. Madeline Caviness, “Biblical Stories in Windows: Were they Bibles for the Poor?” in Bernard S. Levy, ed. The Bible in the Middle Ages: Its Influence on Literature and Art, 1992, 103-47.

b) Interpreting Gothic Architecture Reading: -Erwin Panofsky, Gothic Architecture and Scholasticism, 1974. -Hans Jantzen, “Light” and “Gothic Space and its Containment,” in High Gothic: The Classic Cathedrals of Chartres, Reims and Amiens, 1962, 67-80. -Robert Mark, “The Technology of Light, Wind and Structure,” in Light, Wind and Structure: The Mystery of the Master Builders, 1990, 19-47. Week 4: The Model of Chartres and Beyond

a) Reims and Amiens Reading: -Barbara Abou-el-Haj, “The Urban Setting for Late-Medieval Church Building: Reims and Its Cathedral between 1210 and 1240,” Art History 11 (1988): 17-41. -William Clark, “Notre Dame at Reims: The Cathedral of France,” in Medieval Cathedrals, 2006, 85-114.

b) Bourges Reading: -Marvin Trachtenberg, “Suger’s Miracles, Branner’s Bourges: Reflections on ‘Gothic Architecture’ as Medieval Modernism,” Gesta 39, no. 2 (2000): 183-205. Week 5:

a) group presentations: Cathedrals of Paris, Laon, Sens, Soissons, Beauvais. b) Gothic architecture outside the Ile-de-France, Canterbury and Westminster (Second paper

due in class) Reading:

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“Gervase of Canterbury. The New Architecture,” in Frisch ed. Gothic Art 1140-1450. Sources and Documents, 1971, 14-23. -Christopher Wilson, "The English Response to Gothic Architecture," in Age of Chivalry: Art in Plantagenet England." 74-82. -Robert Branner, "Westminster Abbey and the French Court Style," Journal of the Society of Architectural Historians XXIII (1964): 3-18. Week 6: St. Louis and the Crusades

a) Ste Chapelle Reading: -Al-Makrisi: Account of the Crusade of St. Louis (Medieval Sourcebook). -Daniel Weiss, "Architectural Symbolism and the Decoration of the Ste.-Chapelle," Art Bulletin. 77 (1995): 308-20. -Alyce Jordan, Visualizing Kingship in the Windows of the Sainte-Chapelle, 2002.

b) Jews, Muslims, and illuminated manuscripts for a king Reading: Laura Hollengreen, “The Politics and Poetics of Possession: Saint Louis, the Jews, and Old Testament Violence,” in Colum Hourihane ed. Between the Picture and the Word, 2005. Debra Higgs Strickland, “Christians Imagine Jews,” ch. 3 in Saracens, Demons, and Jews: Making Monsters in Medieval Art, 2003, 94-155. Week 7: Summarizing and Paris

a) Mid term examination b) Paris as a Center of Art Production

Reading: Mary A. and Richard H. Rouse, “The Book Trade and the University of Paris, ca. 1250-ca. 1350,” in Authentic Witnesses. Approaches to Medieval Texts and Manuscripts, 1991, 259-338. -Henry Kraus, The Living Theater of Medieval Art. 1967, 2-21. -Robert de Courçon: Statutes for the University of Paris, 1215 (Medieval Sourcebook). -Jean de Jandun. A Treatise of the Praises of Paris in 1323, In Old Paris. An Anthology of Source Descriptions 1323-1790. Edited and translated by Robert W. Bergen, 1-17 Week 8: From the City to the Courts

a) Tapestry: Nicolas Bataille, the Angers Apocalypse, and Revelation Reading: -James Bugslag, “Nicolas Bataille,” in The Grove Dictionary of Art, v. 3, 361-362. -Tom Campbell, Tapestry in the Renaissance: the Age of Magnificence, 2002, 41-49. -Geneviève Souchal, Masterpieces of Tapestry from the fourteenth through the sixteenth century, 1974.

b) Manuscripts: the Limbourg Brothers Reading: -Margaret M. Manion, “Limburg, de” in Grove Art Online. -Jonathan J.G. Alexander, “Programmes and Instructions for Illuminators,” ch. 3 in Medieval Illuminators and their Methods of Work, 1992, 52-71.

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- Christopher De Hamel, “Books for Everybody,” in A History of Illuminated Manuscripts, 2nd ed. (London, 1994), 168-199. Week 9: Lay Devotion, education, and manuscript production

a) Literacy and lay devotion Reading: - Susan Groag Bell, “Medieval Women Book Owners: Arbiters of Lay Piety and Ambassadors of Culture,” Signs 7 (1982): 742-68. -Kathryn A. Smith, Identity and Devotion in Fourteenth-Century England: Three Women and Their Books of Hours, 2003.

b) Devotion, mysticism, and spirituality -Caroline Bynum, “The Female Body and Religious Practice in the Later Middle Ages,” reprinted in Fragmentation and Redemption: Essays on Gender and the Human Body, 1991, 181-238. -Martha Easton, “The Wound of Christ, the Mount of Hell: Appropriations and Inversions of Female Anatomy in the Later Middle Ages,” in Tributes to Jonathan Alexander: the Making and Meaning of Illuminated Medieval and Renaissance Manuscripts, Art and Architecture, 2006, 395-414. Week 10: More Manuscripts

a) Marginalia -Reading: -Lucy Freeman Sandler, “A Bawdy Betrothal in the Ormesby Psalter,” in Tribute to Lotte Brand Philip, Art Historian and Detective, ed. W.W. Clark et. al, 1985, 154-9. -Lillian Randall, “Games and the Passion in Pucelle’s Hours of Jeanne d’Evreux,” Speculum 47 (1972): 246-61. - Joan A. Holladay, “The Education of Jeanne d'Evreux: Personal Piety and Dynastic Salvation in her Book of Hours at the Cloisters,” Art History 17 (1994): 585-611.

b) Presentation #2 Week 11: Death and Dying

a) The Master of Death and Jean le Noir (Second paper due in class) Reading: Michael Camille, Master of Death: The Lifeless Art of Pierre Remiet, Illuminator, 1996, 57-95. Philip Ariès, Images of Man and Death, 1985. James Snyder, Medieval Art, 375.

b) Monument for a prince: the Chartreuse de Champmol Reading: Sherry Lindquist, Agency, Visuality and Society at the Chartreuse de Champmol, 2008. Week 12: Courtly Love

a) painting chivalric tales: Chrétien de Troyes Reading: -Chrétien de Troyes, excerpts from “Yvain” in Arthurian Romances, trans. D.D.R. Owen.

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-Chrétien de Troyes, excerpts from “Lancelot of the Lake,” Corine Corley trans., 311-23. -Alison Stones, “Illustrating Lancelot and Guinevere,” in Lancelot and Guinevere: A Casebook, Lori J. Walters ed., 1996, 125-57. -Sandra Hindman, “King Arthur, His Knights, and the French Aristocracy in Picardy,” Yale French Studies, 114-33.

b) The Lady and the Unicorn Reading: -Andreas Capellanus, “The Rules of Love,” in The Art of Courtly Love, trans. Parry, 1969, 177-86. -Douglas Kelly, Medieval Imagination: Rhetoric and the Poetry of Courtly Love, 13-25. - Thomas Campbell, Tapestry in the Renaissance, 2002, 70-79. - Margaret B. Freeman, “The Unicorn in Ancient and Medieval Texts,” in The Unicorn Tapestry, 1976, 13-30. Week 13: International Gothic and class trip

a) Bohemia b) Class trip to the Cloisters

Week 14: The End of Gothic and its Revival

a) Jan Van Eyck, a gothic artist? Reading: James Snyder, Northern Renaissance Art, 2005, 88-109. James Marrow, “History, Historiography, and Pictorial Invention in the Turin-Milan Hours,” in In Detail: New Studies of Northern Renaissance Art in Honor of Walter S. Gibson, 1998, 1-14.

b) Gothic revivals Reading: -Victor Hugo, Notre-Dame de Paris, book 3, chapter 1. -Eugène-Emmanuel Viollet le Duc, “The Middle Ages” and “Restoration” in The Architectural Theory of Viollet-le-Duc: Readings and Commentary. M.F. Hearn, ed. 1990, 87-93, 272-88. -August Rodin, “Reims,” Cathedrals of France. E.C. Geissbuhler, trans. 1981, 160-69. - Annabel Wharton, “Gender, Architecture and Institutional Self-Presentation: The Case of Duke University,” South Atlantic Quarterly 90, no. 1 (1991): 175-217.

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082:381 – Contemporary Art of Latin America: From the Postwar to the Present

Professor Tatiana Flores Spring 2008 E-mail: [email protected] Class time: Phone: 732-932-1022 x14 Location: Office: 60 College Avenue, Room 102 Office hours: Course Description Latin American art has been occupying an increasingly prominent place in the contemporary global arena. This course presents an overview of the artistic production of Latin America from the post-World War II moment until the present day. Topics to be covered include Surrealism and the fantastic; Geometric Abstraction, Op Art, and Kineticism; Neo-Figuration; Performance art; Conceptualism; the relation between art and contemporary social movements; and Latin American art and globalization. Among the major topics discussed are the relation between contemporary Latin American art and its social and historical contexts; the formal and thematic shifts between the art of the beginning of the century and that of the recent past; the place of Latin American art in relation to artistic movements worldwide; and the strategies employed by artists, critics, curators, and collectors to promote the contemporary art of Latin America. In addition to class lectures, museum and/or gallery visits, artist lectures, and film screenings will also play an integral part in the curriculum. Course Objectives

1. Students will be able to identify and discuss the major artistic movements in Latin America from the post-World War II period to the present day.

2. Students will gain a thorough understanding of the critical debates animating contemporary Latin American art.

3. Students will relate Latin American contemporary art with comparable movements in art worldwide.

Textbook Available for purchase at the university bookstore:

• Jacqueline Barnitz, Twentieth Century Art of Latin America. University of Texas Press, 2001.

Course Website Images and other readings will be posted on Sakai: sakai.rutgers.edu.

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Academic Integrity Academic dishonesty will not be tolerated under any circumstances. All students are required to abide by the Rutgers University Academic Integrity Policy. Please review the information online at http://academicintegrity.rutgers.edu/integrity.shtml. Violations of academic integrity will be reported to the Office of Student Judicial Affairs. When in doubt about what constitutes academic integrity, please ask the professor. Attendance Attendance is mandatory. Unexcused absences may result in a lower grade. More than three unexcused absences may result in failure. Requirements and Grading

• Attendance and class participation (10%)

• Midterm exam (20%)

• Paper assignment #1 (15%)

• Paper assignment #2 (25%)

• Final exam (30%) Grading Scale

A = 93 - 100 B+ = 88 - 92 B = 81 - 87 C+ = 77 - 80 C = 70 - 76 D = 65 - 69 F= 64 and Below

CLASS SCHEDULE Week 1 Introduction and Critical Issues, Early 20

th Century Modernisms

Mosquera, Gerardo, “The Marco Polo Syndrome: Some Problems Around Art and Eurocentrism,” Third Text 21 (Winter 1992/93): 35-41. Barnitz, Chapters 1 and 2

Week 2 Social RealismsSurrealism, and the Fantastic

Barnitz, Chapters 3 and 4

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Week 3 The Taller Torres-García, Informal Abstraction, and MADI in Argentina

Barnitz, Chapters 5 and 6 Dawn Ades, “Arte Madí/Arte Concreto-Invención,” Art in Latin America. Yale University Press, 1989, pp. 241-251. (ONLINE)

Week 4 Geometric Abstraction, Modernist Architecture, and Concretismo

Barnitz, Chapter 7 Week 5 Neo-Concretismo, Op Art, and Kineticism

Barnitz, Chapters 8 and 9 Week 6 New Figuration

Barnitz, Chapter 10 MIDTERM EXAM Week 7 Cuban Art after the Revolution

Luis Camnitzer, New Art of Cuba (2003): Chapter 3, “Art Within the Revolution” and Chapter 7, “Cuban Art and Postmodernism”

Week 8 Conceptualism and Political Art

Barnitz, Chapter 11 Week 9 Performance Art

Diana Taylor, The Archive and the Repertoire: Performing Cultural Memory in the Americas (2003), selections

Week 10 Latino Art in the United States

Tomas Ybarra-Frausto, “Rasquachismo: A Chicano Sensibility,” Chicano Art: Resistance and Affirmation. Los Angeles: UCLA Wight Art Gallery, 1990, pp. 155-162.

Coco Fusco, “Pura Bicultura,” English Is Broken Here: Notes on Cultural Fusion in the Americas (1995), pp. vii-xi.

Week 11 Critical Debates around Exhibitions of Latin American Art

Mari Carmen Ramírez, “Beyond ‘the Fantastic’: Framing Identity in US Exhibitions of Latin American Art” in Gerardo Mosquera, ed. Beyond the Fantastic: Contemporary Art Criticism from Latin America (1996), pp. 229-246.

Mari Carmen Ramírez and Héctor Olea, Inverted Utopias: Avant-Garde Art in Latin America (2004; on reserve)

MUSEUM VISIT Week 12 Globalization and Latin American Art: The Art Market

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Mari Carmen Ramírez and Theresa Papanikolas (eds.) Collecting Latin American Art for the 21st Century (2002), selections

Week 13 Globalization and Latin American Art: Mexico and Brazil in the

International Arena Cuauhtémoc Medina, “Mutual Abuse” in Mexico City: an Exhibition about the

Exchange Rates of Bodies and Values (PS 1; 2002). Aracy Amaral, “Brazil: the artistic and cultural context,” Lapiz, Vol. 16, no. 134/135 (July/Sept. 1997): 36-42.

Week 14 Critical Issues around the Caribbean: Colombia, Venezuela, Central

America, and the Island Nations Santiago Londoño Vélez, Colombian Art: 3,500 Years of History (Bogota:

Villegas Editores, 2001), pp. 329-402. Tumelo Mosaka, Annie Paul, and Nicolette Ramirez, Infinite Island:

Contemporary Caribbean Art (2007), selections. Dulce Gómez and Francisco Villanueva, Venezuelan Contemporary Art (2006),

selections FINAL EXAM

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12/11/08 Appendix #5 160:133

CHEM 133: Preparation for Chemistry, Winter 2009 Lecturer/Coordinator: Dr. Manese Rabeony, Wright-Rieman Labs, Room 135/Busch/e-mail: [email protected] Welcome to Chemistry 133! This course is for those who find they need more preparation to succeed in Chemistry 161, Solid GEMS Chemistry 161, or Chemistry 159. Chemistry 133 is designed to strengthen your background in the basics of chemistry, your problem-solving ability, and your quantitative reasoning skills. We will prepare you to successfully complete Chemistry 161 in the spring semester – or at some future point.

MATERIALS REQUIRED: • Foundations of College Chemistry, 12th Edition, by Morris Hein and Susan Arena, Wiley,

2007. The primary course text - Lectures will follow the sequence of topics. • Scientific calculator (exponentials, powers, roots, logarithms, etc.). A graphing

calculator such as the TI-85 is not required, but may be used if you already have it. PLEASE BRING TO EVERY CLASS.

Additional references:\ • General Chemistry, Forth Edition, by Hill, Petrucci, McCreary, Perry, Prentice Hall,

2005. This is the text used in General Chemistry 161. Copies will be on reserve at designated campus libraries, the Learning Resource Centers (LRC), and the Math and Science Learning Centers (MSLC). If you do wish to buy your own copy, it is available at campus bookstores.

LECTURES: There are two 80-minutes lectures per day, starting at 9:00 AM and 11:45 PM

Sections Time Campus Location

TBA M, T, W, Th (9:00 – 10:20

am) TBA TBA

M, T, W, Th (11:45 – 1:05 pm)

TBA TBA

The syllabus lists topics to be covered during each lecture. Please do the relevant reading in the text BEFORE the corresponding lecture; this will enhance your ability to absorb the concepts introduced and follow the problems being solved. You are responsible for all material discussed in lecture whether or not it is covered in the book. You are also responsible for announcements made and handouts distributed in lecture. RECITATION: You are required to attend one 60-minute recitation per lecture day.

Section Time Location

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TBA M, T, W, Th (10:30 – 11:30 pm) TBA

Recitation will allow you to interact with a member of the instructional staff in a small-group setting. The class will focus on problem-solving; the instructor will go over homework problems in depth and will also reinforce concepts and skills by introducing new problems. Recitation is the time for you to ask questions – questions that will occur to you only if you have put forth your best effort on each day’s material before class. EXAMINATIONS: There will be two examinations:

Exam Date Time Place

Midterm January 6 9:00 –10:20 AM In Lecture Final January 15 9:00 – 12:00 PM In Lecture

Bring a scientific calculator, photo ID, and at least two #2 pencils with erasers. Sharing calculators is not permitted. In accordance with University policy, the following situations, and only the following, constitute official conflicts with an exam. 1. You are registered for another course that meets at the time of the exam. 2. You have another common hour exam scheduled at the same time. 3. You must attend athletic practice required by a coach. 4. You are observing a religious holiday. If you have an official conflict with an hourly exam, please submit 1. Conflict Request Form (attached at the end of this handout) 2. Required documentation. The deadline for submission of a conflict request for the midterm is December 30. We will not

honor requests submitted late or without documentation.. We will schedule you for a conflict exam at another time during the day of the exam, possibly late in the evening. If you are approved for such a make-up, your name will appear on a list on the course website. If you miss an examination for unforeseeable medical reasons, contact Dr. Rabeony as soon as possible. No medical excuse will be considered unless written supporting documents are

provided. There are normally no make-ups for missed hourly exams. Your final exam will be weighted more heavily to substitute for the missing grade, assuming that your documentation is acceptable. An unexcused absence will count as zero. Conflict policy for the final exam will follow University policy. Any foreseeable conflicts should be reported by the week of January 8. Use the attached Conflict Request Form. VACATION

PLANS WILL NOT BE CONSIDERED A CONFLICT under any circumstances, so please arrange your travel accordingly. If you miss the final due to an official conflict or verifiable illness, you must make up the exam. QUIZZES: There will be five 20 minute quizzes during recitations (see syllabus). Quizzes will typically stress material from the same week’s lectures. However, since the concepts of

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chemistry build upon each other, quizzes will by necessity be somewhat cumulative. If you must miss a quiz for a reason acceptable to your recitation instructor, it may be possible for him/her to arrange a make-up. Contact your instructor immediately, because the make-up quiz must be taken prior to the next recitation. If you take all five quizzes, the five highest scores will count towards your final grade; the lowest will be dropped. If you miss a quiz for any reason whatsoever and cannot make it up, the missing quiz will automatically be the one dropped. If you are absent for a second quiz, you will receive a grade of zero for that quiz. The only exception will be if both your absences are due to illness or personal emergency and are substantiated by written documentation. In that case, your instructor will simply substitute the average of your remaining quiz grades for the second missing score. It is up to you to discuss such arrangements with your recitation instructor within one week of your absence. Policy for any additional missed quizzes is the same. Provide any required documentation as soon as possible, but absolutely no later than the last day of classes, January 12 – no exceptions. OFFICE HOURS: I will have regular office hours after class. Recitation instructors will also have regular office hours. You may attend hours held by any instructor, not only your own. GRADING: Your grade will be determined by approximately the following weighting:

Midterm examination 30 % Final examination 40 % Quizzes 30 %

You will receive a numerical score on all assessments. At the end of the semester, we will establish a curve with numerical cutoffs for letter grades (A, B, C, D, F). You will be assigned a preliminary letter grade based on how many points you have earned. Note also that in borderline cases, we will look favorably upon improvement through the semester, a strong final exam performance, and effort.

COURSE WEB PAGE: Most of the informations will be posted on WileyPLUS

(https://edugen.wiley.com/edugen/secure/index.uni). Please make certain that you can

access the web site. If you are registered, you will automatically be a “member” of the

online class. You will need your e-mail address and password to login. This website

provides links from which you can download the syllabus, a copy of this handout, lecture

notes, practice exams. We will post such information as quiz and exam topics, exam locations, grades, and online homework assignments. You are responsible for checking and acting upon all posted announcements.

ACADEMIC INTEGRITY: All University policies on academic integrity will be strictly enforced. Dishonesty or the facilitation of dishonesty of others will meet with serious consequences. The instructional staff has the right to retest any student whose performance on a particular test seems inconsistent with his/her other work.

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STUDY HINTS: • Do the assigned reading (even if only briefly) before each lecture. This practice will greatly

enhance your ability to follow and retain material covered in lecture and will allow you to focus on the problem-solving techniques explained in class.

• Reread the text after lecture, concentrating on areas that remain unclear. • Review your lecture notes after each class. Try to work on your own the problems which

were done in class. Note any areas of confusion and be sure to ask about them. Don’t procrastinate!

• Do the assigned homework after each lecture.

• Redo the problems that caused difficulty. Once again, do not use your book or notes until after you have worked the problem completely. Note those exercises that are still troublesome. Hopefully, there will be fewer such problems than the first time through. Redo these during your next study session, and so on. Eventually, you should be able to do ALL the problems without any aids. Remember that you cannot study chemistry without

pencil and paper. Simply reading how to solve a problem is not enough to ensure you

will be able to do the work on your own. • If you need more drill, do and check some of the unassigned problems.

CHEMISTRY 133 - WINTER 2009 SYLLABUS (All readings and assignments are in Hein

and Arena)

Exact pace of topics and associated problems subject to change, as determined in lecture

LEC

#

DATE READING TOPIC and ASSIGNMENT

1 T 12/23

2.1 – 2.10

Math Sheet (ALL) 2: Measurement, significant figures, the SI units, unit conversion and problem solving 2: 20, 22, 24, 26, 27, 28, 29, 30, 33, 46, 65, 77 2: density problems: 55, 56, 61, 62, 68, 75, 79, 82

2 T 12/23

3.1 – 3.11 4.1 – 4.4 (omit specific

heat)

3: Classification of matter: substances, elements, compounds, mixtures 4: Properties of matter, chemical and physical change, conservation of mass 3: 2, 4, 6, 10, 12, 20, 31, 32, 34, 39, 40, 41 4: 1, 2, 7, 8

REC

3 F 12/26 5.1 – 5.9 5: Atomic structure, isotopes, atomic mass 5: 16, 18, 20, 22, 23, 32, 36, 37, 38

4 F 12/26 6.1 – 6.6 6: Nomenclature and formula of inorganic compounds, acids and bases 6: 1, 2, 3, 4, 6, 7, 8, 11, 12, 13, 14, 16, 17, 18, 20, 21, 22, 24

REC QUIZ 1 (Lec 1, 2)

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5 M 12/29

7.1 – 7.6 7: Quantitative composition of compounds, mole, molar mass, empirical and molecular formula 7: 2, 3, 4,6, 8, 10, 14, 16, 18, 22, 26, 32, 34, 40, 44

REC QUIZ (Lec 3, 4)

6 T 12/30

8.1– 8.6 8: Chemical equations, balancing equations 8: 3, 7, 10, 12, 26, 36

REC

7 F 1/2 9.1 – 9.6 9: Calculations from chemical equations, stoichiometry, limiting reactants and yield. 9: 2, 4, 8, 9, 10, 12, 14, 18, 24, 26, 28, 29, 31, 32, 40, 48


M 1/5 Review

T 1/6 MIDTERM Exam covers Lec 1-7

8 W 1/7 10.1– 10.5 10: Modern atomic theory, the Bohr Atom, energy levels, electron configurations 10: 2, 4, 7, 8, 9, 10, 12,20

9 W 1/7 10.5 – 10.6 10: Electron configurations and the Periodic Table 10: 31, 34, 39, 40, 41,42, 48

REC

10 Th 1/8 11.1 – 11.5 11: Periodic trends in atomic properties, ionization energy, ionic bond, covalent bond, predicting formula of ionic compounds 11: 1, 2, 5, 6, 8, 10, 15, 21, 22

11

Th 1/8

11.6 – 11.11

11: Electronegativity, Lewis structures of compounds, VSEPR and molecular structure 11: 3, 4, 16, 28, 30, 32, 33, 38, 40, 44, 59, 60


12

M 1/12

12.1 – 12.9

12: Gaseous state of matter, pressure, the gas laws 12: 2, 4, 6, 8, 9, 10, 12, 14, 16

13 M 1/12 12.9– 12.15 12:, Ideal gas equation, stoichiometry involving gas 12: 38, 42, 44, 46


T 1/13 Review

Th 1/15 FINAL EXAM 9:00-12:00 PM

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12/11/08 Appendix #6 195:***

Change in Major: ANNEX 2 List of currently approved electives from outside of the Program in Compartive Literature ( Option 2) [not to be included in the catalogue]: 01:070:318 Reading Ethnographic Writing (3) 01:070:333 Colonial Archaeology (3) 01:070:338 Anthropology of Africa (3) 01:070:406 Rights and Wrongs of Indigenous Peoples (3) 01:070:371 The Politics of Culture (3) 01:165:310 Twentieth-Century Chinese Literature in Translation 01:350:328 Atlantic Cultures, 1500-1800 (3) 01:350:372 Literature of the Black World (3) 01:350:378 Twentieth-Century Literature in a Global Context (3) 01:351:216 Introduction to World Literatures in English (3) 01:351:331 Travel Literature (3) 01:351:365 Readings in Colonial and Postcolonial Literature (3) 01:351:366 Literatures of Migration, Immigration, and Diaspora (3) 01:351:369 Minority Literatures in English (3) 01:351:371 Literatures in English Other Than British and North American (3) 01:351:376 Native American Literatures in English (3) 01:351:377 Asian-American Literatures in English (3) 01:351:378 Chicano/Chicana Literature (3) 01:351:460 Seminar: Topics in Colonial and Postcolonial Literature (3) 01:353:326 Colonial and Postcolonial Theory (3) 01:420:310 Introduction to Francophone Literature (3) 01:420:409 Studies in Cultures of the Francophone World (3) 01:420:410 Sub-Saharan African Literature (3) 01:420:411 North African Literature (3) 01:420:412 Canadian Literature (3) 01:420:413 Caribbean Literature (3) 01:506:221 History of Exploration (3) 01:506:224 Slavery in World History (3) 01:506:328 Atlantic Cultures 1500-1800 (3) 01:506:329 Jamestown, 1607, and the Atlantic World (3) 01:506:330 African Diaspora Liberation Movements (3) 01:506:363 Imperialism (3) 01:506:364 Colonialism to Globalism (3) 01:508:260 Colonial Latin America (3) 01:508:321 African Cultural History (3) 01:508:324 Africans in the Americas (3)

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01:508:334 Passages to India: South Asia through Travel Narratives (3) 01:508:339 Asia and Africa since 1945 (3) 01:508:367 The Afro-Latin American Experience (3) 01:508:374 Comparative Slavery in the Caribbean (3) 01:940:465 Spain in Africa/Africa in Spain: Cultural Representations and Historical Legacy (3) ANNEX 3 List of currently approved electives on Critical Theory and/or Philosophy, from outside of the Program in Comparative Literature ( Option 3) [not to be included in the catalogue]: 01:351:266 Issues and Methods in Feminist Literary Studies (3) 01:351:361 Issues and Problems in Feminist Literary Studies (3) 01:420:314 Contemporary French Critical Thought (3) 01:420:401 Translation (3) 01:470:365, 366 Literature and Social Change from Nietzsche to Brecht (3,3) 01:730:210 Philosophy of Language (3) 01:730:268 Introduction to Existentialism (3) 01:730:309 Nietzsche (3) 01:730:343 Marx and Marxism (3) 01:730:362 Philosophy of Literature (3) 01:730:363 Philosophy of Criticism: Art and Literature (3) 01:730:365 Philosophy of Music (3) 01:988:280 Introduction to Critical Study of Masculinities (3) 01:988:290 Introduction to Critical Sexualities (3) 01:988:301 Feminist Theory: Historical Provocations (3) 01:988:302 Feminist Theory: Contemporary Engagements (3) 01:988:303 Comparative Feminisms (3) 01:988:398 Freud and Feminism (3) or any of the 01:353 courses, with the approval of the Comparative Literature Program advisor.

