Winter Term 1981 - College of Literature, Science, and the Arts ...

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COLLEGE OF LITERATURE, SCIENCE, AND THE ARTS
. the university of michigan

Contents ........................................... 2
Introduction ....................................... 2
Afroamerican and African Studies [CAAS) ............ 4
American culture ................................... 5
Ancient and Biblical Studies [ABS) ................ 68
Anthropology ....................................... 6
Arabic ............................................ 69
Archaeology 8. 20
Armenian ........................................ -104
Art History (History of Art) ...................... 57
Asian Studies 9
Astronomy ......................................... 10
Atmospheric and Oceanic Sciences .................. 11
~iological Anthrcpolcgy 6
Biological Chemistry .............................. 11
Biological Sciences ............................... I1
Biology ........................................... 11
Botany ............................................ 14
e
Chemistry ......................................... 17
Chinese .......................................... ~39
Classical Archaeclogy ............................. 20
Classical Civilization ............................ 22
Classical Studies ................................. 20
College Courses ........s....................... ... 25
Communication ..................................... 22
Computer and Ccimunicaticr Sciences ............... 25
Course M a r t (College Courses) ..................... 25
Cultural Anthrc~clogy .............................. 6
Czech ............................................ 104
Dance ............................................. 26
Danish 48
Dutch ............................................. 45
Economics ......................................... 26
Engineerinq ....................................... 11
English Caapcsition Board 8ECB) .................... 3
English Language and literature 29. 77
Bnvircniiental Studies ............................. 39
"thnoloqy .......................................... 7
Far Eastern Languages and literatures (FELL) ...... 39
Film-Video Studies ................................ 41
Finnish ........................................... 47
French ............................................ 95
Freshman Sesicais ................................ 111
General Near East (GNE) ........................... 67
Geoqsaphy ......................................... 41
Geological Sciences ............................... 43
German .. L.................. ..... 46
Germanic Languages and literatures ................ 45
. Great Books ....................................... 48
Greek ............................................. 20
This LSA Course Gui& includes descriptions provided by
instructors or course coordinators for courses to be
taught Fall leim. 1980 . Descriptions received at LSA
Checkpoint by Harch 12 have been included .
Descriptions are included for both lover and upper
level courses . Courses suggested for freshmen are
prefaced by the symbol (F) .
Rhile efforts bere made to obtain a description for
every 134 course offeree! Fall Term. inevitable gaps
occur (e . q .. nrassigned classes. directed reading.
independent study. classes added to the schedule late) .
See the cox~ected ZLag Schedule posted outside 1213
Angel1 Hall for a sumiary of changes in course
offerings. tines. locations. and instructors .
ZSA academic departmerts and pxograas are organized
in the alphabetical sequence following s& $Js&&
conventions . Foceign language departments are the most
frequent source of confusion since they are organized
on a generic rather than an individual language basis .
See Contents alme .
s
Hebrew ............................................ 69
History ........................................... 49
History of Art ...................................-57
Honors (College Honors) -59
Iranian 70
Italian ........................................... 99
Japanese .......................................... 40
Latin ............................................. 20
Linguistics ....................................... 61
Mathematics ....................................... 61
Medieval and Renaissance Collegiua (HABC) ......... 64
Bicrobiology ...................................... 66
Hilitary Officer Education 114
Music Composition ................................. 67
Music History and Musicology 66
Natural ~esources ................................-67
Hear Eastern Studies 67
Norwegian ......................................... 47
Philosophy ........................................ 70
Physical Education 74
Physics ........................................... 74
Physiology ........................................ 76
Pilot Program ..................................... 77
Polish ........................................... 104
Political Science 77
Psychology ......................................-83
Religion .......................................... 88
Residential College 89
Romance Languages and Literatures ................ -95
Russian .......................................... 102
Russian and East European Studies (BEES) ......... 105
Scandinavian ...................................... 47
Serbo-Croatian ................................... 104
Slavic Languages and Literatures ................. 102
Slavic Linqistics ................................ 104
Slavic Literatures and Cultures .................. 105
Sociology ........................................ 105
Spanish .......................................... 100
Speech and Hearing Sciences ....................... 88
Statistics ....................................... 108
Swedish ........................................... 48
Theatre and Drama ................................. 109
Turkish ........................................... 70
Ukrainian ........................................ 104
University Courses ............................... 111
Boaenas Studies .................................. 200
Zoology ........................................... 16
If a course you are interested in does not appear in
this Guide,. please use the resources of the College .
