AA 116Q:
Electric Automobiles and Aircraft
Transportation accounts for nearly one-third of American energy use and greenhouse gas emissions and three-quarters of American oil consumption. It has crucial impacts on climate change, air pollution, resource depletion, and national security. Students wishing to address these issues reconsider how we move, finding sustainable transportation solutions. An introduction to the issue, covering the past and present of transportation and its impacts; examining alternative fuel proposals; and digging deeper into the most promising option: battery electric vehicles. Energy requirements of air, ground, and maritime transportation; design of electric motors, power control systems, drive trains, and batteries; and technologies for generating renewable energy. Two opportunities for hands-on experiences with electric cars. Prerequisites: Introduction to calculus and Physics AP or elementary mechanics.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR, WAY-SMA
AFRICAAM 48Q:
South Africa: Contested Transitions (HISTORY 48Q)
Preference to sophomores. The inauguration of Nelson Mandela as president in May 1994 marked the end of an era and a way of life for S. Africa. The changes have been dramatic, yet the legacies of racism and inequality persist. Focus: overlapping and sharply contested transitions. Who advocates and opposes change? Why? What are their historical and social roots and strategies? How do people reconstruct their society? Historical and current sources, including films, novels, and the Internet.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-EDP, WAY-SI, Writing 2
AMSTUD 51Q:
Comparative Fictions of Ethnicity (COMPLIT 51Q, CSRE 51Q)
We may "know" "who" we "are," but we are, after all, social creatures. How does our sense of self interact with those around us? How does literature provide a particular medium for not only self expression, but also for meditations on what goes into the construction of "the Self"? After all, don't we tell stories in response to the question, "who are you"? Besides a list of nouns and names and attributes, we give our lives flesh and blood in telling how we process the world. Our course focuses in particular on this question--Does this universal issue ("who am I") become skewed differently when we add a qualifier before it, like "ethnic"?
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP, Writing 2
AMSTUD 68N:
Mark Twain and American Culture (ENGLISH 68N)
Preference to freshmen. Mark Twain has been called our Rabelais, our Cervantes, our Homer, our Tolstoy, our Shakespeare. Ernest Hemingway maintained that all modern American literature comes from one book by Mark Twain called The Adventures of Huckleberry Finn. President Franklin D.nRoosevelt got the phrase New Deal from A Connecticut Yankee in King Arthur's Court. Class discussions will focus on how Twain's work illuminates and complicates his society's responses to such issues as race, technology, heredity versus environment, religion, education, and what it means to be American.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-EDP
AMSTUD 105N:
Law and Popular Culture
This seminar focuses on the interface between two important subjects: law and popular culture. Before class, students will see a series of films or television shows relating to law, lawyers, and the legal system. There is also a weekly homework assignment based on materials in the assigned text and the assigned film or TV show. We will discuss the pop culture treatment of subjects such as the adversary system, good and bad lawyers, female and gay lawyers, the work life of lawyers, legal education, ethical issues, the jury system, and criminal and civil justice. The seminar discussions will draw on film theory and film-making technique to deepen understanding of the interrelationship between law and popular culture. The discussions will illuminate the ways in which pop culture products both reflect and change social views about law and lawyers. The assigned text is Michael Asimow & Shannon Mader, "Law and Popular Culture: A Course Book" (Peter Lang 2013).
| Units: 3
AMSTUD 114Q:
Visions of the 1960s
Preference to sophomores. Introduction to the ideas, sensibility, and, to a lesser degree, the politics of the American 60s. Topics: the early 60s vision of a beloved community; varieties of racial, generational, and feminist dissent; the meaning of the counterculture; and current interpretive perspectives on the 60s. Film, music, and articles and books.
Terms: Aut
| Units: 5
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-EDP, WAY-SI
ANES 70Q:
The Psychosocial and Economic Ramifications of Critical Illness
Preference to sophomores. The impact of critical illness on a patient and family members; difficulties involved in the decision making process for the patient, family, and healthcare professionals. Topics include: conventional views of death and dying, epidemiology of critical illness, grief, coping skills, cultural variations, euthanasia and withdrawal of care, palliative care and hospice, advanced directive and legal aspects of medical catastrophe, psychosocial dynamics of family meetings, and emotional ramifications of medical decisions.
Terms: Spr
| Units: 3
ANTHRO 28N:
Secularism and its Critics
Secularism is often taken to be a necessary prerequisite for democracy in the modern world. The separation of religion and politics is often written into constitutions as a fundamental priority. Yet around the world, growing numbers of religious movements have sought to dispute the legitimacy of secularism. Social scientists, including anthropologists, are beginning to research the forms of domination and political violence that have been justified in the name of secularism. This course seeks to make sense of this global debate about secularism. It does so by taking up an anthropological perspective: much as anthropologists might study culture, religion, or kinship, we will interrogate secularism as a comparative social artifact, constituted by historically specific repertoires of signs, identities, everyday practices, and institutional powers. The course focuses on case studies in the United States, Western Europe, the Middle East, and South Asia.
Terms: Win
| Units: 3-5
| UG Reqs: WAY-EDP, WAY-SI
APPPHYS 77N:
Functional Materials and Devices
Preference to freshmen. Exploration via case studies how functional materials have been developed and incorporated into modern devices. Particular emphasis is on magnetic and dielectric materials and devices. Recommended: high school physics course including electricity and magnetism.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
APPPHYS 79N:
Energy Options for the 21st Century
Preference to freshmen. Choices for meeting the future energy needs of the U.S. and the world. Basic physics of energy sources, technologies that might be employed, and related public policy issues. Trade-offs and societal impacts of different energy sources. Policy options for making rational choices for a sustainable world energy economy.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
ARTHIST 80N:
The Portrait: Identities in Question
Most of us hold libraries of hundreds or thousands of ¿portraits¿ ¿ more or less instantly available posed images of ourselves and others. For most of human history, before the development of portable and digital cameras, portraiture was a much rarer and more deliberate social act and cultural practice, involving special materials and techniques, encounters with expert portraitists or photographers, and established settings for display. What almost all portraits, of whatever time or cultural place, have in common are presentations of social identities, roles, or persona, as well as a potential fascination and power that may be based in our neurological capacities for facial recognition and ¿mind-reading¿ through facial expressions. nn This introductory seminar will explore many aspects of this basically simple category of thing ¿ images of particular persons. Our point of departure will be from the history of art, focusing on portrait sculptures, paintings, and photographs from many eras and cultures, some of which are among the most studied and discussed of all artistic monuments. We will consider techniques and approaches of portrait making, including the conventions that underlie seemingly realistic portraits, posing, the portrait situation, and portrait genres. Our primary focus will be on the multiple purposes of portraiture, from commemoration, political glorification, and self-fashioning to making claims of social status, cultural role, and personal identity. We will also discuss the changing status of portraiture under modern states of social dislocation, technological change, and psychoanalytic interrogation, and in postmodern conditions of multi-mediated realities and distributed subjectivities. Along the way, we will see that our understandings of portraiture benefits from the approaches and insights of many fields ¿ political and social history, anthropology, neuroscience, and literary studies among others.
Terms: Spr
| Units: 3
ARTHIST 123N:
Thinking about Visual Attention : from Balzac to Facebook
Writing in 1829, the French author Honoré de Balzac celebrated the acute visual attention of the flâneur, a character he closely associates with modern life: "To flâne is to take pleasure, to collect flashes of wit, to admire sublime scenes of unhappiness, of love, of joy as well as graceful or grotesque portraits, to thrust one's attention into the depths of a thousand lives." In July 2012 the Huffington Report pointed to a fact of modern life: "On city streets, in suburban parking lots and in shopping centers, there is usually someone strolling while talking on a phone, texting with his head down, listening to music, or playing a video game. The problem isn't as widely discussed as distracted driving, but the danger is real." These two very different ways of circulating in urban space suggest that a major shift in how we humans relate to our environment has occurred over the course of nearly two centuries--especially in the densely populated spaces of modern cities. Where the great spectacle of urban life was a marvel of the nineteenth century, today's inhabitants want mainly to block it out by insulating themselves in a cocoon of favorite music or personal conversation, whether by voice or text, that they risk stepping into traffic, colliding with lightposts, or bumping into others similarly self-absorbed. This seminar proposes to think about the hows and whys of that important shift from the unique perspective of art history, a field of study especially attuned to the limits and exigencies of visual acuity. We will explore the topic across a range of media, from daguerreotypes to stereoscopes, from paintings to films, from television screen to the hand-held displays of our smartphones.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II
ARTHIST 160N:
The Sisters: Poetry & Painting (ENGLISH 51N)
Poetry and painting have often been called the "sister arts". Why? Sometimes a poem or a painting stands out to us, asking that we stay with it, that we remember it, although we cannot exactly say why. Poems have a way of making pictures in the mind, and paintings turn "rhymes" amid the people, places, and things they portray. Each is a concentrated world, inviting an exhilarating closeness of response: why does this line come first? Why does the artist include that detail? Who knows but that as we write and talk about these poems and pictures we will be doing what John Keats said a painter does: that is, arriving at a "trembling delicate and snail-horn perception of Beauty." Each week explore the kinship between a different pair of painter and poet and also focuses on a particular problem or method of interpretation. Some of the artist/poet combinations we will consider: Shakespeare and Caravaggio; Jorie Graham and (the photographer) Henri Cartier-Bresson; Alexander Pope and Thomas Gainsborough; William Wordsworth and Caspar David Friedrich; Christina Rossetti and Mary Cassatt; Walt Whitman and Thomas Eakins; Thomas Hardy and Edward Hopper.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
ARTSINST 11:
Art in the Metropolis (MUSIC 11Q)
This seminar is offered in conjunction with the annual "Arts Immersion" trip to New York that takes place over the spring break and is organized by the Stanford Arts Institute (SAI). Participation in the trip is a requirement for taking part in the seminar (and vice versa). The trip is designed to provide a group of students with the opportunity to immerse themselves in the cultural life of New York City guided by faculty and the SAI programming director. Students will experience a broad range and variety of art forms (visual arts, theater, opera, dance, etc.) and will meet with prominent arts administrators and practitioners, some of whom are Stanford alumni. For further details and updates about the trip, see http://artsinstitute.stanford.edu.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
ARTSTUDI 130N:
Introduction to Art Practice
This hands-on introduction course will introduce students to formal and conceptual visual strategies in expression through a diversity of artistic mediums which may include drawing, digital media, printmaking, photography, performance and sculpture. This course is meant to give students an overview of many of the mediums and facilities that are available in the Art Practice program. Field trips, guest artists.
Terms: Win
| Units: 3
ASNAMST 88N:
Graphic Novels Asian American Style (ENGLISH 88N)
Though genre fiction has occasionally been castigated as a lowbrow form only pandering to the uneducated masses, this course reveals how Asian American writers transform the genre to speak to issues of racial difference and social inequality.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-EDP
BIO 7N:
Introduction to Conservation Photography
Introduction to the field of conservation photography and the strategic use of visual communication in addressing issues concerning the environment and conservation. Students will be introduced to basic digital photography, digital image processing, and the theory and application of photographic techniques. Case studies of conservation issues will be examined through photographs and multimedia platforms including images, video, and audio. Lectures, tutorials, demonstrations, and mandatory field trips will culminate in the production of individual and group projects.
Terms: Win
| Units: 3
| UG Reqs: WAY-CE
BIO 11N:
Biotechnology in Everyday Life
Preference to freshmen. The science that makes transgenic plants and animals possible. Current and future applications of biotechnology and the ethical issues raised.
Terms: Aut
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIO 12N:
Sensory Ecology of Marine Animals
Animals living in the oceans experience a highly varied range of environmental stimuli. An aquatic lifestyle requires an equally rich range of sensory adaptations, including some that are totally foreign to us. In this course we will examine sensory system in marine animals from both an environmental and behavioral perspective and from the point of view of neuroscience and information systems engineering.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SMA
BIO 15N:
Environmental Literacy
Preference to freshmen. Lack of public understanding of the details of most environmental problems is cited as a cause of environmental deterioration. Good citizenship requires literacy about the elements of the scientific and decision making processes that accompany most environmental issues: what can happen, what are the odds, how can the credibility of sources of expertise be assessed, which components of environmental debates deal with factual and theoretical issues, and which are political value judgments?
Terms: Aut
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIO 17N:
Getting Renewable Energy up to Scale: The Problem of Location
As the climate continues to warm, plants and animals around the globe have a higher risk of going extinct. The Intergovernmental Panel for Climate Change (IPCC) Assessment Report 4 said in 2007 that when the global average temperature gets to 2 degrees C (3.6 degrees F) above the global average temperature in the mid 1700s, 20 to 40% of the species on the plant could be at high risk of extinction. Given that we know about two million species on the planet that means that 400,000 to 800,000 species could be at high risk. The IPCC went on to say that if the global average temperature gets to as much as 4 degrees C (7.2 degrees F) above natural, then as many as half of the species on the plant could be at high risk of extinction. Currently we are on a trajectory of surpassing 2 degrees C well before the end of the 21st Century. The only way to drop to a lower temperature trajectory is to decrease the amount of CO2 in the atmosphere, which can be done by either scrubbing the CO2 out of the atmosphere or decreasing our emission of CO2. Techniques to do the former at the scale needed are not known as of yet, while decreasing our emissions substantially we do understand: it will require increasing substantially the amount of renewable energy used, which in turn will require deployment of renewables to a much greater amount than is planned currently. One of the main reasons holding up deployment of renewables is the debate about where the renewables will be located. This seminar will examine the arguments about the need for renewables, investigate the pros and cons of locating renewable at different sites and try to determine if and where the best locations might be.
Terms: Spr
| Units: 3
BIO 22Q:
Infection, Immunity, and Global Health
Why do infectious diseases continue to challenge us despite advances in medicine? This course will explore the causes and prevention of infectious diseases, focusing on the interplay between pathogens, the immune system, the environment, and societal factors that affect disease occurrence and outcomes. Topics will include: basic elements of microbiology, immunology, and epidemiology; case studies of old diseases (e.g., smallpox, tuberculosis, malaria) and recently-emergent diseases (e.g., Ebola, AIDS, antibiotic-resistant bacteria, Lyme disease, and pandemic influenza) that illustrate the biological, environmental, cultural, political, and economic factors that affect disease emergence, spread, and control; the limitations of modern medical approaches such as antibiotics and vaccines; and strategies for reducing global infectious disease threats. The seminar will feature class discussion, student projects, and faculty and student presentations. Prerequisite: biology background, preferably introductory college courses (e.g., 41, 42, or HUMBIO 2A, 3A).
Terms: Spr
| Units: 3
| UG Reqs: GER: DB-NatSci
BIO 26N:
Maintenance of the Genome
Preference to freshmen. The precious blueprint for life is entrusted to the genomic DNA molecules in all living cells. Multiple strategies have evolved to prevent the deleterious consequences from endogenous DNA alterations and damage from radiation or genotoxic chemicals in the environment. In this seminar you will learn about the remarkable systems that scan cellular DNA for alterations and make repairs to ensure genomic stability. Deficiencies in DNA repair have been implicated in many hereditary diseases involving developmental defects, premature aging, and/or predisposition to cancer. An understanding of DNA repair mechanisms is important for advances in the fields of cancer biology, neurobiology, and gerontology. Background readings, introductory lectures, student presentations, short term paper.
Terms: Aut
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIO 34N:
Hunger
The biology of hunger and satiety, disease states that disrupt normal responses to hunger and satiety, starvation responses and adaptations to starvation in a variety of organisms, food production and distribution mechanisms, historic famines and their causes, the challenges of providing adequate food and energy for the Earth's growing population, local and global efforts to alleviate hunger, and hunger in fiction.
