Special Topics Courses Fall 2014ANTH 180, Section 1: Jane Austen as Ethnography
Instructor: Ann Metcalf
This course uses the novels of Jane Austen as ethnographic evidence of major shifts in kinship and marriage practices in Anglo-American culture. Austen chronicles the decline of arranged marriages and the rise of romantic love as a basis for marriage. Written in the early 1800’s, during the Regency in England, in the wake of the American and French Revolutions and the resulting Napoleonic wars, and on the brink of the Industrial Revolution, Austen’s novels provide an ethnographic map leading from the patrilineal, agrarian past into the bilateral, capitalist present.ANTH 180, Section 2: Work It! The Anthropology of Work
Instructor: Maura Finkelstein
This course examines various forms of work and labor (both waged and unwaged) around the world in order to better understand how classed, gendered, sexual, physical and raced (to name a few) performances are used in a variety of cultures and contexts for material benefit. Our topics include diverse forms of work and labor, such as industrial labor, domestic service, migrant labor, sex work, and professional sports. Course readings come from a range of fields, but focus most heavily on Anthropology, Sociology, Feminist Studies, Performance Studies, and Queer Studies. The readings for this class will frequently foreground the lived experiences of workers from a variety of nations, races, classes, religions, and backgrounds in order to explore the broader social implications of what it means to work in the world today.ANTH 180, Section 3: Queer Ethnography
Instructor: Maura Finkelstein
This course engages in a broad reading of contemporary ethnographies of non-mainstream genders and sexualities, broadly defined as “queer.” Our emphasis will be on understanding anthropology's contribution to and relationship with gay and lesbian studies and queer theory. In doing so, the class will ground itself in several critical “classic” texts in order to trace a rough genealogy of “Queer Anthropology” as a sub-discipline. From there, we will be reading and talking about what constitutes queer ethnography and the history and future of an anthropology of gender and sexuality.ANTH 180, Section 4: Medical Anthropology
Medical Anthropology will use critical perspectives to explore the relationships between society, culture, health, illness, and medicine. The course will pay particular attention to issues of race/ethnicity, gender, and sexuality. Students will learn about the global health context and the current trends in development issues and public health.CS 180, Section 1: Network Security
Instructor: Almudena Konrad
In this course students explore the threats against computer networks and the various techniques used to provide security. The course covers networking principles related to network security, and security fundamentals such as authentication, cryptography, cryptanalysis, digital signatures, the key management problem, Kerberos, IP security and web security. Graduate students conduct small-scale research where they identify a problem, execute research, and write and present the results.
Prerequisite: CS 063 or any other computer programming experienceCS 180, Section 2: Software Architectures and Systems
Instructor: Umit Yalcinalp
This course introduces existing software architectures ranging from databases, to web, mobile to cloud platforms and educate students in understanding common patterns and techniques that exist. It is a seminar course focused not on algorithms and programming but systems and components that constitute a working system from many components, subsystems and common requirements. The students are expected to read and review a specific platform or architecture, discuss the relevant aspects in class, and compare their findings with their classmates. Many case studies on understanding popular architectures will be discussed. Familiarity with Operating systems concepts is very helpful.
Prerequisites: CS 111 and CS 122 or consent of instructor.ECON 180, Section 1: Strategic Behavior
Instructor: Roger Sparks
This course deals with the strategy decisions of individuals and firms, where the word strategy is taken to mean a long-term plan of action that takes into account the possible actions and reactions of others. We begin by developing an understanding of game theory. Then, we address questions about firm boundaries. Under what conditions should a firm attempt to enlarge its market share? When should it vertically integrate, and what final products should it produce?
We next turn our attention to the characteristics of the markets in which firms operate. For various settings, we examine the extent of competitive rivalry, the incompleteness of contracts, and the specificity of investments. We then apply game theory to analyze how a firm should respond to various types of competitive rivalry and market characteristics. For example, we analyze whether a firm entering a market should try to undercut the price being charged by a monopolist incumbent firm. We also consider how the incumbent should respond, for example, by lowering price, improving the quality of its product, adding special product features, or doing nothing.EDUC 180/280, Section 1: Social Ecology of Education
This course will explore the social ecology of schools and education from a psychological, sociological, and policy perspective. The focus will be on exploring schools in context and understanding the complexities and dilemmas that face contemporary public schools. The course will provide a solid foundation for those pursuing careers in education, as well as for those who are interested in learning more about this complex system.