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ANNEX 4 List of currently approved electives on cultural forms other than literature from outside of the Program in Comparative Literature ( Option 3) [not to be included in the catalogue]: 01:082:369 History of Art Criticism to 1800 (3) 01:082:370 Art Criticism: 1800 to the Present (3) 01:082:372 History of the Print (3) 01:082:383 History of Photography (3) 01:165:264 Chinese Drama and Performing Arts (3) 01:351:312 Literature and Technology (3) 01:351:313 Literature and Visual Culture (3) 01:351:337 Popular Culture (3) 01:354:201, 202 Introduction to Film (3) 01:354:210 Close Reading of Cinema (3) 01:354:420 Seminar: Film Theory (3) 01:420:305,306 The French Film in English (3,3) 01:420:471,472 Advanced Topics in French Cinema (3,3) 01:470:349 Contemporary German Cinema (3) 01:470:350 The Nazi Period in Film (3) 01:470:376 German Culture through the Arts (3) 01:560:335,336 Italian Opera (3,3) 01:560:345,346 The Italian Cinema (3,3) 01:560:349,350 Italian Cinema and Literature (3,3) 01:563:393 Israeli Theater and Film (3) 01:563:312 Modern Jewish Philosophy (3) 01:563:383 Modern Jewish Art (3) 01:574:230 Introduction to Korean Cinema and Cinematic Language (3) 01:595:203 Music of the Caribbean (3) 01:595:225 Caribbean Cinema (3) 01:354:201 Introduction to Film (3) 01:354:202 Introduction to Film (3) 01:354:420 Seminar: Film Theory (3) 01:195:320 World Cinema I (3) 01:195:321 World Cinema II (3) 01:565:350 Japanese Film (3) 01:565:370 Community and Difference in Japanese Literature and Film (3 01:565:320 The Samurai Tradition in Japanese Literature and Film (3) 01:565:350 Japanese Film (3). 01:565:483 From Text to Image in Japanese Art (3) 01:565:460 Seminar in Japanese Film (3) 01:563:225 Jewish Music (3) 01:563:226 History of Jewish Art (3)

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01:563:304 Jewish Cinema and Fiction (3) 01:988:341 Gender and Popular Culture (3) 01:195:497 Capstone Senior Workshop (1) Description: The Capstone Senior Workshop is intended to foster a sense of identity, belonging, and common purpose for participating Comparative Literature majors. The workshop will be required for all 3 options of the major and should be taken in the Fall semester of the senior year. It will be convened by an advanced graduate student, under the supervision of the Undergraduate Director. The purpose of the Capstone Senior Seminar is 3-fold. (1) It provides a dynamic workshop atmosphere in which students will revise and extend a paper written for a previous Comparative Literature class. They will pass around drafts and offer each other constructive criticism under the guidance of the Instructor. The goal is a 12-15 page paper to hand in at the end. For students who want to go to graduate school in Comparative Literature, this paper could represent a writing sample for their application. (2) It offers Comparative Literature majors a chance to reflect on the discipline of Comparative Literature and the professional and academic oportunities it offers. To this end the Instructor will introduce 3 units during the seminar--one on Translation Studies; the second on Comparative Literature and World Literature; and the third will be based upon the Instructor’s own topics and texts. In the teacher-student interaction, undergraduates will understand better what it means to be a doctoral student in Comparative Literature. (3) It brings together Comp Lit majors, many of whom will have completely different experiences in the Comparative Literature options. The workshop will culminate with a final Spring Graduation Event: student ssays will be shortened to become panel presentations and will be delivered to an invited audience of professors, family and friends. Each section should not have more than 15 students. Requirements: Attendence and participation (40 %); Final Project: 12-15 page revised paper (40 %) Week 1: Introduction to the course: goals and requirements; students share their experience as majors in comparative literature. Week 2: Students will have read papers written by each one of their colleagues and will start to elaborate strategies on how to improve them. Week 3: Lecture by instructor (or possibly an invited professor) on the histore and the current state of the discipline of Comparative Literature. A short article on the topic will be assigned.

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Week 4: Discussion of 3-4 revised papers. Other students will use the discussion to reflect on how to improve their own papers. Week 6: Discussion of 3-4 revised papers Week 7: Graduate student instructor will share an aspect of his/ her work, such as a chapter of their dissertation, their dissertation prospectus, an article, etc. Students may be asked to read a primary work relevant to instructors’s research. Week 8: What can we do with a major in comparative literature? Professional opportunities. Teaching career and Teacher’s Certification. Learning about doctoral programs in Comparative Literature in the U.S. and what it means to be in graduate school. Where to look for grants, scholarships, etc. Week 9: Discussion of 3-4 revised papers. Week 10: Discussion of 3-4 revised papers. Week 11: Discussion of 3-4 revised papers. Week 12: Lecture/ discussion on the meanings of World Literature. Revised papers are due. Week 13: Lecture/ discussion on the politics of literary translation and the field of Translation

Studies. Week 14: Discussion of revised papers.

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12/11/08 Appendix #7 198:419

CS 419, Computer Security Syllabus November 24, 2008 Course motivation. Security vulnerabilities in today’s computers cost the economy several billion dollars a year. This course will seek to equip students with the skills needed to understand what makes our computers vulnerable, to fix these vulnerabilities, and to create robust and secure computer systems. The course will cover a wide range of topics, including classic topics, such as cryptographic primitives, authentication, authorization and memory error exploits, as well as modern topics, such as Web application security, browser security, and virtual machine based security. Prerequisites. 01:198:205 (Discrete Structures) and one of 01:198:352 (Internet Technology) or 01:198:416 (Operating Systems). Textbook (required). Computer Security, Principles and Practice, by William Stallings and Lawrie Brown, Peason Education, Prentice Hall, 2008. ISBN-13: 978-0-13-600424-0; ISBN-10:0-13-600424-5. Syllabus. The following topics will be covered in the course. An approximate number of lectures devoted to each topic is also provided. • Basics. Confidentiality, integrity and availability. Security policy and mechanism. Basic principles of secure system design. Duration: 2 lectures. • Cryptography. Basic cryptography primitives and classic ciphers. Symmetric key cryptography, DES, modular arithmetic, public-key cryptography, RSA. Duration: 4 lectures. • Applications of cryptography. Digital signatures, Hash functions, MACs, HMACs, oblivious transfer, bit commitment schemes, secret sharing, key exchange protocols, including Needham Schroeder and Diffie Hellman key exchange. Duration: 3 lectures. • System security. Authentication, Access Control, Access Control Policies, Reference Monitors, Trusted Computing and Database Security. Duration: 4 lectures. • Software security. Memory errors and exploits, Isolation, Language-based analysis techniques, Secure coding practices. Duration: 3 lectures.

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• Network security. Network protocols and attacks, Intrusions and Intrusion Detection, Firewalls, Viruses, Worms. Duration: 5 lectures. • Web security. Common threats, including script injection, SQL injection, and DNS-based attacks, Browser security, Secure coding practices. Duration: 3 lectures. • Advanced topics. Virtual machines, information flow, anonymity. Duration: 2-3 lectures Grading. The students will be graded based upon a mid-term, a final, three or four homeworks (some of which will require programming in assembly code), and a semester-long project that will involve a significant amount of programming.

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12/11/08 Appendix #8 202:351-352 202:351,352 Rutgers University Forensic Science Course Introduction Educating the entry level forensic scientist is often left to forensic programs or general science academics. The optimal forensic scientist should have a strong background in biology and chemistry with knowledge of the criminal justice system. If a college graduate possesses an education in forensic laboratory methods, general science and criminal justice, they would be highly marketable for employment by crime labs in the United States. Employers often find that applicants lack either a strong traditional science background or the ability to apply this traditional science to matters of the law. Course Purpose To provide both lecture and laboratory training to general science majors who wish to pursue a career in forensic science. To provide criminal justice majors with an education that applies forensic science to the criminal investigation. Course Design The course is designed to include all disciplines of forensic science while making use of already existing laboratory equipment. The course would consist of a full year of lectures, with a lab each week. Students will get hands-on training in most of the procedures used by modern crime labs as well as learn about the history of how these techniques came into use. Part of the forensic education will include field trips to a county medical examiner to view an autopsy and tour of the New Jersey State Police crime lab to view the trace, anthropology, ballistics, computer crimes and DNA facilities. Prerequisites The experiments taught will apply biology and chemistry principles to forensic techniques. Therefore, both general biology and general chemistry will be prerequisites. College math and calculus will also be used for most of the disciplines and forensic experiments. A basic understanding of criminal procedure is also required. Course numbers are: 202:201 Introduction to Criminal Justice, 119:101-102 General Biology, 160:161-162 General Chemistry, 202:201 and 202:205, and math requirement (640:112 or 640:115 or 640:135 or tested placement in Calculus).

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2009/2010 Lecture Schedule September 3 History of Forensic Science 7 NO CLASS LABOR DAY 8 Legal Aspects of Forensic Science (Monday Class Schedule) 9 Introduction to Forensic Equipment LAB – Microscopic analysis 14 Trace Evidence Hair Analysis 16 Trace Evidence Fiber Analysis LAB – Analysis of hairs 21 Trace Evidence Paint Analysis/ Soil/Glass/Wood Analysis 23 Trace Evidence Gun Shot Residue LAB – Analysis of fibers

28 Pattern Identification Fingerprints

30 Pattern Identification Footprints LAB – Fingerprint collection October 5 Pattern Identification: Toolmarks 7 Pattern Identification: Glass LAB – Footprint collection 12 Firearms 14 Ballistics LAB – Ballistic comparison 19 Drug Chemistry 21 Toxicology LAB – Thin layer chromatography 26 Arson investigation 28 Bomb investigation

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LAB – Alcohol testing November 2 Forensic photography 4 Forensic photography LAB – photography 9 Pathology 11 Odontology LAB – Bite mark analysis 16 Anthropology 18 Entomology LAB – Sex, race, age determination of skeletal remains 23 Autopsy Preparation 25 THANKSGIVING BREAK LAB – County Medical Examiner Autopsy Observation 30 Crime Scene management December 2 Crime Scene management LAB – crime scene analysis indoors 7 Crime Scene evidence, notes, presumptive testing, collection 9 Crime Scene evidence, notes, presumptive testing, collection LAB – crime scene analysis outdoors January 20 History of Forensic Serology 25 Serology at the crime scene 27 Serology in the crime lab LAB – Serology Lab blood analysis February 1 Introduction to DNA Profiling 3 Types of DNA Profiling

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LAB – Serology Lab semen and saliva analysis 8 Forensic Biology 10 Forensic Biology LAB – DNA extraction and quantitation 15 Missing Persons and Body Identification 17 Criminal Paternity LAB – Polymerase Chain Reaction and STR analysis 22 DNA Databasing 24 Statistical Analysis of DNA Profiling LAB - Polymerase Chain Reaction and STR analysis March 1 Crime Lab Organization/Accreditation 3 Challenges of the Modern Crime Lab LAB – New Jersey State Police Crime Lab Visit 8 Crime Scene Mapping 10 Crime Scene Mapping LAB – Total Station 15 SPRING RECESS 17 SPRING RECESS 22 Blood Spatter Interpretation 24 Blood Spatter Interpretation LAB – Blood Spatter Interpretation – drying time/pattern analysis 29 Case Studies 31 Case Studies LAB – Blood Spatter Interpretation - Point of Origin April 5 Evidence Examination 7 Evidence Examination LAB - Mock Evidence Examination

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12 Evidence Examination 14 Evidence Examination LAB - Mock Evidence Examination 19 Questioned Documents 21 Ethics in Forensic Science LAB – Testimony 26 Moot Court 28 Moot Court LAB - Testimony May 3 Careers in Forensic Science/certification of the Forensic Scientist I. Introduction to the Forensic Equipment Students will learn how to operate and care for equipment to be used during the semester. Equipment used in both the laboratory and crime scene will be demonstrated and discussed. The lectures for the first week will consist of historical and practical aspects of forensic science. The students will learn how each technique came to development and how it has evolved. In addition, the chain of custody will be discussed, with emphasis on the importance of maintaining its integrity (students will sign chains of custody for each known and unknown sample they analyze throughout the semester). Equipment and Reagents Required Stereoscope, polarizing light microscope, crime scope, comparison scope, cameras and equipment, footprint casting material, fingerprint lifting material, crime scene kit - scalpel, forceps, razor blades, collection tubes, cotton swabs, crime scene tape (each student will be issued his own “toolbox”). II. Trace Evidence Students will learn how to identify and properly collect trace evidence (trace evidence will include hairs, fibers, soil, plant matter, glass, paint chips, gun shot residue). Students will become familiar with the morphology of hair, and the characteristics of different races as well as human vs. animals. The properties of natural vs. synthetic fibers will be studied, and comparisons will be made based on the “birefringent” qualities of the fiber. In addition, students will learn how to collect and test GSR from the hands

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of a potential shooter. Equipment and Reagents Required Light microscope, polarizing light microscope, known hair and fiber samples, glass fragments, paint chips, gun shot residue, substrates, tape lifting material, nitrate test, lead test. III. Pattern Analysis Students will learn how to identify toolmarks, footprints, fingerprints and glass fractures. The proper way to document and lift footprints/ fingerprints from various substrates will be learned. Point of impact for glass fractures will be calculated. Equipment and Reagents Required Several types of hand tools, refractometer, footprint casting material, fingerprint magnetic powder, lifting tape, computer scanning equipment. IV. Firearms and Ballistics Students will learn about the different calibers and types of firearms, along with the history of firearms, types of modern weapons, and firearm safety. Students will use microscopes to make comparisons between various fired bullets and determine which were expelled from the same firearm. Previously fired bullets will be used for comparison purposes. Students will learn how to identify bullet fragments from probative material. Equipment and Reagents Required Comparison or dissection microscopes, fired and unfired munitions, forceps. Automobile doors and a windshield will be used to demonstrate trajectory and recovery options. Mock firearms will be on display during the lecture series. V. Drug Chemistry and Toxicology The metabolic pathways of some common drugs will be discussed. Students will also test known and unknown samples for the presence of nicotine, caffeine, aspirin, and lead for example, using the techniques of microscopic analysis (crystalline structure), color testing, thin layer chromatography and GC-Mass Spectroscopy. Equipment and Reagent Required Thin layer chromotography - chemical hood, silica coated plates, glass chambers, solvents, developing sprays; gas chromatograph-mass spectrograph; control samples. VI. Pathology and Entomology

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Students will hear about real case scenarios and the various ways to determine mode, manner, and time of death. Factors such as lividity, rigor mortis and body position will be taught. Topics will include but will not be limited to ligature marks, strangulations/asphyxiations, auto-erotic deaths, wound comparisons. Entrance and exit (gunshot) wounds will be demonstrated through computer animation, and the “single bullet theory” will be discussed. Life sized dummies will be used to aid in the medico-legal investigation at the crime scene. Crime scene photographs will be analyzed. Entomology studies will include stages of life for domestic and foreign insects, and how this knowledge can be used to assist in the time and location of death. Collection and preservation of insect demonstrations. Students will be asked to collect and identify insects from home. Equipment and Reagents Required Forceps, collection tubes, insect life stage examples, stereoscope, dummies. VII. Anthropology and Odontology Students will learn how to tell race, sex, age, wounds, and date of death from viewing and measuring skeletal remains. Forensic odontology and bite mark comparisons will be discussed, along with the proper technique used to collect evidence from a bite mark. The use of dental x-rays to make an identification will be taught and tested. Equipment and Reagents Required Human skeleton, human and animal teeth, measuring devices, animal bones - bear, deer, dog, cat, dental x-rays. VIII. Photography Students will become familiar with the parts and functions of a camera. Scales, lenses, colored filters, f-stops, shutter speeds, depth of field and distortions will be discussed. Students will be asked to take quality photographs of a “crime scene” using different lenses and lighting techniques. The importance of a photo log will be discussed. Equipment and Reagents Required Nikon 35mm cameras with macro and zoom lens attachments, colored filters, gray scales, ABO scales, film development equipment, photo logs. IX. Crime Scene Students will learn the best approaches to examining and processing the crime scene. Crime scene management, security will be covered during lecture. Photography

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and mapping techniques will be taught during the lab. Proper evidence collection, packaging and note taking will be discussed. Presumptive testing typically performed at the crime scene will be demonstrated and tested. Equipment and Reagents Required Graph paper, digital camera, tape measures, mock evidence, luminol, KM reagents, AP reagents, paperbags, coin envelopes, evidence tape, “tool boxes” (issued in the beginning of the semester) cardboard boxes, graph paper, crime scope A designated mock crime scene room will be needed. This can be a blocked off hallway or unused classroom. An outdoor crime scene will also be constructed. This will consist of a mannequin, footprint, fingerprint, DNA, trace evidence. X. Serology Students will learn how to test for the presence of physiological fluids. Tests include presumptive blood, semen, saliva, species, spermatozoa searching. In addition, the best method of collection from various substrates will be discussed. Equipment and Reagents Required Phenolphthalein, hydrogen peroxide, sterile swabs, sterile water, cow blood, acid phosphatase, alpha-naphthyl Blue, agarose, starch, iodine, plastic plates, membrane platform antibodies for species, antigens for species, vacuum pump, pipettes, bromphenol blue, microscope slides, Christmas Tree Stain - nuclear fast red, picric acid, hot plate, Kimwipes. XI. DNA Analysis Students will learn the history of DNA analysis in criminal justice, and the overall DNA typing process. Coverage of nuclear, mitochondrial, Y-STR, low copy number testing will be completed. Review of when each technique would be called for and what is needed to generate a profile. Each student will take an oral swab from themselves, extract the DNA from these cells, quantitate how much DNA is present, amplify known forensic loci and generate their own profile. Equipment and Reagents Required Eppendorf tubes, cotton swabs, pipettors (ranging in size from P10 to P1000), microfuge, chelex resin or similar DNA extraction method, TE Buffer, sterile water, 3100 capillary electrophoresis, DNA primers and PCR kit to generate a forensic profile. XII. Blood Spatter Interpretation Students will learn how blood spatter interpretation is used in reconstructing the

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crime. Drying time, angle of incidence and point of origin will be calculated using the “stringing technique”. Contact patterns vs. secondary spatter will be discussed. Students will have the opportunity to make their own patterns and try to recreate patterns from crime scene photos. Equipment and Reagents Required Cow blood, pig’s head, Tyvex suit, string, tape, protractor, calculators, transfer pipettes, substrates - wood, metal, drywall, cloth, impact boxes for angle and firearm trajectory, bleach for clean-up. XIII. Multi-disciplinary approach to Evidence Examination Students will review the techniques learned throughout the year and see how they are applied to evidence examination. They will discuss proper safety precautions so to protect themselves and the evidence at hand. They will need to show proper protocol for evidence requiring analyses from multiple forensic disciplines in order to make sure evidence is not destroyed by one of the processes. The importance of documentation and chain of custody maintenance is reviewed. Equipment and Reagents Required Fingerprinting lab, serology lab, ballistics lab, trace lab. XIV. Mock evidence examination Students will be given a mock scenario along with various pieces of “evidence” recovered from the “crime scene”. They will need to maintain the chain of custody and properly document the evidence. Using their naked eye and alternate light source where needed, they will collect trace and biological evidence. Proper note taking and documentation is a must. Equipment and Reagents Required Stereoscope, clothing, cow blood, “tool boxes”, tape, camera, crime scope, sterile water, bleach, ethanol, serology reagents, Kimwipes. XV. Moot Court Students will cover the legal system and learn about expert witness testimony law. An in-depth study of tactics of cross examination will be covered. Students will be required to testify to results and lab reports generated from mock evidence examination. Students will be required to explain all of the forensic techniques learned throughout the semester in a way the jury will understand. XVI. Careers in Forensic Science The final week of class students will learned about current career opportunities in

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the forensic field, what each crime lab requires for an entry level position and what is expected from the forensic scientist. Students will have the opportunity to learn about the civil service exams, review potential questions and discuss job interview strategies. Salary, career advancement, graduate studies and forensic certification will also be covered.

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12/11/08 Appendix #9 506:335

Race and Science 506:335 James Delbourgo 8 November 2008

Description When did ideas about “race” emerge, what has this concept be taken to mean historically, and how has it been related to ideas about nature and the sciences? “Scientific racism” enjoyed its heyday between the late-nineteenth and mid-twentieth centuries, most famously manifest in Nazi theories of Aryan supremacy. But claims that human difference is significantly rooted in nature have a much longer history. This seminar aims to provide students with a general historical understanding of the development of western accounts of human variation from their origin to the present, and especially in relation to science in the period of the Enlightenment. This era, the long eighteenth century, was also an era of ongoing colonial expansion into Asia, Africa and the Americas. One of our main aims will therefore be to relate social and intellectual histories to see what impact colonial expansion had on the “sciences of race,” from both metropolitan and Creole perspectives. Attention will also be paid to what specific forms of scientific inquiry were used to make an authoritative case for human difference. If scientific theories of race now seem absurd, why were they compelling to so many in the eighteenth and nineteenth centuries?

Aims and Objectives The main purpose of this course is to allow students to understand the notion of “race” as a contingent and changing historical concept, especially before the nineteenth century, in relation to putatively authoritative statements about the natures and cultures of human beings. It affords students numerous exposures to primary source material from the 17th and 18th centuries – while including appropriate contextual materials both before and after this era – and urges them to see the connections between colonial history and the history of scientific ideas and practices. It also confronts them with debates over whether the Enlightenment was universalistic or hierarchical, unified or fractured, progressive or reactionary. As such, this course will complement other departmental strengths and offerings in colonial and Atlantic history, race, and science, technology and medicine, and the Enlightenment.

Attendance Policy Students will be penalized for more than three unexcused absences from classes

Required Texts Ivan Hannaford, Race: The History of an Idea in the West (Baltimore, 1996) Anthony Pagden, The Fall of Natural Man: The American Indian and the Origins of Comparative Ethnology (Cambridge, 1982) Roxann Wheeler, The Complexion of Race: Categories of Difference in Eighteenth-

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Century British Culture (Philadelphia, 2000) Assessment Each student will make at least one oral presentation (together with general class participation this is worth 20% of the grade for the course). All Students are advised to discuss their presentation beforehand with the professor; all students are expected to read the material before class whether presenting or not and come prepared to discuss. They will also write two papers: an 8-pp. paper due half way through (30%), and a 12-pp. paper (50%) as a take-home final.

Meetings and Readings * = coursepack reading Session 1. Introduction 2-3. Race before Enlightenment What did “race” mean before the Enlightenment? Ivan Hannaford, Race: The History of an Idea in the West (Baltimore, 1996), part 1, selected chaps. 4-5. Who are these People? How did Europeans initially make sense of their discovery of native American peoples? Anthony Pagden, The Fall of Natural Man: The American Indian and the Origins of Comparative Ethnology (Cambridge, 1982) 6-7. Face to Face in the Americas How did doctrines of natural difference work on the ground in colonial societies? * Jorge Cañizares-Esguerra, “New World, New Stars: Patriotic Astrology and the Invention of Indian and Creole Bodies in Colonial Spanish America, 1600-1650,” American Historical Review 104 (1999), 33-68 * Guillaume Aubert, “‘The Blood of France’: Race and Purity of Blood in the French Atlantic World,” William and Mary Quarterly 61 (July 2004), 439-78 * Joyce E. Chaplin, “Natural Philosophy and an Early Racial Idiom in North America: Comparing English and Indian Bodies,” William and Mary Quarterly 54 (Jan. 1997), 229-252 8-9. Heart of Darkness What factors influenced European perceptions of Africans, and how did these evolve? * Winthrop D. Jordan, “The Bodies of Men: The Negro’s Physical Nature,” White Over Black: American Attitudes towards the Negro, 1550-1812 (Chapel Hill, 1968), 216-65 * Jennifer L. Morgan, “‘Some Could Suckle over Their Shoulder’: Male Travelers, Female Bodies, and the Gendering of Racial Ideology, 1500-1770,” William and Mary Quarterly 54 (Jan. 1997), 167-192 * George Best, Discourse (1578), and Sir Thomas Browne, Enquiries into Vulgar and Common Errors (1646), in James Walvin, ed., The Black Presence: A Documentary

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History of the Negro in England, 1555-1860 (London, 1971), 32-47 * John Mitchell, “Essay Upon the Causes of the Different Colours of People in Different Climates,” Philosophical Transactions of the Royal Society 43 (1744-1745), 102-50 10-11. Classifications How did Europeans define and classify varieties of human being? Hannaford, Race, 187-233 * Carl Linnaeus, Systema Naturae (1735), in Race and the Enlightenment: A Reader, ed. Emmanuel Chukwudi Eze (Oxford, 1997), 10-14 * Georges-Louis Leclerc, Comte de Buffon, A Natural History, General and Particular (1748-1802), ibid., 15-28 * Johann F. Blumenbach, On the Natural Varieties of Mankind (1776), ibid., 79-90 12-13. Monkey Business What was the relation between human and non-human primates? What difference did sex make? * Robert Wokler, “Anthropology and Conjectural History in the Enlightenment,” Inventing Human Science, 31-52 * Londa Schiebinger, “The Gendered Ape: Early Representations of Primates in Europe,” in Marina Benjamin, ed., A Question of Identity: Women, Science, and Literature (New Brunswick, 1998), 119-51 * Henry Home, Lord Kames, Sketches on the History of Man (Dublin, 1774-1775), excerpts * James Burnett, Lord Monboddo, Antient metaphysics. Volume fourth. Containing the history of Man. With an appendix relating to the fille sauvage whom the author saw in France (Edinburgh, 1795), excerpts

FIRST PAPER DUE: short essay analyzing topic from among material treated so

far 14-15. The Art of Difference How did art and science relate in understandings of race? How did Kant define race? * David Bindman, Ape to Apollo: Aesthetics and the Idea of Race in the Eighteenth Century (London, 2002), selected chaps. * Robert Bernasconi, “Who Invented the Concept of Race? Kant’s Role in the Enlightenment Construction of Race,” in Bernasconi, ed., Race (Oxford, 2001), 11-36 * Immanuel Kant, “On the Use of Teleological Principles in Philosophy” (1788), ibid., 37-56 16. Head Case How did art and science relate in Camper’s work, and what was his view of racial hierarchies? * Miriam C. Meijer, Race and Aesthetics in the Anthropology of Petrus Camper (1722-1789) (Amsterdam, 1999), selected chaps.