Terms: Aut
| Units: 3
| UG Reqs: GER: DB-NatSci
BIO 13N:
Environmental Problems and Solutions
Preference to freshmen. Students do independent investigations of current environmental problems, analyzing differing views of them and discussing possible solutions. Each student gives seminar presentations and leads seminar discussions. Short, documented position papers are written for policy makers.
| Units: 3
| UG Reqs: GER: DB-NatSci
BIOC 118Q:
Genomics and Medicine
Preference to sophomores. Knowledge gained from sequencing human genomes and implications for medicine and biomedical research. Novel diagnoses and treatment of diseases, including stem cells, gene therapy and rational drug design. Personal genomics and how it is used to improve health and well being. Social and ethical implications of genetic information such as privacy, discrimination and insurability. Course Webpage: http://biochem118.stanford.edu/.
Terms: Aut
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
BIOE 70Q:
Medical Device Innovation
BIOE 70Q introduces students to the design of medical technologies and the non-technical factors that impact their clinical adoption and market success. Guest speakers include engineers, doctors, and other professionals who have helped bring ideas from concept to clinical use. Hands-on design projects will challenge students to invent their own solutions to clinical needs. No previous engineering training is required.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
CEE 29N:
Managing Natural Disaster Risk
Natural disasters arise from the interaction of natural processes, such as earthquakes or floods, with human development that suffers safety-related and economic losses. We cannot predict exactly when those disasters will occur, or prevent them entirely, but we have a number of engineering and policy options that can reduce the impacts of such events.
Terms: Win
| Units: 3
| UG Reqs: WAY-AQR
CEE 31Q:
Accessing Architecture Through Drawing
Preference to sophomores. Drawing architecture provides a deeper understanding of the intricacies and subtleties that characterize contemporary buildings. How to dissect buildings and appreciate the formal elements of a building, including scale, shape, proportion, colors and materials, and the problem solving reflected in the design. Students construct conventional architectural drawings, such as plans, elevations, and perspectives. Limited enrollment.
Terms: Aut, Spr
| Units: 4
| UG Reqs: GER:DB-EngrAppSci, WAY-CE
CEE 48N:
Managing Complex, Global Projects
This freshman seminar highlights the challenges the challenges associated with planning and executing complex and challenging global projects in private, governmental and nonprofit/NGO settings. Covers organization and project management theory, methods, and tools to optimize the design of work processes and organizations to enhance complex, global project outcomes. Student teams model and analyze the work process and organization of a real-world project team engaged in a challenging local or global project.
Terms: Win
| Units: 3
CEE 50N:
Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay (EARTHSYS 49N, EESS 49N)
This course will be focused around San Francisco Bay, the largest estuary on the Pacific coasts of both North and South America as a model ecosystem for understanding the critical importance and complexity of estuaries. Despite its uniquely urban and industrial character, the Bay is of immense ecological value and encompasses over 90% of California's remaining coastal wetlands. Students will be exposed to the basics of estuarine biogeochemistry, microbiology, ecology, hydrodynamics, pollution, and ecosystem management/restoration issues through lectures, interactive discussions, and field trips. Knowledge of introductory biology and chemistry is recommended.
Terms: Spr
| Units: 3
CHEM 24N:
Nutrition and History
Preference to freshmen. Intended to broaden the introductory chemistry experience. The biochemical basis of historically important nutritional deficiencies (vitamins, minerals, starvation, metabolic variants that predispose to disease) and environmental toxins is related to physiological action and the sociological, political, and economic consequences of its effect on human populations. Prerequisite: high school chemistry. Recommended: 31A,B, or 31X, or 33.
Terms: Spr
| Units: 3
CHEM 25N:
Science in the News
Preference to freshmen. Possible topics include: diseases such as avian flu, HIV, and malaria; environmental issues such as climate change, atmospheric pollution, and human population; energy sources in the future; evolution; stem cell research; nanotechnology; and drug development. Focus is on the scientific basis for these topics as a basis for intelligent discussion of societal and political implications. Sources include the popular media and scientific media for the nonspecialist, especially those available on the web.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SMA
CHEM 25Q:
Science-in-Theatre: A New Genre? (TAPS 25Q)
Preference to sophomores. Contrasts through selected "science-in-theatre" plays what Theatre can do for science compared to what Science occasionally does for the theatre as well as emphasizing in that regard some unique features of the theatre compared to films. Illustrates why more intellectually challenging "science-in-theatre" plays have appeared in recent times where scientific behavior and scientists are presented accurately rather than just as Frankensteins, Strangeloves or nerds. Students engage in a playwriting experiment.
Terms: Win
| Units: 3
CHEM 26N:
The What, Why, How and wow's of Nanotechnology
Preference to freshmen. Introduction to nanotechnology with discussion of basic science at the nanoscale, its difference from molecular and macroscopic scales, and implications and applications. Developments in nanotechnology in the past two decades, from imaging and moving single atoms on surfaces to killing cancer cells with nanoscale tools and gadgets.
Terms: Spr
| Units: 3
| UG Reqs: GER: DB-NatSci
CHEM 27N:
Light and Life
Preference given to freshmen. Light plays a central role in many biological processes. In this course, we will discuss the nature of light, how it is measured, how it is generated in the laboratory, how molecules are excited, and the fate of this excitation in biological chromophores. We will take a chemical perspective on the molecules that absorb and emit light in biological systems, focusing on the "primary" light-driven processes of electron transfer, proton transfer, energy transfer, and isomerization. Chem 31X or 31A preferred, but not required.
Terms: Win
| Units: 3
CHEMENG 60Q:
Environmental Regulation and Policy
Preference to sophomores. How environmental policy is formulated in the U.S. How and what type of scientific research is incorporated into decisions. How to determine acceptable risk, the public's right to know of chemical hazards, waste disposal and clean manufacturing, brownfield redevelopment, and new source review regulations. The proper use of science and engineering including media presentation and misrepresentation, public scientific and technical literacy, and emotional reactions. Alternative models to formulation of environmental policy. Political and economic forces, and stakeholder discussions.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR
CHEMENG 70Q:
Masters of Disaster
Preference to sophomores. For students interested in science, engineering, politics, and the law. Learn from past disasters to avoid future ones. How disasters can be tracked to failures in the design process. The roles of engineers, artisans, politicians, lawyers, and scientists in the design of products. Failure as rooted in oversight in adhering to the design process. Student teams analyze real disasters and design new products presumably free from the potential for disastrous outcomes.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-AQR
CHEMENG 80Q:
Art, Chemistry, and Madness: The Science of Art Materials
Preference to sophomores. Chemistry of natural and synthetic pigments in five historical palettes: earth (paleolithic), classical (Egyptian, Greco-Roman), medieval European (Middle Ages), Renaissance (old masters), and synthetic (contemporary). Composite nature of paints using scanning electron microscopy images; analytical techniques used in art conservation, restoration, and determination of provenance; and inherent health hazards. Paintings as mechanical structures. Hands-on laboratory includes stretching canvas, applying gesso grounds, grinding pigments, preparing egg tempera paint, bamboo and quill pens, gilding and illumination, and papermaking.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
CHEMENG 35N:
Renewable Energy for a Sustainable World
Preference to freshmen. Organized to prepare a renewable energy plan for California. Energy concepts and quantitation approaches are learned, energy needs and natural resources are assessed, and renewable energy technologies are evaluated for economic performance and environmental impact. An investment plan is developed along with implementation and research recommendations. The same concepts are then applied to Mexico as a second model system.
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
CHILATST 14N:
Growing Up Bilingual (CSRE 14N, EDUC 114N)
This course is a Freshman Introductory Seminar that has as its purpose introducing students to the sociolinguistic study of bilingualism by focusing on bilingual communities in this country and on bilingual individuals who use two languages in their everyday lives. Much attention is given to the history, significance, and consequences of language contact in the United States. The course focuses on the experiences of long-term US minority populations as well as that of recent immigrants.
Terms: Win
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
CLASSART 21Q:
Eight Great Archaeological Sites in Europe
Preference to sophomores. Focus is on excavation, features and finds, arguments over interpretation, and the place of each site in understanding the archaeological history of Europe. Goal is to introduce the latest archaeological and anthropological thought, and raise key questions about ancient society. The archaeological perspective foregrounds interdisciplinary study: geophysics articulated with art history, source criticism with analytic modeling, statistics interpretation. A web site with resources about each site, including plans, photographs, video, and publications, is the basis for exploring.
Terms: Aut, Spr
| Units: 3-5
| UG Reqs: GER:DB-Hum, WAY-A-II, Writing 2
CLASSGEN 6N:
To Die For: Antigone and Political Dissent (TAPS 12N)
Preference to freshmen. Tensions inherent in the democracy of ancient Athens; how the character of Antigone emerges in later drama, film, and political thought as a figure of resistance against illegitimate authority; and her relevance to contemporary struggles for women's and workers' rights and national liberation. Readings and screenings include versions of Antigone by Sophocles, Anouilh, Brecht, Fugard/Kani/Ntshona, Paulin, Glowacki, Gurney, and von Trotta.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-EDP, WAY-ER
CLASSGEN 24N:
Sappho: Erotic Poetess of Lesbos (FEMGEN 24N)
Preference to freshmen. Sappho's surviving fragments in English; traditions referring to or fantasizing about her disputed life. How her poetry and legend inspired women authors and male poets such as Swinburne, Baudelaire, and Pound. Paintings inspired by Sappho in ancient and modern times, and composers who put her poetry to music.
Terms: Spr
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-CE, WAY-EDP
CLASSGEN 61N:
Classical California
California's collections of Greco-Roman antiquities present several opportunities: to learn about ancient Greek and Roman societies via their artifacts; to trace the microhistories of particular collections; to gain a sense of how those specific narratives reflect more general patterns of Californian and US pasts; and finally to reflect on the nature of collecting and the ethics involved. This course will combine visits to collections on campus and field trips farther afield (San Francisco, San Simeon and Malibu) with classroom discussion.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
CLASSHIS 24N:
The Roman Empire: Its Grandeur and Fall (HISTORY 11N)
Preference to freshmen. Explore themes on the Roman Empire and its decline from the 1st through the 5th centuries C.E.. What was the political and military glue that held this diverse, multi-ethnic empire together? What were the bases of wealth and how was it distributed? What were the possibilities and limits of economic growth? How integrated was it in culture and religion? What were the causes and consequences of the conversion to Christianity? Why did the Empire fall in the West? How suitable is the analogy of the U.S. in the 21st century?
Terms: Aut
| Units: 4
| UG Reqs: GER:IHUM-3, WAY-SI
COMM 130N:
The idea of a free press
Preference to freshmen. An examination of the meaning of freedom of the press, tied to but not bound by various Supreme Court rulings on the scope and purpose of the First Amendment's speech and press clauses. Discussions will include a look at the recent and rapid computerization of communication and what it portends for the future of a free press.
Terms: Win
| Units: 3-4
| UG Reqs: GER:DB-SocSci
COMPLIT 11Q:
Shakespeare, Playing, Gender
Preference to sophomores. Focus is on several of the best and lesser known plays of Shakespeare, on theatrical and other kinds of playing, and on ambiguities of both gender and playing gender.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II
COMPLIT 51Q:
Comparative Fictions of Ethnicity (AMSTUD 51Q, CSRE 51Q)
We may "know" "who" we "are," but we are, after all, social creatures. How does our sense of self interact with those around us? How does literature provide a particular medium for not only self expression, but also for meditations on what goes into the construction of "the Self"? After all, don't we tell stories in response to the question, "who are you"? Besides a list of nouns and names and attributes, we give our lives flesh and blood in telling how we process the world. Our course focuses in particular on this question--Does this universal issue ("who am I") become skewed differently when we add a qualifier before it, like "ethnic"?
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP, Writing 2
COMPMED 80N:
Introduction to Animal Behavior
Preference to freshman. Behavior is what makes animals special (thirsty plants don't walk to water), but why do animals behave the way they do? What does their behavior tell us about their inner lives, and about ourselves? What do lipstick and cuckoos and fireflies have in common? Why would nobody want to be a penguin? What do mice say to each other in their pee-mail? Learning how to think about questions like these gives us a unique perspective on the natural world. Format: Discussion and criticism of video examples, documentaries, and research papers. Topics: History and approaches to animal behavior; development of behavior, from genetics to learning; mechanisms of behavior, from neurons to motivation; function of behavior, from honest signals to selfish genes; the phylogeny of behavior, from domestication to speciation; and modern applications of behavior, from abnormal behavior, to conservation, to animal welfare, and animal consciousness.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
COMPMED 80Q:
Introduction to Animal Behavior
Preference to sophomores; freshman admitted if room available. Behavior is what makes animals special (thirsty plants don't walk to water), but why do animals behave the way they do? What does their behavior tell us about their inner lives, and about ourselves? What do lipstick and cuckoos and fireflies have in common? Why would nobody want to be a penguin? What do mice say to each other in their pee-mail? Learning how to think about questions like these gives us a unique perspective on the natural world. Format: Discussion and criticism of video examples, documentaries, and research papers. Topics: History and approaches to animal behavior; development of behavior, from genetics to learning; mechanisms of behavior, from neurons to motivation; function of behavior, from honest signals to selfish genes; the phylogeny of behavior, from domestication to speciation; and modern applications of behavior, from abnormal behavior, to conservation, to animal welfare, and animal consciousness.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SMA
COMPMED 81N:
Comparative Anatomy and Physiology of Mammals
Preference to freshmen. Emphasis is on a comparative approach to anatomy and physiology of a wide range of mammals, the unique adaptations of each species in terms of its anatomical, and behavioral characteristics, and how these species interact with human beings and other animals. Dissection required. Class size is limited to 16.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
COMPMED 83N:
Horse Medicine
Preference to freshmen. The most common equine diseases, ranging from colic to lameness are reviewed using problem-oriented approach. Topics include: equine infectious diseases, care of the newborn foal, medical emergencies, and neurological disorders. A lab on the physical and neurological examination of the horse at the Red Barn.
Terms: Spr
| Units: 3
COMPMED 84Q:
Globally Emerging Zoonotic Diseases
Preference to sophomores. Infectious diseases impacting veterinary and human health around the world today. Mechanisms of disease, epidemiology, and underlying diagnostic, treatment and control principles associated with these pathogens.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
COMPMED 85N:
Animal Use in Biomedical Research
Preference to freshmen. How and why animals are used in biomedical science. Addresses human and animal disease entities and how animal research has contributed to the treatment and cure of disease. Significantnnportions of this course are devoted to documenting the humane care and treatment of laboratory animals in research, including, but not limited to such topics as laws and ethics, animal behavior, animal modeling, and the animal activist movement. Course topics will also include: What advances have been made as a result of the use of animals in research? Who conducts animal research? Predominant animal species used in biomedical research, facts and myths; the regulation of biomedical research; housing and care of laboratory animals; why new drugs must be tested; animal use in stem cell research, cancer research and genetically engineered mice; career choices in biomedical research.
Terms: Spr
| Units: 3
COMPMED 87Q:
Introduction to the Mouse in Biomedical Research
Preference to sophomores. Focus is on the laboratory mouse, a widely used and important research model. Topics include the ethics of animal use in research; the natural history, origin and husbandry of the mouse; characteristics of key mouse strains; its anatomy and physiology; common diseases and their effects on research; coat color genetics relative to human diseases; immunodeficient mouse models; and genetic engineering of mice. The laboratory includes necropsy, handling, anesthesia, identification methods, and common research techniques using live and dead mice. Enrollment limited to 14 students.
Terms: Aut
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
COMPMED 88Q:
Blood Cells- The Basics
Preference to sophomores. The essential and constant production of new blood cells by the bone marrow. Focus is on fundamentals of the three blood cell types along with white blood cell subtypes. Topics include the microscopic appearance of blood cells in mammalian and non-mammalian species, common morphologic abnormalities of blood cells, and shifts in blood cells that occur in several major diseases of humans and animals. Ideally suited for premed, prevet and Bio-X students, but no biology specialty background required.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
CS 21N:
Can Machines Know? Can Machines Feel?
