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281 - 290 of 839 results for: all courses

ENGLISH 180B: Reading Politics: The History and Future of Literacy

Reading is a political act. Through our major texts of Charles Dickens's Oliver Twist, Zora Neale Hurston¿s The Eatonville Anthology, and Azar Nafisi¿s Reading Lolita in Tehran, we will explore the classed, racialized, and gendered power dynamics of literacy and literature. How can books incite social revolutions? How can they maintain harmful inequalities? When is reading a tool of empowerment and when is it a tool of social control? We will examine these questions in a number of contexts, ranging from Victorian London, to the Jim Crow American South, from the Islamic revolution in Iran to a Silicon Valley proliferating with new forms of scientific, technological, and financial literacy. The course includes a significant service learning component, in which students will volunteer to tutor underprivileged readers through Bay Area literacy programs. Final projects will ask students to reflect on these tutoring experiences and consider the complex politics at work in the act of teaching someone to read.
Terms: Sum | Units: 3-5 | UG Reqs: GER:DB-Hum, WAY-SI | Grading: Letter or Credit/No Credit
Instructors: Droge, A. (PI)

ENGLISH 186B: The American Underground: Crime and the Criminal in American Literature

The literary representation of crime and the criminal from postrevolutionary through contemporary American literature. Topics will include the enigma of the criminal personality; varieties of crime, from those underwritten by religious or ethical principle to those produced by the deformations of bias; the impact on narrative form of the challenge of narrating crime; and the significance attributed to gratuitous crime in the American cultural context.
Terms: not given this year | Units: 5 | UG Reqs: WAY-SI | Grading: Letter (ABCD/NP)

ENGR 130: Science, Technology, and Contemporary Society

Key social, cultural, and values issues raised by contemporary scientific and technological developments; distinctive features of science and engineering as sociotechnical activities; major influences of scientific and technological developments on 20th-century society, including transformations and problems of work, leisure, human values, the fine arts, and international relations; ethical conflicts in scientific and engineering practice; and the social shaping and management of contemporary science and technology.
Terms: not given this year | Units: 4-5 | UG Reqs: GER:DB-SocSci, WAY-SI | Grading: Letter (ABCD/NP)

ESF 10: Education as Self-Fashioning: Unintended Consequences

Unintended consequences are outcomes that are not the ones foreseen and/or intended by a new product, action or decision. Some unintended outcomes are very surprising, and would have been hard to predict. Others seem completely logical in hindsight and leaves people wondering why they were not anticipated. For instance, when the first biofuel mandates were imposed in the EU, little did policy makers realize it would lead to a strong rise in palm oil production, which in turn led to tropical deforestation, undoing any of the possible positive impacts of increased biofuels use. In hindsight it is easy to see this potential negative impact, yet at the time the decision was made the EU leadership was blind to it. Not all unintended consequences are negative. Aspirin, for example, was developed to relieve pain, but was found to also be an anticoagulant that can lower the risk of heart attacks. As another example, the setting up of large hunting reserves for nobility in the medieval period preserved green areas, which later could be converted to large parks.
Terms: Aut | Units: 7 | UG Reqs: THINK, WAY-SI, Writing 1 | Grading: Letter (ABCD/NP)

ESF 10A: Education as Self-Fashioning: Unintended Consequences

Unintended consequences are outcomes that are not the ones foreseen and/or intended by a new product, action or decision. Some unintended outcomes are very surprising, and would have been hard to predict. Others seem completely logical in hindsight and leaves people wondering why they were not anticipated. For instance, when the first biofuel mandates were imposed in the EU, little did policy makers realize it would lead to a strong rise in palm oil production, which in turn led to tropical deforestation, undoing any of the possible positive impacts of increased biofuels use. In hindsight it is easy to see this potential negative impact, yet at the time the decision was made the EU leadership was blind to it. Not all unintended consequences are negative. Aspirin, for example, was developed to relieve pain, but was found to also be an anticoagulant that can lower the risk of heart attacks. As another example, the setting up of large hunting reserves for nobility in the medieval period preserved green areas, which later could be converted to large parks.
Terms: Aut | Units: 7 | UG Reqs: THINK, WAY-SI, Writing 1 | Grading: Letter (ABCD/NP)

ESF 11: Education as Self-Fashioning: The Democratic Citizen

A democracy seeks to aggregate the diverse and conflicting views of individuals into collective policy. How does this work, in theory and in practice? How have individuals thought about this process and their own roles within it, and how has that reflection shaped their lives as democratic citizens? In this course, we will study the history of democracy and democratic thought, from Ancient Greece and Rome to the modern world. We will consider how thinkers ancient and modern sought to fashion themselves into democratic citizens, and we will compare these ideals to the realities of democratic government in practice. Through a variety of philosophical and empirical readings, we will explore the fundamental challenges of democracy and discuss how we see them playing out today.
Terms: Aut | Units: 7 | UG Reqs: THINK, WAY-SI, Writing 1 | Grading: Letter (ABCD/NP)

ESF 11A: Education as Self-Fashioning: The Democratic Citizen

A democracy seeks to aggregate the diverse and conflicting views of individuals into collective policy. How does this work, in theory and in practice? How have individuals thought about this process and their own roles within it, and how has that reflection shaped their lives as democratic citizens? In this course, we will study the history of democracy and democratic thought, from Ancient Greece and Rome to the modern world. We will consider how thinkers ancient and modern sought to fashion themselves into democratic citizens, and we will compare these ideals to the realities of democratic government in practice. Through a variety of philosophical and empirical readings, we will explore the fundamental challenges of democracy and discuss how we see them playing out today.
Terms: Aut | Units: 7 | UG Reqs: THINK, WAY-SI, Writing 1 | Grading: Letter (ABCD/NP)

ESS 106: World Food Economy (EARTHSYS 106, EARTHSYS 206, ECON 106, ECON 206, ESS 206)

The economics of food production, consumption, and trade. The micro- and macro- determinants of food supply and demand, including the interrelationship among food, income, population, and public-sector decision making. Emphasis on the role of agriculture in poverty alleviation, economic development, and environmental outcomes. (graduate students enroll in 206)
Terms: not given this year | Units: 5 | UG Reqs: WAY-SI | Grading: Letter (ABCD/NP)

ESS 112: Human Society and Environmental Change (EARTHSYS 112, EARTHSYS 212, HISTORY 103D)

Interdisciplinary approaches to understanding human-environment interactions with a focus on economics, policy, culture, history, and the role of the state. Prerequisite: ECON 1.
Terms: Aut | Units: 4 | UG Reqs: WAY-SI | Grading: Letter or Credit/No Credit

FEMGEN 63N: The Feminist Critique: The History and Politics of Gender Equality (AMSTUD 63N, CSRE 63N, HISTORY 63N)

This course explores the long history of ideas about gender and equality. Each week we read, dissect, compare, and critique a set of primary historical documents (political and literary) from around the world, moving from the 15th century to the present. We tease out changing arguments about education, the body, sexuality, violence, labor, politics, and the very meaning of gender, and we place feminist critics within national and global political contexts.
Terms: Win | Units: 3-4 | UG Reqs: WAY-A-II, WAY-SI | Grading: Letter (ABCD/NP)
Instructors: Freedman, E. (PI)
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