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17-18. Race in British contexts What role did racial ideas play in the cultural life of Enlightenment Britain? Roxann Wheeler, The Complexion of Race: Categories of Difference in Eighteenth-Century British Culture (Philadelphia, 2000), selected chaps. 19-20. The Long Eighteenth Century How was difference marked and explained in accounts of enslaved Africans at century’s end? * Edward Long, History of Jamaica (1774), excerpts, and reactions to Long in Walvin, The Black Presence, 175-91; context for Long and reactions * Bruce Dain, “Culture and the Persistence of Race,” A Hideous Monster of the Mind: American Race Theory in the Early Republic (Cambridge, Mass., 2002), 40-80 * Samuel Stanhope Smith, Essay on the Causes of the Variety of Complexion and Figure in the Human Species (1787), excerpts 21-22. Race after Enlightenment How did the relation between the natural sciences and notions of race develop after 1800? Hannaford, Race, selections from part 2 23. Conclusion What difference did the Enlightenment make? What difference did colonial expansion make? Screening of King Kong (1933) FINAL PAPER DUE: longer paper on relation between race and science in late 18

th

and early 19th

centuries

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12/11/08 Appendix #10 510:340,348

British Atlantic World 510:340 James Delbourgo 8 November 2008

Description How did the British Atlantic world function as a communications space in the period 1600-1800? The notion that “knowledge is power” is a truism of modernity, one imperial historians have investigated intensively in the case of nineteenth-century British India. This notion, however, was made axiomatic by Francis Bacon at the turn of the seventeenth century in the context of American colonization, an era traditionally viewed in terms of an ignorant “salutary neglect” rather than any paradigm of “empire and information.” In this course, we will probe this assumption by exploring the forms of knowledge and networks of communication that shaped British colonization in the early modern Atlantic. We will focus on the following themes: early contact with Amerindians; commerce, piracy, and slavery; political communications and the American Revolution; and the campaign to abolish the slave trade. The overall aim is to understand how the Atlantic world functioned, and failed to function, as a project in commercial profit and imperial governance. Aims and Objectives The course provides a thematically focused and methodologically informed approach to British Atlantic history that focuses on the question of what the Atlantic empire was to its inhabitants at different times in the period c. 1580-1838. By taking this course, students will be able to pursue this question through issues of knowledge, information, networks and communications to understand the running – and eventual faltering and transformation – of the British Atlantic system, giving them a focused understanding of commerce, slavery, indigenous-English interactions, evolving British-American identities, the American Revolutionary era and the abolition of slavery. This course would complement the department’s strengths and offerings in the histories of race, slavery, colonization and the Atlantic world, as well as early modern British history. Set Books Joyce Chaplin, Subject Matter (Harvard, 2000) Marcus Rediker, Villains of All Nations (Beacon, 2004) David Hancock, Citizens of the World (Cambridge, 1995) Adam Hochschild, Bury the Chains (Houghton Mifflin, 2005) Olaudah Equiano, Interesting Narrative (Norton, 2000)

Assessment Each student will make at least one oral presentation (together with general class participation this is worth 20% of the grade for the course). All Students are advised to

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discuss their presentation beforehand with the professor; all students are expected to read the material before class whether presenting or not and come prepared to discuss. They will also write two papers: an 8-pp. paper due half way through (30%), and a 12-pp. paper (50%) as a take-home final.

Attendance Policy Students will be penalized for more than three unexcused absences from classes

Lectures, Readings and Deadlines: * = course pack reading 1.Introduction

PART ONE: SHOCKING NEWES 2. ‘All Coherence Gone’

How did the European discovery of America disrupt European knowledge traditions? How did Bacon envisage a new relation between knowledge and power? * Anthony Grafton, “A New World of Learning,” New Worlds, Ancient Texts: The Power of Tradition and the Shock of Discovery (Cambridge, Mass., 1992), 197-252 3-4. Knowing about ‘Indians’

What knowledge did English settlers initially produce concerning the nature and capacities of Native Americans? Joyce Chaplin, Subject Matter: Technology, Science and the Body on the Anglo-American Frontier, 1500-1676 (Cambridge, Mass., 2001), 36-75, 116-156 5. Amerindians and ‘Ignorance’

How and why did English perceptions of Natives change in the seventeenth century, and how were questions of knowledge important in this shift? Chaplin, Subject Matter, 201-242, 280-320

PART TWO: SAILING, SLAVING, TRADING 6. Contested Seas: Maritime Order vs. Piracy

Why and how did piracy flourish in the early eighteenth century in defiance of the “maritime state”? Marcus Rediker, Villains of All Nations: Atlantic Pirates in the Golden Age (Boston, 2004), 1-82 7. Piracy’s Golden Age

What was the image of the pirate? Rediker, Villains of All Nations, 83-176

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8. Making Trade Work: The Merchants’ Atlantic

How did merchants create and exploit knowledge networks in their trading enterprises? David Hancock, Citizens of the World: London Merchants and the Integration of the British Atlantic Community, 1735-1785 (Cambridge, 1995), 85-171 9. Commerce with Africans

How did Europeans interact with Africans in the gold trade? What was at stake in establishing the true value of gold? * Simon Schaffer, “Golden Means: Assay Instruments and the Geography of Precision in the Guinea Trade,” in Licoppe, Sibum, Bourguet, eds., Instruments, Travel and Science: Itineraries of Precision from the Seventeenth to the Twentieth Century (London and New York, 2002), 20-50 10. Slavery and Economy

How did slavery become fundamental to the Atlantic economy? * Robin Blackburn, The Making of New World Slavery: From the Baroque to the Modern, 1492-1800 (New York, 1997), 309-363 11. Slaving as a Trade

How was the enslavement of Africans rationally organized as a commercial endeavor? Hancock, Citizens of the World, 172-220 12. Connections: From the Plantation to the Coffee House

How did Caribbean slavery become visible in early-18th century London? * James Delbourgo, “Slavery in the Cabinet of Curiosities: Hans Sloane’s Atlantic World” 13. Atlantic Alchemy: Turning Slavery into Art

How and why did slave traders become art connoisseurs? How was slavery represented in art? Video Presentation: David Dabydeen, “Arts of Darkness” (Central Television, UK, 1982) PAPER ON PARTS ONE AND TWO PART THREE: BRITISH AMERICA – IGNORANCE IS BLISS 14. Political Arithmetic: Atlantic Governmentality?

What was “political arithmetic” and how effective was it in colonial government? * Mary Poovey, “William Petty, Ireland and Economic Matters of Fact,” A History of the Modern Fact: Problems of Knowledge in the Sciences of Wealth and Society (Chicago, 1998), 120-38 * Patricia Cline Cohen, “Colonial Counting,” A Calculating People: The Spread of Numeracy in Early America (Chicago, 1982), 47-80

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15. Interest Groups

How did mercantile and political knowledges converge as a force for Atlantic integration? * Ian K. Steele, “The Appointed, the Anointed, and the Elected: Governance of the British Empire, 1689-1784,” in P. J. Marshall, ed., The Oxford History of the British Empire, Volume II: The Eighteenth Century (Oxford, 1998), 105-127 * Alison Olson, “The Board of Trade and London-American Interest Groups in the Eighteenth Century,” Journal of Imperial and Commonwealth History 8 (1980): 33-50 16. Communications and Community

How and why did the circulation of information accelerate around the British Atlantic in the 18th century? What kind of British-American identity emerged as a result of intensified cultural communications? * Richard D. Brown, “Information and Authority in Samuel Sewell’s Boston, 1676-1729,” Knowledge is Power: The Diffusion of Information in Early America, 1700-1865 (Oxford, 1989), 16-41 17. Towards Knowledge and Control

How did the war transform the nature of empire and efforts to know and govern it? * Nancy F. Koehn, “The Political Configurations of Dominion,” The Power of Commerce: Economy and Governance in the First British Empire (Ithaca, 1994), 105-147 18. Empire or Nation?

How did Franklin conceptualize the Atlantic? What lessons did he draw from the growing American population? What does his Stamp Act testimony reveal about imperial communication? * Dennis Hodgson, “Benjamin Franklin on Population: From Policy to Theory,” Population and Development Review 17 (Dec. 1991): 639-661 * Benjamin Franklin, “Observations Concerning the Increase of Mankind, Peopling of Countries, etc.” (1751), Writings, ed. J. A. Leo Lemay (New York, 1987), 367-374 19. British Ignorance and American Revolution

Did British ignorance cause the Revolution? How did the formation of an American Public Sphere make organized resistance possible? * Michael Warner, “The Res Publica of Letters,” The Letters of the Republic: Publication and the Public Sphere in Eighteenth-Century America (Cambridge, Mass., 1990), 32-72 * Benjamin Franklin, Testimony before the House of Commons on the Stamp Act, 13 February 1766, The Papers of Benjamin Franklin, ed. Leonard W. Labaree, et al. (New Haven, 1959-), 13: 124-159 PART FOUR: ABOLITIONISM – MAKING SLAVERY PUBLIC

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20. Contagion of Liberty?

How, and how widely, did revolutionary sentiment circulate in the 1760s-1770s? * Peter Linebaugh and Marcus Rediker, “A Motley Crew in the American Revolution,” The Many-Headed Hydra: Sailors, Slaves, Commoners and the Hidden History of the Revolutionary Atlantic (Boston, 2000), 211-247 21. Background and Historiography

How and why did the Abolitionist movement in Britain begin? Adam Hochschild, Bury the Chains: Prophets and Rebels in the Fight to Free an Empire’s Slaves (New York, 2005), 1-82 22. Narrative

What arguments did campaigners make against the slave trade and what methods did they use to communicate with and persuade their audiences? Hochschild, Bury the Chains, selected chaps. 23. Analysis and Explanations Why were the Abolitionists successful? Hochschild, Bury the Chains, selected chaps. 24. Equiano’s Vision

How did Equiano construct his own autobiography to communicate the horrors of slavery? What does his narrative reveal about the structure of the Atlantic world? Olaudah Equiano, The Interesting Narrative of the Life of Olaudah Equiano: Written by Himself (1789; New York, 2000), excerpts 25. Conclusion

FINAL PAPER ON PARTS THREE AND FOUR

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510:348

History of Great Britain, 1685-1815

Seth Koven

Course Description

This course explores corrupt financial dealings on the stock market; arguments over which tastes better, beer or gin; politicians who hired the best and brightest talents to conduct dubious smear campaigns against their rivals; the birth of coffeehouses as places to see and be seen; debates over whether the government should regulate economic life or simply let the free market take care of itself; women who wanted more out of their lives than being beautiful ornaments on the arms of men and others who agreed to be sold at public markets to escape living with men they despised. While much of this may sound a great deal like the United States today, in fact it aptly describes the tumultuous and expansive world of 18th century Britain.

This broadly interdisciplinary class combines informal lectures with class discussions in exploring the emergence of Britain from a second rate island nation in 1685 to its status as the paramount empire and fulcrum of the global economy in 1815. The class meets twice a week. During each week, there will usually be one class devoted entirely to lecture and one combining lecture with discussion of primary sources from the period (poems, novels, plays, essays in political economy, etc.) or a secondary work on a selected topic. This makes it essential that students attend class and come prepared to ask questions and share reflections on readings. We will analyze the historical circumstances that led the founding father of liberalism, John Locke, to write his Second Treatise on Government and the founding father of conservatism, Edmund Burke, to denounce revolution in his Reflections on the Revolution in France. We'll explore the many different worlds of women in the Eighteenth Century, ranging from the political theorizing of the woman credited with launching feminism, Mary Wollstonecraft, to the perspectives of a poor laboring woman, Mary Collier, who demanded that men respect her daily accomplishments. We'll enter into the sophisticated London world of writers, theatres, prostitutes, and coffee houses through the eyes of James Boswell, a young Scotsman out to make his mark on metropolitan society.

Requirements

Two essays, approximately 7 double spaced typed pages each; several short exercises (DUE as assigned); 2 hour examinations and a final examination.

Regular attendance at lectures and discussion is required to pass the course.

Grading Essays, 40% (Essays require students to read a major primary source and integrate their interpretation of it with other course materials) Final Examination, 25% (This examination consists of three parts: short

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identifications; analysis of a primary source document; and synthetic essay) Hour Examinations, 20%

Participation/Short Assignments 15%

Note: your grade for participation is based on level of preparation, quality, and frequency of contributions to class discussions. Students are expected to behave in a respectful manner to one another and to me. I particularly encourage and reward students who engage in critically supportive exchanges with one another in class. This requires students to listen carefully to one another, to build upon, refine, or criticize one another's and the instructor's ideas and arguments.

Please see your student handbook for Rutgers explanation of qualitative grading standards, policies on plagiarism and codes of conduct. This is an upper level course so students are expected to understand appropriate citation form of primary and secondary sources. Failure to do so can result in severe penalties.

Students with learning differences and disabilities should be in touch with me after the first class to make necessary arrangements.

Students who are uncomfortable being called upon to speak in class should also be in contact with me after the first class to discuss alternative means of participating.

Key Dates

Hour Examinations on ________ (identification of terms); and _________ (interpretation of primary source document)

Due dates for papers will be finalized during the term. Approximate due date for first required paper on Moll Flanders is _______.

Students will be given the choice to write their second paper on either Goldsmith (week 9) OR Boswell. (week 11)

Required Books: (available at bookstore)

Roy Porter, English Society in the Eighteenth Century Daniel Defoe, Moll Flanders F. Pottle, ed., Boswell’s London Journal Oliver Goldsmith, She Stoops to Conquer

Useful standard textbooks which survey the period include, Wilcox, The Age of Aristocracy; J. H. Plumb, England in the Eighteenth Century. Very informative works spanning a shorter period of time include J.R. Jones, Country and Court, England, 1658-1714 and W.A.Speck, Stability and Strife, England, 1714-1760.

Readings: Many required readings for this course available on Sakai. Some readings are also available on the World Wide Web. Students are strongly encouraged to print out readings for class discussion.

Calendar of Lectures:

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Introduction: Major Themes

Representations of the Social Order

Reading: Gregory King; selected visual images.

Week One: Restoration Britain

Reading, T. B. Macaulay, History of England, excerpt. ® (optional) Purefoy Letters. ®; Porter, ch. 1 and 2 The London Gazette, 1670s to 1690s

Week Two: A Glorious Revolution: Property, Politics and the Paradoxes of British Liberty

Catholicism, Nationhood and the State The Exclusion Crisis and Political Ideology Empire, Race and Private Property in John Locke A Century of Revolution? Science, Social Order and Politics

Reading: Porter, ch.3. John Locke, Second Treatise on Government, selected chapters. Isaac Newton, excerpts. ® (optional)

The Bill of Rights (1689)

Suggested film: The Draughtsman's Contract

Week Three: War, Politics, and the State in Global Context

Taxation, Banking and State Formation Global Trade and Financial Speculation: The South Sea Bubble Stability, Strife and the Rage of Parties

Week Four: The Robinocracy and its Critics

Walpole and the Whig Oligarchy Bolingbroke, Jacobitism, and the Crisis of Toryism Court and Country The "Wits" and Political Satire Vernon, Pitt, and the Perils of Virtue

Reading: Begin Moll Flanders

Week Five: Print Cultures and Capitalism

The Rise of the Novel Gender and Reading

Readings: Daniel Defoe, Moll Flanders, first half.

Weeks Six and Seven: Consumption, Production and the (Im)moral Economies of the Global Market

The Debate over Luxury Sugar and Slaves in the Atlantic Economy

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Mercantilists and Empire The Political Economy of Smuggling and Counterfeiting

Reading for Week Six: Complete Moll Flanders,

First Paper Due

Reading for Week Seven: Bernard Mandeville, Fable of the Bees, excerpts ®; also read Remarks G and H in Fable of the Bees; Adam Smith, Wealth of Nations, excerpts (W). Porter, ch. 5.

Week Eight: Gender and Society

Scribbling Women Housewives and Harlots Servants and Social Order Marriage Strategies Redefining and Redesigning Households

Reading: Mary Astell, "A Serious Proposal," excerpt. ® William Blackstone, Commentaries on the Laws, excerpt. ® ; Mary Collier, "The Woman's Labor: to Mr. Stephen Duck" ®.

Suggested Film: Sense and Sensibility

Week Nine: Leisure

The Hunt and Aristocratic Culture Gin, Bull Baiting and Popular Entertainments Toys and the New World of Children Theatres, Manners, and Morals Visual Culture

Reading: Oliver Goldsmith, She Stoops to Conquer, entirely. Porter, ch.6.

Paper Due

Week Ten: Radical Traditions in the British Atlantic

North Briton and the Hanoverian Monarchy Commercialization of Politics Radical Culture Philosophic Radicalism Slave Rebellions and Free Born Britons

Reading: Selections from Paine, Cobbett, Bentham

Week Eleven: Metropolitan Pleasures and Vices

The Infernal Wen High and Low Culture in the Metropolis An Imperial City? Outsiders within the Heart of the Empire Sex Workers and Sodomites

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Coffee Houses, Sociability and Information

Reading: Pottle, ed., Boswell’s London Journal, entirely.

Paper Due

Week Twelve: Radicalism, Revolution and Reaction in the late-18th Century: Empires Lost and Won

The American Revolution in British Politics The French Revolution in British Politics Liberty, Natural Rights and the English Constitution Abolitionism and the West India Interest Wollstonecraft’s Critique Romanticism and Revolution Britain’s South Asian Empire

Readings: Selections from Edmund Burke and Thomas Paine; Mary Wollstonecraft, excerpts.

Burke, Conciliation with American colonies

Suggested Film: The Madness of King George

Weeks Thirteen and Fourteen: Economic Change and Class Formation

The Turnip Revolution and its Aftermath Enclosure The Home Market and Economic Growth The Tyranny of the Clock: Work, Synchronicity and Absolute Time Capitalism and Slavery: The West India Interest and Abolitionism Orientalists, Westernizers and the East India Company Prometheus Unbound? Technology and Industrialization Religion and Society: Old and New Dissent

Reading: Porter, ch. 7 and 8; E. P. Thompson, "Time, Work Discipline and Industrial Capitalism." on JSTOR, Past and Present, 38, 1967. John Wesley, Thoughts on the Slave Trade; Anna Letitia Barbauld: Epistle To William Wilberforce, Esq. on the Rejection of the Bill for Abolishing the Slave Trade

Weeks Fifteen: A Bourgeois Society?

Domesticity and Morality Humanitarianism, Women's Activism, and Social Reform The Making of the Middle Class After Waterloo Review

Readings: Porter, Conclusion

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Some Useful links for Hanoverian Britain

Key website search engines to help you find full text editions of classic works include http://humanitas.ucsb.edu (this is called the Voice of the Shuttle); and http://digital.library.upenn.edu/books/authors.html (this is called the On-Line Books Page).

One web site, 18th Century Resource Guide , will take you to an extraordinary array of web sites, most with full text primary sources from the period. Its main areas include:

• Art, Architecture, Landscape Gardening, &c.;

• History;

• Literature (and Electronic Texts);

• Music;

• Philosophy;

• Religion & Theology;

• Science & Mathematics

Sample of Political thinkers, theorists, and polemicists

Bentham, Jeremy, Rationale of Punishment, Fragment on Government Burke,Edmund, Reflections on the Revolution in France Paine, Thomas, Rights of Man Cobbett, William, Emigrants Guide Godwin, William, Political Justice

Sample of Women Writers

Barbauld, Anna Letitia: Epistle To William Wilberforce, Esq. on the Rejection of the Bill for Abolishing the Slave Trade Behn, Aphra, Oronooko

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12/11/08 Appendix #11 512:205

512:205

The American Presidency Prof. David Greenberg

Draft Syllabus

Description. The course looks at the American Presidency in historical perspective. It examines the powers of the office, its place in the American imagination, and the substantive achievement of the most significant presidents. Structured chronologically, it emphasizes the growth and transformation of the office and how it has come to assume such a dominant place in the American political landscape. Individual presidents are used to explore not only their own times but also salient issues with which they are associated (Jefferson and Adams with the rise of parties; Andrew Johnson with impeachment; etc.) Intermittent lectures will break from the general chronological thrust of the course to explore aspects of the presidency in greater depth across time. Objectives. The general purpose of this course is to study the American presidency as it has been defined by both the individuals who have held the office and the publics it has served. The presidency is both the most powerful office in American politics and an unparalleled focus for the intellectual and emotional energies of all kinds of citizens. The course seeks to convey a sense of how different occupants of the office have used its powers to achieve political and social change; how they have expanded its powers in different ways; and how they have figured in the American imagination. As a survey, the course aims to give a general overview of the key moments and turning points in the history of the presidency, but as a one-semester offering, it cannot really be comprehensive, and so selected presidencies will be explored in particular depth. Additionally, then, the course tries to impart a sense of how the presidency has changed over time; in the same vein, it raises questions about whether it makes sense to compare presidents across large time spans, as we often do. And most of all, it seeks to instruct students in ways of thinking critically, originally, and analytically about the specific aspects of the subject under study, so that they emerge with a view of history not so much as a canonical body of facts but as a set of problems about the past to be engaged. Course Requirements. • Regular attendance. • Short Paper. You are to write a 4-page essay (maximum) due October 1, making

an argument about some of the issues raised in the class thus far. Topics will be provided on a handout (and posted on the class website.) You will be graded on the clarity and style of the writing, the originality and cogency of the thesis, and how well

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you meet the assignment.

• Term Paper. You are to write an 8-page research paper due December 1. Topics will be provided on a handout (and posted on the class website).

• Examinations. There will be two midterms and a final. The exams will be cumulative, covering all the material from the class until that point. There will be no make-up exams. If you miss the scheduled exam, you get a zero for that exam.

• We will be using Sakai for the class. Go to https://sakai.rutgers.edu/portal and log in using your Rutgers ID and password. On the site I will post announcements, assignments, readings, and so on. Please check regularly.

• Please check your Rutgers University email regularly.

Additional Rules and Information. • Cell phones must be turned off upon entering the classroom and may not be used in

the classroom or during class time. • Laptops may be used for note-taking only. No emailing or Web-surfing during class. • Students must show up on time and stay for the duration of the class. During class,

students should not engage in personal conversations, read newspapers, do crossword puzzles, or undertake other personal diversions unrelated to class activity.

• I will return all emails on a first-come, first-served basis. Do not assume that I have

received your email. If I don’t reply, follow up with a phone call. Academic Integrity. Plagiarism and cheating are, of course, forbidden, according to Rutgers University policy. Your are responsible for reviewing and obeying these policies. A lengthy statement of the policy is at http://teachx.rutgers.edu/integrity/policy.html. Reading List. Books are on reserve in Alexander Library and at the Rutgers University Bookstore. Additional articles, if assigned, will be posted on the class Sakai website. The dates by which each of these readings is to be completed will be posted soon. Henry Adams, Democracy: A Novel. Penguin, 2008. ISBN: 0-14-303980-6. $13.00 Hugh Davis Graham, Civil Rights and the Presidency: Race and Gender in American

Politics. Oxford University Press, 1992. ISBN: 0195073223. $26 William Leuchtenburg, In the Shadow of FDR. Cornell University Press, 2001. ISBN:

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0801487374. $22.95. Sidney Milkis and Michael Nelson. The American Presidency: Origins and Development,

1776–2007, 5th edition, CQ Press 2007. ISBN: 0872893367. $46.95 Michael Nelson, The Evolving Presidency: Addresses, Cases, Essays, Letters, Reports,

Resolutions, Transcripts, and Other Landmark Documents, 1787-2008, CQ Press, 2008. ISBN: 0-87289-608-0. $35.95.