Preference to freshmen. Can mental attitudes attributed to people and sometimes to animals, including knowledge, belief, desire, and intention, also be ascribed to machines? Can light sensors have a belief? Can a pool cleaning robot or tax-preparation software have an intention? If not, why not? If yes, what are the rules of such ascription, and do they vary between human beings and machines? Sources include philosophy, neuroscience, computer science, and artificial intelligence. Topics: logic, probability theory, and elements of computation. Students present a paper.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
CS 45N:
Computers and Photography: From Capture to Sharing
Preference to freshmen with experience in photography and use of computers. Elements of photography, such as lighting, focus, depth of field, aperture, and composition. How a photographer makes photos available for computer viewing, reliably stores them, organizes them, tags them, searches them, and distributes them online. No programming experience required. Digital SLRs and editing software will be provided to those students who do not wish to use their own.
Terms: Aut
| Units: 3-4
| UG Reqs: WAY-CE
CS 54N:
Great Ideas in Computer Science
Stanford Introductory Seminar. Preference to freshmen. Covers the intellectual tradition of computer science emphasizing ideas that reflect the most important milestones in the history of the discipline. No prior experience with programming is assumed. Topics include programming and problem solving; implementing computation in hardware; algorithmic efficiency; the theoretical limits of computation; cryptography and security; and the philosophy behind artificial intelligence.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
CS 56N:
Great Discoveries and Inventions in Computing
This seminar will explore some of both the great discoveries that underlie computer science and the inventions that have produced the remarkable advances in computing technology. Key questions we will explore include: What is computable? How can information be securely communicated? How do computers fundamentally work? What makes computers fast? Our exploration will look both at the principles behind the discoveries and inventions, as well as the history and the people involved in those events. Some exposure to programming will be helpful, but it not strictly necessary.
Terms: Win
| Units: 3
CS 73N:
The Business of the Internet
Preference to freshmen. Issues in Internet history, technology, and public policy are discussed and analyzed as well as the Internet's impact on commerce, education, government, and health care. Writing for the web is emphasized. Participants develop a substantial website to satisfy PWR2.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, Writing 2
CS 74N:
Digital Dilemmas
Preference to freshmen. Issues where policy decision making requires understanding computer and communications technology. Technology basics taught in non-technology terms. Topics include consumer privacy, government surveillance, file sharing and intellectual property, and electronic voting.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
CSRE 14N:
Growing Up Bilingual (CHILATST 14N, EDUC 114N)
This course is a Freshman Introductory Seminar that has as its purpose introducing students to the sociolinguistic study of bilingualism by focusing on bilingual communities in this country and on bilingual individuals who use two languages in their everyday lives. Much attention is given to the history, significance, and consequences of language contact in the United States. The course focuses on the experiences of long-term US minority populations as well as that of recent immigrants.
Terms: Win
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
CSRE 45Q:
Understanding Race and Ethnicity in American Society (SOC 45Q)
Preference to sophomores. Historical overview of race in America, race and violence, race and socioeconomic well-being, and the future of race relations in America. Enrollment limited to 16.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
CSRE 51Q:
Comparative Fictions of Ethnicity (AMSTUD 51Q, COMPLIT 51Q)
We may "know" "who" we "are," but we are, after all, social creatures. How does our sense of self interact with those around us? How does literature provide a particular medium for not only self expression, but also for meditations on what goes into the construction of "the Self"? After all, don't we tell stories in response to the question, "who are you"? Besides a list of nouns and names and attributes, we give our lives flesh and blood in telling how we process the world. Our course focuses in particular on this question--Does this universal issue ("who am I") become skewed differently when we add a qualifier before it, like "ethnic"?
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP, Writing 2
CSRE 188Q:
Imagining Women: Writers in Print and in Person (FEMGEN 188Q)
Gender roles, gender relations and sexual identity explored in contemporary literature and conversation with guest authors. Weekly meetings designated for book discussion and meeting with authors. Interest in writing and a curiosity about diverse women's lives would be helpful to students. Students will use such tools as close reading, research, analysis and imagination. Seminar requires strong voice of all participants. Oral presentations, discussion papers, final projects.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-EDP, Writing 2
EARTHSYS 38N:
The Worst Journey in the World: The Science, Literature, and History of Polar Exploration (EESS 38N, GES 38N)
This course examines the motivations and experiences of polar explorers under the harshest conditions on Earth, as well as the chronicles of their explorations and hardships, dating to the 1500s for the Arctic and the 1700s for the Antarctic. Materials include The Worst Journey in the World by Aspley Cherry-Garrard who in 1911 participated in a midwinter Antarctic sledging trip to recover emperor penguin eggs. Optional field trip into the high Sierra in March.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci
EARTHSYS 41N:
The Global Warming Paradox (EESS 41N)
Preference to freshman. Focus is on the complex climate challenges posed by the substantial benefits of energy consumption, including the critical tension between the enormous global demand for increased human well-being and the negative climate consequences of large-scale emissions of carbon dioxide. Topics include: Earth¿s energy balance; detection and attribution of climate change; the climate response to enhanced greenhouse forcing; impacts of climate change on natural and human systems; and proposed methods for curbing further climate change. Sources include peer-reviewed scientific papers, current research results, and portrayal of scientific findings by the mass media and social networks.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SMA
EARTHSYS 49N:
Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay (CEE 50N, EESS 49N)
This course will be focused around San Francisco Bay, the largest estuary on the Pacific coasts of both North and South America as a model ecosystem for understanding the critical importance and complexity of estuaries. Despite its uniquely urban and industrial character, the Bay is of immense ecological value and encompasses over 90% of California's remaining coastal wetlands. Students will be exposed to the basics of estuarine biogeochemistry, microbiology, ecology, hydrodynamics, pollution, and ecosystem management/restoration issues through lectures, interactive discussions, and field trips. Knowledge of introductory biology and chemistry is recommended.
Terms: Spr
| Units: 3
EARTHSYS 57Q:
Climate Change from the Past to the Future (EESS 57Q)
Preference to sophomores. Numeric models to predict how climate responds to increase of greenhouse gases. Paleoclimate during times in Earth's history when greenhouse gas concentrations were elevated with respect to current concentrations. Predicted scenarios of climate models and how these models compare to known hyperthermal events in Earth history. Interactions and feedbacks among biosphere, hydrosphere, atmosphere, and lithosphere. Topics include long- and short-term carbon cycle, coupled biogeochemical cycles affected by and controlling climate change, and how the biosphere responds to climate change. Possible remediation strategies.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
EARTHSYS 61Q:
Food and security (EESS 61Q, INTNLREL 61Q)
The course will provide a broad overview of key policy issues concerning agricultural development and food security, and will assess how global governance is addressing the problem of food security. At the same time the course will provide an overview of the field of international security, and examine how governments and international institutions are beginning to include food in discussions of security.
Terms: Aut
| Units: 3
ECON 11N:
Understanding the Welfare System
Welfare reform passed by the Federal Government in 1996 heralded a dramatic step in how our nation designs and operates its programs that support poor families. The centerpiece of this legislation known as 'devolution' transferred much responsibility for these programs to the states. States had their first opportunity since the 'war on poverty' of the 1960s to undertake radical changes in setting up their public assistance programs. Recently, many of the reforms instituted in the 1990s are being hotly debated and in some aspects reversed. What flexibility did the states receive under welfare reform, and what considerations are relevant in exercising this flexibility? What selections have states made, and how are their programs and those of the federal government likely to evolve in the future? This seminar will address these questions, exploring how reforms changed welfare and who has been affected by these changes. In addition to covering the patchwork of different programs that currently constitute America's social safety net, the seminar will also scrutinize the makeup and trends in government spending and how our nation defines poverty and eligibility for income support. Moreover, the discussion will illustrate the role that economics plays in assessing the effectiveness of anti-poverty programs and the consequences on families' behavior. Students will participate in a project in which they develop their own recommendations for devising a safety net for poor families in America.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
ECON 17N:
Energy, the Environment, and the Economy
Examines the intimate relationship between environmental quality and the production and consumption of energy. Assesses the economics efficiency and political economy implications of a number of current topics in energy and environmental economics. Topics include: the economic theory of exhaustible resources, Greenhouse Gas Emissions (GHG) control (cap and trade mechanisms and carbon fees), GHG emissions offsets, the Strategic Petroleum Reserve (SPR), the "smart" transmission grid for electricity, nuclear energy and nuclear waste, the real cost of renewable energy, natural gas and coal-fired electricity production, the global coal and natural gas markets, Corporate Average Fuel Efficiency (CAFE) and Low-Carbon Fuel Standards (LCFS), Energy Efficiency Investments and Demand Response, and Carbon Capture and Sequestration (CCS). For all topics, there will be reading to explain the economics and engineering behind the topic and class discussion to clarify and elaborate on this interaction.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
ECON 24N:
Social Choice & Market Design
The design of mechanisms for group decision making, addressing questions about how apartment mates should choose rooms and share the rent, how a government should select and pay its suppliers, how a town should elect a mayor, or how students and college ought to be matches to one another. The first three weeks include classic papers by two Nobel-prize winning scholars about matching students and about government procurement. We will ask questions such as: What are the provable properties of these mechanisms? Is it possible for individuals or groups to manipulate the mechanisms for their own advantage? The remaining weeks focus on group decisions that are guided by "voting" mechanisms, showing the inherent trade-offs and proving theorems about the incompatibility among some simple, desirable properties of mechanisms. The ideas treated in this class are being used today to design new mechanisms for voting, matching, auctions and other applications, based on an awareness of the formal properties that the mechanisms may have.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SI
ECON 25N:
Public Policy and Personal Finance (PUBLPOL 55N)
The seminar will provide an introduction and discussion of the impact of public policy on personal finance. Voters regularly rate the economy as one of the most important factors shaping their political views and most of those opinions are focused on their individual bottom lines. In this course we will discuss the rationale for different public policies and how they affect personal financial situations. We will explore personal finance issues such as taxes, loans, charity, insurance, and pensions. Using the context of (hypothetical) personal finance positions, we will discuss the public policy implications of various proposals and how they affect different groups of people, for example: the implications of differential tax rates for different types of income, the promotion of home ownership in the U.S., and policies to care for our aging population. While economic policy will be the focus of much of the course, we will also examine some of the implications of social policies on personal finance as well. There will be weekly readings and several short policy-related writing assignments.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
ECON 26N:
Who gets what? The New Economics of Matchmaking and Market Design
Freshman Seminar. What are markets and marketplaces? How do they work? How do they fail? How can we fix them when they¿re broken? Recently economists have become market designers to try to answer these questions. What are matching markets and why are they important. This seminar will explore examples of matching markets such as; who goes to which schools and universities? Who gets which jobs? Who gets scarce organs for transplant? Who marries whom? Investigate examples of recent market designs in school choice, labor markets and kidney exchange. How internet dating sites and social networking might make courtship very different for your generation than it was previous ones.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
EDUC 104Q:
"Give Me the Child Until He is Seven..." The Early Roots of Human Behavior
A growing body of evidence suggests that the roots of behavior are to be found in early childhood. These early behaviors have a direct effect on the quality of a child's educational experience. The educational experience, in turn, is a principal determinant of many adult outcomes that affect wellbeing. This course will explore how early social forces, psychological influences, and biological systems combine to affect human behavior in early childhood, in the educational experience, and throughout the life course.
Terms: Aut
| Units: 3
| UG Reqs: Writing 2
EDUC 114N:
Growing Up Bilingual (CHILATST 14N, CSRE 14N)
This course is a Freshman Introductory Seminar that has as its purpose introducing students to the sociolinguistic study of bilingualism by focusing on bilingual communities in this country and on bilingual individuals who use two languages in their everyday lives. Much attention is given to the history, significance, and consequences of language contact in the United States. The course focuses on the experiences of long-term US minority populations as well as that of recent immigrants.
Terms: Win
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
EDUC 115N:
How to Learn Mathematics
What is going on in mathematics education in the United States? Why do so many people hate and fear math? What contributes to the high levels of innumeracy in the general population? Why do girls and women opt out of math when they get a chance? In this seminar we will consider seminal research on math learning in K-12 classrooms, including a focus on equity. We will spend time investigating cases of teaching and learning, through watching videos and visiting schools. This seminar is for those who are interested in education, and who would like to learn about ways to help students (and maybe yourselves?) learn and enjoy mathematics. If you have had bad math experiences and would like to understand them ¿ and put them behind you ¿ this seminar will be particularly good for you. The final project for this class will involve developing a case of one or more math learners, investigating their journeys in the world of math.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
EE 14N:
Things about Stuff
Preference to freshmen. The stories behind disruptive inventions such as the telegraph, telephone, wireless, television, transistor, and chip are as important as the inventions themselves, for they elucidate broadly applicable scientific principles. Focus is on studying consumer devices; projects include building batteries, energy conversion devices and semiconductors from pocket change. Students may propose topics and projects of interest to them. The trajectory of the course is determined in large part by the students themselves.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
EE 17N:
Engineering the Micro and Nano Worlds: From Chips to Genes
Preference to freshmen. The first part is hands-on micro- and nano-fabrication including the Stanford Nanofabrication Facility (SNF) and the Stanford Nanocharacterization Laboratory (SNL) and field trips to local companies and other research centers to illustrate the many applications; these include semiconductor integrated circuits ('chips'), DNA microarrays, microfluidic bio-sensors and microelectromechanical systems (MEMS). The second part is to create, design, propose and execute a project. Most of the grade will be based on the project. By the end of the course you will, of course, be able to read critically a New York Times article on nanotechnology. More importantly you will have experienced the challenge (and fun) of designing, carrying out and presenting your own experimental project. As a result you will be better equipped to choose your major. This course can complement (and differs from) the seminars offered by Profs Philip Wong and Hari Manoharan in that it emphasizes laboratory work and an experimental student-designed project. Prerequisites: high-school physics.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
EE 21N:
What is Nanotechnology?
Nanotechnology is an often used word and it means many things to different people. Scientists and Engineers have some notion of what nanotechnology is, societal perception may be entirely different. In this course, we start with the classic paper by Richard Feynman ("There's Plenty of Room at the Bottom"), which laid down the challenge to the nanotechnologists. Then we discuss two classic books that offer a glimpse of what nanotechnology is: Engines of Creation: The Coming Era of Nanotechnology by Eric Drexler, and Prey by Michael Crichton. Drexler's thesis sparked the imagination of what nano machinery might do, whereas Crichton's popular novel channeled the public's attention to this subject by portraying a disastrous scenario of a technology gone astray. We will use the scientific knowledge to analyze the assumptions and predictions of these classic works. We will draw upon the latest research advances to illustrate the possibilities and impossibilities of nanotechnology.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-EngrAppSci, WAY-SMA
EE 22N:
Medical Imaging Systems
Preference to freshmen. The technology of major imaging modalities used for disease diagnosis: x-ray, ultrasound, and magnetic resonance; their history, societal impact, and clinical applications. Field trips to a medical center and an imaging research lab. Term paper and presentation. Prerequisites: high school physics and calculus.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
EE 27N:
Electronics Rocks
Electronics pervades our lives, yet we often feel obliged to let a device function as it was intended. This course is about not being intimidated by voiding a warranty and modding some commercial gadget and about being confident enough to build something cool from scratch. To get there, we will study the basics of "how things work" and learn how to hack/mod and scratch build. Students will be mentored and encouraged to work, in teams, to play with interesting electronics and ultimately to develop a creative final project.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
EESS 38N:
The Worst Journey in the World: The Science, Literature, and History of Polar Exploration (EARTHSYS 38N, GES 38N)
This course examines the motivations and experiences of polar explorers under the harshest conditions on Earth, as well as the chronicles of their explorations and hardships, dating to the 1500s for the Arctic and the 1700s for the Antarctic. Materials include The Worst Journey in the World by Aspley Cherry-Garrard who in 1911 participated in a midwinter Antarctic sledging trip to recover emperor penguin eggs. Optional field trip into the high Sierra in March.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci
EESS 41N:
The Global Warming Paradox (EARTHSYS 41N)
Preference to freshman. Focus is on the complex climate challenges posed by the substantial benefits of energy consumption, including the critical tension between the enormous global demand for increased human well-being and the negative climate consequences of large-scale emissions of carbon dioxide. Topics include: Earth¿s energy balance; detection and attribution of climate change; the climate response to enhanced greenhouse forcing; impacts of climate change on natural and human systems; and proposed methods for curbing further climate change. Sources include peer-reviewed scientific papers, current research results, and portrayal of scientific findings by the mass media and social networks.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SMA
EESS 49N:
Multi-Disciplinary Perspectives on a Large Urban Estuary: San Francisco Bay (CEE 50N, EARTHSYS 49N)
This course will be focused around San Francisco Bay, the largest estuary on the Pacific coasts of both North and South America as a model ecosystem for understanding the critical importance and complexity of estuaries. Despite its uniquely urban and industrial character, the Bay is of immense ecological value and encompasses over 90% of California's remaining coastal wetlands. Students will be exposed to the basics of estuarine biogeochemistry, microbiology, ecology, hydrodynamics, pollution, and ecosystem management/restoration issues through lectures, interactive discussions, and field trips. Knowledge of introductory biology and chemistry is recommended.
