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421 - 430 of 1349 results for: all courses

ENGLISH 115: Virtual Italy (ARCHLGY 117, CLASSICS 115, HISTORY 238C, ITALIAN 115)

Classical Italy attracted thousands of travelers throughout the 1700s. Referring to their journey as the "Grand Tour," travelers pursued intellectual passions, promoted careers, and satisfied wanderlust, all while collecting antiquities to fill museums and estates back home. What can computational approaches tell us about who traveled, where and why? We will read travel accounts; experiment with parsing; and visualize historical data. Final projects to form credited contributions to the Grand Tour Project, a cutting-edge digital platform. No prior programming experience necessary.
Terms: Win | Units: 4-5 | UG Reqs: WAY-A-II, WAY-SI
Instructors: Ceserani, G. (PI)

ENGLISH 124: The American West (AMSTUD 124A, ARTHIST 152, HISTORY 151, POLISCI 124A)

The American West is characterized by frontier mythology, vast distances, marked aridity, and unique political and economic characteristics. This course integrates several disciplinary perspectives into a comprehensive examination of Western North America: its history, physical geography, climate, literature, art, film, institutions, politics, demography, economy, and continuing policy challenges. Students examine themes fundamental to understanding the region: time, space, water, peoples, and boom and bust cycles.
Terms: Win | Units: 5 | UG Reqs: GER:DB-Hum, GER:EC-AmerCul, WAY-A-II, WAY-SI

ENGLISH 165: Perspectives on American Identity (AMSTUD 160)

Required for American Studies majors. In this seminar we trace diverse and changing interpretations of American identity by exploring autobiographical, literary, and/or visual texts from the 18th through the 20th century in conversation with sociological, political, and historical accounts. *Fulfills Writing In the Major Requirement for American Studies Majors*
Terms: Spr | Units: 5 | UG Reqs: GER:EC-AmerCul, WAY-SI, GER:DB-Hum, WAY-EDP
Instructors: Kessler, E. (PI)

ENGLISH 172D: Introduction to Comparative Studies in Race and Ethnicity (CSRE 100, EDUC 166C, PSYCH 155, SOC 146, TAPS 165)

Race and ethnicity are often taken for granted as naturally occurring, self-evident phenomena that must be navigated or overcome to understand and eradicate the (re)production of societal hierarchies across historical, geopolitical, and institutional contexts. In contrast, this transdisciplinary course seeks to track and trouble the historical and contemporary creation, dissolution, experiences, and stakes of various ethnoracial borders. Key topics include: empire, colonialism, capital/ism, im/migration, diaspora, ideology, identity, subjectivity, scientism, intersectionality, solidarity, resistance, reproduction, and transformation. Cardinal Course certified by the Haas Center for Public Service . (Formerly CSRE 196C)
Last offered: Spring 2023 | UG Reqs: GER:DB-SocSci, GER:EC-AmerCul, WAY-EDP, WAY-SI | Repeatable 2 times (up to 10 units total)

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.
Last offered: Autumn 2022 | UG Reqs: WAY-SI

ENGR 145: Technology Entrepreneurship (ENGR 145S)

How does the entrepreneurship process enable the creation and growth of high-impact enterprises? Why does entrepreneurial leadership matter even in a large organization or a non-profit venture? What are the differences between just an idea and true opportunity? How do entrepreneurs form teams and gather the resources necessary to create a successful startup? Mentor-guided projects focus on analyzing students' ideas, case studies allow for examining the nuances of innovation, research examines the entrepreneurial process, and expert guests allow for networking with Silicon Valley's world-class entrepreneurs and venture capitalists. For undergraduates of all majors with interest in startups the leverage breakthrough information, energy, medical and consumer technologies. No prerequisites. Limited Enrollment.
Terms: Win | Units: 4 | UG Reqs: GER:DB-SocSci, WAY-SI

ENGR 145S: Technology Entrepreneurship (ENGR 145)

How does the entrepreneurship process enable the creation and growth of high-impact enterprises? Why does entrepreneurial leadership matter even in a large organization or a non-profit venture? What are the differences between just an idea and true opportunity? How do entrepreneurs form teams and gather the resources necessary to create a successful startup? Mentor-guided projects focus on analyzing students' ideas, case studies allow for examining the nuances of innovation, research examines the entrepreneurial process, and expert guests allow for networking with Silicon Valley's world-class entrepreneurs and venture capitalists. For undergraduates of all majors with interest in startups the leverage breakthrough information, energy, medical and consumer technologies. No prerequisites. Limited Enrollment.
Terms: Sum | Units: 4 | UG Reqs: GER:DB-SocSci, WAY-SI

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.
Last offered: Autumn 2020 | UG Reqs: College, THINK, WAY-SI, Writing 1

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.
Last offered: Autumn 2020 | UG Reqs: College, THINK, WAY-SI, Writing 1

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.
Last offered: Autumn 2019 | UG Reqs: College, THINK, WAY-SI, Writing 1
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