Weekly Schedule. WEEK 1 W Sep 2: Introduction: The Presidential Synthesis, Pros and Cons WEEK 2 M Sep. 7: George Washington and the Creation of the Presidency W Sep. 9: Jefferson, Adams and the Emergence of Parties WEEK 3 M Sep. 14: Andrew Jackson and the Popular Presidency W Sep. 16: Abraham Lincoln and the Civil War WEEK 4 M Sep. 21: Presidential Speeches and Rhetoric W Sep. 23: Andrew Johnson and the Crisis of Impeachment WEEK 5 M Sep. 28: Midterm #1 W Sep. 30: William McKinley and American Empire

WEEK 6 M Oct. 5: Theodore Roosevelt and the Growth of Presidential Power W Oct. 7: History of Presidential Elections WEEK 7 M Oct. 12: Woodrow Wilson and World War I W Oct. 14: Harding, Coolidge, and the Rise of Presidential Ballyhoo

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WEEK 8 M Oct. 19: Herbert Hoover and the Great Depression W Oct. 21: FDR and the Modern Presidency WEEK 9 M Oct. 26: First Ladies and the Changing Role of Women in Political Culture

W Oct. 28: Truman and the Postwar Era

WEEK 10 M Nov. 2: Eisenhower and the Cold War Presidency W Nov. 4: Midterm #2 WEEK 11 M Nov. 9: Kennedy and the Return of Liberal Governance W Nov. 11: Presidency and Television WEEK 12 M Nov. 16: Johnson, Guns and Butter W Nov. 18: Nixon and the Imperial Presidency WEEK 13 M Nov. 23: Jimmy Carter and the Crisis of Authority

W Nov. 25: No class. WEEK 14 M Nov. 30: Ronald Reagan and the Politics of Symbolism W Dec. 2: The Presidency in Film and Literature WEEK 15 M Dec. 7: Bill Clinton and the Challenges of Liberalism W Dec. 9: George Bush and the Failure of Conservatism Date TBA: Final Exam

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12/11/08 Appendix #12 556:***

01:556:303 Accelerated Research Methods (L/EARN)

See below for complete syllabus -------- Original Message -------- Subject: course number for Project L/EARN Date: Fri, 17 Oct 2008 07:09:51 -0400 From: Jane Miller <[email protected]> To: Allan Horwitz <[email protected]> CC: Diane Davis <[email protected]> Allan: I am writing to inquire how to obtain a course number for Project L/EARN. In past years, the program has shared a course number with the McNair Program for the course under which the L/EARN interns receive 3 credits for the research methods portion of their summer training program. Many of the Project L/EARN interns are in the School of Arts and Sciences, so we believe it makes sense for the course to be listed through SAS. In the past, the course has been listed as “Independent Study” which does not capture the nature of the material so the students have had difficulty using that course to satisfy requirements within their major. We propose that the course be titled “Accelerated Research Methods” to convey its contents. Alternative titles might be “Intensive Research Methods” or “Advanced Research Methods” because Project L/EARN has a prerequisite of an introductory methods or statistics course. Given the level of the material, we believe the course should be listed at the 300 level. I have attached a recent syllabus to give you an idea of the course content and requirements. Please advise me on the next steps to obtain a course number through SAS in time to have it available for summer 2009. If we need to coordinate with Summer Session or contact someone else, please let me know. From: "Jane Miller" <[email protected]> To: "Michael Beals" <[email protected]> Cc: <[email protected]>, "Diane Davis" <[email protected]> Dear Mike: I thought it might be important for me to provide a bit more background about the Project L/EARN curriculum before you take it to the SAS Curriculum Committee. The syllabus includes all of the material that the Project L/EARN interns are taught during the summer, which encompasses not only research methods but also statistics, research writing, ethics of human subjects research, and substantive health issues. They are in class or computer lab 8 hours a day for 9 weeks, so the Project L/EARN syllabus covers the equivalent of at least 3 college courses. However, they receive credit for only a portion of that work because they are also

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provided with a stipend which covers the rest of that work. In other words, we are requesting that a portion of the curriculum - 3 credits worth of research methods - be covered by the course. The remainder - the research paper they write based on statistical analysis - is compensated by the stipend. This approach allows interns to participate who might not otherwise be able to afford to spend their summer in an intensive learning experience. This balance of stipend and academic credit reflects the combination of learning and research experience that comprise the Project L/EARN curriculum. I hope that this context aids with the interpretation of the syllabus to the Curriculum Committee. If you need additional documentation or information, please let me know and I will send it to you as soon as I can. Thank you very much, Jane Research Professor Institute for Health, Health Care Policy and Aging Research Faculty Director, Project L/EARN (www.ihhcpar.rutgers.edu/projectlearn/) Project L/EARN Course Syllabus Institute for Health, Health Care Policy, and Aging Research Summer 2008: June 1 – August 8 Instructors: Theresa Simpson Dawne Mouzon [email protected] [email protected] Teaching Assistants: Datrell Ward Ayana April [email protected] [email protected]

During the weekday, we will reply to all e-mail received by 7:30 PM. Office hours will be held from 12 noon -1 pm upon request. Course Goals & Objectives The primary goal of this course is to take you through the basic steps of the research process, from the conceptualization of a research question through hypothesis testing. A central objective of this course is that you become competent in the skills necessary for data analysis. In addition, you will also be exposed to the methodological issues that guide how researchers design projects, collect data and interpret results. Expectations & Requirements You should expect to work very hard this summer-- every week, everyday, during every lecture or workshop. In addition, you should expect a large portion of your time outside of the classroom to be spent on assignments and preparing for the next day. You will be in class from 9 AM to noon, break for lunch, and continue from 1:00 to 5:00 PM. You will be required to work in the lab during anytime designated as Apprentice or Project Time. This time may also be used for supplemental instruction by the instructor or TAs. This course will encompass lectures, workshops, homework, lab time, guest speakers, and mentor time. You are responsible for all components of the course (i.e. you must attend every event on time and complete every assignment on time). Timeliness is crucial, and any lateness (whether 1 minute or 1 hour) is not acceptable. It is your responsibility to thoroughly read the syllabus and course materials in advance of the date it is due, and to ask the instructors in a timely fashion if you have questions. The staff and administration meet on a regular basis,

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and anything about the class (i.e., student progress, daily activities) will be discussed among the team. This is not meant as a punishment, but to help facilitate your growth, as we only have ten weeks to transform you into a budding researcher! The course itself is structured to provide you with a large amount of information in a very short time. In addition to the aforementioned course lectures, guest speakers, etc., you will participate in a series of Writing Workshops led by Dr. Peter Guarnaccia, and a series of Writing about Numbers workshops led by Dr. Jane Miller. Throughout the summer you will be assigned course readings and homework assignments (all of which you are encouraged to work on together.) Note: Although you are encouraged to work together throughout the summer, the mid-term must be your own work. It is important that you complete these prior to the class for which they are assigned. All assignments will be collected. It is also expected that you participate in class discussion—this includes discussion with guest lecturers. Course Grade A number of areas will determine your course grade: course participation, take-home midterm exam, final exam, and course project. Input from your mentor will affect your final grade, as your mentor may boost or lower your final grade by as much as a full letter grade. The questions on the take-home mid-term and the final exam will mirror questions from your weekly review, discussions in class, and assignments. The course project will occupy most of your time during this course. It is an individualized research project for which you acquire a data set from or with your mentor, formulate a hypothesis (research question) based on this data, synthesize prior literature regarding your question, and write an empirical research report between 15 to 20 pages long (not including references, appendices, tables or figures). Course participation consists of completion of all homework assignments (i.e. handing in all completed assignments on their due date), class attendance (i.e. showing up and being on time), class participation (i.e. participating in class discussions), and class presentations. The program uses a seminar style of teaching to prepare you for graduate school; therefore, you must frequently engage with the class and instructors. You may be given pop quizzes at various points throughout the summer. You will have short meetings one of the instructors on a weekly basis, to review your progress and answer any questions that may arise. Grading: Course participation 10% Take-home mid-term exam 15% Final exam (in class) 25% Course project 35% Labs/Quizzes/Homework 15% This may seem overwhelming, but remember why you are here and how you got here. You competed with students from across the nation to participate in this graduate preparation program and learn about conducting research. The Institute is proud of their interns and they want your experience to be enriching and fulfilling. So get ready and congratulations, you are the Project L/EARN interns of 2008! WEEK 1 Reminder: Set up appointment to meet with your mentor on Tuesday, June 3

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Monday, June 2 9:30 – 10:30 Overview of Course with instructors 11:00 – 12:00 Meet with Mentors 12:00 - 1:30 Luncheon with Institute faculty, staff, and previous interns 1:30 - 3:00 Get books, quick tour of CSHP 3:00 - 5:00 Pre-test and skills assessment Tuesday, June 3 9:00- 12:00 Overview of Health Research—Dr. Peter Guarnaccia 1:00 – 2:30 Local Area Network (LAN) workshop 3:00– 5:00 Mentor Time Wednesday, June 4 9:00 – 12:00 Lecture 1: Introduction to Research Methods 1:00 – 2:00 Overview of Class Project 2:30 - 5:00 Lab 1: Introduction to SPSS Thursday, June 5 9:00-12:00 Lecture 2: Conceptualization and Measurement 1:00-5:00 Human Subjects Certification Film Friday, June 6 9:00 - 12:00 Ethics in Research - Dr. Steve Hansell 1:00 - 2:00 "Unnatural Causes: In Sickness and in Wealth" (Film) 2:30 – 5:00 Professional Networking - Yamalis Diaz *Homework: Complete the NIH training course on Protecting Human Research Subjects http://cme.cancer.gov/clinicaltrials/learning/humanparticipant-protections.asp Project L/EARN 2008—Mentor Times Date Time Meeting Objectives Tuesday, June 3 3:00 -5:00 Discuss research topic for final project, identify data.

WEEK 2 Reminder: Set up appointment to meet with your mentor on Tuesday, June 10 Monday, June 9 9:00 – 12:00 Lecture 3: Research Design and Causality 1:00-2:00 Lab Time 2:30-5:00 Writing Workshop I: Writing an Introduction Section – Dr. Peter Guarnaccia Tuesday, June 10 9:30 – 12:00 Performing a Literature Search – LSM 1:00 – 2:30 Lab Time (Class project) 3:00– 5:00 Mentor Time Wednesday, June 11 9:00 – 12:00 Lecture 4: Descriptive Statistics 1:00-5:00 Lab 2: Descriptive Statistics Thursday, June 12 9:00 – 12:00 Lab 3: Recoding/Computing 1:00 – 5:00 In-class exercises - Recoding/Computing Friday, June 13 9:00-12:00 Lab 4a: Creating Effective Tables

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1:00-3:00 Lab 4b: Creating Effective Tables 3:00-5:00 Class Project Data Collection Project L/EARN 2008—Mentor Times Date Time Meeting Objectives Tuesday, June 10

3:00–5:00

Get codebook from data set. Discuss possible research questions and variables available in selected data set that may be useful. Identify published articles using the data, and discuss sampling/design issues.

WEEK 3 Reminders: Due Monday, June 16 – Intro / Literature Review I to mentor and instructor by 9AM Set up appointment with your mentor for Monday, June 16 Tuesday, June 17 – we leave for New Orleans Monday, June 16 9:00-12:00 Lab 5a: Creating Effective Charts 1:00-2:30 Lab 5b: Creating Effective Charts 3:00-5:00 Mentor Time Tuesday, June 17 9:00-10:00 Finish Recoding/Computing Assignment 10:00-12:00 Social Inequality - Dr. Julie Phillips (30 College Ave) 1:00-5:00 TRAVEL TO NEW ORLEANS ________________________________________________________________________ Wednesday, June 18 CONFERENCE Thursday, June 19 CONFERENCE Friday, June 20 CONFERENCE Project L/EARN 2008—Mentor Times Date Time Meeting Objectives Monday, June 16

3:00–5:00

Critique of the first draft of the literature review, discuss the results of the literature search. Get more advice on additional literature to pursue and feedback on how to abstract chosen articles with an eye towards the lit review.

WEEK 4 Reminders: Due Monday, June 23 – Intro / Lit.Rev. Draft II to mentor by 9 AM Set up appointment with your mentor for Tuesday, June 24 Due Friday, June 27 – Intro / Lit. Rev. Draft II to instructor by 9AM Monday, June 23 9:00-12:00 Lecture 5: Probability/Introduction to Inference

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1:00 -3:00 Writing Workshop II: Writing a Methods Section – Dr. Guarnaccia 3:00-5:00 Lecture 5: Probability/Introduction to Inference (con’t) ________________________________________________________________________ Tuesday, June 24 9:00-10:00 "When the Bough Breaks/Becoming American" (Film) 10:00 -12:00 His and Her Marriage Today: Wives' Income and Husbands' Midlife Health- Dr. Kristen Springer 1:00 – 2:30 Lab Time: SPSS Data Entry Station 3:00 – 5:00 Mentor Time ________________________________________________________________________ Wednesday, June 25 1:00-5:00 Lecture 6: Chi-Square and Measures of Association 9:00-12:00 Lab 6: Chi-Square and Measures of Association Thursday, June 26 9:00-12:00 Lecture 7: Introduction to t-tests 1:00-2:30 Lecture 7 (cont'd): t-tests 3:00-5:00 Lab 7: T-tests Friday, June 27 9:00-12:00 Lecture 8: ANOVA 1:00-5:00 Lab 8: ANOVA ________________________________________________________________________ Project L/EARN 2008—Mentor Times Date Time Meeting Objectives Tuesday, June 24

3:00-5:00

Critique of the intro/lit review section, suggestions for improvement. Discuss codebook intern created in class.

WEEK 5 Reminders: Methods Section I due to mentor Monday, June 30 by 9AM Make an appointment to meet with your mentor Tuesday, July 1 Methods Section I due to instructor Friday, July 4 by 9AM Take home Mid-term distributed on Thursday, July 3 at 5 PM Final paper for class project due to instructors on Friday, July 4th at 9 AM Monday, June 30 9:00 – 12:00 Lecture 9: Correlation/Intro to Linear Regression 1:00-5:00 Writing about Numbers I: Basics of Writing about Numbers – Dr. Jane Miller (PLEASE BRING A CALCULATOR) Tuesday, July 1 9:00-12:00 Race, Gender, and the Self in Mental Health - Dr. Sarah Rosenfield 1:00-2:30 Lab Time 3:00-5:00 Mentor Time Wednesday, July 2 9:00 -12:00 Oral Powerpoint Presentation I—Intro/Literature Review 1:00-5:00 Lab Time ________________________________________________________________________

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Thursday, July 3 9:00 -12:00 Lecture 11: Multivariate Linear Regression 1:00-5:00 Lab 9: Multivariate Linear Regression Friday, July 4 Happy Independence Day!!! _______________________________________________________________________ Project L/EARN 2008—Mentor Times Date Time Meeting Objectives Tuesday, July 1

3:00–5:00

Critique of the first methods draft. This draft will include the description of the source data and the sub-sample to be used if a

subset is being selected. It will also require a description of the design, descriptive stats.

WEEK 6 Reminders: Methods Section (Part II) due to mentor Monday, July 7 Make an appointment to meet with your mentor Tuesday, July 8 Methods Section (Part II) due to instructor Friday, July 11 Take home Mid-Term due Friday, July 11 Monday, July 7 9:00-12:00 Lab Time: In-class Multivariate Regression Exercise 1:00-2:00 "Bad Sugar/Place Matters" (Film) 2:30-5:00 Lab Time Tuesday, July 8 9:00 -12:00 Writing About Numbers II: Writing a Results Section-Dr. Miller 1:00-2:30 Lab Time 3:00-5:00 Mentor Time Wednesday, July 9 9:00-12:00 Qualitative Methods - Dr. Shawna Hudson 1:00-3:00 Lecture 12: Logistic Regression 3:00-5:00 Lab Time Thursday, July 10 9:00 -12:00 Racial Differences in the Consequences of Body Weight - Dr. Deborah Carr 1:00 – 2:00 Lecture 13: Normalized Weights 2:30-5:00 Lab 10: Logistic Regression ______________________________________________________________________ Friday, July 11 9:00–12:00 Aging and Perceived Health - Dr. Ellen Idler 1:00-5:00 Lab Time Project L/EARN 2008—Mentor Times Date Time Meeting Objectives Tuesday, July 8

3:00–5:00

Critique of the second methods draft. This should be a revision of the first draft and an expanded draft including all the necessary

components of a methods section, including the analysis plan.

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WEEK 7 Reminders: Results section (part I) due to mentor on Monday, July 14 Set up appointment with mentor on Tuesday, July 15 Results section (part I) due to instructor on Friday, July 18 Monday, July 14 9:00 -12:00 Speaking About Numbers – Dr. Miller (BRING A PILE OF SCRAP PAPER AND A DRAFT OF YOUR RESULTS SECTION, OR AT LEAST THE TABLES) 1:00-2:00 Lab Time 2:00-5:00 Writing Workshop III: Writing a Discussion Section – Dr. Guarnaccia Tuesday, July 15 9:00 -10:00 Lab Time (Results Section due Friday) 10:00-12:00 Financial Aid - Barbara Bender 1:00 – 2:30 Lab Time (Results Section due Friday) 3:00 - 5:00 Mentor Time Wednesday, July 16 9:00 – 12:00 Lab Time (Results Section due Friday) 1:00 – 3:00 Sampling - Drs. Kathleen Pottick and Peter Guarnaccia 3:00-5:00 Lab Time Thursday, July 17 9:00 -12:00 Power 1:00 – 5:00 In-Class Presentations - Methods/Results Friday, July 18 9:00 – 12:00 Writing a Personal Statement – Dr. Peter Guarnaccia 1:00 – 5:00 Problem Sets Project L/EARN 2008—Mentor Times Date Time Meeting Objectives Tuesday, July 15

3:00–5:00

Critique of the first results draft, including tables and charts.

Modify analysis plan if necessary.

WEEK 8 Reminders: Results section II due to mentor on Monday, July 16 by 9AM Set up appointment with mentor on Tuesday, July 17 Results section II due to instructor on Friday, July 20 by 9AM Final Exam on Friday, July 25 Monday, July 21 9:00 -12:00 Research on the Long-Term Consequences of Childhood Adversity - Dr. Emily Greenfield 1:00-5:00 Final Course Review/Output Review Tuesday, July 22 9:00-10:00 Lab Time (Revise/Modify Results) 10:00 -12:00 How Early Childhood Education Reduces Child Maltreatment - Dr. Stephanie Curenton 1:00 – 2:30 Lab Time 3:00 - 5:00 Mentor Time Wednesday, July 23

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9:00 – 12:00 SAS 1:00 – 5:00 SAS Thursday, July 24 9:00 -12:00 SAS 1:00 – 5:00 SAS Friday, July 25 9:00 – 12:00 Final Exam 1:00 – 5:00 BBQ at Deedee’s! Project L/EARN 2008—Mentor Times Date Time Meeting Objectives Tuesday, July 22

3:00–5:00

Critique of the second results draft, including tables and charts.

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WEEK 9 Reminders: Discussion due to mentor on Monday, July 28 by 9AM Set up appointment with mentor for Tuesday, July 24 Discussion due to instructor on Monday, August 1 by 9AM Monday, July 28 9:00 -12:00 Practice Complete Oral Presentation in Powerpoint (with staff) 1:00 – 5:00 Practice Complete Oral Presentation in Powerpoint (with staff) Tuesday, July 29 9:00 -12:00 SAS 12:00-2:00 SAS 3:00 – 5:00 Mentor Time Wednesday, July 30 9:00 – 12:00 Lab Time 1:00-2:30 "Collateral Damage/Not Just a Paycheck" (Film) 3:00 - 5:00 Slide Review Thursday, July 31 9:00 -12:00 Lab Time 1:00 – 5:00 Slide Review Friday, August 1 9:00 -12:00 Problem Sets 1:00-5:00 Lab Time Project L/EARN 2008—Mentor Times Date Time Meeting Objectives Tuesday, July 29

3:00–5:00

Critique of discussion section. Identify theoretical implications, limitations of present research, and suggestions for future research.

WEEK 10 Reminders: Final draft of paper due to mentor on Monday, August 4 by 9AM Final draft due to instructor on Friday, August 8 by 9 AM Set up an appointment with mentor for Tuesday, August 5 Monday, Aug. 4 9:00-12:00 Practice Presentations: Complete Presentation (CSHP) 1:00-5:00 Practice Presentations: Complete Presentation (CSHP) ________________________________________________________________________ Tuesday, Aug. 5 9:00 – 12:00 Lab Time 12:00-2:00 Poster Session 3::00 – 5:00 Mentor Time ________________________________________________________________________ Wednesday, Aug. 6 9:00 -12:00 SAS 3:00-5:00 SAS Thursday, Aug. 7 9:00 -12:00 SAS 1:00 -5:00 Project Time

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Friday, Aug. 8 9:00 -5:00 Final Presentations—Congratulations 2008 Interns! Project L/EARN 2008—Mentor Times Date Time Meeting Objectives Tuesday, August 5

3:00-5:00

Give final thoughts on paper. Revise presentations. Give feedback on content and delivery from practice presentation.

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01:556:406-407 Research in Computational Biology and Molecular Biophysics Criteria for Student Enrollment The student will register in the proposed course under the following circumstances: - student will not be eligible, or does not choose, to conduct a research project leading to an SAS Interdisciplinary Honors Thesis - the home department of the student’s major does not have a departmental undergraduate research course - faculty mentor does not have an appointment in the program/department that is the home for the student’s major and the student cannot register for his/her major’s research course - faculty mentor: 1) does not have an appointment in the program/department that is the home for the student’s major and 2) believes that an interdisciplinary approach outside of the usual scope of the student’s home program/department is critical to the planning and goals of the research project. Description of Activities Because this is a research course, a description of the activities a student might be doing is submitted as a substitute for the Syllabus. Activities for students taking this course include: - prior to course registration choose a faculty mentor with a BioMaPS Institute appointment and seek approval for a research project from the BioMaPS Institute Undergraduate Director - read publications from several fields related to an interdisciplinary research project; if necessary, reading assignments from relevant textbooks will be assigned by the student’s faculty mentor - attend meetings of the faculty mentor’s group - attend seminars relevant to the student’s research project, especially those associated with the BioMaPS Institute, i.e., the BioMaPS Seminar Series, the Mathematical Biology Seminar Series, the Molecular Biophysics Seminar Series, and/or the Biological Physics Seminar Series - conduct an interdisciplinary research project under the direction of the faculty mentor with the possible assistance of and/or additional direction by a member of the faculty mentor’s group; examples of research areas/projects include: Design, revise, or enhance a database related to structures of biological macromolecules Conduct experimental studies related to the structure of biological macromolecules using NMR or crystallographic methods Conduct a computational study related to: the structure of biological macromolecules the dynamics of biological pathways analysis of the human genome, e.g., identify sites associated with binding of transcription factors analysis of gene expression patterns to identify genes associated with various diseases or response to therapies analysis of gene regulation - provide faculty mentor with reports describing research methods, data, and results - present a short (10-15 minutes) summary of the research project at a meeting of the BioMaPS Student Seminar Series - provide faculty mentor and BioMaPS Institute Undergraduate Director with a research paper (maximum of five pages) describing the research project and results, including an Abstract, Introduction, Materials and Methods, Results, Discussion, and References

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Statement of Course Goals: - Students will learn how to apply computational, mathematical, and/or physical sciences-related experimental skills to the testing of a novel hypothesis related to the properties of a biological system. - Students will learn how to communicate clearly, both orally and in writing, the application of computational, mathematical, and/or physical sciences-related experimental methods to life sciences scholarship and research. Grading: A written research paper will be required at the end of each registration period. The faculty mentor will assign a grade for the course based on the quality of the research paper and the student’s performance and accomplishments in the mentor’s research group. The research paper will also be evaluated by the BioMaPS Institute Undergraduate Director. If the Director’s evaluation differs significantly from the mentor’s grade the Director and mentor will discuss the assigned grade before submission of the grade to the Registrar.

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12/11/08 Appendix #13 563:***

563:121

Intensive Modern Hebrew

(Prerequisite: Placement into 121)

Class will meet 3x/week – 4 credits

Course Objectives:

The course is designed for students who have had previous exposure to Hebrew, and yet require an intensive review of the basic language skills in order to continue at the intermediate level. Our curriculum institutes a whole language approach rooted in a concept of language as a meaningful system of communication. Thus, this review course further develops primary language skills that were introduced previously, with an emphasis on both grammar and communication skills. Basic competence in the four areas of language (comprehensive reading, creative writing, grammar, and speech) will be acquired through extensive practice of grammar, reading of various Hebrew and Israeli texts, and compositional writing. Students will be expected to demonstrate fluent reading and writing (without vowels), using both script and print forms, and to master the vocabulary and dialogues of the primary text, Ivrit min Hahatchalah, through lesson # 17. Intensive study of grammar will take place while working in Kach Lomdim Ivrit. Oral and written projects will accompany our study, as well as assignments from the Rutgers Language Institute website: Digiclass (see below).

Textbooks (only new [or unused] textbooks will be allowed):

To be purchased at Rutgers Bookstore: 1. S. Chayat, S.Israeli & H. Kobliner (2000). Ivrit min Hahatchalah (Hebrew from Scratch)

Part 1, The Hebrew University, Jerusalem. 2. K. Alon & K. Alon (1991). Kach Lomdim Ivrit (This is How You Learn Hebrew) Part I,

Israel 3. Dictionary of your choice at the Rutgers Book Store (optional)

Enhancement Material: Newspaper in Easy Hebrew, “Yanshuf” (“Owl”) to be distributed in class

The Language Lab:

The Language Lab carries the Hebrew word-processing program “Dagesh 2” to be used for all written assignment projects.

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The language lab also carries CD’s for our textbook, Ivrit min Hahatchalah. You are encouraged to use them as a reinforcement of class activities or as a review.

The Language Lab website is: http://langins.Rutgers.edu Click on: Language labs. You are expected to attend the Lab (and sign in) at least 10 times during a semester.

The Digiclass Web-Site:

The enrichment exercises for the course (see the attached schedule) are posted on the Hebrew link of: http://fas-digiclass.rutgers.edu under Practice. Click on: 121 Assignments.

Important information about our Hebrew Program is also posted on this site, under various Reference categories. Browse the site and check the announcements and your instructor’s message on a daily basis.

Course Requirements and Grading:

Grades will be based on text work and material learned in class. This includes class participation, oral presentation, written assignments, quizzes, midterm exam, and final exam.

Attendance is required at every class session. If you need to be absent, please discuss it with the instructor. 4 absences = one half grade reduction. Tardiness is not acceptable and will be considered as an absence.

Final exam: 25%

Midterm: 20%

Quizzes: 20% (2 quizzes)

Oral presentations/reading: 5%

Audio-lingual Lab attendance: 5%

Weekly assignments (including attending enhancement activities): 5%

Essay projects (when submitted on time): 10%

Digiclass assignments (when submitted on time): 10%

Weekly Schedule for Hebrew 121

Week # 1: Textbook Units # 1, 2, 3, 4, 5 and 6; Digiclass Assignment: Shopping for Shabbat.