Terms: Spr
| Units: 3
EESS 57Q:
Climate Change from the Past to the Future (EARTHSYS 57Q)
Preference to sophomores. Numeric models to predict how climate responds to increase of greenhouse gases. Paleoclimate during times in Earth's history when greenhouse gas concentrations were elevated with respect to current concentrations. Predicted scenarios of climate models and how these models compare to known hyperthermal events in Earth history. Interactions and feedbacks among biosphere, hydrosphere, atmosphere, and lithosphere. Topics include long- and short-term carbon cycle, coupled biogeochemical cycles affected by and controlling climate change, and how the biosphere responds to climate change. Possible remediation strategies.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
EESS 61Q:
Food and security (EARTHSYS 61Q, INTNLREL 61Q)
The course will provide a broad overview of key policy issues concerning agricultural development and food security, and will assess how global governance is addressing the problem of food security. At the same time the course will provide an overview of the field of international security, and examine how governments and international institutions are beginning to include food in discussions of security.
Terms: Aut
| Units: 3
ENGLISH 47N:
Sports and Culture
Stanford has the most successful student-athlete program in the country (maybe ever) and athletics are an enormously important aspect of Stanford¿s student culture. This course looks in depth at sports in American culture. Through film, essays, fiction, poetry and other media, we will explore an array of topics including representations of the athlete, violence, beauty, the mass media, ethics, college sports, race and gender.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
ENGLISH 51N:
The Sisters: Poetry & Painting (ARTHIST 160N)
Poetry and painting have often been called the "sister arts". Why? Sometimes a poem or a painting stands out to us, asking that we stay with it, that we remember it, although we cannot exactly say why. Poems have a way of making pictures in the mind, and paintings turn "rhymes" amid the people, places, and things they portray. Each is a concentrated world, inviting an exhilarating closeness of response: why does this line come first? Why does the artist include that detail? Who knows but that as we write and talk about these poems and pictures we will be doing what John Keats said a painter does: that is, arriving at a "trembling delicate and snail-horn perception of Beauty." Each week explore the kinship between a different pair of painter and poet and also focuses on a particular problem or method of interpretation. Some of the artist/poet combinations we will consider: Shakespeare and Caravaggio; Jorie Graham and (the photographer) Henri Cartier-Bresson; Alexander Pope and Thomas Gainsborough; William Wordsworth and Caspar David Friedrich; Christina Rossetti and Mary Cassatt; Walt Whitman and Thomas Eakins; Thomas Hardy and Edward Hopper.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
ENGLISH 64N:
Growing Up in America (PSYCH 29N)
Preference to freshmen. To what extent is it possible to describe an "American" experience? How are different people included in or excluded from the imagined community that is America? How do a person's race, class, gender and sexuality affect his or her experience of belonging to this country? These are just some of the questions we will consider as we familiarize ourselves with the great diversity of childhood and young adult experiences of people who have grown up in America. We will read and discuss narratives written by men and women, by urban, suburban, and rural Americans, and by Asian Americans, African Americans, Native Americans, Latina/os, and European Americans.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI
ENGLISH 65N:
Contemporary Women Fiction Writers
Preference to freshmen. Novels and story collections addressing childhood, coming of age, and maturity; love, sexuality, orientation; the experience of violence and the politics, domestic and global, of women¿s lives. Texts include Gordimer, Eisenberg, Latiolais, Munro, O'Brien, and others.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II
ENGLISH 68N:
Mark Twain and American Culture (AMSTUD 68N)
Preference to freshmen. Mark Twain has been called our Rabelais, our Cervantes, our Homer, our Tolstoy, our Shakespeare. Ernest Hemingway maintained that all modern American literature comes from one book by Mark Twain called The Adventures of Huckleberry Finn. President Franklin D.nRoosevelt got the phrase New Deal from A Connecticut Yankee in King Arthur's Court. Class discussions will focus on how Twain's work illuminates and complicates his society's responses to such issues as race, technology, heredity versus environment, religion, education, and what it means to be American.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-EDP
ENGLISH 88N:
Graphic Novels Asian American Style (ASNAMST 88N)
Though genre fiction has occasionally been castigated as a lowbrow form only pandering to the uneducated masses, this course reveals how Asian American writers transform the genre to speak to issues of racial difference and social inequality.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-EDP
ENGR 159Q:
Japanese Companies and Japanese Society (MATSCI 159Q)
Preference to sophomores. The structure of a Japanese company from the point of view of Japanese society. Visiting researchers from Japanese companies give presentations on their research enterprise. The Japanese research ethic. The home campus equivalent of a Kyoto SCTI course.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci
FEMGEN 24N:
Sappho: Erotic Poetess of Lesbos (CLASSGEN 24N)
Preference to freshmen. Sappho's surviving fragments in English; traditions referring to or fantasizing about her disputed life. How her poetry and legend inspired women authors and male poets such as Swinburne, Baudelaire, and Pound. Paintings inspired by Sappho in ancient and modern times, and composers who put her poetry to music.
Terms: Spr
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-CE, WAY-EDP
FEMGEN 52N:
Spoken Sexuality: Language and the Social Construction of Sexuality (LINGUIST 52N)
The many ways language is used in the construction of sexuality and sexual identity. How language is used as a resource for performing and perceiving sexual identity. Drawing on linguistic analyses of pronunciation, word choice, and grammar, questions such as: Is there a gay accent? Why isn't there a lesbian accent? How do transgendered people modify their linguistic behavior when transitioning? How are unmarked (heterosexual) identities linguistically constructed? Sexuality as an issue of identity, as well as of desire. Iconic relations between elements of language such as breathy voice quality and high pitch, and aspects of desire such as arousal and excitement. How language encodes ideologies about sexuality; how language is used to talk about sexuality in public discourses about gay marriage and bullying, as well as in personal narratives of coming out. How language encodes dominant ideologies about sexuality, evident in labels for sexual minorities as well as terminology for sex acts. Discussions of readings, explorations of how sexuality is portrayed in popular media, and analyses of primary data. Final research paper on a topic of student choice.
Terms: Win
| Units: 3
FEMGEN 153Q:
Creating the Gendered Story
Exploration of novels, stories, memoirs and micro-narratives in which gender plays a major role. The texts are by writers of varied genders and sexual orientations as well as varied class, racial and national backgrounds. Written assignments present a mixture of academic and creative options.
Terms: Win
| Units: 4-5
| UG Reqs: Writing 2
FEMGEN 188Q:
Imagining Women: Writers in Print and in Person (CSRE 188Q)
Gender roles, gender relations and sexual identity explored in contemporary literature and conversation with guest authors. Weekly meetings designated for book discussion and meeting with authors. Interest in writing and a curiosity about diverse women's lives would be helpful to students. Students will use such tools as close reading, research, analysis and imagination. Seminar requires strong voice of all participants. Oral presentations, discussion papers, final projects.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-EDP, Writing 2
FEMGEN 191Q:
Writing Women's Lives
Creative writing through dialogue focusing on prose about the lives of women in different cultures and generations. Novels, short stories, and micro-narrative including fiction and memoir. Students produce work using research, memory, imagination, and metaphor.
Terms: Aut
| Units: 2
FILMSTUD 110N:
Darkness in Light: The Filmic Imagination of Horror
Preference to freshmen. From its beginnings, the cinema evinced an affinity with the phantom realm of specters, ghosts, and supernatural beings. Not only does horror have deep and diverse roots in the international history of film; it emerges as a trope of film itself, as a medium of shadows, dematerialized presence, life drained of substance. Overview of filmic imaginations of horror with a focus on the U.S., Europe, and Japan. Theories of horror, from the fantastic to the uncanny; unpacking these in light of key moments in the genre's development. The merits of vampires versus zombies. Ongoing debates through the lens of horror about cinematic representation, from Andre Bazin's idea of the mummy complex to Linda Williams' thesis of body genres to Jeffrey Sconce's notion of haunted media. Introduction to film analysis and interpretation; no prior experience in film studies required. Required weekly screening.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
FRENCH 75N:
Narrative Medicine and Near-Death Experiences (ITALIAN 75N)
Even if many of us don't fully believe in an afterlife, we remain fascinated by visions of it. This course focuses on Near-Death Experiences and the stories around them, investigating them from the many perspectives pertinent to the growing field of narrative medicine: medical, neurological, cognitive, psychological, sociological, literary, and filmic. The goal is not to understand whether the stories are veridical but what they do for us, as individuals, and as a culture, and in particular how they seek to reshape the patient-doctor relationship. Materials will span the 20th century and come into the present. Taught in English.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II, WAY-SI
GENE 104Q:
Law and the Biosciences
Preference to sophomores. Focus is on human genetics; also assisted reproduction and neuroscience. Topics include forensic use of DNA, genetic testing, genetic discrimination, eugenics, cloning, pre-implantation genetic diagnosis, neuroscientific methods of lie detection, and genetic or neuroscience enhancement. Student presentations on research paper conclusions.
Terms: Spr
| Units: 3
| UG Reqs: WAY-ER, Writing 2
GEOPHYS 20N:
Predicting Volcanic Eruptions
Preference to sophomores. The physics and chemistry of volcanic processes and modern methods of volcano monitoring. Volcanoes as manifestations of the Earth's internal energy and hazards to society. How earth scientists better forecast eruptive activity by monitoring seismic activity, bulging of the ground surface, and the discharge of volcanic gases, and by studying deposits from past eruptions. Focus is on the interface between scientists and policy makers and the challenges of decision making with incomplete information. Field trip to Mt. St. Helens, site of the 1980 eruption. Offered Spring quarter 2013-14.
Terms: Spr
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-AQR, WAY-SMA
GERMAN 41N:
Inventing Modern Theatre: Georg Büchner and Frank Wedekind (TAPS 41N)
The German writers Georg Büchner (1813-1837) and Frank Wedekind (1864-1918). Many of the most important theater and film directors of the last century, including Max Reinhardt, G. W. Pabst, Orson Welles, Robert Wilson, and Werner Herzog, have wrestled with their works, as have composers and writers from Alban Berg and Bertolt Brecht through Christa Wolf and Thalia Field. Rock artists as diverse as Tom Waits, Lou Reed, Duncan Sheik, and Metallica have recently rediscovered their urgency. Reading these works in translation and examining artistic creations they inspired. Classroom discussions and written responses; students also rehearse and present in-class performances of excerpts from the plays. The aim of these performances is not to produce polished stagings but to creatively engage with the texts and their interpretive traditions. No previous theatrical experience required.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II, WAY-CE
GERMAN 80N:
Modern Conservatives
How do conservatives respond to the modern world? How do they find a balance between tradition and freedom, or between stability and change? This seminar will examine selections from some conservative and some classically liberal writers that address these questions. At the center of the course are thinkers who left Germany and Austria before the Second World War: Friedrich Hayek, Leo Strauss and Hannah Arendt. We will also look at earlier European writers, such Edmund Burke and Friedrich Nietzsche, as well as some recent American thinkers. Taught in English.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum
GERMAN 88Q:
Gateways to the World: Germany in 5 Words
This course explores German history, culture and politics by tracing five (largely untranslatable) words and exploring the debates they have engendered in Germany over the past 200 years. This course is intended as preparation for students wishing to spend a quarter at the Bing Overseas Studies campus in Berlin, but is open to everyone. Preference to sophomores.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II, WAY-EDP
GERMAN 120N:
The Brothers Grimm and Their Fairy Tales
Historical, biographical, linguistic, and literary look at the Kinder- and Hausmarchen of Jacob and Wilhelm Grimm. Readings from the fairy tales, plus materials in other media such as film and the visual arts. Four short essays, one or two oral reports. Preference to Freshmen; class then opens to all. Fulfills WIM for German majors (must be taken for letter grade.) In German.
Terms: Aut
| Units: 4
| UG Reqs: WAY-A-II
GERMAN 120Q:
Contemporary Politics in Germany
This course provides an opportunity to engage with issues and actors, politicians and parties in contemporary Germany, while building German language abilities. We will work with current events texts, news reports, speeches and websites. Course goals include building analytic and interpretive capacities of political topics in today's Europe, including the European Union, foreign policy, and environmentalism. Differences between US and German political culture are a central topic. At least one year German language study required.
Terms: Spr
| Units: 3-4
| UG Reqs: WAY-EDP, WAY-SI
GES 38N:
The Worst Journey in the World: The Science, Literature, and History of Polar Exploration (EARTHSYS 38N, EESS 38N)
This course examines the motivations and experiences of polar explorers under the harshest conditions on Earth, as well as the chronicles of their explorations and hardships, dating to the 1500s for the Arctic and the 1700s for the Antarctic. Materials include The Worst Journey in the World by Aspley Cherry-Garrard who in 1911 participated in a midwinter Antarctic sledging trip to recover emperor penguin eggs. Optional field trip into the high Sierra in March.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci
GES 39N:
Forensic Geoscience: Stanford CSI
Preference to freshmen. Geological principles, materials, and techniques indispensable to modern criminal investigations. Basic earth materials, their origin and variability, and how they can be used as evidence in criminal cases and investigations such as artifact provenance and environmental pollution. Sources include case-based, simulated forensic exercises and the local environments of the Stanford campus and greater Bay Area. Local field trips; research presentation and paper.
Terms: Spr
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-AQR, WAY-SMA
GES 42N:
Landscapes and Tectonics of the San Francisco Bay Area
Active faulting and erosion in the Bay Area, and its effects upon landscapes. Earth science concepts and skills through investigation of the valley, mountain, and coastal areas around Stanford. Faulting associated with the San Andreas Fault, coastal processes along the San Mateo coast, uplift of the mountains by plate tectonic processes, and landsliding in urban and mountainous areas. Field excursions; student projects.
Terms: Aut
| Units: 4
| UG Reqs: WAY-AQR, WAY-SMA
GES 43Q:
Environmental Problems
Preference to sophomores. Components of multidisciplinary environmental problems and ethical questions associated with decision making in the regulatory arena. Students lead discussions on environmental issues such as groundwater contamination from point and nonpoint sources, cumulative watershed effects related to timber and mining practices, acid rain, and subsurface disposal of nuclear waste.
Terms: Spr
| Units: 3
| UG Reqs: GER: DB-NatSci
GES 55Q:
The California Gold Rush: Geologic Background and Environmental Impact
Preference to sophomores. Topics include: geologic processes that led to the concentration of gold in the river gravels and rocks of the Mother Lode region of California; and environmental impact of the Gold Rush due to population increase, mining operations, and high concentrations of arsenic and mercury in sediments from hard rock mining and milling operations. Recommended: introductory geology.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA, Writing 2
GSBGEN 112Q:
Leading Out Loud: an Exploration of Leadership Communication through an LGBT Lens
Students of all sexual orientations are invited to apply for this unique new seminar looking at the distinct challenge LGBT leaders have faced in communicating effectively. Through the years, many individuals have led the struggle for gay rights and inclusion through a variety of different communication strategies and tactics; some were successful while others were not. This seminar course will explore some of the key leaders in the LGBT community and how they chose to communicate. Together we will search through a variety of film clips, transcripts, news reports, and other historical elements to see how the message, media, and moments work together. A number of guest speakers will also share their perspective on what it means to "Lead Out Loud." Heterosexual identified students as well as LGBT students are encouraged to apply; in fact, we seek to have a true diversity of opinions in the room as we explore this topic. All students will benefit from this exploration of how to communicate about controversial, sensitive, and personal subjects with greater strength and purpose.