Course descriptions received after the deadline for
this course Guide are available by dialing POIHT 10
(764.6810) . Host instructors welcome inquiries. and
academic couuselors who are familiar with the content
of many courses are always available to help . Other
students may also be able to provide valuable
information as you plan your academic progran .
COURSE . LISTING EOTATIOBS
Course numbers are part of a nuiversity-wide
numbering
system . Generally. courses nunbered 100 to 199 are
introductory. courses numbered 200-299 are
intermediate. and courses numbered 300-599 ace
advanced .
g&+o+ganized g= renumbered courses have their course
numbers followed by a former course number in
parentheses . In cases where renunbering or
reorganization
has left the di~ision unchanged. onl~
the previous course number appears; if the division hasalso
changed. the previous division name course
number appear . A reorganized or renumbered course
cannot be repeated for credit without special
permission .

-
Cross-listed sggiss are spcnsorsd by more than one
departaent or p.togram and aay be elected through-any of
the participating departients. Cross-listings are
denoted by a slash appearing letween departmental
titles.
- --
Course titles are underlined.
Prerequisites appear imffcdiately after the course
title.
Yxcluded combinations of ~ J ~ are ~ designated ~ & in ~ s
the course listing of affected courses.
- The ------ Credit =&cJ. denotes the credit hours earned for
the Winter Tenr, 1981.
Instructors for Winter Term, 19E1, are indicated in
parentheses at the end of a description.
- The --- Pattsn 4 ~ Ds
i s t r i k u ~ designation ~ ~ is approved
by the LSA Curriculum Com~ittee at the time the course
is approved. a course may be approved with the
designaticn natcral ssisgs$ IBaL sccial science JsL
humanities &lL ggzgigg lanq uaqs GALL zggL&s&
Composition. exclxcdgd IzssJ). cr not g!xclg@& [N.Excl).
Gucses appicv.ed with the designation afo~eign
lanquaqen cr "English Ccn~csiticn* may net be used as
part of a Patten 2 area distribution plan. If an
introductory foreiqn language course is designated
1tExclu3ed" (Excl), it may rot he used to satisfy the
LSA foceiqn language requirement. Courses designated
*Excludedn may not be included in a Pattern I area
distribution plan. Courses designated "Not Excludedf'
(N.Exc1) court toward the uirimuii! 30 credit hours
required by a .Pgtterg I area distribution plan but do
not earn any of the necessary credits in natural
science, social science, or the humanities. A Special
-- Grading pattern associated with a particular course is
indicated is the course listing. Some courses offered
by the College are offered mandaiori creiiitl~ credit,
and the notation "Credit" cr "Ho Creditw is posted on
the transcript. Hhen a student elects a course on a
non-qraded pattern, the notation "Pass" or "fail" is
posted CD the transcript.
Ex~erientia lL Independe nt z&~dy~ g ~ a Tutorial courses
are so designated. For information ccncerning LSA
policies about counting credit earned in Experiential,
Independent Study, and Tutorial courses tcvard a
deqree, see the Bulletin.
-- Repetiticn of courses that vary in content from term to
term is permitted only under certain conditions. If a
department has an estatlished policy about the
repetition of a course fcr credit, that policy is
included as part cf the ccirse listing. In other cases,
a student must get prffissicn from the department and
the Office cf Academic Actions (1223 Angel1 Hall) to
repeat a course for credit.
Latozatg.~~ fit spec& fees are indicated if
known, but are suk]?ct to charge.
LSA CHECKPCINT BAINTAINS A COBEECTEC, UP-TO-DATE
SCHEDULE OF LSA CLASSES, A CCEY 01 WHICH IS FGSTEE ON
THE FIRST FIOOE C? AH6ElI HALL OUISIDE THE ACAEEMIC
COURSELING CIT-1CE. YO0 BAY CEECK THIS CORRECTEC
SCHEDULE I? YCD HAVE QUSSIICHS ABOUT HINTER ?EX8 ISA
CLASSES, OE YOU SIY CALI CEECKPOINI AT PCIBT 10 (764-
6810).