Week # 2: Textbook Unit # 7 and “Pessek Zman Alef”; Review Exercise (Units 1 – 7);

Textbook Lessons # 1 & 2; Digiclass Assignments: A Hebrew Class and Around the House

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Week # 3: Textbook Lessons # 3, 4 & 5; Digiclass Assignment: After Class;

Review Exercise (lessons 1 – 3)

Week # 4: Textbook Lesson # 6; Grammar Book Exercises: 1- 6; “Pessek Zman Bet”;

Textbook Lesson # 7; Grammar Book Exercises: 7- 10; Digiclass Assignment: At the

Restaurant; Review Exercise (lessons 4 – 6)

Week # 5: Textbook Lesson # 7 & # 8; Grammar Book Exercises: 11 – 14;

Digiclass Assignment: “In Eilat”; Quiz # 1

Week # 6: Textbook Lessons # 9; Grammar Book Exercises: 15 – 24, 141 – 142; Review

Exercise (lessons 7 – 9)

Week # 7: Textbook Lessons # 10; Grammar Book Exercises: 25-31, 190, 198; Digiclass

Assignment: Postcard

Week # 8: Textbook Lessons # 11 & # 12; Grammar Book Exercises: 32-33; Midterm Exam

Week # 9: Textbook Lessons # 12; “ Pessek Zman Gimmel”; Grammar Book Exercise: 172 –

173, 181 – 182; Digiclass Assignment: “Shabbat at Yael”

Week # 10: Textbook Lessons # 13 & # 14; Grammar Book Exercises: 59,60,61,62,63;

Digiclass Assignment:” Looking for a Job”; Review Exercise (lessons 10 – 13)

Week # 11: First draft of the magazine article is due; Textbook Lesson # 14; Grammar Book

Exercises (to be discussed); Digiclass Assignment: Jewish Wedding

Week # 12: Second draft is due; Textbook Lesson # 15; Grammar Book Exercises (to be

discussed). Quiz # 2

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Week # 13: Third draft of magazine article is due; Textbook Lesson # 16; Grammar Book

Exercises (to be discussed); Digiclass Assignment: Flags and Colors; Digiclass Assignment:

“Oded’s Apartment”

Week # 14: Final draft of magazine article is due; Textbook Lesson # 17;

Grammar Book Exercises: 34 – 41, 59 – 65 and more (to be discussed); Digiclass Assignments:

“In the Library” and “Merav Family”; Review Exercise (lessons 14 – 18)

Weeks # 15 & 16: Review, Distributing of Class Magazine, and Class Presentations

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01:563:366 cross-list with Comparative Literatures: 01:195:371 (per Cesar Braga-Pinto)

Provisional Syllabus: Holocaust Media

Jeffrey Shandler, Department of Jewish Studies No prerequisites. Abstract This course will examine the wide array of uses of media to represent the Holocaust, from during World War II to the present. Examples range from wartime radio broadcasts and newsreels to documentaries, television dramas, videotaping of Holocaust testimonies, art photography, as well as the use of media in museum displays and tourist practices. Works studied include those made in Europe, North America, and Israel. The course will focus on how different media technologies, genres, and practices inform public understanding of the Holocaust within a variety of cultural contexts and over the course of more than six decades of reflection on the Holocaust as an event of historical, political, and moral significance. Special attention is given to public discussion of these mediations as proving grounds testing the limits of representation, the protocols of public memory, and the cultural politics of remembrance. Format This lecture course will meet once a week for a double session; this will allow adequate time between sessions for students to screen media works placed on reserve. Special needs: The course will require a “smart” classroom with facilities to play videos, audio recordings, show power point sides, and connect to the Internet. Media reserves and or streaming audio/video for students to do weekly prescreening/listening. Course schedule (provisional)

1. Introduction; American radio in the 1940s

• In-class listening (excerpts): Morton Wishengrad, Battle of Warsaw Ghetto, Edward R. Murrow’s broadcast from Buchenwald, April 1945

2. Liberation newsreels

• Read: Jeffrey Shandler, While America Watches: Televising the Holocaust (Oxford University Press, 1999), Chapter 1

• In-class screening: “Nazi Murder Mills” and other U.S. newsreels

3. Early postwar film in Poland

• Prescreen: Lang iz der veg

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• Read: J. Hoberman, Bridge of Light: Yiddish Film Between Two Worlds (Schocken, 1991), Chapter 24

• In-class screening (excerpts): Undzere kinder, Border Street

4. Early postwar American television

• Prescreen: This Is Your Life: Hannah Kohner

• Read: Shandler, While America Watches, Chapters 2, 3

• In-class screening (excerpts): Placing the Displaced, Walk Down the Hill

5. The Eichmann Trial (1961)

• Prescreen: Verdict for Tomorrow

• Read: Shandler, While America Watches, Chapter 4

• In-class screening (excerpts): Twilight Zone: Death’s Head Revisited, The Specialist

6. The role of photography in Holocaust remembrance

• Read: James E. Young, At Memory’s Edge: After-Images of the Holocaust in Contemporary Art and Architecture (Yale University Press, 2000), pp. 42-89; Marianne Hirsch, Family Frames: Photography, Narrative, and Postmemory (Harvard University Press, 1997), excerpt.

• In-class presentation: slide presentation of Holocaust photography projects by Shimon Attie, Yishay Garbasz, Mikal Levin, David Levinthal, Roman Vishniac, and others.

7. Holocaust Museums

• Visit: Museum of Jewish Heritage: A Living Memorial to the Holocaust, New York City

• Read: Edward Linenthal, Preserving Memory: The Struggle to Create America’s Holocaust Museum (Viking, 1995), excerpt.

• In-class: slide presentation on Holocaust museums, For the Living

8. Video testimony of witnesses to the Holocaust

• Prescreen: The Last Days

• Read: Toby Blum-Dobkin, “Videotaping Holocaust Interviews: Questions and Answers from an Interviewer,” Jewish Folklore and Ethnology Review 16, no. 1 (1994): pp. 46-50; Geoffrey H. Hartman. “Audio and video testimony and Holocaust studies.” In Teaching the Representation of the Holocaust, (2004), pp. 205-219.

• In-class screening (excerpts): Kitty, Return to Auschwitz; Spell Your Name

9. Remediating Anne Frank’s life and work

• Prescreen: The Diary of Anne Frank

• Read: Ian Buruma, “The Afterlife of Anne Frank,” New York Review of Books, vol. 45, no. 3 (19 February 1998); Alvin Rosenfeld. “Popularization and memory: the case of Anne Frank.” In Lessons and Legacies, (1991), pp. 243-278.

• In-class screening (excerpts): Anne B. Real, Le Journal d’Anne Frank

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10. Holocaust “blockbusters”: the Holocaust miniseries (1978), Schindler’s List (1993)

• Pre-screen: examine websites for Schindler’s List tours

• Read: Yosefa Loshitzky, ed., Spielberg’s Holocaust: Critical Perspectives on “Schindler’s List”, (Indiana University Press, 1997), excerpts

• In-class screening (excerpts): Holocaust: A Post-Script; Seinfeld

11. Recent documentaries: journeys back to Europe

• Prescreen: Hiding and Seeking

• Read: Jack Kugelmass. “Why we go to Poland: Holocaust tourism as secular ritual.” In The Art of Memory, ed. James E. Young (Prestel), pp. 175-185; Alan Steinweis. “Dead Jews: depictions of European history and culture in contemporary American travel guides.” Shofar, 15,2 (1997): pp. 57-63.

• In-class screening (excerpts): Divan, In My Father’s House

12. Holocaust comedies

• Prescreen: La Vita e Bella • Read: Sidra DeKoven-Ezrahi. “After such knowledge, what laughter?” Yale Journal

of Criticism, 14,1 (2001): pp. 287-313; Sander L. Gilman. “Is life beautiful? Can the Shoah be funny? Some thoughts on recent and older films.” Critical Inquiry, 26,2 (2000): pp. 279-308.

• In-class screening (clips): Punch Me in the Stomach, Jacob the Liar

13. Holocaust tourist productions

• Prescreen: Am Ende die Touristen

• Reading: Rona Sheramy, “From Auschwitz to Jerusalem: re-enacting Jewish history on the March of the Living.” Polin, 19 (2007): pp. 307-325; Ruth Ellen Gruber, Virtually Jewish: Reinventing Jewish Culture in Europe (University of California Press, 2002), Chapter 1.

• In-class screening (clips): March of the Living, In the Fiddler’s House

14. The Holocaust on-line

• Prepare: examine selected websites related to the Holocaust (TBA)

• Read: Anna Reading, “Clicking on Hitler: the virtual Holocaust @Home.” In: Visual Culture and the Holocaust, ed. Barbie Zelizer (2001), pp. 323-339.

• In-class: selected websites Writing Assignments

• Response papers (ca. 1-2 pages each): Students choose 5 out of 10 assignments related to weekly reading/prescreening.

• Guided Analysis on Museum of Jewish Heritage (ca. 5 pages)

• Guided Analysis on Holocaust-related website (ca. 5 pages)

• Guided Analysis of a Holocaust film and its critical discourse (ca. 5 pages)

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12/11/08 Appendix #14 615:461

Linguistics of Signed Languages Course Outline Aaron Braver

September 2008

Unit Hour Topics Materials

Intro to SL’s 1 • What are SL’s?

• SL’s of the world

• Johnston and Schembri “Australian Sign Language” pp 1-26

• Perlmutter’s “What is Sign Language”

• Wikipedia list of SL’s 2 • What is modality? Oral v.

Manual

• Affects of Modality

• Meir, Cormier, Quinto-Pozos “Modality and Structure in Signed Languages” ch. 1

• Sign Language and Linguistic Universals ch 25

Are SL’s Languages?

3 • Communication vs. language

• Animal Communication

• Napoli “Language Matters” ch 5

• Yip “Is there such a thing as animal phonology?”

• Hauser, Chomsky, and Fitch “The faculty of language”

4 • How do SL’s come about? • Senghas “Where did Nicaraguan Sign Language Come From?”

• NYT article “A New Language Arises”

• Sandler “Al-Sayyid Bedouin Sign Language”

5 • Gestures or languages?

• Myths about SL’s

• Napoli “Language Matters” pp 52-61

• Johnston and Schembri “Australian Sign Language” pp 12-26

Art/Media 6 • SL art/media

• Short video clips

• See full outline for video clips

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Phonology 7 • Phonology review

• What is phonology, how can SL’s have it?

• Patterns/natural classes in SL’s

• Contemporary Linguistics pp 72-83, 83-89, 92-97

• Sign Language and Linguistic Universals pp 113-119)

• SLLU ch 10, 11, 13

• Johnston and Schembri “Australian Sign Language” pp82-100

8 • Signs as segments vs. signs as syllables

• Perlmutter 1992

• SLLU (pages in detailed outline)

9 • Features in SL’s

• Non-manual marking

• SLanG handout

• Moren “A Unified Approach to Manner…”

• Napoli “Language Matters” pp56-58

• Valli and Lucas “Linguistics of ASL” pp36-39


10 • Data day – phonological processes

• Valli and Lucas “Linguistics of ASL” pp41-45, 57-61

• Johnston and Schembri “Australian Sign Language” 114-116, 130-136

Midterm Exam

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Deaf Culture 12 • Deaf culture/rights • Napoli “Language Matters” pp61-70

• Signing Naturally Student Workbook Level 1 pp 3-4, 59, 73-74, 81, 154-156

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Syntax 13 • Syntax review

• What is syntax, and how can SL’s have it?

• Non-manual marking – a challenge for syntax?

• Stokoe and Marschark “Signs, Gestures, and Signs” in Messing and Campbell eds “Gesture, Speech, and Sign” pp 161-182

• Valli and Lucas “Linguistics of ASL

• SLLU pp 310-315, 61-63

• Neidl et al 1998 “The Rightward Analysis of Wh-movement…”

• Jane’s SLanG handout 14 • Wh-questions

• Other syntactic phenomena

• Neidl et al 1998

• Jane’s SLanG handout

• Aaron’s “Wh-doubling in ASL”

• Poletto and Pollock (2004) “On wh-clitics and wh-doubling in French…”


15 • Parallels with spoken languages

• SLLU

• NKMBL “The Syntax of American Sign Language” ch 8

• Lillo-Martin “Where are all the modality effects?” in Meier, Cormier, and Quinto-Puzos eds “Modality and Structure…” ch 10

• Lillo-Martin “Universal Grammar and ASL” .pp 193-196

Deaf Culture 16 • Cochlear implants • Sound of Fury Semantics 17 • Semantics vs. semiotics,

arbitrariness vs. iconicity • SLLU pp 113-119

• Saussure “Course In General Linguistics” P1Ch1S1-2

• Myth: SL is Iconic

• Valli and Lucas “Linguistics of ASL” pp6-7

• Johnston and Schembri “Australian SL” pp 232-242

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18 • Iterativity/repetition/aspect

• Time reference

• Warren “Aspect Marking in ASL” in Siple ed. “Understanding Language Through SL Research”


• Signing Naturally p 52

• NKMBL “The Syntax of American Sign Language” pp36-38

• Valli and Lucas “Linguistics of ASL” pp 105-108, 113-116

19 • Pronouns, reference, deixis, agreement

• SLLU pp 23-42

• Valli and Lucas “Linguistics of ASL” pp 91-97

Class Presentations

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Final Exam (21)

Linguistics of Signed Languages

Detailed Outline and Materials

Aaron Braver

September 2008 Key (*A) Material owned by Aaron (*RL) Material owned by Rutgers Libraries (May be followed by call number) (*J) Material owned by Jane 20%

Midterm Exam 40% Final Exam 30% Class Presentations 10% Class Involvement

UNIT 1: INTRODUCTION TO SIGNED LANGUAGES Goals: Introduce students to signed languages. Students should learn that there are a wide variety of signed languages spoken around the world, other than ASL. Students should be able to sign a few words or phrases in several signed languages. Hour 1 What are signed languages (SL’s)?

• Most people used to think that ASL was some kind of ungrammatical English, but this view began to change in the second half of the 20th century

• ASL is not a “version” of English – it, like other SL’s, is it’s own grammatical system

• If ASL signs stood for English words, English words with two meanings (“right” = direction or correctness), then the ASL sign should have both meanings as well (it does not). Note that many other spoken languages also have two separate words for the direction and for the opposite of “wrong”

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• Signs in SL’s represent meaning directly – they don’t represent a word of some other language

• A single ASL sign can express entire English sentences – “I ask her”, “She asks me”, “I ask her for a long time” (Perlmutter brochure has pictures)

• Yes/no questions in English involve inverting words, but in ASL the word order stays the same, but the eyebrows are raised (nonmanual marking)

• ASL is more like French Sign Language (LSF) than British Sign Language, due to its genealogy. Ex: SEARCH has a C handshape, believed to come from the LSF sign CHERCHER “search” from French chercher “to search”.

Instructor Resources Johnston and Schembri “Australian Sign Language” pp1-26 Student Reading: David Perlmutter’s “What is Sign Language?” (LSA brochure). Available on LSA site. Has a strong focus on ASL. SL’s of the world

• Some examples of other SL’s: French SL, Danish SL, Taiwan SL, Australian SL, British SL, Thai SL, Finnish SL, Brazilian SL, Nicaraguan SL, Chinese SL. Recent discovery of Bedouin SL

o Each of these SL’s are different from each other, and also different from the language spoken where these are signed

• Suggests that the human language capacity is more flexible than previously thought

• In the SL’s of the world, there are rich cultures – plays, movies, poetry Student Reading Wikipedia’s list of sign languages: http://en.wikipedia.org/wiki/List_of_sign_languages Perlmutter’s “What is Sign Language?” LSA Brochure Words in various SL’s

• Words and videos TBD Hour 2: Modality

What is modality? Oral vs. Manual

• Modality: “the means by which language is produced and perceived” (M&S p.1); “transmission channels”

o Activity: list possible modalities; list attested modalities � Attested should also include “tactile-gestural modality” – that used by blind

signers. The production is the same, but perception is clearly different What does modality affect?

• Modality does not affect certain things: (M&S p. 2 table 1.1) o Vocabulary as a pair of form and meaning, smaller units of meaning build up to

bigger ones, new vocabulary can be added, same parts of speech (N, V, Adj, etc), similar timetables for acquisition, controlled by left hemisphere (shown by aphasia data)

• Possible sources of modality effects: (M&S p 6 table 1.2) o Differing properties of articulators (vocal tract vs. hands/face), differing properties of

perceptual system (hearing vs. vision), potential for iconicity/indexicality, relative age of signed languages (generally younger than spoken languages)

• Differences between articulators in spoken/signed modalities:

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o Signing is not usually coupled with respiration, you can see the signing articulators but only the lips (and sometimes tongue) are visible in spoken modality, sign articulators are relatively large compared to spoken articulators

• Effects of perceptual system o Signer must view addressee whereas speaker must be within hearing range, relatively

more extraneous information in the background of vision, vision is better at detecting spatial data than timing data (audition is the opposite), audio is perceived categorically while vision usually isn’t

• Preferred typological properties differ between signed and spoken languages o Slow rate of manual articulation may push signed languages towards

nonconcatenative or simultaneous/tiered morphology (e.g. non-manual marking) rather than affixal morphology which is the norm in spoken languages

o Signed languages prefer object agreement, while spoken languages prefer subject agreement

Instructor Materials Meier, Cormier, and Quinto-Pozos (2000) “Modality and Structure in Signed and Spoken Languages” (*RL LSM P 117.T4 2000) (Henceforth “M&S”), especially chapter 1 Sign Language and Linguistic Universals Ch 25 UNIT 2: ARE SL’S LANGUAGES? Hour 1: Communication Communication vs. Language

• Novel ideas

• Recursion (this may take a while to explain)

• Activity: students list things that are communication but not language (such as photographs, etc). See if they can explain why these things communicate but are not language. Napoli p. 72-3 has some examples

• Language has rules (ex: ungrammatical sentences vs. colorless green ideas)

• Language is acquired, not learned

• People react to language through cognitive processing, not by instinct or reflex (as opposed to, say, animal reaction to pheromones, etc)

Student Reading Donna Jo Napoli “Language Matters” (*J) ch. 5 (13pp) Animal Communication

• Koko the signing gorilla

• Bee dances (Napoli p. 76-78)

• Birdsong (Napoli p. 78-80)

• Sea mammal songs (Napoli p. 80-81) Instructor Materials Moira Yip “Is there such a thing as animal phonology” (in Alan’s Festschrift) (*A) Hauser, Chomsky, and Fitch (2002) “The faculty of language: what is it, who has it, and how does it evolve?” Science 298 p.1569-1579 Hour 2 How do SL’s come about?

• Nicaraguan Sign Language (NSL)

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o Arose naturally in the 1980s when deaf children were brought together in a school for the deaf

o Pidgin, which became a creole

• Al-Sayyid Bedouin Sign Language (ABSL) – Negev desert in southern Israel o Both deaf and hearing people use ABSL o Large number of deaf people in the community - hereditary

Student Reading Anne Senghas “Where did Nicagaruan Sign Language Come From?” (5pp) Available at http://www.columbia.edu/~as1038/L02-sign-language.html New York Times article (Feb 1, 2005) “A New Language Arises, and Scientists Watch It Evolve” (about ABSL), 3pp, available as PDF at http://sandlersignlab.haifa.ac.il/html/html_eng/pdf/A_New_Language.pdf Instructor Materials Wendy Sandler “Al-Sayyid Bedouin Sign Language” http://sandlersignlab.haifa.ac.il/html/html_eng/al_sayyid.html (contains links to several PDF papers) Hour 3 Gestures or languages?

• Most signs are arbitrary (see Napoli p. 55-56)

• Some are more iconic than others o “Drawing in space” (as in giving directions)

• Activity: communicate sentences without words – see “Language Matters” (Napoli) (*J) pp 53-54

Student Reading Donna Jo Napoli “Language Matters” (*J) ch. 4 (only p 52-61) Myths about SL’s

• SL isn’t universal

• SL’s are not based on spoken languages

• SL’s aren’t just pantomime

• SL’s aren’t always iconic

• SL’s are just as expressive as spoken languages Student Reading Johnston and Schembri “Australian Sign Language” (*RL) pp 12-26

ART/MEDIA Hour 1 Art/Media

• Deaf culture is different from the majority culture

• Deaf people create art in their own language—just like people in different countries make movies in their own languages (ex: Bollywood, Nollywood, etc)

• Activity: what kinds of art do you think Deaf people create? How would it be the same/different from other kinds of art

• Videos o “Vital Signs” (5 minutes) (*A - .mov video)

� Short film in ASL

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o iPod Commercial (1 minute) (*A – youtube video)

• Even though Deaf culture has its own place, it often interacts with majority culture o Video: “Crazy” (3 minutes) (*A – youtube video)

� ASL interpretation of the song “Crazy” o Pepsi Superbowl Commercial (1 minute) (*A – youtube video)

• Possibly clips from Through Deaf Eyes UNIT 3: PHONOLOGY OF SIGNED LANGUAGES

Hour 1

Phonology review

• Languages group sounds into natural classes

• Linguists group these classes based on common features o Feature geometries (a basic view)

• Segments comprise syllables, which comprise words

• Phonological processes occur based on these natural classes, and can be expressed as rules Instructor Materials: Contemporary Linguistics, pp 72-83 on features, 83-89 on syllables, 92-97 phonological rules (*J) What is phonology, and how can SL’s have it?

• “The component of grammar that determines the selection of speech sounds and that governs both the sound patterns and the systematic phonetic variation found in languages” (Contemporary Linguistics, p. 57)

o Activity: dissect this definition – “grammar”, “speech sounds”, “patterns”

• “How the component of the language faculty in the mind transforms and manipulates abstract symbols that are ultimately realized through articulator movement”

o Activity: dissect this definition – “language faculty”, “transforms/manipulates”, “abstract symbols”, “articulator movement” (inclusive of hands/face in SL’s)

• Discussion: Phonology is more than just “sounds”, so how does phonology apply to SL’s? o Patterns of hand shape/movement o Are SL’s represented in the mind the same way as spoken languages? o How might phonology be different with respect to signed languages?

• Back to the “abstract symbols” – they represent segments in spoken languages, which are the “meaningless” units of language. SL’s have such meaningless units as well, though it took ‘til Stokoe in the 60s to come to this realization

Instructor Materials: Sign Language and Linguistic Universals (*RL), pp 113-119 Student Reading: Sign Language and Linguistic Universals (*RL) – first few pages of Ch 8 (starting pp 113) Patterns/natural classes in SL’s

• Hand shape o Show various handshapes (the alphabet serves as a good example) o Minimal pair: CANDY, APPLE o Dimensions

� Each finger’s position � Open or closed � Orientation (palm, wrist, radial/ulnar)

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• Location o Minimal pair: SUMMER, UGLY o Dimensions

� Place (head, torso, arm) � Setting (high, low, touching)

• Movement o Minimal pair: TRAIN, CHAIR o Dimensions

� Primary movement (from one place to another, e.g. AIRPLANE) � Secondary movement (wiggles, rotations, etc, e.g. MOVIE)

Instructor Materials: Sign Language and Linguistic Universals (*RL) ch 10, 11, 13 Student readings Johnston and Schembri “Australian Sign Language” (*RL) pp 82-100

Hour 2

Signs as segments, or signs as syllables

• Signs as syllables (ASL) – Perlmutter 1992 o Sonority Sequencing Principle (simplified): keep vowels in the middle, put

consonants on the end o Argument: signs follow the SSP o Spoken segments are divided into consonants and vowels, sign segments are divided

into Movements and Positions (same as locations above) (in addition to handshapes) o In spoken languages, you can follow SSP with CV, VC, CVC, C o In signed languages, you can follow SSP with PM (TAKE-OFF), MP (SICK), PMP

(IMPROVE), M (FLY) o So, like many languages where a V is usually the nucleus of the syllable, the M is

usually the nucleus of the sign syllable o In spoken languages, it’s relatively more rare to have C’s serve as nuclei, but it can

happen (c.f. Berber). When it does (except Berber), it’s usually with more sonorous elements (e.g. nasals, liquids). ASL allows P’s to be nuclei, but only if they’re extra sonorous – i.e. they have a secondary movement (e.g. wiggling). Example: GERMANY is P+wiggle. Impossible sign: GERMANY without the wiggle (it’s not “sonorous” enough)

• Should this similarity to the spoken syllable be concrete/theoretical, or simply metaphorical? o The syllable serves as a timing unit (SL and Lx Universals, pp 219, 14.3)

� A study of Israeli Sign Language (ISL) showed that handshape changes occurring within a sign syllable are different in duration from those that occur in transitions (i.e., the “epenthetic” movements to get from one sign to the next) – transitional handshape changes are only 40% as long as syllable-internal changes

o There are constraints on the content of this unit � See Perlmutter’s SSP argument above � Other morpheme structure constraints listed in SL and Lx Universals pp 223,

sec 14.4.2 o Rules can refer to this unit

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� When ASL signs are reduplicated, only the final syllable is reduplicated � Example: when monosyllabic FAINT is reduplicated, the whole sign gets

reduplicated, but when WRONG+HAPPEN=ACCIDENT is reduplicated, only the final syllable (which is HAPPEN) gets reduplicated. So the reduplicated version of ACCIDENT looks like WRONG+HAPPEN+HAPPEN

Instructor Materials: Sign Language and Linguistic Universals Perlmutter 1992 (*A) Hour 3 Feature geometries of SL’s

• Previously we talked about three major ways to distinguish signs from one another – hand configuration, location, and movement. Now, more detail

• Handshape/configuration (SL and Lx Universals ch 10) o Which fingers? o Shape of fingers o Orientation of hand o “Internal movement” (changes in handshape within the sign)

• Different SL’s have different inventories of handshapes o Example: Chinese Sign Language “A” handshape slightly different from ASL “A”

handshape – see SLanG handout for details

• We use features to characterize the differences among handshapes like we do with spoken segments

o Argument in favor: assimilation data (see SLanG handout for images) � (ASL) THINK+MARRY=BELIEVE – place/location assimilation in a

compound

• Features can also tell which types of units should be unmarked o “maximally distinct, basic geometric shapes”, “easiest to articulate motorically”, etc o Ex: ASL “A”, “5”, “1”, “O”

• Question: Should we have the same features for signed languages as for spoken languages o In favor

� See Moren 2001, SLanG handout � The brain controls both vocal tract and hand movements, so why not – they’re

both language o Against

� Some parts of the brain that control language certainly are at play in Signed Languages, but not the parts dealing with how things are “pronounced”

• We should expect many similarities because of this, but not to the level of features, which are necessarily different due to modality

Instructor Materials SLanG Handout (*A) Moren, Bruce (2001) “A Unified approach to Manner of Articulation in Signed Languages” (*A) SL and Lx Universals Student Reading Napoli: Language Matters pp 56-58 (can also be used for “natural classes in SL’s”)

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Valli and Lucas “Linguistics of American Sign Language” pp 36-39 Non-manual marking

• How should we include non-manual markings in a list of features?