Terms: Spr
| Units: 3
| UG Reqs: GER:EC-Gender
HISTORY 4N:
A World History of Genocide
Reviews the history of genocide from ancient times until the present. Defines genocide, both in legal and historical terms, and investigates its causes, consequences, and global dimensions. Issues of prevention, punishment, and interdiction. Main periods of concern are the ancient world, Spanish colonial conquest; early modern Asia; settler genocides in America, Australia, and Africa; the Armenian genocide and the Holocaust; genocide in communist societies; and late 20th century genocide.
Terms: Win
| Units: 3-5
| UG Reqs: GER:DB-SocSci, WAY-EDP, WAY-SI
HISTORY 11N:
The Roman Empire: Its Grandeur and Fall (CLASSHIS 24N)
Preference to freshmen. Explore themes on the Roman Empire and its decline from the 1st through the 5th centuries C.E.. What was the political and military glue that held this diverse, multi-ethnic empire together? What were the bases of wealth and how was it distributed? What were the possibilities and limits of economic growth? How integrated was it in culture and religion? What were the causes and consequences of the conversion to Christianity? Why did the Empire fall in the West? How suitable is the analogy of the U.S. in the 21st century?
Terms: Aut
| Units: 4
| UG Reqs: GER:IHUM-3, WAY-SI
HISTORY 20N:
Russia in the Early Modern European Imagination
Preference to freshmen. The contrast between the early modern image of Europe as free, civilized, democratic, rational, and clean against the notion of New World Indians, Turks, and Chinese as savage. The more difficult, contemporary problem regarding E. Europe and Russia which seemed both European and exotic. Readings concerning E. Europe and Russia from the Renaissance to the Enlightenment; how they construct a positive image of Europe and conversely a negative stereotype of E. Europe. Prerequisite: PWR 1.
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-SI, Writing 2
HISTORY 36N:
Gay Autobiography
Preference to freshmen. Gender, identity, and solidarity as represented in nine autobiographies: Isherwood, Ackerley, Duberman, Monette, Louganis, Barbin, Cammermeyer, Gingrich, and Lorde. To what degree do these writers view sexual orientation as a defining feature of their selves? Is there a difference between the way men and women view identity? What politics follow from these writers' experiences?
Terms: Spr
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-EDP
HISTORY 41Q:
Mad Women: Women and Mental Illness in U.S. History
Explores how gender and historical context have shaped the experience and treatment of mental illness in U.S. history. Why have women been the witches and hysterics of the past, and why have there historically been more women than men among the mentally ill? Topics include the relationship between historical ideas of femininity and insanity, the ways that notions of gender influence the definition and treatment of mental disorder, and the understanding of the historically embedded nature of medical ideas, diagnoses, and treatments.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-EDP, WAY-SI
HISTORY 44Q:
Gendered Innovations in Science, Medicine, Engineering, and Environment
Section 1 focuses on the history of women in science, medicine, and engineering. Section 2 looks at transforming research institutions so that both men and women can flourish. Section 3 explores how sex and gender analysis can enhance creativity. We discuss concrete examples of how taking gender into account has yielded new research results. Stanford University currently has a multiple year collaboration with the European Commission for Gendered Innovations, and this class will be part of that project. This course fulfills the second level Writing and Rhetoric Requirement (WRITE 2) and will emphasize oral and multimedia presentation.
Terms: Spr
| Units: 4-5
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-EDP, WAY-SI, Writing 2
HISTORY 48N:
African History through Literature and Film
Literary and cinematic works as a window into the history of sub-Saharan Africa.; and the difficulty of using artistic works as historical sources, the value of art as representation and artifact of the past. Premodern traditions of political narrative; art in the era of the slave trade; the impact of colonialism on African intellectuals; the political uses of art by nationalists; and the struggle to represent rapidly changing social and culture norms.
Terms: Aut
| Units: 3-4
| UG Reqs: GER:DB-Hum, WAY-A-II
HISTORY 48Q:
South Africa: Contested Transitions (AFRICAAM 48Q)
Preference to sophomores. The inauguration of Nelson Mandela as president in May 1994 marked the end of an era and a way of life for S. Africa. The changes have been dramatic, yet the legacies of racism and inequality persist. Focus: overlapping and sharply contested transitions. Who advocates and opposes change? Why? What are their historical and social roots and strategies? How do people reconstruct their society? Historical and current sources, including films, novels, and the Internet.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-EDP, WAY-SI, Writing 2
HISTORY 60N:
Revolutionaries and Founders
Americans remain fascinated by the revolutionary generation which secured independence and established a national constitutional republic. Books about the founders come steadily from the presses, some describing the lives of individual revolutionaries, others trying to analyze and explain what made these events possible. This seminar will approach the Revolution through both a biographical and analytical framework, relying both on scholarly writings and the massive array of primary sources that are readily available through letterpress editions and on-line. The course will rely on the instructor's own recent book, Revolutionaries: A New History of the Invention of America, which carries the story from the crisis around the Boston Tea Party of 1773 through the end of President Washington's first administration. The course will be divided evenly between modern scholarship and the careful reading of original materials, and students will write short essays that will involve the analysis of explanatory problems, the close interpretation of documents, and the crafting of historical narratives. Topics to be discussed will include the outbreak of the revolution, constitution-making at both the state and national levels of government, the conduct of the war, and the legacies that Americans particularly associate with Thomas Jefferson, James Madison, and Alexander Hamilton.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
HISTORY 78N:
Latin American Movies of Revolution
In this course we will watch and critique films made about Latin America's 20th century revolutions focusing on the Mexican, Cuban, Chilean and Nicaraguan revolutions. We will analyze the films as both social and political commentaries and as aesthetic and cultural works, alongside archivally-based histories of these revolutions.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II, WAY-SI
HISTORY 95N:
Mapping the World: Cartography and the Modern Imagination
Preference to freshmen. Focus is on cutting-edge research. Topics: the challenge of grasping the globe as a whole; geography's roots in empire; maps as propaganda and as commodities; the cultural production of scale; and the cartography of imaginery worlds.Sources include resources in the Green Library Special Collections and in the Stanford Spatial History Lab.
Terms: Aut
| Units: 4-5
| UG Reqs: GER:DB-SocSci, WAY-SI
HISTORY 98N:
Beijing, Shanghai, and the Structure of Modern China
This course examines the transformation of China from the late empire to the present by studying the nature of its two greatest cities. Topics examined will include the evolving physical structure of the cities, their changing relations to the Chinese state and the outside world, shifting understandings of the urban population/crowd, the changing nature of time, new modes of self-definition through patterns of consumption, the cities as topics of literature and movies, and the nature of urban modernity.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
HRP 89Q:
Introduction to Cross Cultural Issues in Medicine
Preference to sophomores. Introduction to social factors that impact health care delivery, such as ethnicity, immigration, language barriers, and patient service expectations. Focus is on developing a framework to understand culturally unique and non-English speaking populations in the health care system.
Terms: Win
| Units: 3
| UG Reqs: GER:EC-AmerCul
HUMBIO 79Q:
Sexuality and Society
This course will explore how sexual identity, attitudes, and behaviors are shaped by the messages sent by the various agents of society such as schools, family, peers, media, and religious, medical, and political institutions. The interaction of biology, psychology, and socio-cultural factors, such as gender roles and sexual/relationship scripts will be discussed, as will the intersection of sexuality and notions of love, romance, and commitment. Critical developmental periods, such as adolescence and emerging adulthood will be examined in depth. Students will explore their own values and feelings about sexuality and come to an understanding of how their beliefs were formed. We will discuss how information about sexuality is disseminated in our society and what we can do to help ensure that such information is used in a way that promotes healthy self-conceptions, behavior, and relationships.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SI
HUMBIO 86Q:
Love as a Force for Social Justice
Preference to sophomores. Biological, psychological, religious, social and cultural perspectives on the concept of agape love. How love is conceptualized across cultures; agape love as the basis of many religions; different kinds of love; the biology of love; love in action for social justice; the languages of love, including art, literature, music, and poetry. Emphasis is on blog writing, participation, and oral presentation.
Terms: Win
| Units: 3
HUMBIO 87Q:
Women and Aging (MED 87Q)
Preference to sophomores. Biology, clinical issues, social and health policies of aging; relationships, lifestyles, and sexuality; wise women and grandmothers. Sources include scientific articles, essays, poetry, art, and film. Service-learning experience with older women. Service Learning Course (certified by Haas Center).
Terms: Spr
| Units: 5
| UG Reqs: GER:EC-Gender, WAY-EDP
HUMBIO 91Q:
Neuroethology: The Neural Control of Behavior
Preference to sophomores. Animal behavior offers insights about evolutionary adaptations and this seminar will discuss the origins of the study of animal behavior and its development to the present. How does the nervous system control behavior and how is it changed by behavior? We will analyze and discuss original research papers about the neural basis of behavior. The use and misuse of parallels between animal and human behavior. Possible field trip to observe animals in their natural habitat.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
HUMBIO 94Q:
Law, Lawyers and Justice in Cinema
Examination of how the law, justice and lawyers are depicted in film, how real the depictions are, and the social issues that are the subjects of the film and the effect of film on change, attitudes and policy.
Terms: Aut
| Units: 4
HUMBIO 96Q:
Injustice, Advocacy and Courage: The Path of Everyday Heroes
This course will study the paradigms of people of courage, action and energy who have fought against injustice by advocating for causes against great odds and at personal risk. The focus will be on everyday people who have taken action, often at great personal risk, not for ambition, but because of their convictions and steadfast commitment to their beliefs.
Terms: Win
| Units: 3
HUMBIO 97Q:
Sport, Exercise, and Health: Exploring Sports Medicine (ORTHO 97Q)
Preference to sophomores. Sports medicine is the practice of clinical medicine at the interface between health and performance, competition and well-being. While sports medicine had its origins in providing care to athletes, medical advances developed in care of athletes exerted a great effect on the nature and quality of care to the broader community. Topics include sports injuries, medical conditions associated with sport and exercise, ethics, coaching, women's issues, fitness and health, and sports science. Case studies.
Terms: Aut, Win, Spr
| Units: 3
| UG Reqs: Writing 2
HUMBIO 99Q:
Becoming a Doctor: Readings from Medical School, Medical Training, Medical Practice
Preference to sophomores. For students considering medicine as a career. Goal is to acquaint students with medical school, training in medicine and surgery, and the practice of medicine and surgery using stories to illustrate the topics: how to pick a medical school and a residency; how medicine affects family life, especially children; the differences between surgical and medical specialties; the advantages and disadvantages among academic/teaching, pure research, group practice, HMO, hospital staff, or private practice; malpractice concerns; financial considerations; and the importance of empathy.
| Units: 3
ILAC 103N:
The Millenium Novel in Latin America
Between 2000 and 2012, a young Spanish American novel emerges, taking at times a minimalist point of view to narrate individual stories with a subjective tone, or continuing a tradition of the historical panorama to present national tragedies that occurred in the last two or three decades. Focus is on this new type of novel from different countries, with such titles as "El cuerpo en que nací" by Guadalupe Entel; "Las teorías salvajes" by Pola Oloixarac; "El ruido de las cosas al caer" by Juan Gabriel Vazquez; and "Bonsai" by Alejandro Zambra, among others. Taught in Spanish.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II, WAY-EDP
ILAC 114N:
Introduction to Lyric Poetry
A basic introduction to the elements of lyric poetry--image, metaphor, symbol, connotation, denotation, irony, rhyme and meter - drawing upon a selection of poems from major poets of the Hispanic World, including, G. A. Bécquer, Rosalía de Castro, Rubén Darío, Miguel de Unamuno, Antonio Machado, Juan Ramón Jiménez, Garcia Lorca, Pablo Neruda, and Gabriela Mistral. This is a bilingual course, taught both in English, and Spanish, with an emphasis on Spanish. Some knowledge of Spanish is necessary.
Terms: Spr
| Units: 3-5
| UG Reqs: WAY-A-II
ILAC 133N:
The Animal Within: Animal Presence in Latin American Narrative
How does the criterion for the division between the human and the animal take part on contemporary Latin American narrative? To what extent is this divide challenged or contested? The course combines a discussion of the literary works of authors like Jorge Luis Borges, Horacio Quiroga, Julio Cortázar, Mario Bellatin, Clarice Lispector, and José María Arguedas with a reflection on the animal and animality in the writings of Bataille, Derrida and Deleuze. Taught in English.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II
ILAC 193Q:
Spaces and Voices of Brazil through Film (PORTLANG 193Q)
The manners in which a country is perceived and defines itself is a result of many complex forces, and involves the reproduction of social relations and complex social constructions both on the part of those who live there and those who see it from a distance. The perceptions of what Brazil is and what defines the country has changed throughout times, but has conserved some clear pervasive defining traits. This course is an introduction to the history, culture, politics and artistic production of Brazil as seen through feature films, documentaries and some complementary readings. Movies include, among others, Banana is my Business, Black Orpheus, Olga, They Don't Use Black-Tie, City of God, Central Station, Gaijin, and Four Days in September-among others. In English.
Terms: Aut
| Units: 3-4
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom
INTNLREL 61Q:
Food and security (EARTHSYS 61Q, EESS 61Q)
The course will provide a broad overview of key policy issues concerning agricultural development and food security, and will assess how global governance is addressing the problem of food security. At the same time the course will provide an overview of the field of international security, and examine how governments and international institutions are beginning to include food in discussions of security.
Terms: Aut
| Units: 3
ITALIAN 75N:
Narrative Medicine and Near-Death Experiences (FRENCH 75N)
Even if many of us don't fully believe in an afterlife, we remain fascinated by visions of it. This course focuses on Near-Death Experiences and the stories around them, investigating them from the many perspectives pertinent to the growing field of narrative medicine: medical, neurological, cognitive, psychological, sociological, literary, and filmic. The goal is not to understand whether the stories are veridical but what they do for us, as individuals, and as a culture, and in particular how they seek to reshape the patient-doctor relationship. Materials will span the 20th century and come into the present. Taught in English.
Terms: Aut
| Units: 3
| UG Reqs: WAY-A-II, WAY-SI
JAPANGEN 75N:
Around the World in Seventeen Syllables: Haiku in Japan, the U.S., and the Digital World
Preference to freshmen. Origins of the haiku form in Japan, its place in the discourse of Orientalism during the 19th and early 20th centuries in the West, its appropriation by U.S.devotees of Zen and the beat poets after WW II, and its current transformation into a global form through the Internet.
Terms: Aut
| Units: 3-4
| UG Reqs: GER:DB-Hum, WAY-A-II
JAPANGEN 82N:
Joys and Pains of Growing Up and Older in Japan
What do old and young people share in common? With a focus on Japan, a country with a large long-living population, this seminar spotlights older people's lives as a reflectiion of culture and society, history, and current social and personal changes. Through discussion of multidisciplinary studies on age, analysis of narratives, and films, we will gain a closer understanding of Japanese society and the multiple meanings of growing up and older. Students will also create a short video/audio profile of an older individual, and we will explore cross-cultural comparisons.
Terms: Aut, Spr
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-EDP, WAY-SI
JEWISHST 18N:
Religion and Politics: Comparing Europe to the U.S. (RELIGST 18N)
Interdisciplinary and comparative. Historical, political, sociological, and religious studies approaches. The relationship between religion and politics as understood in the U.S. and Europe. How this relationship has become tense both because of the rise of Islam as a public religion in Europe and the rising influence of religious groups in public culture. Different understandings and definitions of the separation of church and state in Western democratic cultures, and differing notions of the public sphere. Case studies to investigate the nature of public conflicts, what issues lead to conflict, and why. Why has the head covering of Muslim women become politicized in Europe? What are the arguments surrounding the Cordoba House, known as the Ground Zero Mosque, and how does this conflict compare to controversies about recent constructions of mosques in Europe? Resources include media, documentaries, and scholarly literature.