Open to advanced undergraduate and graduate students.EDUC 280/480, Section 1: Contemporary Issues in Educational Leadership
This course, for students in the MA and EdD programs in Educational Leadership, will focus on contemporary issues in the field, with a focus on dilemmas that face leaders in a variety of areas. The focus will be on addressing contemporary problems and issues and helping students identify ways of leading through these complexities.ENG 180, Section 1: Art of Translation
Instructor: Achy Obejas
This class will introduce students to the field of translation, particularly literary translation, providing both a theoretical foundation and hands-on practice, and broaden students' understanding of translation as a process and product. Upon completion, students should be able to demonstrate usage and understanding of the processes involved in translating. Our focus will be on prose; we will analyze published translations as well as generate our own original versions. Students will focus on the language of their choice (fluency not imperative), though those with a knowledge of Spanish may find this class particularly useful.ENG 183/283, Section 1: Reading Woolf Writing: “the thing that lies beneath the semblance of the thing”
Instructor: Ruth Saxton
In Art Objects, Jeanette Winterson claims that Virginia Woolf’s words are the “language of rapture” and “exactness.” Woolf’s texts and ideas are complicated, conceptual, intellectual, anti-academic, and experimental. Woolf’s writing, and our conversation about it, will be the heart of the seminar. Expect to consider how Woolf's texts pose and respond to such questions as: What can a sentence do? How does a writer express what we deem inexpressible? What are the tensions and correlations between aesthetics and politics? How does one embed the violence of war in the syntax of poetry? Why and how does reading matter?
I invite you to fifteen challenging and rewarding weeks of reading Woolf’s words in memoir and letters, personal essays, critical reviews, short stories, and novels. Expect to wrestle with her texts, to engage in lively conversation, and to produce both a critical essay and an adaptation of this essay into a conference-length paper. In addition, undergraduate students will be responsible for a group presentation, while graduate students will meet for four additional sessions and will be responsible for a class presentation on one assigned text (of their choice). Novels include: Jacob’s Room, The Voyage Out, To the Lighthouse, Mrs. Dalloway, Orlando, The Waves, and The Years.ENG 183/283, Section 2: Queer Poetics: Corporeal Mercies
Instructor: Rebekah Edwards
“Trans-: Transgender, transnational, transspeciaion, translation, transformation. Trans– as connection: shared space and time, transatlantic, trans-historical. Trans- as violation: transgression, transsection. Trans- as both assemblage and dissassemblage, as folded into structures of power as well as a movement of ‘becoming’…trans-as a way of seeing and thinking.” Editor’s note to the WSQ special issue on “Trans-“ 2008
Recent critical work in transgender studies has called for an examination of the prefix “trans-“ as an analytical category in its own right, one that includes, exceeds and points to the rationality and slippages between the suffixes it is often attached to such as: –gender, -racial, -nationality, -Atlantic, -generational, -generic, -species. Working with an idea of poetics, as Roland Barthes formulated it, as the study of “how meaning is possible, at what cost and by what means” this course is interested in the poetics that “trans-“ mobilizes across and between various creative genres and critical disciplines.
We will read a series of critical texts, largely drawn from translation theory, transnational feminist theory, and transgender studies that will shape a set of concepts and a common vocabulary for this course. While poetry will be a primary source for this course, we will use of a range of creative texts to challenge and extend our theoretical readings. This course is set up as a series of “case studies”. Each week we will put in conversation a set of texts, critical and creative, and explore what this combination might tell us about a particular kind of trans- poetics.ENG 283, Section 3: The Gothic
Instructor: Kim Magowan
This course will explore a genre of literature which proudly intended, as Frankenstein author Mary Shelley put it, “to awaken thrilling horror…curdle the blood, and quicken the beatings of the heart.” As a genre, the gothic was both frequently written and voraciously read by women, and we will consider the gender politics of the gothic, paying particular consideration to its interest in the “dark” sides of sexuality, childbirth, and maternity. We will examine some familiar gothic tropes: unreliable, often menacing narrators; dark, collapsing houses closeting mysterious tenants; the grotesque; madwomen in attics; incest; bodies that won’t stay dead. These are not polite, feminine subjects, and the texts we will read express a self-conscious uneasiness with their shady content. In these novels, we will repeatedly encounter readers whose reading has pernicious effects on their imagination and their perception of “reality.” A subversive, skeptical response to the Age of Reason and its conviction that humans are innately rational and observant, these gothic texts question the reliability of sense perceptions, dramatizing how easily senses can be corrupted or misled. We will also explore how gothic fetishes adapt when transplanted to modern narrative forms. The ghosts who stalk characters become incarnations of a troubled history: a past that cannot be safely buried. The fact that the entities which haunt characters reveal themselves to be psychological hallucinations or embodiments of history does nothing to ease the intensity of their assault. We will see how the gothic shuttles between an urgent need to express –“it’s because she wants it told” (Absalom, Absalom!)–and to repress, to shut itself up: “this is not a story to pass on” (Beloved).