• Eyebrows in ASL used with Wh marking, yes/no marking, negation

• Eye gaze used for agreement

• Torso twisting for comparative constructions Student Reading Johnston and Schembri “Australian Sign Language” (*RL) pp. 154-156 Hour 4 Data day – phonological processes

• Movement epenthesis – movement between signs that need to be at different locations

• Hold deletion – deletion of holds when two are next to each other

• Metathesis (ex: “DEAF”)

• Assimilation Student Reading Valli and Lucas “Linguistics of ASL” pp 41-45, 57-61 Johnston and Schembri “Australian Sign Language” (*RL) pp 114-116, 130-136 MIDTERM EXAM DEAF CULTURE

Hour 1

Deaf culture/rights

• It’s hard for Deaf and hearing people to communicate, leading to different cultures

• Martha’s Vineyard example

• Recall arts/media – National Theater for the Deaf, etc

• Name-signs

• Cross-cultural communication (Signing Naturally Student Workbook p 81)

• History of Deaf America (Signing Naturally Student Workbook p 154-6) Activity: Deaf Awareness Quiz (from Signing Naturally Student Workbook Level 1) Student Reading: Napoli – Language Matters, pp 61-70 Instructor Materials Signing Naturally Student Workbook Level 1 (*A) pp 3-4, 59, 73-74, 81, 154-156 UNIT 4: SYNTAX OF SIGNED LANGUAGES

Hour 1

Syntax review

What is syntax, and how can SL’s have it?

• Syntax is hierarchy (as read through word order) o Activity: solicit/discuss other definitions o Activity: how do these definitions relate to SL’s?

• Misconception: aren’t SL’s just gestures? Charades doesn’t have a syntax. o Activity: a few rounds of charades, see if any patterns come up

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o But: SL’s do have regular patterns, and these patterns actually follow universals that spoken languages’ syntaxes follow

� Examples: possible vs. impossible sentences in an SL � Recursivity exists in SL’s – one key feature of syntax (according to Chomsky

et al)

• See especially Sign Language and Linguistic Universals, pp304-308, section 18.3.2) Instructor Materials Stokoe and Marschark “Signs, gestures, and signs” in Messing and Campbell Eds “Gesture, Speech, and Sign”, pp 161-182 Student Reading Selections from “Signs, gestures, and signs” (see instructor materials) Valli and Lucas “Linguistics of ASL” pp137-144

Non-manual marking—a challenge for “syntax”?

• Signed languages often make use of non-manual marking – eyebrows, facial movements (e.g. tongue in ASL “LAZY”), eye gaze

o These are “doubly articulated” – they’re done at the same time as manual signs occur o How can we fit such marking into our tree?

� Ex: (as we’ll see in the next hour) Wh marking eyebrow lowering across the entire c-command domain of the Wh-element (see Neidle et al 1998)

� They can serve as arguments for particular structures o NMM can be used to “mark” wh chains (see Jane’s SLanG handout)

Instructor Resources Sign Language and Linguistic Universals, pp. 310-315, 61-63 Neidle et al 1998 “The rightward analysis of WH-movement in ASL: A reply to Petronio and Lillo-Martin” Jane’s SLanG handout – “Why is Spec,CP on the right in SL’s?” (based on Ceccetto and Zucchi’s paper of the same name) (*A, *J) Hour 2

Wh-questions

• Many SL’s (ASL, Italian SL) have Wh-words that appear at the far right edge o Base generated or movement? o This is important because it argues against one proposed universal: that elements

shouldn’t be able to move to the right edge (i.e. Kayne 1994) o Non-manual marking extends over the entire c-command domain of the wh-operator

(optionally in this construction, obligatorily in “doubling” as described below)

• ASL allows “doubling” of Wh words – at the front and end (Ex: WHO EAT PIE WHO = “Who ate the pie”)

o Similar to Wh-clitics doubling in Romance (see Aaron’s paper, Poletto and Pollock 2004)

Instructor Resources Neidle et al 1998 “The rightward analysis of WH-movement in ASL: A reply to Petronio and Lillo-Martin” (*A) Jane’s SLanG handout – “Why is Spec,CP on the right in SL’s?” (based on Ceccetto and Zucchi’s paper of the same name on ISL) (*A, *J) Aaron’s “Wh-doubling in ASL” (*A)

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Poletto and Pollock (2004) – “On wh-clitics and wh-doubling in French and some North Eastern Italian dialects” (*A) Other syntactic phenomena See pp207-217 in Johnston and Schembri “Australian Sign Language” (*RL) Hour 3

Parallels with spoken languages

• SL’s conform (as far as we can tell) with UG o Question: how could we disprove this?

• SL’s seem to have the same sorts of structure as spoken languages (and can serve as evidence for these structures), in part due to NMM spreading over c-command domains (e.g. WH marking)

• SL’s seem to need the same sorts of features as spoken languages (±neg, ±wh, phi-features, etc)

• Null argument structures in ASL have many similarities to spoken languages o Where there is “rich” agreement, pro is allowed, otherwise prohibited (see especially

“Universal Grammar and ASL” below) Instructor Materials: Sign Language and Linguistic Universals Syntax section (*RL) Neidle, Kegl, MacLaughlin, Bahan, and Lee “The Syntax of American Sign Language” ch. 8 (*J) Meier, Cormier, and Quinto-Pozos eds “Modality and Structure in Signed and Spoken Languages” ch. 10 “Where are all the modality effects?” by Diane Lillo-Martin (*RL) Lillo-Martin, Diane. “Universal Grammar and American Sign Language”. Summary pp 193-196 Student Reading “Myth: ASL is Ungrammatical” http://homepage.gallaudet.edu/Harry.Markowicz/asl/myth6.html DEAF CULTURE

Hour 1

Cochlear implants

• Movie: Sound of Fury (*RL) (56 min) UNIT 5: SEMANTICS OF SIGNED LANGUAGES Hour 1

Semantics review

Semantics vs. semiotics – arbitrariness vs. iconicity

• What is semantics?

• Types of signs (in the semiotic sense) o Iconic: sign looks like the thing it’s representing (ex: road sign with a picture of a

bridge) o Indexical: sign indicates the thing it represents (ex: smoke indicates fire) o Symbolic: completely arbitrary link between sign and signified – only linked because

of cultural associations (ex: red means stop, green means go)

• Discussion: what kind of signs are spoken words? o Most: symbolic – helps explain the vast number of ways to say “dog” across

languages o Onomatopoeia: iconic – “woof” sounds like a dog’s bark

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� Note: variation across languages for animal sounds does not mean these sounds are not iconic – just that different languages cue in on different aspects

� Activity: list iconic sounds in English � Activity: compare animal sounds across languages spoken by class members

• Discussion: what kind of signs are signed words? o Many are iconic (as most people assume)

� But: keep in mind that English (as we just listed) has a lot of iconic words, too � Ex’s from SL’s: ASL “HOUSE”, “SIT”, “EAT”

o Many signs are symbolic – completely arbitrary � If all signs were iconic, those who don’t speak the SL’s should be able to

understand much more of them � Ex: ASL “AMERICA”, “JAPANESE” � Fun (recycled) example: ASL “SEARCH” is made with the C handshape.

Possible etymology: came from French SL (LSF) (historical note: ASL is closer to LSF than British SL). “search” in French is “chercher”, spelled with a C

• Possible sidetrack discussion: ties between language spoken in an area and the SL used there

Instructor Materials Sign Language and Linguistic Universals pp 113-119 Student Reading Saussure – Course in General Linguistics – Part 1 Ch 1 s.1-2 (pp 65-69) Myth: Sign Language is Iconic: http://homepage.gallaudet.edu/Harry.Markowicz/asl/myth3.html Valli and Lucas “Linguistics of American Sign Language” pp 6-7 (*RL) Johnston and Schembri “Australian Sign Language” (*RL) pp 232-242 Hour 2 Iterativity/repetition/aspect

• Review differences between aspect and tense o Manner, duration, frequency

• In ASL, tweaking a sign in an iconic way can represent a change in meaning o Ex: “MEET” – if signed “quickly and intensely such that the hands come apart

slightly, seemingly as a result of the impact” means “run into by accidemt”. If signed slowly and deliberately, means “approach”

o Habitual/continuous in ASL is shown with a series of quick repetitions (ex. “READ” and habitual version, “WAIT” and continuously waiting)

• Discuss various different aspects, with examples Instructor Resources Katherine Norton Warren “Aspect Marking in American Sign Language” in Siple ed. “Understanding Language Through Sign Language Research” (*RL) Student Reading Johnston and Schembri “Australian Sign Language” (*RL) pp148-154

Time reference

• Locations in space can be used to refer to time o Ex: ASL “timeline” – “this imaginary line locates the past behind the signer, the

present close to the signer’s body, and the future in front of the signer

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� Temporal adverbs: YESTERDAY, TOMORROW � Relative distance from the signer can indicate degree

Instructor Materials Signing Naturally – p 52 NKMBL “The Syntax of American Sign Language” – pp 36-38 Student Reading Valli and Lucas “Linguistics of ASL” pp105-108, 113-116

Hour 3

Pronouns/Reference/Deixis, Agreement

• Signspace o Activity: set up 4 referents in signspace and tell a story pointing to that space each

time the correct character is mentioned (hard than it sounds!)

• Agreement o ASL: Agreement with signspaces, eye gaze

� Verbs like GIVE start at the location of the give-r and end at the location of the give-e

• ASL: Gender – masculine top of head (e.g. BOY, FATHER), femine bottom of head (e.g. GIRL, MOTHER)

Instructor Materials Sign Language and Linguistic Universals pp 23-42 Student Reading Sign Language and Linguistic Universals pp 23-29, 39-42 Valli and Lucas “Linguistics of ASL” pp. 91-97 WRAP UP

CLASS PRESENTATIONS Groups present 5-7 minutes on a topic relating to something discussed in class

FINAL EXAM ADDITIONAL RESOURCES http://homepage.gallaudet.edu/Harry.Markowicz/asl/

Linguistics of Signed Languages UNIT 1 1. List several characteristics that should be included in a definition of signed languages. 2. List several sign languages that you had never heard of before. Include where they are used,

and how many people use them. 3. What kinds of affects can modality have on a language? 4. Do you think signed languages are “real” languages? Give three reasons.

UNIT 2 1. List several differences between “language” and “communication” 2. Explain how either Nicaraguan Sign Language or the Al-Sayyid Bedouin Sign Language

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came about 3. List three myths about signed languages. Explain why they are not true. 4. Do you think signed languages are “real languages”? Give three reasons that you learned in

this unit to support your answer

UNIT 3 Use the ASL Browser (http://commtechlab.msu.edu/sites/aslweb/browser.htm) and the manual alphabet (http://www.iidc.indiana.edu/cedir/kidsweb/amachart.html) to help you answer the following questions: 1. Look at the following ASL signs in the ASL browser. If you had to choose a name for the

handshape of each of these signs, what would you choose? Feel free to refer to the letters of the manual alphabet for inspiration.

a. GIRL b. ELEVATOR c. SPAGHETTI d. AWKWARD e. TRAVEL

f. PLAY g. LECTURE h. PEOPLE i. GIVE j. MATH

k. MOTHER l. ALWAYS m. LOBSTER n. MARRY o. AIRPLANE

2. Think about the location of each of the following ASL signs. What would you name

each location? a. PLAY b. NOT c. FEEL

d. DOCTOR e. FACE f. HOSPITAL

g. TIME h. STRICT i. PUNISH

3. Now pick a name for the movement in each of the following ASL sign

a. OPPRESS b. BUSY c. KEY, LOCK d. BOIL e. RELATED f. MAYBE g. SELL h. YES i. COFFEE

j. MISS (didn’t see) k. TRAVEL l. COMMUTE m. CLEAR n. APPROACH o. DIVIDE p. DIE q. FASCINATING r. CONTACT

4. Now, using the names you came up with above the handshape, location, and movement, describe the following ASL signsCHILDREN

a. PLAY b. TRAIN c. UNDERSTAND d. DEAF e. GIVE

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5. Based on what you have learned from this unit, do you still agree with your original opinion of whether or not signed languages are “real” languages? Give three reasons you feel this way. (For further possible homeworks, depending on how advanced the class is, see Valli and Lucas pp 40, 62)

*Slightly modified from Valli and Lucas “Linguistics of American Sign Language” pp.23 UNIT 4 1. Of those discussed in class, which definition of “syntax” do you like best? What, if anything,

must this definition take into account in order to work for signed languages? 2. Choose one of the AUSLAN constructions discussed in class, or from Johnston and

Schembri’s “Australian Sign Language” (pp. 207-217). Briefly describe this construction. Does English (or any other language that you speak) have a similar construction? If so, describe it, noting especially any similarities or differences from the AUSLAN construction.

3. Are signed languages “ungrammatical”? Give a few reasons why or why not. 4. Based on what you have learned from this unit, do you still agree with your original opinion

of whether or not signed languages are “real” languages? Give a few reasons you feel this way.

UNIT 5 1. List and describe the three types of signs. Which type of signs are most English words?

Words in signed languages? 2. List and describe three different kinds of aspect. How are these aspects expressed in

AUSLAN? In English? In any other languages you know? 3. List and describe at least two kinds of agreement shown in signed languages. How are they

expressed? How about in any languages that you speak? 4. Based on what you have learned from this unit, do you still agree with your original opinion

of whether or not signed languages are “real” languages? Give a few reasons you feel this way.

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12/11/08 Appendix #15 694:420

Proposed Course for Senior Undergraduates: Spring 2009

Number of Credits: 3

Instructor: Gyan Bhanot

Title: Introduction to bioinformatics and evolutionary modeling of human populations.

Material will be drawn from the following books:

1.“Principles of Population Genetics” by Hartl and Clark

2.“Population Genetics: A Concise Guide” by J.H. Gillespie

3.Human Evolutionary Genetics: Origins, People & Disease; by Jobling, Hurles and Tyler-Smith

4.“Theoretical Evolutionary Genetics” by Joe Felsenstein. Pdf file: http://evolution.genetics.washington.edu/pgbook/pgbook.html

Additional readings will be assigned from:

1.“Genome” and “The Red Queen” by Matt Ridley

2.The Seven Daughters of Eve” and “Adam's Curse” by Brian Sykes

3.“Journey of Man” by Spencer Wells

4.“The Blind Watchmaker: Why the Evidence of Evolution Reveals a Universe Without Design” by Richard Dawkins

5.“The Selfish Gene” by Richard Dawkins

6.“Genes in Conflict” by Austin Burt and Robert Trivers.

This course is a first introduction to analytical population genetics for senior undergraduate and first year graduate students in biology, physics, chemistry, mathematics, computer science and engineering. The goal is for students to understand the fundamental principals of evolutionary population genetics using simple mathematical ideas and tools. All mathematical ideas will be explained from first principles and no strong mathematical background will be assumed (except for high school level Algebra/Geometry). We will cover selected material from the text books to understand the role of mutations, drift, selection, migration, segregation and recombination in determining population structure and dynamics, understand how to find disease associated mutations, perform phylogenetic analysis, create models of human migration and evolution and perform Monte Carlo simulations to study evolution.

Additional reading material may be assigned from time to time to enhance the understanding of the topic being discussed next in class. Grading scheme will be:

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Homework 40%, Quizzes 30% and Final Exam 30%.

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12/11/08 Appendix #16 830:***

Appendix - Summary of SAS Department of Psychology Course Changes NOV2008

Background and Rationale As part of the Self-Study in preparation for the Middle States Assessment process, the Curriculum/Assessment Committee collected and compiled:

• Information about our current major requirements and curriculum;

• Case sampling of peer institutions ranked at or above our program;

• Data summaries of the curricular progress of current students; and

• Judgment of our level of “distinction” on ranking scales developed by the American Psychological Association and by the Science Foundation.

Concurrently with the Self-Study process, Rutgers University reorganized its several undergraduate programs into a unified School of Arts and Sciences creating a sweeping new set of curricular changes to reflect the changing role of a major research university in the 21st century. The confluence of these two processes led the Curriculum/Assessment Committee to undertake a comprehensive revision of our curriculum to create a distinguished program that supports the goals of the School of Arts and Sciences while strengthening our position among our peer institutions. Some of the most important elements of the new major are as follows:

• Requiring the completion of a lab course in order to declare the major. This will move the goal of “requiring students to demonstrate the skills and behaviors of scientists” to the early stages of the major, thereby setting a tone for the remainder of their curricula.

• Broadening the core course requirements from a specific list of seven courses to a menu-driven set of courses within four sub-discipline areas. This will have the dual impact of permitting our faculty more flexibility in their course offerings while allowing student to develop more diverse core experiences within the program.

• A more hierarchical structure of our upper-level courses. Our current curriculum has a limited number of prerequisites, the result being a homogenization of many of our courses. The restructuring of the hierarchy will give students a better understanding of the discipline as a body of knowledge that builds from the simple to the more complex and allow the showcasing of the specific research areas of our distinguished faculty.

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• An expansion of opportunities for a capstone experience. Many of our upper-level courses will be small seminars or other experiences that encourage students to reflect on their own curriculum and the discipline in general, including substantive writing requirements.

The proposed broad range of changes being proposed represents the first step in our longer range plan for a comprehensive change in the requirements for the psychology major: Recently Approved Courses (Not yet in online catalogue)

01:830:210. Behavioral Data Analysis 01:830:341 Abnormal Psychology Lab 01:830:400 Advanced Statistical Methods in Psychology

01:830:455 Positive Psychology

Courses to be Dropped The following courses are being dropped as a result of changing focuses within the discipline and/or faculty availability:

01:830:211 Principles of Psychobiology 01:830:271 Psychology of the Family 01:830:365 Hormones & Behavior 01:830:366 Hormones & Behavior Lab 01:830:376 Psychology and the African American Experience 01:830:381 Psychology of Women 01:830:472 Cognition & Computation 01:830:473 Cognition & Computation Lab

Lab Course Descriptions

• All lab courses are labeled “Writing intensive” based on 20+ pages of writing with multiple levels of feedback and linkage to 3-credit content course

• Precalculus prerequisite being eliminated; relying on SAS quantitative reasoning requirement.

Course Level Changes

01:830:330 to 01:830:271 Principles of Developmental Psychology (to reflect lower level survey course) 01:830:474 to 01:830:348 Psychological Tests & Measurement 01:830:475 to 01:830:349 Psychological Tests & Measurement Lab (to be consistent with all other 300-level lab courses) 01:830:363 to 01:830:463 Behavioral Pharmacology (to reflect upper-level nature of the course)

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01:830:391,392 Research in Psychology (same description as old 495,496 for research experience that is not writing intensive) 01:830:408 Reasoning, Problem Solving, and Decision Making (to reflect upper-level nature of the course) 01:830:495,496 Advanced Research in Psychology (restricted to writing intensive research experiences) Prerequisites for 400-Level Courses Comprehensive changes introduced to support hierarchical structure of revised curriculum. Writing Intensive Courses

• All lab courses that are part of a 4-credit package

• All Service Learning Internships associated with 3-credit CESEP courses.

• Existing courses that are traditionally writing intensive have been identified as such.

• New companion course numbers designated as writing intensive to permit courses to be taught by different instructors at different times either with or without significant writing:

o 01:830:402 Advanced Topics in Human Cognition-WI o 01:830:409 Reasoning, Problem Solving, and Decision Making - WI o 01:830:411 Advanced Topics in Psychobiology –WI o 01:830:422 Advanced Topics in Social Psychology-WI o 01:830:432 Advanced Topics in Developmental Psychology-WI o 01:830:442 Advanced Topics in Personality Psychology-WI o 01:830:452 Advanced Topics in Clinical and Abnormal Psychology-WI o 01:830:456 Positive Psychology-WI o 01:830:464 Behavioral Pharmacology-WI o 01:830:471 History of Psychology-WI o 01:830:481 Topics in Visual Perception-WI

16 November 2008

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01:830:210 Behavioral Data Analysis (1) Quantitative Methods in Psychology for Incoming Transfer Students Winter Session, 2008 / 2009 Instructor: Dr. John Ackroff [email protected] (732) 445-2635 Office Hours: Wednesdays, 1:15 – 2:30, and by appointment Tillett 613 Required Course Materials:

• Karlin, Robert. A. Behavioral Statistics in Plain English. 5th Edition, Revision 1.

• CPS RF Clicker from eInstruction. If you have one from a previous course, you may reuse it.

• A middle level scientific calculator (in the $10 - $25 range, with the ability to take square roots, and to square numbers and store them in several registers) would be useful. A more expensive one will not necessarily be better since you will have to show your calculations on exams and homework problems.

Books and clickers will be available at New Jersey Books, 108 Somerset St., New Brunswick

About Quantitative Methods:

Many people think Quantitative Methods is a course intended to make their lives difficult. In fact, the principles and techniques you will learn in this course can improve your life. We will talk about how to interpret and understand various forms of data and claims that are made about what those data mean. While the purpose of this course is to teach you how to analyze data you may gather and interpret data that are presented in the psychological literature, you will also see how you can apply the information discussed in the course to situations outside the classroom. The course is structured to give you several presentations of each concept in a variety of formats. For each topic, you will read the book, hear it described and explained in lecture, do the Computational Practice Exercises, go over them (and similar problems) in your recitation section, answer questions on the Online Exam, have a second discussion in a review session in lecture, and have the opportunity to review the book, your notes, Computational Practice Exercises, and Online Exams as you study for the exams in class. As psychologists, we know that providing multiple exposures spread over time leads to better and longer-lasting learning than a single intensive (e.g. cramming) exposure. All this may seem like it is a lot of work, and repetitive. But this is done by design, and if you stick with the program, you should finish the course with a good grasp of the material.

This course is designed for incoming transfer students whose previous Quantitative Methods course did not cover both single-factor and two-factor ANOVA. You must have received a grade of C or better in your original course, and pass a placement exam to be enrolled in this course. Completion of this course with a grade of C or better will satisfy the Quantitative Methods requirement for the Major in Psychology, and will allow your credits from your earlier course to transfer.

Assignments:

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• The text for each lecture should be read before class.

• Computational Practice Exercises for Chapters 9, 10, 11 (11.3 – 11.7), 13, and 14 are due at the beginning of the first class after the Chapter has been discussed in class. The purpose of the CPE is to help you understand the material, so you receive full credit for completing the CPE and turning it in (on time). Since the answers are in the book, it would not make sense to correct and grade them based on how well you did them. If you take the time to do them, and rework the ones you get wrong, it should be reflected in your exam scores.

• Online Exams become available when the corresponding chapter is discussed in class; they are closed according to the schedule below. Online Exams are available via eCompanion at www.rutgersonline.net -- note that it's a .net, not a .edu address. You will be enrolled in the course automatically; your login is your NetID, and your password is your date of birth in YYYYMMDD format. You may also access them at ecollege.rutgers.edu using your NetID and regular password. The exams consist of conceptual and computational questions, like the class exams. They are different in that they are entirely multiple choice. You can get credit for guessing the right answer to a computational question; this will not work for the exams in class. However, you will be better off actually trying to solve the problems. Only the exams for Chapters 9, 10, 13, and 14 count toward your grade. You are allowed 2 hours for each exam. Make sure you will have an uninterrupted 2 hours before you start the exam. Also, be sure to save your answers after you answer each question. Click on "Submit for Grade" only when you are sure you are through with the exam. Once you submit your exam, you cannot work on it any more. You will be able to see your score, which questions you answered correctly, and the correct answers to each question, in the eCompanion Gradebook after you submit your exam. If there is a problem while you are taking the exam (e.g., you lose your internet connection), email your instructor and explain the situation; your instructor can reset the exam so that you can take it again. However, you should try to take the exam as soon as you can. If you wait until 11:30 on the last night an exam is available and you run into a problem, you will probably be out of luck.

• We will be using CPS RF clickers from eInstruction in class. During each lecture, there will be a few questions related to the reading assignment for the class. A correct answer is worth 2 points; an incorrect answer is worth 1 point. There will also be some "data gathering" questions used to get data whose analysis will be discussed in the next lecture. Responses to these questions are worth 1 point each. You must respond to the first and last Clicker question in each lecture to receive any points for that lecture.

There will be about 100 possible Clicker points over the course of the semester. A maximum of 90 Clicker points will count toward your grade. This being the case, there are no "make ups" for Clicker points. Since there are more points available than count toward your grade, if you forget your clicker, miss class once or twice because you are ill, or your batteries die during class, you will still have ample opportunity to achieve the maximum number of points for your grade. Since these points count toward your grade, clicker questions are considered to be the same as an academic exercise like exam in class, and the standard rules governing academic integrity apply. Clicking for a friend who is not in class, for whatever reason,

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will be considered the same as cheating on an exam. At a minimum, you will each lose all your Clicker points for the entire course. Other disciplinary actions may be taken.

Grading: There is a total of 800 points available.

• Each CPE is worth 14 points, for a total of 70 points.

• Each Online Exam is worth 60 points, for a total of 240 points.

• 90 points from clicker questions.

• The final exam is composed of three parts: o The multiple choice part of the final is conceptual, and worth 100 points. o The essay part of the final is conceptual, and worth 100 points. o The computational part of the final is worth 200 points. Books, notes, and

calculators may be used for this part of the exam.

• Grades will be awarded based on the total number of points scored. Typically, scores cluster, and there are natural "cut points" in the distribution. The top 20% or so of the students usually do very well on everything, and receive an A in the course. The next 25% or so do pretty well on everything (or very well on some things and not so well on others), and receive B or B+ for their grade. The next 40% or so do OK, and earn C or C+ grades. The bottom 10 or 15% receive D or F grades.