Terms: Win, Spr
| Units: 3-4
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-EDP
LAWGEN 105Q:
Law and Popular Culture
(Same as AMSTUD 105Q) This seminar focuses on the interface between two important subjects: law and popular culture. Before class, students will see a series of films or television shows relating to law, lawyers, and the legal system. There is also a weekly homework assignment based on materials in the assigned text and the assigned film or TV show. We will discuss the pop culture treatment of subjects such as the adversary system, good and bad lawyers, female and gay lawyers, the work life of lawyers, legal education, ethical issues, the jury system, and criminal and civil justice. The seminar discussions will draw on film theory and film-making technique to deepen understanding of the interrelationship between law and popular culture. The discussions will illuminate the ways in which pop culture products both reflect and change social views about law and lawyers. The assigned text is Michael Asimow & Shannon Mader, "Law & Popular Culture: A Course Book" (Peter Lang, 2d edition, 2013).
Terms: Win
| Units: 3
LINGUIST 44N:
Living with Two Languages
Preference to freshmen. The nature of bi- and multilingualism with emphasis on the social and educational effects in the U.S. and worldwide, in individual versus society, and in child and adult. The social, cognitive, psycholinguistic, and neurological consequences of bilingualism. Participation in planning and carrying out a research project in language use and bilingualism.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
LINGUIST 47N:
Languages, Dialects, Speakers
Preference to freshmen. Variation and change in languages from around the world; the roots, historical development, and linguistic and social structures of variation; how languages differ from one another and how issues in linguistics connect to other social and cultural issues; the systematic study of language.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci
LINGUIST 52N:
Spoken Sexuality: Language and the Social Construction of Sexuality (FEMGEN 52N)
The many ways language is used in the construction of sexuality and sexual identity. How language is used as a resource for performing and perceiving sexual identity. Drawing on linguistic analyses of pronunciation, word choice, and grammar, questions such as: Is there a gay accent? Why isn't there a lesbian accent? How do transgendered people modify their linguistic behavior when transitioning? How are unmarked (heterosexual) identities linguistically constructed? Sexuality as an issue of identity, as well as of desire. Iconic relations between elements of language such as breathy voice quality and high pitch, and aspects of desire such as arousal and excitement. How language encodes ideologies about sexuality; how language is used to talk about sexuality in public discourses about gay marriage and bullying, as well as in personal narratives of coming out. How language encodes dominant ideologies about sexuality, evident in labels for sexual minorities as well as terminology for sex acts. Discussions of readings, explorations of how sexuality is portrayed in popular media, and analyses of primary data. Final research paper on a topic of student choice.
Terms: Win
| Units: 3
LINGUIST 63N:
The Language of Comics
This seminar will explore language as represented in cartoons and comics such as Bizarro, Dilbert and Zits, how we interpret it, and why we find comics funny. We will explore and analyze language play, genderspeak and teenspeak; peeving about usage; new and spreading usages.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
LINGUIST 83Q:
Translation
Preference to sophomores. What is a translation? The increased need for translations in the modern world due to factors such as tourism and terrorism, localization and globalization, diplomacy and treaties, law and religion, and literature and science. How to meet this need; different kinds of translation for different purposes; what makes one translation better than another; why some texts are more difficult to translate than others. Can some of this work be done by machines? Are there things that cannot be said in some languages?
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-SocSci, Writing 2
MATH 80Q:
Capillary Surfaces: Explored and Unexplored Territory
Preference to sophomores. Capillary surfaces: the interfaces between fluids that are adjacent to each other and do not mix. Recently discovered phenomena, predicted mathematically and subsequently confirmed by experiments, some done in space shuttles. Interested students may participate in ongoing investigations with affinity between mathematics and physics.
Terms: Spr
| Units: 3
| UG Reqs: WAY-FR, WAY-SMA
MATH 87Q:
Mathematics of Knots, Braids, Links, and Tangles
Preference to sophomores. Types of knots and how knots can be distinguished from one another by means of numerical or polynomial invariants. The geometry and algebra of braids, including their relationships to knots. Topology of surfaces. Brief summary of applications to biology, chemistry, and physics.
Terms: Win
| Units: 3
| UG Reqs: WAY-FR
MATSCI 82N:
Science of the Impossible
Imagine a world where cancer is cured with light, objects can be made invisible, and teleportation is allowed through space and time. The future once envisioned by science fiction writers is now becoming a reality, thanks to advances in materials science and engineering. This seminar will explore 'impossible' technologies - those that have shaped our past and those that promise to revolutionize the future. Attention will be given to both the science and the societal impact of these technologies. We will begin by investigating breakthroughs from the 20th century that seemed impossible in the early 1900s, such as the invention of integrated circuits and the discovery of chemotherapy. We will then discuss the scientific breakthroughs that enabled modern 'impossible' science, such as photodynamic cancer therapeutics, invisibility, and psychokinesis through advanced mind-machine interfaces. Lastly, we will explore technologies currently perceived as completely impossible and brainstorm the breakthroughs needed to make such science fiction a reality. The course will include introductory lectures and in-depth conversations based on readings. Students will also be given the opportunity to lead class discussions on a relevant 'impossible science' topic of their choosing.
Terms: Spr
| Units: 3
MATSCI 159Q:
Japanese Companies and Japanese Society (ENGR 159Q)
Preference to sophomores. The structure of a Japanese company from the point of view of Japanese society. Visiting researchers from Japanese companies give presentations on their research enterprise. The Japanese research ethic. The home campus equivalent of a Kyoto SCTI course.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci
ME 14N:
How Stuff Is Made
The design and engineering of products and processes, such as machining, fabric, food, and electrical goods. Tradeoffs in choice of materials, features, and process selection. Final project: students research and redesign the engineering and manufacturing aspects of a product and its processes with an eye toward sustainability. Includes several field trips to manufacturing facilities.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
ME 18Q:
Teamology: Creative Teams and Individual Development
Preference to sophomores. Roles on a problem solving team that best suit individual creative characteristics. Two teams are formed for teaching experientially how to develop less conscious abilities from teammates creative in those roles. Reinforcement teams have members with similar personalities; problem solving teams are composed of people with maximally different personalities.
Terms: Aut
| Units: 3
ME 20N:
Haptics: Engineering Touch
Students in this class will learn how to build, program, and control haptic devices, which are mechatronic devices that allow users to feel virtual or remote environments. In the process, students will gain an appreciation for the capabilities and limitations of human touch, develop an intuitive connection between equations that describe physical interactions and how they feel, and gain practical interdisciplinary engineering skills related to robotics, mechanical engineering, electrical engineering, bioengineering, and computer science. In-class laboratories will give students hands-on experience in assembling mechanical systems, making circuits, programming Arduino microcontrollers, testing their haptic creations, and using Stanford¿s student prototyping facilities. The final project for this class will involve creating a novel haptic device that could be used to enhance human interaction with computers, mobile devices, or remote-controlled robots.
Terms: Aut
| Units: 3
ME 23Q:
The Worldly Engineer
Preference given to sophomores. Engineering, its practice and products placed in multi-disciplinary context. Topics include the history of the engineering profession and engineering education; cultural influences on design; the role of national and international public policy and economics; dependence on natural resources; environmental impact; contemporary workforce development. Emphasis is on cultivating an appreciation of these issues to enrich the educational and professional pursuit of engineering.
Terms: Spr
| Units: 3
ME 26N:
Think Like a Designer
Introduces students to techniques designers use to create highly innovative solutions across domains. The project-based class will emphasize approaches to problem identification and problem solving. Topics include need-finding, structured brainstorming, synthesis, rapid prototyping, and visual communication; field trips to a local design firm, a robotics lab, and a machining lab. A secondary goal of the seminar is to introduce students to the pleasures of creative design and hands-on development of tangible solutions.
Terms: Aut
| Units: 3
ME 103Q:
Product Realization: Making is Thinking
Product Realization encompasses those processes required to transform a concept into the creation of a functional, useful, and beautiful product. In this project-based seminar, students develop product realization confidence and intuition using the rich array of tools available in the Product Realization Lab as well as industry-standard design engineering software programs and course readings in design/realization philosophy. Interactions with the Stanford design engineering community as well as field trips to iconic Bay area design engineering firms round out students' experience. Learning Goals: Build confidence in transforming concepts into products through foundational texts and rigorous exercises, master integrated design/realization software and tools through hands-on learning and practice, and engage with the Stanford design engineering community on campus and well beyond.
Terms: Spr
| Units: 3
| UG Reqs: WAY-CE
MED 50Q:
Respiration
Preference to sophomores. Topics include: the biological basis for use of oxygen for aerobic metabolism in animals, human lung physiology and pathophysiology, comparative physiology of respiration in fish, birds and mammals, new insights into mammalian lung development, current challenges in human respiratory health including air pollution and lung cancer. Student presentations on specific topics based on literature research developed in consultation with the instructor. Application required.
Terms: Aut
| Units: 3
MED 51Q:
Palliative Medicine, Hospice and End of Life Care for Diverse Americans
Introduces students to changing demographics of the aging and dying population in the United States. Topics include current issues in palliative medicine, hospice and end-of-life care for an increasingly diverse population. Includes simulated video case studies, real patient case discussions and collaborative field project. Application required.
Terms: Spr
| Units: 3
MED 70Q:
Cancer and the Immune System
Preference to sophomores. Myths and facts surrounding the idea that the immune system is capable of recognizing malignant cells. The biological basis and function of effector arms of the immune system; how these mechanisms may be used to investigate the biological basis and potential therapy of cancer. How the immune system functions.
Terms: Spr
| Units: 2
MED 71N:
Hormones in a Performance-Enhanced Society
(Formerly 117Q) Prefersnce to freshmen. Explores how the availability of hormone therapy has affected various aspects of daily lives. Topics include the controversies concerning menopause and its treatment; use of hormones in athletics; cosmetic use of hormones to enhance growth, strength, and libido; use of hormones as anti-aging drugs; and how the hormone system has influenced our notions of gender. Includes the biochemistry and physiology of the human endocrine system; how hormones influence behavior, and how to read a scientific paper.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SMA
MED 86Q:
Seeing the Heart
Introduction to biomedical technology, science, clinical medicine, and public policy through cardiovascular imaging. Invasive and noninvasive techniques to detect early stage heart disease and to see inside the heart and blood vessels. Topics include: common forms of heart disease, how they develop, and why they affect so many people; imaging technologies such as ultrasound, CT, MRI, PET, and optical; a cost-effective public screening program. Field trips to Stanford Medical Center imaging centers.
Terms: Win
| Units: 2
MED 87Q:
Women and Aging (HUMBIO 87Q)
Preference to sophomores. Biology, clinical issues, social and health policies of aging; relationships, lifestyles, and sexuality; wise women and grandmothers. Sources include scientific articles, essays, poetry, art, and film. Service-learning experience with older women. Service Learning Course (certified by Haas Center).
Terms: Spr
| Units: 5
| UG Reqs: GER:EC-Gender, WAY-EDP
MED 88Q:
Dilemmas in Current Medical Practice
Preference to sophomores. Social, political, scientific, and economic forces influencing medical practice. Spiraling costs, impaired access to health care, and disillusionment toward the health care system. Attempts by government and medical insurers to control costs through managed care and health maintenance organizations. Medical education and how it has affected the practice of medicine. Alternative health care, preventive medicine, and the doctor-patient relationship. The paradox of health in America: why do so many people who are healthy feel unhealthy? Mandatory observation of instructors in their medical practices.
Terms: Aut
| Units: 3
MED 108Q:
Human Rights and Health
Preference to sophomores. History of human-rights law. International conventions and treaties on human rights as background for social and political changes that could improve the health of groups and individuals. Topics such as: regional conflict and health, the health status of refugees and internally displaced persons; child labor; trafficking in women and children; HIV/AIDS; torture; poverty, the environment and health; access to clean water; domestic violence and sexual assault; and international availability of drugs. Possible optional opportunities to observe at community sites where human rights and health are issues. Guest speakers from national and international NGOs including Doctors Without Borders; McMaster University Institute for Peace Studies; UC Berkeley Human Rights Center; Kiva. PowerPoint presentation on topic of choice required.
Terms: Spr
| Units: 3
MED 120N:
Pathophysiology of Diseases of the Heart
Preference to freshmen. Introduces students to the anatomy, physiology, pathology and clinical aspects that comprise the discipline of cardiovascular medicine. Topics will include explanations of such pathologic states as heart attack, stroke, congestive heart failure, cardiac rhythm disturbances, and sudden cardiac death. Introduction to the underlying principles of diagnosis and treatment of heart disease are included in the syllabus.
Terms: Spr
| Units: 3
MI 70Q:
Photographing Nature
Utilizes the idiom of photography to learn about nature, enhance observation, and explore scientific concepts. Builds upon the pioneering photographic work of Eadweard J. Muybridge on human and animal locomotion. A secondary goal is to learn the grammar, syntax, composition, and style of nature photography to enhance the use of this medium as a form of scientific communication and also to explore the themes of change across time and space. Scientific themes to be explored include: taxonomy, habitat preservation, climate change; species diversity; survival and reproductive strategies; ecological niches and coevolution, carrying capacity and sustainability, population densities, predation, and predator-prey relationships, open-space management, the physics of photography. Extensive use of field trips and class critque.
Terms: Aut
| Units: 3
MS&E 22Q:
The Flaw of Averages
Uncertain assumptions in business and public policy are often replaced with single ¿best guess¿ or average numbers. This leads to a fallacy as fundamental as the belief that the earth is flat, which I call the Flaw of Averages. It states, in effect, that: plans based on average assumptions are wrong on average. This class will discuss mitigations of the flaw of averages using simulation and other methods from probability management.
Terms: Aut
| Units: 3
MS&E 92Q:
International Environmental Policy
Preference to sophomores. Science, economics, and politics of international environmental policy. Current negotiations on global climate change, including actors and potential solutions. Sources include briefing materials used in international negotiations and the U.S. Congress.
Terms: Win
| Units: 3
MS&E 93Q:
Nuclear Weapons, Energy, Proliferation, and Terrorism
Preference to sophomores. At least 20 countries have built or considered building nuclear weapons. However, the paths these countries took in realizing their nuclear ambitions vary immensely. Why is this the case? How do the histories, cultures, national identities, and leadership of these countries affect the trajectory and success of their nuclear programs? This seminar will address these and other questions about nuclear weapons and their proliferation. Students will learn the fundamentals of nuclear technology, including nuclear weapons and nuclear energy, and be expected to use this knowledge in individual research projects on the nuclear weapons programs of individual countries. Case studies will include France, UK, China, India, Israel, Pakistan, North Korea, South Africa, Libya, Iraq, and Iran, among others. Please note any language skills in your application. Recommended: 193 or 193W or 293.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-EngrAppSci
MUSIC 11N:
A View from the Podium: The Art of Conducting
How a conductor interprets music, realizes a personal vision through the rehearsal process, and communicates with orchestra and audience. Conducting as based on human communication skills. How to apply these lessons to other fields of endeavor.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum
MUSIC 11Q:
Art in the Metropolis (ARTSINST 11)
This seminar is offered in conjunction with the annual "Arts Immersion" trip to New York that takes place over the spring break and is organized by the Stanford Arts Institute (SAI). Participation in the trip is a requirement for taking part in the seminar (and vice versa). The trip is designed to provide a group of students with the opportunity to immerse themselves in the cultural life of New York City guided by faculty and the SAI programming director. Students will experience a broad range and variety of art forms (visual arts, theater, opera, dance, etc.) and will meet with prominent arts administrators and practitioners, some of whom are Stanford alumni. For further details and updates about the trip, see http://artsinstitute.stanford.edu.