Jane Austen, Northanger Abbey (Norton)
Instructor: Ajuan Mance
In this course we will read and explore some of the most interesting and innovative African American poetry and prose fiction produced since 2001. Prose readings may include Toni Morrison's A Mercy, Michael Thomas's Man Gone Down, Nancy Rawles My Jim, Octavia Butler's Fledgling, Edward P. Jones's The Known World, Percival Everett's Erasure, Asali Solomon's Get Down, Patricia Smith's Blood Dazzler, and others. Poets may include, Toi Derricotte, Major Jackson, Yusef Komunyaka, Myronn Hardy, Adrian Matejka, Terrance Hayes, Natasha Tretheway, and others. This course will investigate some of the literary forms, artistic strategies, and intellectual concerns that shaped and defined African American literature during this period. The course will also focus on the sociopolitical and historical context for these writers and their works.LET 180: Introduction to Turkish Cultural Studies
Instructor: Audrey Calefas-Strebelle
This course is an introduction to the complex historical, political, artistic, intellectual, and cultural traditions of Turkey. Turkey occupies a unique position at the cross roads of byzantine, Islamic and Asian influences. Students will be introduced to Turkey’s dynamic cultures through the study of historical and political texts, literature, linguistic adaptations, artistic traditions, and cultural studies theory.MATH 80: Computing for Linear Algebra
Instructor: Maia Averett
This laboratory course will cover basics of scientific computing using Python and Sage. Programming labs will be used to reinforce and enhance understanding of abstract concepts from linear algebra and to compute sophisticated and realistic examples and applications.MATH 180: Combinatorics
Instructor: Andrea Jedwab
Topics to be covered include techniques for counting and enumerating, generating functions, and the principle of inclusion and exclusion. The course will also cover arrangements, selections, and binomial coefficients, as well as symmetric groups and graph theory.
Prerequisites: MATH 48 or MATH 50, or consent of instructor.REL 180: World Religions: Spirituality, Identity, and the "Other" in the Religions of the West
Instructor: Judith Bishop
This introductory course surveys the rise and development of the three major world religions which ground their tradition in the Abrahamic narrative: Judaism, Christianity and Islam. Major topics include sacred texts, sacred space, prayer, pilgrimage, mysticism, and community with a particular emphasis on “interfaith” relations –historical perspectives on the children of Abraham in conflict and dialogue. Primary texts include religious autobiography, poetry, mystical writing, personal narratives and selected sacred texts. This course focuses on an understanding of religion and religious identities as dynamic--rather than fixed categories—in negotiation with issues of gender, culture, nationality, and social justice. The course concludes with a look at the rise of fundamentalism in modern Judaism, Christianity and Islam and its impact on contemporary global issues.
Note: Several field trips to locations of religious significance in the Bay area are currently planned for this course.
Special Topics Courses Summer 2014ANTH 180: Field Anthropology of the Bay Area
Instructor: Maura Finkelstein
In doing so, we walk—a lot! But walking is an art form that is commonly devalued. Through this course we will be inspired to self-examine how we move through space. We will use all of our senses to understand the space we move through, as well as considering who does and does not have access to certain “public” space. By being alert and talking to colleagues, strangers, experts, and other urbanites, we perfect our walking skills and geographical knowledge. Each week will focus on a particular Bay Area “neighborhood” or series of neighborhoods and ask, “how do we tell the story of our city?”ARTH 180: Myths and Mysteries: Ancient Art
Instructor: Hannah Tandeta
Instructor: Glen Helfand
Instructor: Tomás Galguera
Instructor: Betty Lin
The course is designed to meet the child life course requirement, as mandated by the National Child Life Council. A certified child life specialist teaches this course and diligently covers the six applied areas identified by the Child Life Council: child life documents; scope of child life practice in direct and non-direct services; impact of illness, injury, and health care on patients and families; family-centered care; therapeutic play; and preparation. At the completion of this course, a Child Life Course Document will be issued to those who wish to enter the child life field.EDUC 180/280, Section 3: Research Seminar in Child Development: Cross-Cultural and Interdisciplinary Perspectives
Instructor: Priya Shimpi
Instructor: Kate Brubeck
Instructor: David Buuck
Instructor: Chinaka Hodge
Instructor: Tarah Demant
Instructor: Ajuan Mance
Our focus on Bay Area writers will enable us to explore the relationship of queer and trans literature of the region to the community that inspires their work. To that end, we will attend literary events at the National Queer Arts Festival and the San Francisco International LGBT Film Festival. In addition we will invite local authors to visit our class and we will attend local author readings and presentations.ETHS 180, Section 1: Visions of Apocalypse, Trauma and Survival in Literature and Popular Culture
Instructor: Vivian Chin
Instructor: Zeina Zaatari
Instructor: Michaela Daystar
Instructor: Mena Borges
Objectives: Introduce students to cultural production which reflects the varying realities of Lusophone Africa and Luso-Afro-Brazil andexamine representative literary, cinematic and musical works and accentuate thematic and contextual topics.
Themes to be explored include Saudade; memoir as testament; historical context of Portuguese colonialism in Africa and Brazil; colonial wars and their human impact; Pan Africanism and comparative perspectives; criticism of colonial society; women’s role in colonial society, war and Luso-Africa; and metaphorical and literal escape/pursuit of freedom.MGMT 280, Section 1: Gender and Leadership
Instructor: Stacy Blake-Beard
Instructor: Darcelle Lahr