(Standard boilerplate about classroom etiquette, intellectual integrity, email, etc., goes here.) Schedule:

Class Topic Chapter CPE due OE Closed

1 Course introduction and orientation

1 Mean, variance, standard deviation 1

1 Frequency distributions, histograms 2

1 The Normal Curve 3

1 z-scores, standard error of the mean 4

1 Introduction to inferential statistics 5

1

The t distribution, estimated standard error of the mean, confidence intervals 6

1 Correlation 7

1 Regression and statistical significance 8

2 Statistical inference; F and t tests for unrelated groups 9

3 Unrelated F and t, continued 9

4 Two-way factorial ANOVA 10 9

5 Two-way factorial ANOVA, continued 10

6 Dunnett’s t and Tukey’s HSD 11.6 – 11.10 10 9

7 Ordinal and nominal data; χ2, FMAX 13, 14 11.3 – 11.7 10

8 Review 1-11, 13, 14 13, 14

9 FINAL EXAM

1-11, 13, 14 13, 14

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01:830:400 Advanced Undergraduate Statistics Methods in Psych (Proposed) Dr. R. Karlin Spring, 2009 [email protected] Office hour Tillet 517 Tuesday Hours TBA (Remarks for the committee are shown in colored text.) Required Textbooks: 1.Behavioral Statistics in Simple English, 5th edition, revision 1(Most students already have this book from the first level course.) 2. Kinnear, P & Gray, C. (2008). SPSS 15 made simple. New York: Taylor & Francis. (Or similar book on SPSS. I am reviewing several.) Online Exam & class info website (www.rutgersonline.net. Rutgersonline ID = Rutgers Net ID. Password = your birth date in yyyymmdd format. For online exams (OE) click on chapter, then on exam. Remember to look at the announcements. Important course information will be posted there. Syllabus: Most of you want to do graduate study in the bio-behavioral sciences; to become part of a conversation about things you care about. It is a rational conversation (most of the time) whose rules require that we put our ideas to an empirical test. Such tests generate data of a variety of kinds, usually data that can be expressed in numbers. Data almost always have a story to tell. They await the thoughtful analyst to understand and express their story. Like any artisan, the data analyst requires tools. The text I wrote is all about tools, as are the handouts that will be posted online, as is the SPSS book. I will expect you to learn (or relearn) those tools and understand when and how they can be used. I will also ask you to understand the principles that underlie each statistical test. The central goal of the course is for you to understand these principles so well that, were all the stat texts in the world to disappear, you could reinvent each statistical procedure from the principles you have learned and the logic of the situation. Pacing and feedback: In one sense, this is a skill learning course as well as a conceptually oriented one. Whether or not you learn these skills is important. If you have suggestions about how to make things better, let me know. I will ask once every week or two whether we are going too fast or slow. If a third or more of the class thinks we are going too fast, we will slow down and the schedule will be adjusted accordingly. Online exams (OE): Online exams ask whether you can use statistical ideas to solve problems. There is an online exam for each chapter in the book. Each person who takes the exam gets a slightly different set of questions. Hand in a copy of your corrected exam in class. Online exams are worth 20 points each. They are each due at the third class after we go over the material in lecture. We will begin with the OE for Ch 3, skipping the OE for chapters 1 and 2 The exams are on www.rutgersonline.net. You log in with your Rutgersonline ID = your Rutgers Net ID. Your password = your birth date in yyyymmdd format. For example, if you were

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born on November 6, 1983 your password would be 19831106. After you log in, you will get a page that has two tabs on the top left. Click on the academics tab. On the next page scroll down until you find a link to 16:830:4??. Click on that and you will be at the course page. Announcements appear on the right. Check for them. To take an online exam, click on the chapter, then on the “Exam” tab for that chapter. Go down to the bottom of the page that appears on your right and click on start exam. Do that again on the next page. The exam should then appear. There should be 8-10 questions. When you have answered them all, go to the bottom of the test and click on submit test. You then get a copy of your exam back with the correct and incorrect answers shown by clicking on the Gradebook tab and then on your grade. Make a hard copy. Then correct the problems you got wrong, indicating where you went wrong and doing the computations correctly or, on the conceptual questions, indicating the part of the book or lecture that should have led you to the right answer. MAKE SURE DURING THE FIRST WEEK OF CLASS THAT YOU CAN GET TO THE ONLINE EXAMS. Corrections are due when you hand in the exam, at the third class after we discuss the material (with a couple of exceptions). You must obtain at least a score of 8 out of 20 to qualify for full credit on corrected problems. If your score is less than 8 when you take an online exam, corrections will be given half credit. Thus, if you get a score of 6 on an online exam, you can only get half the remaining points when it is fully corrected [6 + .5(14)=13]. You may use calculators or SPSS for all computational questions on the online exams. Whether you got a problem right or wrong in the first place, extra credit of 2 points/problem will be awarded when the SPSS solutions are handed in with the online exam. CPEs: Finally, because I think it is important, I have asked you to do six of the CPEs from the text, 1 for Ch 7; 3 for Ch 8, and 2 from Ch 12. The ones for chapters 7 and 8 are important and worth redoing. You have not done Ch. 12 before, so the CPEs are worth doing. Each of these is worth 4 points (or a total of 24 points for all six. Also, there will probably be some CPEs in the handouts as the online exams do not yet cover them for about 24-36 more points. SPSS Problem Sets: In addition to the ability to do online exam problems with SPSS, there will be SPSS problem sets. These will be handed out during class and will parallel the material in your SPSS book (K & G or some similar text). They will be due 2 to 3 weeks after they are assigned and are worth a maximum of 30 points each. Midterm and final: The essay part of the midterm will be held in class on 2/26 and will cover the material through bivariate correlation and regression. The essay part of the final will be held in our classroom on 5/13 and will be cumulative. Both exams will have the same format. The essays are about the why of the course [e.g., Why do the critical values of r get closer and closer to zero as degrees of freedom increase? Why do we divide the sums of squares and degrees of freedom differently in the single factor, two way, and repeated measures ANOVA? (Be specific

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about what changes and why in each case.)] The essay part of the exam is closed book. The computational part of each exam will comprise a take home set of problems. Open book, open notes, open calculators, open computers. However, as best I can create them, the problems will ask questions that require you to understand and apply concepts, not just crunch numbers. The midterm will be worth a total of 300 points, the final will be worth 400. The computational part of the midterm will be given out in class on 2/26 and will be due on at the beginning of class the following Tuesday, March 3. The computational part of the final will be given out in our last class on 4/30 and will be due on at the beginning of the conceptual part of the final on 5/13. The closed book and open book sections on each exam will have equal numbers of points: 150 and 150 on the midterm, 200 and 200 on the final. I will specify which of the computational problems on each exam must be done using SPSS. Grades: Grades depend on final course total points. There is no curve in this course nor are there preset numbers of points for grades of A, B C or F. There are 20 students. I would be very happy to be able to give 16 As and 4 B+ grades. Of course, I am willing to give 4 Bs and 16 Cs. Your overall performance determines your grade. Extra credit: I hope that each of you will tutor 1 or 2 intro stat students this semester. I learn something new every time I teach stat. Teaching will help you make the material your own. Tutoring earns 4 extra credit points for each hour spent with a student. Email each student you tutor a “what I need to learn” and a “tutoring evaluation” form. The former is to get the student to say precisely what they want to learn. The second is our feedback about how it is going. Credit is awarded when we get back the emailed ”tutoring evaluation” form (copy to you and me). Also, remember that you get 2 points/problem EC when you hand in your corrected online exams with the problems done with SPSS. Some notes on the class schedule: How much we cover will depend on how much you absorb. We may sometimes get ahead or fall behind in a specific class. If we are falling too far behind or going too fast (as determined by your feedback) we will determine what material we can skip If we are sailing through, I will add a couple more handouts (e.g. meta-analysis and/or trend analysis and so on.)

CLASS SCHEDULE Date Lecture and assignment 1/20 Lecture: 1. An overview of what we are going to do Activity: Take home preliminary quiz (for info only) Assigned: Read Ch.1-2. Do preliminary quiz (Closed book). 1/22 Lecture: 1. The basics: Central tendency & variability 2. Freq. distributions: Empirical & theoretical Due: Preliminary quiz (closed book)

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Assigned: Read Ch. 3 & 4; (Note: no online exams Ch 1& 2.) Redo preliminary quiz open book 1/27. Activity: An introduction to using SPSS. Due: Preliminary quiz (open book) Assigned: SPSS Assignment # 1 (Due 2/10) (The 1/27 class should be held in a computer lab with SPSS on each machine. The room will need to be scheduled well in advance.) 1/29 Lecture: The Normal Curve, Z scores and scale scores Due: Nothing due in class Assigned: Review 2nd part of Ch. 4. OE 3.(Due 2/10) (NOTE: Corrected online exams are routinely due at the third class after they are assigned.) 2/3 Lecture: The standard error of the mean & CIs with Z Due: Nothing due in class Assigned: OE 4; Read Ch 5 2/5 Lecture: Estimating parameters, df, & the t distribution Due: Nothing due in class Assigned: Read Ch 6; OE 5; SPSS assignment 2 (Due 2/24) 2/10 Lecture: CIs using t, testing H0 with CIs, review Ch 1-6 Due: OE 3; SPSS # 1 Assigned: Read Ch. 7; OE 6; Do CPE 7.4; SPSS # 2 (Due 3/5) 2/12 Activity: 1. Discuss tutoring (if any) by this point 2. Study groups. Go over what is unclear to you to this point. Help other people with any problems they may have. Due: OE 4 Assigned: Read Spearman’s rho handout 2/17 Lecture: Pearson’s r & Spearman’s rho Due: OE 5 Assigned: Read Chapter 8, Do CPE 8.3, 8.4, 8.6; OE 7 2/19 Lecture: Regression: How, when not to use it, & sEST

Due: CPE 8.3, 8.4, 8.6; OE 6 Assigned: Review Ch 1 – 8; OE 8 (Due 2/26 – 7 days only as

it is meant as part of prep for midterm.)

2/24 Lecture: Review Ch 1-8 for midterm Due: Nothing due in class

Assigned: Review for midterm

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2/26 Conceptual part of the midterm in class. Closed book Due: OE 7 and OE 8 Assigned: Take home computational part of midterm 3/3 Lecture: Go over both parts of the midterm Due: Computational (take home) part of midterm Assigned: Read Chapter 9 3/5 Lecture: One way, unrelated groups ANOVA Due: SPSS # 2

Assigned: Read Ch 10; OE 9 (Due 3/24); SPSS #3 (Due 3/26); Put together material on your tutee(s. Be prepared to discuss them.

3/10 Lecture: t for two, F for more Activity: Group discussion about tutoring: How is it going and where are the problems.

Due: Be prepared to talk about your tutee(s). Assigned: Review Ch 10 3/12 Lecture: Two way and N way factorial ANOVA Due: Nothing due in class

Assigned: OE10; Read Computing the interaction handout 3/17, 3/19 NO CLASS. SPRING BREAK 3/24 Lecture: Interactions in two way ANOVAs Due: OE 9

Assigned: Read Repeated Measures handout. Do CPEs 3/26 Lecture: Single factor, repeated measures ANOVA: Due: SPSS # 3; CPEs from RM handout

Assigned: SPSS # 4 (Due 4/16)

3/31 Lecture: Decreasing error variance - Brief discussions of 1. Missing data: means, LOCF and BLCF

2. Analysis of Covariance 3. Empirically derived indices with unit weights Due: OE 10

Assigned: Read Ch. 11

4/2 Lecture: t tests: one group, 2 groups, repeated measures Due: Nothing due in class

Assigned: Review Ch.11, OE 11

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4/7 Lecture: Post-hoc comparisons and experimentwise alpha Due: Nothing due in class Assigned: Read Ch. 13 4/9 NO CLASS. Passover 4/14 Lecture: Assumptions of parametric stat & FMAX

Due: SPSS # 4 Assigned: Read Ch 14 and nonparametric handout; OE Ch 13; SPSS # 5 (Due 4/30) 4/16 Lecture: Chi Square and other nonparametric tests

Due: OE 11 Assigned: Read Chapter 12; Do CPEs 12.3 and 12.5; OE Ch 14

4/21 Lecture: 1. Power analysis: Sample size and what it means 2. When the null is (almost) true Due: CPEs 12.3 & 12.5 Assigned: Prepare for group discussion on 4/23 4/23 Activity: 1. Group discussion: Tutoring: How is it going and where are the problems. 2. Group discussion: What was good about this course, what was bad, and how can we make

this course better Due: OE 13. Be prepared to talk about both topics.

Assigned: Read correlation handout. Do assigned CPEs 4/28 Lecture: Other correlation topics: testing the difference between two correlations and Chronbach’s alpha Due: Correlation handout CPEs; OE 14 Assigned: Review for final. 4/30 Lecture: Review for final exam: Looking at it as a whole. Due: SPSS # 5 Assigned: Review for final TAKE HOME PART OF FINAL WILL BE GIVEN OUT IN CLASS ON 4/30

5/13 Final exam. Essays. Closed book. Cumulative. Take home part is due at beginning of the final exam.

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Psychology 455 – Positive Psychology

Professor: Dr. John R. Z. Abela Office: Tillett Hall, Room 503 Office Hours: TBA Office Phone: TBA E-mail: [email protected] Class Time: TBA

Required Textbook:

Course pack of readings.

Content: Positive Psychology is the scientific study of the strengths and virtues that enable individuals and communities to thrive. This field is founded on the belief that people want to lead meaningful and fulfilling lives, to cultivate what is best within themselves, and to enhance their experiences of love, work, and play. Positive Psychology has three central concerns: positive emotions, positive individual traits, and positive institutions. Understanding positive emotions entails the study of contentment with the past, happiness in the present, and hope for the future. Understanding positive individual traits consists of the study of the strengths and virtues, such as the capacity for love and work, courage, compassion, resilience, creativity, curiosity, integrity, self-knowledge, moderation, self-control, and wisdom. Understanding positive institutions entails the study of the strengths that foster better communities, such as justice, responsibility, civility, parenting, nurturance, work ethic, leadership, teamwork, purpose, and tolerance. This course combines didactic instruction and experiential learning in its coverage of each of these three issues central to this field

Tentative Syllabus Lecture 1: Introductory Lesson Danner, D., Snowdon, D, & Friesen, W. (2001). Positive emotion in early life and longevity:

findings from the nun study. Journal of Personality and Social Psychology, 80, 804-813. Lecture 2: The Three Paths to Happiness Argyle, M. (2000) Causes and correlates of happiness. In D. Kahneman, E. Diener, and N.

Schwartz (Eds.), Well-being: The foundations of hedonic psychology. New York: Russel Sage Foundation.

Brickman, P., Coates, D., & Janoff-Bulman, R. (1978). Lottery winners and accident victims: Is

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happiness relative?, Journal of Personality and Social Psychology, 26, 917-927. Lykken, D., & Tellegen, A. (1996). Happiness is a stochastic phenomenon. Psychological

Science, 7, 186-189. Park., N., Peterson, C., & Seligman, M. E. P. (2004). Strengths of character and well-being.

Journal of Social and Clinical Psychology, 23, 603-619.

Lecture 3: The Three Paths to Happiness

Music and Poetry related to The Pleasant Life, The Good Life, and The Meaningful Life

Lecture 4: Positive Emotions I

Diener, E. & Diener, C. (1996). Most people are happy. Psychological Science, 3, 181-185. Fredrickson, B. (2001). The role of positive emotions in positive psychology: The broaden-and-

build theory of positive emotions. American Psychologist, 56, 218-226. Lyubomirsky, S. (2001). Why are some people happier than others? The role of cognitive and

motivational processes in well being. American Psychologist, 56, 239-249. Lecture 5: Positive Emotions II Lyubomirsky, S., King, L.A. & Diener, E. (2005). The benefits of frequent positive affect: Does

happiness lead to success. Psychological Bulletin, 131, 803-855. Isen, A.M. (1993). Positive affect and decision making. In M. Lewis & J.M. Haviland (Eds.),

Handbook of emotions (pp. 261-277). New York: Guilford Press. Myers, D.G. (2000). The funds, friends, and faith of happy people, American Psychologist, 55,

56-67. Schwartz, B., Ward, A., Monterosso, J., Lyubomirsky, S., White, K., & Lehman, D.R.,

Maximizing versus satisfying: Happiness is a matter of choice. Journal of Personality and Social Psychology, 83, Nov 2002, 1178-1197.

Ryan, R. M. & Deci, E.L. (2000). Self-determination theory and the facilitation of intrinsic

motivation, social development, and well-being American Psychologist, 55, 68-78.

Lecture 6: Positive Emotions III Taylor, S.E., Kemeny, M.E., Reed, G.M., Bower, J.E. & Gruenwald, T.L. (2000). Psychological

resources, positive illusions, and health. American Psychologist, 55, 99-109.

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Wilson, D.T., Meyers, J., & Gilbert, D.T. (2001). Lessons from the past: Do people learn from experience that emotional reactions are short-lived. Journal of Personality and Social Psychology, 78, 821-836. Lecture 7: Sensory Savoring Chapter 7 (pp. 102-121) - “Happiness in the Present” in:

Seligman, M.E.P. (2002). Authentic Happiness: Using the New Positive Psychology to Realize Your Potential for Lasting Fulfillment. New York: Free Press.

Lecture 8: Sensory Savoring

Savoring Exercises

Lecture 9: Sensory Savoring - Beyond the Senses Cultural and Personal Artifact Presentations

Lecture 10: Countering the Negativity Bias Chapter 1 (pp. 7-31) – “Fixation of Belief” in:

Peirce, C. S. (1923). Chance, Love, & Logic: Philosophical Essays. New York: Harcourt, Brace, & Co.

Savitsky, K., Medvic, V. H., & Gilovich, T. (1997). Remembering and regretting: The Zeigarnik

effect and the cognitive availability of regrettable actions and inactions. Personality and Social Psychology Bulletin, 23, 248-258.

Rozin, P., & Royzman, E. B. (2001). Negativity bias, negativity dominance, and contagion.

Personality and Social Psychology Review, 5, 296-320. Baumeister, R., Bratslavsky, E., Finkenauer, C., & Vohs, K. (2001). Bad is stronger than good.

Review of General Psychology, 5, 323-370. Lecture 11: Expressing Gratitude Emmons, R. A. (2003). Gratitude. In C. Peterson & M. E. P. Seligman (Eds.), Values in Action

(VIA) Classification of Strengths and Virtues. Cincinnati: Values in Action Institute. Emmons, R. A. & Crumpler, C.A. (2000). Gratitude as a human strength: Appraising the

evidence. Journal of Social & Clinical Psychology, 19, 56-69. Lecture 12: Expressing Gratitude

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Film: It Could Happen to You

Lecture 13: Gratitude Visit

Gratitude Letter/Visit Presentations

Lecture 14: ABC Model Seligman, M. E. P., Revich, K., Jaycox, L., & Gillham, J. (1995). The Optimistic Child. Boston:

Houghton Mifflin. Jaycox, L. H., Reivich, K. J., Gillham, J., & Seligman, M. E. P. (1994). Prevention of depressive

symptoms in schoolchildren. Behaviour Research and Therapy, 32, 801-816. Gillham, J. E., Reivich, K. J., Jaycox, L. H., & Seligman, M. E. P. (1995). Prevention of

depressive symptoms in schoolchildren: Two-year follow-up. Psychological Science, 6, 343-351.

Gillham, J. E., & Reivich, K. J. (1999). Prevention of depressive symptoms in schoolchildren: A

research update. Psychological Science, 10, 461-462. Lecture 15: Generation Alternatives Alloy, L., Abramson, L., & Chiara, A. (2000). On the mechanisms by which optimism promotes

positive mental and physical health. In J. Gillham (ed.) The science of optimism and hope: Research essays in honor of Martin E.P. Seligman (pp. 201-212). Philadelphia: Templeton Foundation Press.

Lecture 16: Evaluating Evidence Peterson, C. & Vaidya, R.S. (2003). Optimism as virtue and vice. In E.C. Chang & L.J. Sanna

(Eds.), Virtue, vice, and personality: The complexity of behavior (pp. 23-37). Washington, D.C.: American Psychological Association.

Seligman, M.E.P., Steen, T.A., Park, N. & Peterson, C. (2005). Positive psychology progress:

Empirical validation of interventions. American Psychologist, 60, 410-421. Lecture 17: Real-time Resilience

King, L.A. (2001). The health benefits of writing about life goals. Personality and Social Psychology Bulletin, 27, 798-807.

King, L.A. & Miner, K.N. (2000). Writing about the perceived benefits of traumatic events: Implications for physical health. Personality and Social Psychology Bulletin, 26, 220-230.

Lecture 18: Identifying Strengths

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Peterson, C., & Seligman, M. E. P. (2003). Unpacking character. In C. Peterson & M. E. P.

Seligman (Eds.), Values in Action (VIA) Classification of Strengths and Virtues. Cincinnati: Values in Action Institute.

Allport, G. W. (1961). Pattern and growth in personality. New York: Holt, Rinehart, and

Winston. Dahlsgaard, K. (2003). Lessons from history. In C. Peterson & M. E. P. Seligman (Eds.), Values

in Action (VIA) Classification of Strengths and Virtues. Cincinnati: Values in Action Institute.

Chapter 9 (pp. 134-161) - “Your Signature Strengths” in:


Lecture 19: Identifying Strengths

Film: What’s Eating Gilbert Grape Lecture 20: Strengths in Context Winner, E. (2000). The origins and ends of giftedness. American Psychologist, 55, 159-169. Lecture 21: Strengths Narrative Liddle, H. A., Rowe, C., Dakof, G., & Lyke, J. (1998). Translating parenting research into

clinical interventions for families of adolescents. Clinical Child Psychology and Psychiatry, 3, 419-443.

Maccoby, E. (1992). The role of parents in the socialization of children: A historical overview.

Developmental Psychology, 28, 1006-1017. Steinberg, L. (1990). Autonomy, conflict, and harmony in the family relationship. In S. Shirley

Feldman & Glen R. Elliot (Eds.). At the Threshold: The Developing Adolescent (pp. 255-276). Boston: Harvard University Press.

Lecture 22: Family Tree of Strengths Film: Joy Luck Club

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Lecture 23: Family Tree of Strengths Family Tree of Strengths Presentations

Lecture 24: Developing a Target Strength Chapter 2 - “Some Hypotheses Regarding the Facilitation of Personal Growth” Rogers, C. R. (1961). On Becoming a Person. Boston: Houghton Mifflin. Haidt, J. (2002). It’s more fun to work on strengths than weaknesses (but it may not be better for

you). http://wsrv.clas.virginia.edu/~jdh6n/Positivepsych.html. Lecture 25: Developing a Target Strength

Developing a Target Strength Presentations

Lecture 26: Five Kindnesses in One Day Chapter 1 (pp. 3-16) - “Positive Feeling and Positive Character” in: Chapter 3 (pp. 30-44) - “Why Bother to Be Happy?” in: Chapter 5 (pp. 62-82 - “Satisfaction about the Past” in:


Lecture 27: Five Kindnesses in One Day Film: Five Kindnesses in One Day

Lecture 28: Five Kindnesses in One Day

Five Kindnesses in One Day Presentations Lecture 29: Examining Meaning I Myers, D. G. (2000). The American Paradox: Spiritual Hunger in an Age of Plenty. New Haven:

Yale University Press. Easterbrook, G. (2003). The Progress Paradox. New York: Random House. Chapter 5 (pp. 259-276) - “Health and Happiness” in:

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Durkheim, E. (1951). Suicide: A Study in Sociology. Glencoe, IL: Free Press: Simon & Schuster.

Lecture 30: Examining Meaning II Chapter 14 (pp. 250-260) - “Meaning and Purpose” in:


Chapter 7 (pp. 116-133) - “Altruism and Volunteerism” in: Chapter 13 (pp. 216-246) - “Technology and Mass Media” in: Chapter 20 (pp. 250-260) - “Health and Happiness” in: Putnam, R. D. (2000). Bowling Alone: The Collapse and Revival of American Community. New

York: Simon & Schuster. Lecture 31: Examining Meaning II

Building Meaning Presentations Lecture 32: Culmination Lesson

Requirements Grades will be based on class presentations (each student will be assigned to do two of the six presentation topics; 10% each; 20% total); six essays/projects (each student will do one essay or project on each of the six presentation topics; 5% each; 30% total); weekly journal exercises and entries (30%); and a final exam (20%).

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12/11/08 Appendix #17 860:***

Proposed Syllabus

Intensive First Year Russian

01:860:105 (6 credits)

Objectives Students meet five days a week for a total of fifteen hours of instruction per week, for the period of 6 weeks. Each week is broken down in the following modular way:

Grammar Introduction to basic aspects of RGrammar Introduction to basic aspects of RGrammar Introduction to basic aspects of RGrammar Introduction to basic aspects of Russian grammar: alphabet, ussian grammar: alphabet, ussian grammar: alphabet, ussian grammar: alphabet, case system in singular and plural (declension of nouns, pronouns, case system in singular and plural (declension of nouns, pronouns, case system in singular and plural (declension of nouns, pronouns, case system in singular and plural (declension of nouns, pronouns, adjectives), pronouns (personal, possessive, interrogative, adjectives), pronouns (personal, possessive, interrogative, adjectives), pronouns (personal, possessive, interrogative, adjectives), pronouns (personal, possessive, interrogative, demonstrative), verbal conjugation, verbal mood, and verbal aspect, demonstrative), verbal conjugation, verbal mood, and verbal aspect, demonstrative), verbal conjugation, verbal mood, and verbal aspect, demonstrative), verbal conjugation, verbal mood, and verbal aspect, basic vocabulary building, basic sebasic vocabulary building, basic sebasic vocabulary building, basic sebasic vocabulary building, basic sentence structure.ntence structure.ntence structure.ntence structure.

7.5 hours

Conversation Systematic development of conversational ability on various themes related to St. Petersburg: transport, weather, climate, free time, education, and Russian traditions.

6

Phonetics Basic vowel and consonant sounds, stress, intonation contours 1-3, declamation

1.5 hours

Total contact hours a week: 15 hours

Textbooks used: Grammar: Chernyshov, Poekhali! Russkij jazyk dlja vzroslykh (2003) Conversation: Zdravstvujte! Posobie po razgovormoj praktike (2001)

PhPhPhPhonetics: Verbitskaja, onetics: Verbitskaja, onetics: Verbitskaja, onetics: Verbitskaja, Prakticheskaja fonetika russkogo jazyka dlja inostrannykh Prakticheskaja fonetika russkogo jazyka dlja inostrannykh Prakticheskaja fonetika russkogo jazyka dlja inostrannykh Prakticheskaja fonetika russkogo jazyka dlja inostrannykh uchashchikhsja.uchashchikhsja.uchashchikhsja.uchashchikhsja. (2001)(2001)(2001)(2001) Evaluation:

1. In addition to frequent quizzes, students will take a midterm and final exam 2. Classroom presentations, dialogs (conversation module) 3. Written assignments (conversation and grammar modules) 4. Memorization of a poetic text and recitation (phonetics) 5. Oral reading of a short text (phonetics)

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Proposed Syllabus

01:860:205 (6 credits)

Intensive Second Year Russian in Russia Students meet five days a week for a total of fifteen hours of instruction per week, for the period of 6 weeks. Each week is broken down in the following modular way:

Grammar Development of knowledge of morphology, case system, verbs of motion (prefixed and unprefixed), verbal aspect, verbal governance, vocabulary building.