Terms: Spr
| Units: 3
| UG Reqs: WAY-A-II
MUSIC 14N:
Women Making Music
Preference to freshmen. Women's musical activities across times and cultures; how ideas about gender influence the creation, performance, and perception of music.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-A-II, WAY-EDP
MUSIC 15N:
The Aesthetics of Data
Focus on visual and auditory display of data, specifically, the importance of aesthetic principles in effective data display, and the creative potential of scientific, biological, environmental and other data as inspiration for artistic expression.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-CE
MUSIC 17N:
The Operas of Mozart
Preference to freshmen. Four of Mozart's mature operas, the earliest works in the operatic repertoire never to go out of fashion. What accounts for this extraordinary staying power? Focus on the history of their composition, performance, and reception, and their changing significance from Mozart's time to the present.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II
MUSIC 32N:
Sculpting with Sounds, Images, and Words
Preference to freshmen. Contemporary culture abounds in multimedia forms, in which sounds, images and words are interwoven in unique ways. What are their individual and combined powers? How would you harness them? Participants face these questions in creative projects as well as through in-class viewing, analysis and debates, readings, guest lectures and student presentations. The seminar is taught at the Center for Computer Research in Music and Acoustics where students have access to new media technologies.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-CE
MUSIC 34N:
Performing America: The Broadway Musical
Musical theater as a site for the construction of American identity in the twentieth century to the present. Issues of class, race, gender, and sexuality; intersections with jazz, rock, and pop; roles of lyricist, composer, director, choreographer, producer, performers. Individual shows (Showboat, Oklahoma, South Pacific, Guys and Dolls, West Side Story, Wicked, Bloody Bloody Andrew Jackson, Book of Mormon), show tunes in jazz performance, film musicals, and television. Opportunities for performance and attendance at local productions.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-CE
NENS 67N:
Intracellular Trafficking and Neurodegeneration
Preference to freshmen. Cell structures and functions, the intracellular trafficking system that maintains exchanges of materials and information inside cells, and clinical features and pathologies of neurodegenerative diseases. Techniques for examining cellular and subcellular structures, especially cytoskeletons; functional insights generated from structural explorations. Prerequisite: high school biology.
Terms: Spr
| Units: 3
| UG Reqs: WAY-SMA
NSUR 70Q:
Experimental Stroke
Preference to sophomores. How stroke is studied in the laboratory; advances in stroke research over the last two decades; and future directions. Topics include: cellular and molecular mechanisms of neuronal death and survival in the brain after stroke, including necrosis, apoptosis, inflammation, and cell signaling pathways; experimental tools for stroke treatment, such as gene therapy, cell therapy, hypothermia, preconditioning, postconditioning, and other pharmacological treatments; the gap and barrier between laboratory research and clinical translation.
Terms: Win
| Units: 2
ORTHO 97Q:
Sport, Exercise, and Health: Exploring Sports Medicine (HUMBIO 97Q)
Preference to sophomores. Sports medicine is the practice of clinical medicine at the interface between health and performance, competition and well-being. While sports medicine had its origins in providing care to athletes, medical advances developed in care of athletes exerted a great effect on the nature and quality of care to the broader community. Topics include sports injuries, medical conditions associated with sport and exercise, ethics, coaching, women's issues, fitness and health, and sports science. Case studies.
Terms: Aut, Win, Spr
| Units: 3
| UG Reqs: Writing 2
PATH 103Q:
Lymphocyte Migration
Preference to sophomores. Lymphocytes migrate from blood vessels into tissues to participate in immune surveillance and the development of inflammation. The lymphocyte and blood vessel endothelia molecules that control lymphocyte migration, and are implicated in the development of human diseases such as asthma, type 1 diabetes, and multiple sclerosis are discussed.
Terms: Aut
| Units: 1
PEDS 50N:
Translating Science to Disease Treatment
Investigates how scientific research informs how physicians take care of patients and how clinical research informs how scientific experiments are conducted. Topics include how these two processes have improved health and have resulted in innovation and scientic progress; specific human disease areas in allergy and immunology that affect all ages of patients globally, including food allergy; scientific concepts of research that helped in discovery of novel diagnostics and treatment of disease; ethical roles of physicians and scientists in conducting translational research in human disease.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
PEDS 60Q:
Famine in the Modern World
This seminar is devoted to an investigation of famine ¿ mass starvation ¿ which throughout recorded history has been more lethal than war. Students will assess the relative weight of natural, economic, and political factors as causes of famine over the past two centuries. Students will acquire a background into the central facts about and controversies surrounding the major famines of modern history. Case studies include the Great Irish Famine of the 1840s, the Bengal famine of 1943-44, the Soviet famines of 1921-22 and 1932-33, the Great Famine in China in 1959-61, and the famines in Ethiopia and Somalia since the 1970s.
Terms: Aut
| Units: 3
PEDS 65N:
Understanding Children's Health Disparities
The social and economic factors that affect children and their health status. The principal sources of disparities in the health of children in the U.S. are not biologic, but social and economic. Topics include ethnic, cultural, and behavioral factors that affect children's health, both directly and indirectly; lack of health insurance; and current proposals for health care reform, focusing specifically on how they will impact existing health disparities among children.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
PHIL 5N:
The Art of Living
Whether we realize it or not, all of us are forced to make a fundamental choice: by deciding what is most valuable to us, we decide how we are going to live our life. We may opt for a life of reason and knowledge; one of faith and discipline; one of nature and freedom; one of community and altruism; or one of originality and style.We may even choose to live our lives as though they were works of art. In every case, hard work is required: our lives are not just given to us, but need to be made. To live well is, in fact, to practice an art of living. Where, however, do such ideals come from? How do we adopt and defend them? What is required to put them into practice? What do we do when they come into conflict with one another? And what role do great works of art play in all this? "The Art of Living" will explore the various ways in which it is possible to live well and beautifully, what it takes to implement them, and what happens when they come under pressure from inside and out.
Terms: Win
| Units: 4
| UG Reqs: WAY-A-II, WAY-ER
PHIL 7Q:
What is Truth
This question can be answered precisely in some important cases. We begin with the language of propositional logic where truth is defined by simple tables. This is already sufficient for description of many important problems and leads to a famous ($1 000 000) problem P=NP. We use Sudoku puzzles for illustration. Close connection between propositional truth and proof is established by the resolution method forming a basis of most automated theorem provers. The language of predicate logic covers much more and illustrates the notion of completeness. Register machines provide connection with computations and lead to a fundamental classification of problems of truth with respect to decidability. The language of arithmetic exhibits a new phenomenon of incompleteness that changed significant part of philosophy in 20-th century.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum
PHIL 10N:
Bounded Rationality
This course takes a philosophical approach to a cutting edge debate in psychology. Readings include texts in contemporary cognitive science as well as in philosophy of mind.
Terms: Aut
| Units: 3
PHIL 11N:
Skepticism
Preference to freshmen. Historical and contemporary philosophical perspectives on the limits of human knowledge of a mind-independent world and causal laws of nature. The nature and possibility of a priori knowledge. Skepticism regarding religious beliefs..
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Hum
PHIL 15N:
Freedom, Community, and Morality
Preference to freshmen. Does the freedom of the individual conflict with the demands of human community and morality? Or, as some philosophers have maintained, does the freedom of the individual find its highest expression in a moral community of other human beings? Readings include Camus, Mill, Rousseau, and Kant.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-EthicReas, WAY-A-II, WAY-ER
PHYSICS 18N:
Frontiers in Theoretical Physics and Cosmology
Preference to freshmen. The course will begin with a description of the current standard models of gravitation, cosmology, and elementary particle physics. We will then focus on frontiers of current understanding including investigations of very early universe cosmology, string theory, and the physics of black holes.
Terms: Win
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
PHYSICS 43N:
Understanding Electromagnetic Phenomena
Preference to freshmen. Expands on the material presented in PHYSICS 43; applications of concepts in electricity and magnetism to everyday phenomena and to topics in current physics research. Corequisite: PHYSICS 43 or advanced placement.
Terms: Spr
| Units: 1
PHYSICS 45N:
Advanced Topics in Light and Heat
Preference to freshmen. Expands on the subject matter presented in PHYSICS 45 to include optics and thermodynamics in everyday life, and applications from modern physics and astrophysics. Corequisite: PHYSICS 45 or advanced placement.
Terms: Aut
| Units: 1
PHYSICS 80N:
The Technical Aspects of Photography
Preference to freshmen and sophomores with some background in photography. How cameras record photographic images on film and electronically. Technical photographic processes to use cameras effectively. Camera types and their advantages, how lenses work and their limitations, camera shutters, light meters and the proper exposure of film, film types, depth of focus, control of the focal plane and perspective, and special strategies for macro and night photography. View cameras and range finder technical cameras. Students take photographs around campus. Prerequisite: high school physics.
Terms: Spr
| Units: 3
PHYSICS 81N:
Science on the Back of the Envelope
Understanding the complex world around us quantitatively, using order of magnitude estimates and dimensional analysis. Starting from a handful of fundamental constants of Nature, one can estimate complex quantities such as cosmological length and time scales, size of the atom, height of Mount Everest, speed of tsunami, energy density of fuels and climate effects. Through these examples students learn the art of deductive thinking, fundamental principles of science and the beautiful unity of nature.
Terms: Aut
| Units: 3
PHYSICS 83N:
Physics in the 21st Century
Preference to freshmen. Current topics at the frontier of modern physics. Topics include subatomic particles and the standard model, symmetries in nature, extra dimensions of space, string theory, supersymmetry, the big bang theory of the origin of the universe, black holes, dark matter, and dark energy of the universe. Why the sun shines. Cosmology and inflation.
Terms: Spr
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
POLISCI 11N:
The Rwandan Genocide
Preference to freshmen. In 1994, more than 800,000 Tutsi and moderate Hutu Rwandans were killed in the most rapid genocide in history. What could bring humans to carry out such violence? Could it have been prevented? Why did no major power intervene to stop the killing? Should the U.N. be held accountable? What were the consequences for Central Africa? How have international actors respond to the challenges of reconstructing Rwanda? What happened to the perpetrators? Sources include scholarly and journalistic accounts.
Terms: Spr
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
POLISCI 24Q:
Law and Order
Preference to sophomores. The role of law in promoting social order. What is the rule of law? How does it differ from the rule of men? What institutions best support the rule of law? Is a state needed to ensure that laws are enforced? Should victims be allowed to avenge wrongs? What is the relationship between justice and mercy?
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-SocSci
POLISCI 27N:
Thinking Like a Social Scientist
Preference to freshman. This seminar will consider how politics and government can be studied systematically: the compound term Political SCIENCE is not an oxymoron. The seminar will introduce core concepts and explore a variety of methodological approaches. Problems of inference from evidence will be a major concern. Classic and contemporary research studies will be the basis of discussion throughout.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
POLISCI 28N:
The Changing Nature of Racial Identity in American Politics
Almost one-third of Americans now identify with a racial/ethnic minority group. This seminar examines the relationship between racial identity, group consciousness, and public opinion. Topics include the role of government institutions in shaping identification, challenges in defining and measuring race, attitudes towards race-based policies, and the development of political solidarity within racial groups. Particular attention will be paid to the construction of political identities among the growing mixed-race population.
Terms: Aut
| Units: 3
| UG Reqs: WAY-EDP, WAY-SI
POLISCI 45N:
Civil War Narratives
Preference to freshmen. Focus is on a new statistics-based theory to account for the susceptibility of countries to civil war. How to write a theory-based historical narrative. Students write and present an original historical narrative focusing on how well the theory explains a particular history and on the importance of factors that are absent from the theory in explaining civil war onsets.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci
PORTLANG 193Q:
Spaces and Voices of Brazil through Film (ILAC 193Q)
The manners in which a country is perceived and defines itself is a result of many complex forces, and involves the reproduction of social relations and complex social constructions both on the part of those who live there and those who see it from a distance. The perceptions of what Brazil is and what defines the country has changed throughout times, but has conserved some clear pervasive defining traits. This course is an introduction to the history, culture, politics and artistic production of Brazil as seen through feature films, documentaries and some complementary readings. Movies include, among others, Banana is my Business, Black Orpheus, Olga, They Don't Use Black-Tie, City of God, Central Station, Gaijin, and Four Days in September-among others. In English.
Terms: Aut
| Units: 3-4
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom
PSYC 70N:
Mind-Body Medicine: A Global Perspective
Introduces the science of Mind-Body Medicine. Intended for students with general interests in matters of mind and health, as well as students who are specifically interested in the psychological/biological/medical sciences. Begins with historical perspective and discussion of how diverse cultures and schools of medical thought from around the world grapple with the concept of Mind-Body Medicine. Other topics include: clear and accessible overviews of the basic elements and functions of the nervous, endocrine, and immune systems, how multiple biological systems need to act in concert to support life and health, the role of Mind-Body Medicine in context of modern western and non-western systems of medicine, health-related effects of "good" versus "bad" stress, stress reduction, positive and negative emotions, exercise, the placebo effect, and disorders like anxiety and depression. Course requirements include engaged and consistent participation, brief presentation and a final 6-8 page paper.
Terms: Spr
| Units: 3
PSYC 77N:
Deviants in Literature
Many literary works are enhanced by, in fact demand, a psychological perspective to achieve a fully informed reading. In The Devils Dostoevsky uses the issues and process of anarchy as a platform on which to develop some of the most unforgettable characters in literary history. Death in Venice contains among its many themes the darker dynamic of paraphilia. Guilt searches for a validating crime in Kafka's The Penal Colony. Capote uses a journalistic style to manage horrible fact during In Cold Blood. Conrad shows that telling a story of the journey outward is more nearly an analysis of the journey inward in Heart of Darkness. Albee's Zoo Story asks whether the man on the street is prepared to confront his own worst nightmare. Close reading of works such as these presents opportunities to learn about character pathology and to expand traditional approaches to literary criticism by applying a psychological perspective.
Terms: Win
| Units: 3
PSYC 78Q:
Mental Health in Collegiate Athletes
Developmental, psychological, social, and performance issues in collegiate sports. Topics include transition to Stanford, time management, optimizing mental fitness, coping with injuries.
Terms: Spr
| Units: 3
PSYC 81Q:
Fate of Orphans and Vulnerable Children in Sub Saharan Africa
The complicated forces,shaped by geopolitcal history and current events, that frame all social programs, the care of orphans in the context of the AIDS pandemic in particular; history of the care of orphans; developmental effects of deprivation of care and nurturing. Guest speakers.
Terms: Win
| Units: 2
PSYCH 8N:
The New Longevity
Adult development from the perspective of life-span theory -- a conceptual framework that views development as a series of adaptations to physical, societal and individual resources and constraints. Students will learn about demographic and medical changes, ways that individuals typically change socially, emotionally and cognitively as they move through adulthood. An understanding of the conceptual foundations of the life-span approach and place aging of young people today in historical context.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
PSYCH 12N:
Self Theories
Preference to freshmen. The impact of people's belief in a growing versus fixed self on their motivation and performance in school, business, sports, and relationships. How such theories develop and can be changed.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI
PSYCH 16N:
Amines and Affect
Preference to freshmen. How serotonin, dopamine, and norepinephrine influence people's emotional lives. This course is ideal for students that would like to get deeper exposure to cutting edge concepts and methods at the intersection of psychology and biology, and who plan to apply their knowledge to future research.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-SocSci, WAY-SI, WAY-SMA
PSYCH 26N:
Language Acquisition: Exploring the Minds of Children
Language is an extraordinary competence distinguishing humans from other species, yet there is debate about the role of biology in guiding language acquisition. Does language development follow an innate ¿bioprogram¿ or does it build on more general cognitive abilities, influenced by early experience? Topics include biological and experiential influences on the emergence of linguistic ability as children learn a first language. Discussions of theory and research, visits to Stanford laboratories and observations of very young language learners.
Terms: Win
| Units: 3
| UG Reqs: WAY-SI
PSYCH 29N:
Growing Up in America (ENGLISH 64N)
Preference to freshmen. To what extent is it possible to describe an "American" experience? How are different people included in or excluded from the imagined community that is America? How do a person's race, class, gender and sexuality affect his or her experience of belonging to this country? These are just some of the questions we will consider as we familiarize ourselves with the great diversity of childhood and young adult experiences of people who have grown up in America. We will read and discuss narratives written by men and women, by urban, suburban, and rural Americans, and by Asian Americans, African Americans, Native Americans, Latina/os, and European Americans.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI
PUBLPOL 55N:
Public Policy and Personal Finance (ECON 25N)
The seminar will provide an introduction and discussion of the impact of public policy on personal finance. Voters regularly rate the economy as one of the most important factors shaping their political views and most of those opinions are focused on their individual bottom lines. In this course we will discuss the rationale for different public policies and how they affect personal financial situations. We will explore personal finance issues such as taxes, loans, charity, insurance, and pensions. Using the context of (hypothetical) personal finance positions, we will discuss the public policy implications of various proposals and how they affect different groups of people, for example: the implications of differential tax rates for different types of income, the promotion of home ownership in the U.S., and policies to care for our aging population. While economic policy will be the focus of much of the course, we will also examine some of the implications of social policies on personal finance as well. There will be weekly readings and several short policy-related writing assignments.