6 hours

Conversation Systematic development of conversational ability on various themes related to St. Petersburg: educational system, schedule, student life, city life, entertainment, attractions, city landmarks, giving and receiving directions using verbs of motion

6 hours

Phonetics Palatalized consonants, vowel [Phonetics Palatalized consonants, vowel [Phonetics Palatalized consonants, vowel [Phonetics Palatalized consonants, vowel [ыыыы ], stress, intonation contours 1], stress, intonation contours 1], stress, intonation contours 1], stress, intonation contours 1----5, 5, 5, 5, phonological processes: vowel reduction in unstressed syllables, consonant phonological processes: vowel reduction in unstressed syllables, consonant phonological processes: vowel reduction in unstressed syllables, consonant phonological processes: vowel reduction in unstressed syllables, consonant (de)voicing (de)voicing (de)voicing (de)voicing

1.5 hours

ReadingReadingReadingReading Adapted/abridged short stories and texts related to St. PetersburgAdapted/abridged short stories and texts related to St. PetersburgAdapted/abridged short stories and texts related to St. PetersburgAdapted/abridged short stories and texts related to St. Petersburg 1.5 hours


Textbooks used: Grammar: Kagan et al., V puti: 2nd edition (2005) Conversation: Teremova, Gavrilova, Okno v mir russkoj rechi (2001)

PhPhPhPhonetics: Kostina et al., onetics: Kostina et al., onetics: Kostina et al., onetics: Kostina et al., Perspectiva: foneticheckij kurs Perspectiva: foneticheckij kurs Perspectiva: foneticheckij kurs Perspectiva: foneticheckij kurs (1995)(1995)(1995)(1995) Evaluation:

6. In addition to frequent quizzes, students will take a midterm and final exam 7. Classroom presentations, dialogs (conversation module) 8. Written assignments (conversation and grammar modules) 9. Memorization of a poetic text and recitation (phonetics) 10. Oral reading of a short text (phonetics) 11. Summarizing of a short text, orally and in writing (all skills)

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Proposed Syllabus

01:860:305 (6 credits)

Intensive Third Year Russian in Russia Students meet five days a week for a total of fifteen hours of instruction per week, for the period of 6 weeks. Each week is broken down in the following modular way:

Grammar Overview and further development of knowledge of nominal declension system (especially plural forms of pronouns, adjectives, irregular noun patterns, declension of proper names and numerals), further mastery of verbs of motion, reflexive verbs, verbal aspect, verbal governance, vocabulary building.

6 hours

Conversation Systematic development of conversational ability on various themes related to St. Petersburg: cinema and television, newspapers and magazines, internet, Russian cuisine, ecology and climate, architecture, art, theater.

4.5 hours

Phonetics Hushers, (un)palatalizes [л/р], consonant clusters, intonation contours 1-7, syllable structure.

1.5 hours

Reading Abridged short stories and texts related to St. Petersburg 1.5 hours

Language of Media Overview of the Russian language press in St. Petersburg, reading for parsing information

1.5 hours


Textbooks used: Grammar: Kagan et al., V puti: 2nd edition (2005) Conversation: Guildebrandt, Sud’by (2002) Phonetics: Il’inova et al., Uchebnye materialy po fonetike (2001) Evaluation:

12. In addition to frequent quizzes, students will take a midterm and final exam 13. Classroom presentations, dialogs (conversation module) 14. Written assignments (conversation and grammar modules) 15. Memorization of a poetic text and recitation (phonetics) 16. Oral reading of a short text (phonetics) 17. Summarizing of a short text, orally and in writing (all skills)

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Course Description

01:860:325 St. Petersburg: The City as Monument

There are cities that can be more than just a place to study: a city can itself be a cultural space that holds the story of a nation’s culture. Some cities are more “storied” than others and St. Petersburg is certainly such an urban center. It is a place that has itself inspired a vast quantity of writing, and as the cultural center of the Russian Empire in the eighteenth, nineteenth and much of the twentieth centuries, some of the most important writers made their homes in this “the most premeditated of Russian cities,” as Dostoevsky once wrote. The summer program in St. Petersburg will make this the central subject in all the learning environments in which the students will work. Hopefully, by taking carefully devised language and interdisciplinary topics courses, the students will have a more vivid and profound grasp of the significance of this great city and its place in Russian culture and history. This summer abroad program’s goal is to give students both a solid foundation in the Russian language through intensive classroom work, and an introduction to the city’s literary, historical, and art historical monuments. The program is designed to maximize the experience of St. Petersburg by integrating literary texts about the city in advanced level language courses. This will be complemented by a 3 credit topics course conducted in English and taught or team-taught by regular Rutgers faculty. The topics of these courses will vary as the participating Rutgers faculty varies from year to year. Five topics have been proposed:

1. St. Petersburg in Literature and History (Gerald Pirog, Germanic, Russian and East European Languages and Literatures; Jochen Helbeck, History), Summer 2009

2. Modernity and the St. Petersburg Avant Garde (Jane Sharp, Art History) 3. Politics after Communism and the Place of St. Petersburg (Jan Kubik, Political Science) 4. Jewish St. Petersburg (Nancy Sinkoff , History/Jewish Studies in conjunction with The

European University) 5. St. Petersburg in Revolution (1905-1920): Fiction, Reportage, Memoir (Carol Avins,

Germanic, Russian and East European Languages and Literatures ) Students will attend three 80 minute lectures per week, conducted in English, by a Rutgers professor. A fourth meeting each week will be devoted to field trips to relevant sites. Additional site visits will be part of assigned work.

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860:325

Summer 2009

“Literary St. Petersburg in Its Historical Context”

Profs. Gerald Pirog and Jochen Helbeck

St. Petersburg was home to many of Russia’s most important writers—Pushkin, Gogol, Dostoevsky, Blok, Akhmatova, Mandelshtam, Majakovsky, among many others—and has many literary museums devoted to their work and lives. It was also the site of momentous and sometimes calamitous events in Russian history that were often the subject of literary works. That Russia’s public sphere often operated through the medium of literature will be an important aspect of this course. Excursions to literary museums and important historical sites will complement the lectures and reading assignments. Traditionally, experts in literature, often with advanced degrees, staff these museums so the level of the excursions will be very high. Course Requirements:

1. regular attendance 2. preparation for all classes 3. attendance at all excursions 4. participation in discussions

Evaluation:

1. two 3-5 page essays submitted in August after the program ends

Texts: 1. Elaine Blair, Literary St. Petersburg: A Guide to the City and Its Writers, NY: The Little

Bookroom. 2006. 2. Anna Lisa Crone and Jennifer Day, My Petersburg/Myself: Mental, Architectural, and

Imaginative Space in Modern Russian Letters. Bloomington, IN: Indian UP. 2004. 3. Bruce W. Lincoln, Sunlight at Midnight: St. Petersburg and the Rise of Modern Russia

(New York, 2000) 4. James Cracraft, The Revolution of Peter the Great (Cambridge, Mass: 2003) 5. Lidiya Ginzburg, Blockade Diary (London, 1995)

Recommended:

1. Laurence Kelly, St. Petersburg: a Travellers’ Companion (2nd ed., New York, 2003) 2. Lisa Kirschenbaum, The Legacy of the Siege of Leningrad, 1941-1995: Myth, Memories,

and Monuments (New York, 2006) 3. Julie Butler, Mapping St. Petersburg. Princeton: Princeton UP. 2005

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Syllabus

The first series of lectures (3 weeks), by Prof. Helbeck, will give a broad outline of the history and cultural significance of St. Petersburg and provide a context in which to understand the literary texts that the students will be reading. Excursions to important historical sites will complement these lectures. Lectures and excursions (Weeks 1 through 3)

1) Peter the Great and the founding of the city. Peter’s cultural revolution 2) Excursion I: Noble residences in Petersburg. Remaking the Nobility. 3) Catherine the Great. Scenarios of monarchic power. Bronze Horseman sculpture. 4) Excursion II: to Tsarist residences. Reading imperial gardens and parks 5) The Imperial cityscape (G. Kaganov). St. Petersburg around 1800. St. Petersburg and

Moscow as cultural symbols. Lotman on the semiotics of behavior. 6) Urban History during 19th century: Nevsky Prospekt; Dostoevsky’s Petersburg, In-

migrants from villages 7) Petersburg and Revolution. The city as a symbolic space (Nicholas II’s failed scenario of

power) 8) Excursion III to the symbolic spaces of Petersburg during the revolution (selection from

following: Peter and Paul Fortress, Putilov factory, Smolnyi, Pl. Vosstaniia) 9) Petrograd to Leningrad: early Soviet power, opposition, terror. [Second city. Political

opposition. Kirov’s murder. 1930s terror. Intelligentsia. Belomorkanal] 10) The Blockade 11) Excursion IV: Piskarevskoe kladbishche 12) Postwar reconstruction. From Leningrad to St. Petersburg

The second series of lectures by Prof. Pirog will be devoted to works of literature in which the city is a protagonist. Excursions to literary museums will complement the lectures and reading assignments. Traditionally, experts in literature, often with advanced degrees, staff these museums so the level of the excursions will be very high. Lectures and Excursions (weeks 4-6)

1. St. Petersburg as literary protagonist 2. Excursion I: The Bronze Horseman and the Pushkin Literary Museum 3. Gogol’s “Nevsky Prospect:” Urban space in a City of Dreams 4. A Most Premeditated City: Dostoevsky’s “White Nights” and Crime and Punishment 5. Crime and Punishment 6. Excursion II: In Raskolnikov’s footsteps; Dostoevsky Museum 7. Pre-Revolutionary St. Petersburg: Blok’s “Neznakomka;” Mandelshtam’s

“Admiral’tejstvo” 8. Bely’s Peterburg: 1905 9. Excursion III: to Blok Museum. Visit the cabaret Brodjachaja sobaka.” 10. Revolutionary St. Petersburg: Blok’s “The Twelve,” Majakovsky “Our March” 11. Stalinist St. Petersburg and World War II: Akhmatova’s Requiem 12. Excursion IV: Living Voices: A visit with the poet Alexander Kushner

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Proposed Syllabus 01:860:405 (6 credits)

Intensive Fourth Year Russian in Russia Students meet five days a week for a total of fifteen hours of instruction per week, for the period of 6 weeks. Each week is broken down in the following modular way:

Grammar Advanced aspects of Russian grammar: participles, verbal adverbs, complex sentences, ‘to, cho’ constructions.

4.5 hours

Conversation Advanced topics related to St. Petersburg history and culture: revolution, emigration, social classes, .

4.5 hours

Audition Further development of listening comprehension skills using original unadapted materials (films, news reports, television programs)

1.5 hours

Stylistics Development of notion of stylistic genres, stylistic appropriateness, vocabulary, expending vocabulary stratified stylistically.

1.5 hours

Reading Unabridged short stories and texts related to St. Petersburg; structure of a literary text, analysis of its plot, literary themes, characters, and language specifics.

1.5 hours

Language of Media and Film Detailed sampling of the Russian language press in St. Petersburg, reading for parsing information and expressing opinion

1.5 hours


Textbooks used: Grammar: Egorova., Trudnye sluchai russkoj grammatiki (2007) Conversation: Viktorov, Viktorova, Dlja tekh, kto ljubit kino (2005) Stylistics: Ivanova et al., Sintaksis: Prakticheskoe posobie dlja inostrannykh uchaschikhsja (2007) Reading: Contemporary Russian writers (V. Pelevin, T. Tolstaja, L. Petrushevskaja, etc.) Evaluation:

18. In addition to frequent quizzes, students will take a midterm and final exam 19. Classroom presentations, dialogs (conversation module) 20. Written assignments (conversation and grammar modules) 21. Memorization of a poetic text and recitation (phonetics) 22. Dictation and listening comprehension exercises (audition) 23. Analysis of structure of a literature text (all skills)

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12/11/08 Appendix #18 905:***

Proposed revision of SAS Social Justice Minor

Submitted by Interdisciplinary Social Justice Faculty Committee:

Mary Hawkesworth, Barbara Balliet, Julie Livingston, Howard McGary, Lisa L. Miller, Anne

Piehl, Robyn Rodriquez, Rick Schroeder, Sue Schurman

School of Arts and Sciences

Minor in Social Justice The Social Justice Minor is designed to introduce students to the complexity of social justice issues, cultivate their capacity to identify key determinants of structural inequities, familiarize them with various social justice practices and strategies, and prepare them for advocacy and activism to address these pressing issues. The Social Justice Minor draws upon resources in multiple academic units, disciplines, and interdisciplinary programs to involve students in ongoing struggles to define and achieve social justice locally and globally. Through individual courses that incorporate service learning, as well as internships, study-abroad and alternative spring break experiences, students are encouraged to recognize injustice and work to eradicate it. Among the manifold dimensions of injustice, the social justice minor pays particular attention to modes of exploitation, marginalization, structural and physical violence, and cultural imperialism that produce systems of advantage and disadvantage. Students who complete the 18 credit program will learn to think analytically, integrate social justice theory and practice, identify structural constraints and trace their operation across social, economic, political, cultural, and environmental terrains, understand the effects of various social and economic policies on the scope and intensification of inequality, and grasp the complex interrelation of local and global justice issues. Requirements for the Minor in Social Justice The Minor in Social Justice requires six courses: 01:905:201 Introduction to Social Justice (3 credits)

Description: Through case studies of pressing social justice issues, this course examines dynamics of oppression, linking competing theories of social justice to hierarchies grounded in race, ethnicity, nationality, gender, class, and sexuality, and to particular strategies for social transformation.

01:905:202 Practicing Social Justice (3 credits)

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Description: Introduces students to diverse practices of social justice activism including grassroots organizing, labor organizing, political organizing, and transnational organizing. Readings about social change efforts are combined with student participation in community mobilizations, labor organizing efforts, political campaigns, and transnational social movement and NGO activism. 01:905:399/400 Social Justice Internship (3 credits) Description: Work in an approved social justice organization for 80-100 hours in conjunction with 10 week, 2-hour seminar addressing challenges in social justice activism. Requires semester paper that integrates internship experience with theories of justice and/or policy impact.

or 01:905:401/402 Social Justice Capstone Seminar (3 credits) Description: In depth exploration of a particular social justice issue such as globalizing inequality, gendered migration, war and displacement, refugee camps, militarization, the color of AIDS, asylum seeking, the prison-industrial complex. Topic varies with instructor. See website for details. Choice of Three Electives from Approved List

To qualify as a social justice elective, a course must fulfill at least two of the following learning goals: Critically engage histories and geographies of domination; Critically engage particular population’s experiences of oppression; Explore theories of justice in relation to reduction of social inequalities;

Examine policy alternatives that foster collective action or redistributive effects. Faculty are strongly encouraged to submit courses for inclusion as social justice electives. The list of electives will be updated annually.

Preliminary List of Approved Elective Courses: Africana Studies 01:014:208 Sociology of Black Economic Development 01:014:212 Politics and Power in Modern Africa 01:014:255 History of Black Education in the US 01:014:276 Black Social/Political Development 01:014:347 Health Issues African American Communities 01:014:353 Black Community Law Social Change 01:014:355 Blacks & Economic Structures 01:014:365 Black Migration and Urbanization 01:014:371 African Development 01:014:376 Pan African Movement

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American Studies 01:050:240 Latino/Latina American Culture 01:050:305 Images & Narratives of War 01:050:324 Wayward Americans 01:050:325 Women on the Fringe 01:050:331 Ethnic America 01:050:376 Native American Lit in English 01:050:342 American Sexuality 01:050:346 Culture of US Imperialism Anthropology 01:070:216 Anthropology of Modern Problems 01:070:222 Anthropology of Sex and Eroticism 01:070:223 Anthropology of Latin America 01:070:303 Wealth and Culture 01:070:305 Anthropology of Development 01:070:312 Languages and Social Diversity 01:070:319: Anthropology and Human Rights 01:070:320 Diaspora, Multiculturalism and Ethnicity in the US 01:070:324 Globalization, Sex, and Families 01:070:338 Anthropology of African People 01:070:372 Anthropology of the Body 01:070:374 Local Global Systems 01:070:376 Power and Difference 01:070:378 Anthropology of Gender 01:070:379 Gender and Power in Africa 01:070:389 Ethnography of Gender in South Asia 01:070:406 Rights and Wrongs of Indigenous Peoples 01:070:486 Gender, Development, Environment Art History 01:082:332 African American Art Criminal Justice 01:202:301 Human Rights and Criminal Remedies 01:202:327 Sex, Crime, and Justice 01:202:425 Race, Crime, and Justice 01:202:405 Ideas in Justice Economics 01:220:302 Labor Economics 01:220:316 Health Economics 01:220:331 Economics of Crime 01:220:363 Economics of Taxation

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01:220:375 Women and the Economy English 01:350:369 Black Writers & the Sixties 01:350:371 Black Women Writers 01:350:370 Black Music and Lit 01:350:372 Lit of the Black World 01:350:376 Issues & Problems in Black Lit 01:351:366 Migration and Diaspora 01:351:376 Native American Literatures in English 01:351:377 Asian-American Literatures in English 01:351:460 Colonial and Postcolonial Literature 01:353:320 Marxist Literary Theory 01:353:426 Colonial and Postcolonial Theory 01:354:375 Film & Society French 01:420:410 Sub-Saharan African Literature 01:420:411 North African Literature 01:420:413 Caribbean Literature Geography 01:450:338 Geography of Africa 01:450:360 Cultural and Political Ecology 01:450:361 Gendered Geographies 01:450:363 Geography of Development History 01:506:110 Age of European Global Expansion 01:506:114 World Civilization 01:506:221 History of Exploration 01:506:224 Slavery in World History 01:506:321 Disease in History 01:506:324 History of HIV/AIDS 01:506:330 African Diaspora Liberation Movement 01:506:361 Socialism and Communism 01:506:363 Imperialism 01:506:364 Colonialism to Globalization 01:508:222 Modern Africa 01:508:224 Women & Gender in Africa 01:508:260 Colonial Latin America 01:508:262 Modern Latin America 01:508:264 Latin America & the US 01:508:271 History of Caribbean to 1898

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01:508:272 History of Caribbean Since 1898 01:508:280 Native American History I 01:508:281 Native American History II 01:508:300 Arab-Israeli conflict 01:508:305 Modern Middle East 01:508:307 Women in Middle East 01:508:321 African Cultural History 01:508:322 West Africa 01:508:325 Africa 15-19th Century 01:508:326 Islam in Africa 01:508:327 Africa WWII 01:508:330 Women in Mod S. Asia 01:508:332 S. Asian Slavery 01:508:335 Modern S. Asia 01:508:336 South Asia 1947-pres 01:508:364 Environmental History of Latin America 01:508:365 Revolutionary Latin America 01:508:367 Afro-Latin American Experience 01:508:368 Social History of Latin America 01:508:369 Gender in Latin America 01:508:370 History of Cuba 01:508:371 History of Puerto Rico 01:508:372 History: Dominican Republic 01:508:383 History of Native American Women 01:508:420 African Labor History 01:510:224 Gender & Society in Europe 01:510:261 History of the Holocaust 01:512:121 Health and Environment in America 01:512:316 Radicalism in America 01:512:322 Drugs, Medicine, and Society in US 01:512:360 Latino History 01:512:364 Blacks in Urban America 01:512:366 Race & Sex in America 01:512:368 Civil Rights 1900-80 01:512:369 Afro American History I 01:512:370 Afro American History II 01:512:375 Gay and Lesbian History in the US 01:512:380 Women in American History I 01:512:381 Women in American History II Jewish Studies 01:563:261 History of the Holocaust 01:563:300 Arab-Israeli Conflict 01:563:356 Jews in American Society 01:563:359 Blacks & Jews in American History

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01:563:375 Jewish Immigrant Experience 01:563:385 History of East European Jews 01:563:389 Jewish Politics/Power Labor Studies 37:575:201 Development of Labor Movement 37:575:202 Development of Labor Movement 37:575:254 Economics of Labor 37:575:258 Working People’s History 37:575:261 Leadership and Democracy 37:575:303 Black Workers in American Society 37:575:307 Latino Workers in U. S. 37:575:309 Working Women in American Society 37:575:320 Immigrant Workers Rights 37:575:322American Unions in Politics 37:575:335 Women & Labor, U. S. & Global 37:575:357 Social Movements & Work 37:575:359 Organizing for Social Change 37:575:360 Union Organization 37:575:363 Labor & Global Economy 37:575:364 Diversity at Work Latino, Hispanic and Caribbean Studies 01:595:201 Caribbean Women in the US 01:595:204 History of the Caribbean to 1898 01:595:205 History of the Caribbean since 1898 01:595:299 Latinos in Community 01:595:327 Gender, Sex, and Representation in Latino Communities 01:595:371 History of Puerto Rico 01:595:372 History of the Dominican Republic 01:595:390 History of Cuba 01:595:298 Latinos & Migration 01:595:300 Slavery in Caribbean 01:595:326 Gender and Sexualities in the Caribbean 01:595:329 Latino Politics in the US 01:595:370 Law & Latino Communities in the US Philosophy 01:730:105 Current Moral and Social Issues 01:730:106 Current Moral and Social Issues 01:730:258 Philosophy & the Black Experience 01:730:330 The Ethics of War 01:730:342 Social and Political Philosophy 01:730:343 Marx & Marxism 01:730:346 Rights, Justice and Equality

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01:730:347 Philosophical Issues in Feminism 01:730:250 Environmental Ethics Political Science 01:790:317 Globalization in the Non-Western World 01:790:328 Conflict & Change in the Caribbean 01:790:329 Latino Politics in the US 01:790:333 American Race Relations 01:790:334 Politics of Black America 01:790:350 Environmental Politics in the US and Internationally 01:790:351 Contemporary Politics of the Middle East 01:790:355 Women & Public Policy 01:790:357 Comparative Political Economy 01:790:358 Globalization Democracy and Contemporary Capitalism 01:790:377 Marx & Marxist Theory 01:790:404 Politics of Criminal Justice 01:790:406 Civil Liberties and Civil Rights 01:790:409 Courts & Public Policy 01:790:424 Gender & Political Economy 01:790:437 Politics of American Capitalism Sociology 01:920:108 Minority Groups in American Society 01:920:270 Sociology of the Third World 01:920:306 Race Relations 01:920:321 Urban Development and Community Change 01:920:332 Social Inequalities 01:920:375 Economic Sociology 01:920:440 Sexuality and Society Spanish & Portuguese 01:940:460 Race, Class and Ethnicity in Latin America 01:940:462 Environment and Literature Women’s & Gender Studies 01:988:106Women in the Global Economy 01:988:235 Dynamics of Race, Class and Sex 01:988:285 Lesbians and Gay Men in Society 01:988:303 Comparative Feminisms 01:988:310 South Asian Feminisms 01:988:312 African Feminisms 01:988:321 Queer Contexts 01:988:331 Theorizing Gender and Sexuality 01:988:332 The Color of AIDS: The Politics of Race During the AIDS Crisis 01:988:329 Race, Gender, Nation

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01:988:368 Race, Gender and Subjectivity 01:988:337 Globalization, Sex and the Family 01:988:338 Transnational Sexualities 01:988:368 Producing Identities 01:988:371 Making Change 01:988:372 Contemporary Feminist Activism 01:988:394 Black Women in the US 01:988:395 Sex, Race and Videotape 01:988:405 Gender and Human Rights 01:988:429 Engendering Development 01:988:480 Ethics & Leadership 01:988:482 Feminism, Policy and the Poor 01:988:486 Gender, Development, Environment

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12/11/08 Appendix #19 940:298,299

Spanish 298 Spanish Lab for Oral Proficiency for Native Speakers

Regular Term: Thursday 4:30-5:30, 14 weeks Winter Session: Exactly the same lab techniques will be used in the Winter Session as in the regular session course. The course will be offered over 1 week for two hours a day. The nature of the course lends itself to a short period session. Students will be monitored practicing speaking skills in the laboratory, under the guidance of an instructor, who will train them to take the OPI exam. Office hours: Rm 110 Lang Lab This class is a language laboratory class designed to help you improve your listening and speaking skills in Spanish. You will have the opportunity to practice your speaking skill and have it assessed weekly. You will also be able to review any grammatical topic that may be giving you difficulty in your other Spanish class. Simply inform the instructor of the problem and a special review session will be prepared. Attendance is mandatory. Absences will affect your grade as they reduce the opportunities to practice and demonstrate improvement in your skills, which will be assessed frequently. Each week you will receive a short dialogue, narration, or picture in story line form, that you must prepare for the following class. At times you will be paired with a partner to prepare and practice your speaking assignment. There will be listening activities from Spanish language tapes, which will review grammar and carious points of grammar. They will be appropriately challenging. Your final grade will be based upon an average of all your tape recorded efforts. Each time you will receive an evaluation that will rate your pronunciation, grammatical correctness, appropriate register, fluency and comprehensibility. All recordings will be made during the final minutes of the class period. It is expected that you will show improvement by the end of the semester. GENERAL LAB PROCEDURE

• Pick up any papers for use during the class session.

• Put on your headphones and adjust the microphone.

• On your monitor double click “soloist”.

• Type in your last name & first initial.

• Click “OK”.

• Click “Attend”.

• Wait for instructions, review your assignment for today’s recording.

• Have listening exercises in front of you.

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Spanish 299 Spanish Lab for Oral Proficiency

WINTER SESSION: Exactly the same lab techniques will be used in the Winter Session as in the regular session course. The course will be offered over 1 week for two hours a day. The nature of the course lends itself to a short period session. Students will be monitored practicing speaking skills in the laboratory, under the guidance of an instructor, who will train them to take the OPI exam. This class is a language laboratory class designed to help you improve your listening and speaking skills in Spanish. You will have the opportunity to practice your speaking skill and have it assessed weekly. You will also be able to review any grammatical topic that may be giving you difficulty in your other Spanish class. Simply inform the instructor of the problem and a special review session will be prepared. Attendance is mandatory. Absences will affect your grade as they reduce the opportunities to practice and demonstrate improvement in your skills, which will be assessed frequently. Each day you will receive a short dialogue, narration, or picture in story line form, that you must prepare for the following class. At times you will be paired with a partner to prepare and practice your speaking assignment. There will be listening activities from Spanish language tapes, which will review grammar and carious points of grammar. Your final grade will be based upon an average of all your tape recorded efforts. Each time you will receive an evaluation that will rate your pronunciation, grammatical correctness, fluency and comprehensibility. All recordings will be made during the final minutes of the class period. GENERAL LAB PROCEDURE

• Pick up any papers for use during the class session.

• Put on your headphones and adjust the microphone.

• On your monitor double click “soloist”.

• Type in your last name & first initial.

• Click “OK”.

• Click “Attend”.

• Wait for instructions, review your assignment for today’s recording.

• Have listening exercises in front of you.