Terms: Aut
| Units: 3
| UG Reqs: WAY-SI
RELIGST 13Q:
Mystical Journeys: Beyond Knowing and Reason
What makes a mystic a mystic? This question has many sides. Why do we call someone a mystic? Is there such a thing as mystical experience? Do experiences make a mystic? Do beliefs? Practices? Many religious traditions have records of visionaries whose lives and writings open windows on the more hidden and aspirational aspects of belief and practice. These writings also take many forms: poem, letters, teachings, and accounts of visions, which we will encounter in the course of the quarter. Readings for the course will cover a cross-section of texts taken from Christian, Jewish, Muslim, Buddhist, and Native American sources.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-EDP, Writing 2
RELIGST 14N:
Demons, Death, and the Damned: The 'Other' and the Otherwordly in America
This course will examine how beliefs about the "other world" actually shape and are shaped by Americans' this-worldly actions and interactions (i.e. in the demonization of the "other," whether defined religiously, racially, ethnically, or in gendered terms). Students will ask how ideas about demons and death, heaven and hell have reflected the concerns, values, and identities of Americans over time. Students will learn how to read primary sources against secondary literature.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-Hum
RELIGST 17N:
Love, Power, and Justice: Ethics in Christian Perspective
From its inception, the Christian faith has, like all religions, implied an ethos as well as a worldview, a morality and way of life as well as a system of beliefs, an ethics as well as a metaphysics. Throughout history, Christian thinkers have offered reasoned accounts of the moral values, principles, and virtues that ought to animate the adherents of what eventually became the world's largest religion. We will explore a variety of controversial issues, theological orientations, and types of ethical reasoning in the Christian tradition, treating the latter as one 'comprehensive doctrine' (John Rawls) among many; a normative framework (actually a variety of contested religious premises, moral teachings, and philosophical arguments) formally on par with the religious ethics of other major faiths as well as with the various secular moral theories typically discussed in the modern university. We will learn to interpret, reconstruct, criticize, and think intelligently about the coherence and persuasiveness of moral arguments offered by a diverse handful of this religious tradition's best thinkers and critics, past and present.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-Hum, WAY-A-II, WAY-ER
RELIGST 18N:
Religion and Politics: Comparing Europe to the U.S. (JEWISHST 18N)
Interdisciplinary and comparative. Historical, political, sociological, and religious studies approaches. The relationship between religion and politics as understood in the U.S. and Europe. How this relationship has become tense both because of the rise of Islam as a public religion in Europe and the rising influence of religious groups in public culture. Different understandings and definitions of the separation of church and state in Western democratic cultures, and differing notions of the public sphere. Case studies to investigate the nature of public conflicts, what issues lead to conflict, and why. Why has the head covering of Muslim women become politicized in Europe? What are the arguments surrounding the Cordoba House, known as the Ground Zero Mosque, and how does this conflict compare to controversies about recent constructions of mosques in Europe? Resources include media, documentaries, and scholarly literature.
Terms: Win, Spr
| Units: 3-4
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom, WAY-EDP
SLAVIC 77Q:
Russia's Weird Classic: Nikolai Gogol
Preference to sophomores. An investigation of the works and life of Nikolai Gogol, the most eccentric of Russian authors and the founder of what is dubbed Fantastic Realism. Our investigation will be based on close reading of works written in various genres and created in various stages of Gogol's literary career. Taught in English.
Terms: Aut
| Units: 3-4
| UG Reqs: GER:DB-Hum, WAY-A-II
SOC 14N:
Inequality in American Society
An overview of the major forms of inequality in American society, their causes and consequences. Special attention will devoted to to public policy associated with inequality.
Terms: Aut
| Units: 3
SOC 22N:
The Roots of Social Protest
Preference to freshmen. The conditions under which social protest occurs and the emergence, success, and viability of contemporary social movements. Examples include women's civil rights, ecology, and antiwar and anti-globilization movements in the U.S. and elsewhere. Sociological theories to explain the timing, location, and causes of mobilization; how researchers evaluate these theories. Comparison of tactics, trajectories, and outcomes.
Terms: Win
| Units: 3
| UG Reqs: GER:DB-SocSci, GER:EC-GlobalCom, WAY-SI
SOC 45Q:
Understanding Race and Ethnicity in American Society (CSRE 45Q)
Preference to sophomores. Historical overview of race in America, race and violence, race and socioeconomic well-being, and the future of race relations in America. Enrollment limited to 16.
Terms: Aut
| Units: 3
| UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI
SOC 46N:
Race, Ethnic, and National Identities: Imagined Communities
Preference to freshmen. How new identities are created and legitimated. What does it mean to try on a different identity? National groups and ethnic groups are so large that one individual can know only an infinitesimal fraction of other group members. What explains the seeming coherence of groups? If identities are a product of the imagination, why are people willing to fight and die for them? Enrollment limited to 16.
Terms: Spr
| Units: 3
| UG Reqs: GER:DB-SocSci
SPECLANG 198Q:
Modern Greece in Film and Literature
Preference to sophomores. Cultural and literary highlights. Filmmakers include Kakoyannis, Dassen, Boulmetis, Angelopoulos, and Scorsese; readings from Eugenides, Gage, Kavafis, Kazantzakis, Samarakis, Seferis, and Elytis.
Terms: Aut
| Units: 3-5
| UG Reqs: GER:DB-Hum, GER:EC-GlobalCom
STATS 48N:
Riding the Data Wave
Imagine collecting a bit of your saliva and sending it in to one of the personalized genomics company: for very little money you will get back information about hundreds of thousands of variable sites in your genome. Records of exposure to a variety of chemicals in the areas you have lived are only a few clicks away on the web; as are thousands of studies and informal reports on the effects of different diets, to which you can compare your own. What does this all mean for you? Never before in history humans have recorded so much information about themselves and the world that surrounds them. Nor has this data been so readily available to the lay person. Expression as "data deluge'' are used to describe such wealth as well as the loss of proper bearings that it often generates. How to summarize all this information in a useful way? How to boil down millions of numbers to just a meaningful few? How to convey the gist of the story in a picture without misleading oversimplifications? To answer these questions we need to consider the use of the data, appreciate the diversity that they represent, and understand how people instinctively interpret numbers and pictures. During each week, we will consider a different data set to be summarized with a different goal. We will review analysis of similar problems carried out in the past and explore if and how the same tools can be useful today. We will pay attention to contemporary media (newspapers, blogs, etc.) to identify settings similar to the ones we are examining and critique the displays and summaries there documented. Taking an experimental approach, we will evaluate the effectiveness of different data summaries in conveying the desired information by testing them on subsets of the enrolled students.
Terms: Aut
| Units: 3
| UG Reqs: WAY-AQR, WAY-FR
STRAMGT 110Q:
Making Sense of Strategy
Get the strategy right, and the chance for success is great. Nowhere is this more evident than in today's world of major challenges. Strategy is at the heart of problem solving and achieving objectives, yet few people can define strategy, much less understand how to conceptualize, design, and execute effective strategies that yield the best outcomes.This course will meet once a week to focus on interesting and engaging case studies, each of which illustrates a key ingredient of strategy. Some are well-known historical events, while others are less obvious, but all have a strategic lesson to share. They are quite diverse, from the planning of a high-risk rescue in the Colorado Rockies, to a product crisis in a Fortune 50 company, to a little-known failed military mission of WWII, to a commercial airline disaster. The ability to think through challenging and varied scenarios is both instructive and mind-stretching. There will be some pre-reading on each case study and there may be a field trip for students to put their lessons into practice. The course is designed to be highly interactive; all to enable students to unravel the mystery and power of strategic thinking. Students will also have the opportunity to select and analyze a case reflecting interests of their own. This course can help students not only prepare for a career in a range of fields, but also as they meet the challenges of their current coursework. Problem-solving skills are central in every walk of life; this seminar can help students build a stronger foundation for sound decision-making.
Terms: Win
| Units: 3
STS 160Q:
Technology in Contemporary Society
Preference to sophomores. Introduction to the STS field. The natures of science and technology and their relationship, what is most distinctive about these forces today, and how they have transformed and been affected by contemporary society. Social, cultural, and ethical issues raised by recent scientific and technological developments. Case studies from areas such as information technology and biotechnology, with emphasis on the contemporary U.S. Unexpected influences of science and technology on contemporary society and how social forces shape scientific and technological enterprises and their products. Enrollment limited to 12.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-SocSci, WAY-SI
STS 165N:
Cars: Past, Present, and Future
(Formerly COMM 165N.) Preference to freshmen. Focus is on the past, present and future of the automobile, bridging the humanities, social sciences, design, and engineering. Focus on the human experiences of designing, making, driving, being driven, living with, and dreaming of the automobile. A different theme featured each week in discussion around a talk and supported by key readings and media. Course is informed by history, archaeology, ethnography, human-technology interaction, mechanical engineering, and cognitive science.
Terms: Spr
| Units: 3
SURG 60Q:
Virtual to Real: Fundamentals of Human Anatomy
Advances in imaging technologies allow us to interact with anatomical information in ways that have not been previously possible. This course is designed to teach human anatomy through the interpretation of radiographs and CT scans, and the correlation of these images to real anatomy. Utilizes resources such as virtual interactive scans via the virtual anatomy table and interactive digital applications to aid students in developing their image interpretive skills. First six weeks focus on image interpretation and the remaining four weeks on the utilization of this knowledge in the understanding and identification of human anatomy on human prosecutions (cadaver material).
Terms: Spr
| Units: 3
SURG 68Q:
Current Concepts in Transplantation
Preference to sophomores. Biological aspects of cell and organ transplantation, including issues that arise in the popular media. Diseases for which transplantation is a treatment, the state of the art in human transplantation, transplantation of animal tissue into humans (xenotransplantation), development of new tissue and organs in the laboratory (tissue engineering and cloning), and development of drugs and biological strategies to promote long-term survival of the tissue or organ (tolerance). How to write a scientific abstract, critique scientific literature, and research and present topics in contemporary transplantation.
Terms: Spr
| Units: 3
| UG Reqs: Writing 2
SURG 70Q:
Surgical Anatomy of the Hand: From Rodin to Reconstruction
The surgical anatomy of the hand is extremely complex in terms of structure and function. Exploration of the anatomy of the hand in different contexts: its representation in art forms, the historical development of the study of hand anatomy, current operative techniques for reconstruction, advances in tissue engineering, and the future of hand transplantation.
Terms: Win
| Units: 2
SURG 72Q:
Anatomy in Society
Preference to sophomores. The influence of human anatomy on the design of commercial products and competitive activities (such as: automobile and furniture design, sports clothing and shoe design, robotics, and dance and choreography). How societal advancements have evolved to increasingly accommodate human form and function. Guest speakers in the fields of design, architecture, and sports. Exposure to human anatomy via cadaver material, 3D digital images, the 3D dissection table and models.
Terms: Win
| Units: 3
| Repeatable
2 times
(up to 6 units total)
TAPS 11N:
Dramatic Tensions: Theater and the Marketplace
Preference to freshmen. The current state of the American theater and its artists. Conventional wisdom says that theater is a dying art, and a lost cause, especially in an age of multi-media entertainment. But there are more young playwrights, actors, and directors entering the field today than at any other time in American history. Focus is on the work of today's theater artists, with an emphasis on an emerging generation of playwrights. Students read a cross-section of plays from writers currently working in the US and UK, covering a spectrum of subjects and styles from serious to comic, from the musical to the straight play. Hits and misses from recent seasons of the New York and London stages and some of the differences of artistic taste across the Atlantic. Hands-on exploration of the arts and skills necessary to make a play succeed. Students develop their own areas of interest, in guided projects in design, direction or performance. Conversations with playwrights, designers ,and directors. Labs and master classes to solve problems posed in areas of creative production. Class meets literary managers and producers who are on the frontlines of underwriting new talent. Class trips include two plays at major Bay Area Stages.
Terms: Aut
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-A-II
TAPS 12N:
To Die For: Antigone and Political Dissent (CLASSGEN 6N)
Preference to freshmen. Tensions inherent in the democracy of ancient Athens; how the character of Antigone emerges in later drama, film, and political thought as a figure of resistance against illegitimate authority; and her relevance to contemporary struggles for women's and workers' rights and national liberation. Readings and screenings include versions of Antigone by Sophocles, Anouilh, Brecht, Fugard/Kani/Ntshona, Paulin, Glowacki, Gurney, and von Trotta.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, GER:EC-Gender, WAY-EDP, WAY-ER
TAPS 13N:
Law and Drama
Preference to Freshmen.Beyond the obvious traits that make a good (court room) drama, theater and jurisprudence have much more in common. Just as drama is engaged not only in entertainment but also in examination of social conventions and mechanisms, so law is not only concerned with dispensing justice but with shaping and maintaining a viable human community. In this class we will read and discuss a series of plays in which court proceedings are at the center of dramatic action and concluding with an investigation of the new genre of documentary drama.
Terms: Spr
| Units: 4
| UG Reqs: WAY-A-II, WAY-ER
TAPS 25Q:
Science-in-Theatre: A New Genre? (CHEM 25Q)
Preference to sophomores. Contrasts through selected "science-in-theatre" plays what Theatre can do for science compared to what Science occasionally does for the theatre as well as emphasizing in that regard some unique features of the theatre compared to films. Illustrates why more intellectually challenging "science-in-theatre" plays have appeared in recent times where scientific behavior and scientists are presented accurately rather than just as Frankensteins, Strangeloves or nerds. Students engage in a playwriting experiment.
Terms: Win
| Units: 3
TAPS 41N:
Inventing Modern Theatre: Georg Büchner and Frank Wedekind (GERMAN 41N)
The German writers Georg Büchner (1813-1837) and Frank Wedekind (1864-1918). Many of the most important theater and film directors of the last century, including Max Reinhardt, G. W. Pabst, Orson Welles, Robert Wilson, and Werner Herzog, have wrestled with their works, as have composers and writers from Alban Berg and Bertolt Brecht through Christa Wolf and Thalia Field. Rock artists as diverse as Tom Waits, Lou Reed, Duncan Sheik, and Metallica have recently rediscovered their urgency. Reading these works in translation and examining artistic creations they inspired. Classroom discussions and written responses; students also rehearse and present in-class performances of excerpts from the plays. The aim of these performances is not to produce polished stagings but to creatively engage with the texts and their interpretive traditions. No previous theatrical experience required.
Terms: Win
| Units: 3
| UG Reqs: WAY-A-II, WAY-CE
TAPS 180Q:
Noam Chomsky: The Drama of Resistance
Preference to sophomores. Chomsky's ideas and work which challenge the political and economic paradigms governing the U.S. Topics include his model for linguistics; cold war U.S. involvements in S.E. Asia, the Middle East, Central and S. America, the Caribbean, and Indonesia and E. Timor; the media, terrorism, ideology, and culture; student and popular movements; and the role of resistance.
Terms: Win
| Units: 4
| UG Reqs: GER:DB-Hum, WAY-ER, WAY-SI
TAPS 184Q:
The Personal is Political: Art, Activism and Performance
SOPHOMORE SEMINAR: This course looks at the `performance¿ of personal truths in political contexts, challenging inequalities of race, gender, sexual orientation and class through performance, visual art and activism. Students will engage in seminar discussions and writing on case studies such as the Occupy Movement and the works of key artists as well as working individually and in groups to think creatively about strategies for putting their own personal truths into political/public contexts to draw attention to issues they are passionate about.
| Units: 4-5