Enqlish gg~position Board
The College requires stud-crts who entered in the Fall
Term, 1979, and all subsequent terms, tc comple-ce the
Junior-Senior component of the LSA Uriting Xequirement.
Once a student reaches junior class standing--has
credit for at least 55 Eichigan Semester Hours--he or
she is eliqille to ccmllete this requirement.
Specifically, the Junior-Senior Hriting acquirement
involves successfnl completion of an approved course or
writinq program, preferably in the student's field of
concentration or special academic interest. Each term
the English Ccitpcsition Bcard provides a list of such
approved courses. A course approved to meet the Junior-
Senior part of the Sritinc 3equiremect cce tens is not
necessarily ap~3:oved in a subsequent tern. You may call
PCIH2-10 (764-6S10) to fin? out if the course ycu want
is approved for a particular tern as #el: as to learsi
if any spaces in the class are still available at
CRISP. A list of courses, approved by the publication
deadline, is attached herewith. Call POIHT-10 for later
information.
Biological Sciences:
Biology 416. laboratory in Cell and Molecular
Biology.
Biology 502. Regulation of Cellular Metabolism.
Biology 513. Microbial Genetics.
Zoology 326. Animal Physiology Laboratory.
Zoology 477. laboratory in Animal Behavior.
Chemistry:
419. Chemical Literature and Scientific Writing..
Classical Studies:
Classical Civilization 372: Sports and Daily life in
Ancient Rome.
Co~munication:
302. Writing for Bass Sedia.
427. Preparation of Radio and TV Continuity.
English:
225. Argumentative Writing.
325. Intermediate Exposition.
355 (Core I). Great English Books.
356. (Core 11). Great English and American Books.
357. [Core 111). Great English and American Books.
Far Eastern languages and Literatures:
Chinese 399: Directed Reading.
Japanese 399: Directed Reading.
Geography:
460. Seminar for Junior Concentrators.
Geological Sciences:
Department Writing Program. Concentrators should
contact Professor Kesler for details (3010 C.C.
Little, 763-5057).
History:
397. History Colloquium (Sections 002, 007, 010).
History of A r t :
453. Venetian Painting.
Linguistics:
494. Undergraduate Reading.
496. Honors.
Sathematics :
480. Topics in Bathematics.
Near Eastern Studies:
GNE 446. Modern Near Eastern Literature.
Philosophy:
402. Undergraduate Seminar in Philosophy.
Political Science:
407. Selected Topics in Political Theory.
418. Bomen and the Political System.
Besident ia 1 College:
Core 300,. Writing and Theory.
Humanities 220. Sarration.
Humanities 221. Writing Poetry.
Humanities 22z.Weiting for Children and Young Adults.
Humanities 3 10. aedieval Sources of Modern Literature
Humanities 325, 326, 425, 426. Creative Writing
Tutorial.
Humanities 410. Upperclass Literature Seminar.
Humanities 457. Video Production Seainar: Eiction,
Fantasy, Fairy Tale.
Interdivisional 210. Perspectives on Careers in
ileriicine and Health Care.
Social Science 353. Dealing with the Past: The Third
Eeich and the U.S. Involvement in Vietnam.
Social Science 467, 468. Student-Faculty Reasearch
Project.
Sociology
310. Introduction to Research Hethods.
Women's Studies
360. Cross-Disciplinary Studies.
Descriptions of these Junior-Senior uriting courses can
be found in the under the appropriate department.
The LSA Course Guide is published twice a year (in late
Harch and November) by LSA Checkpoint, The University
of aichigan, 1407 Hason Hall, 764-6810; Ann Arbor,
Michigan 48109.
The University of Michigan, as an Equal
Opportunity/Affirmative Action employer, com~lies with
the applicable federal and state laws prohibiting
discrimination, including Title I! of the Education
Amendments of 1972 and Section 504 of the
Rehabilitation Act of 1973. It is the policy of The
University of Michigan that no person, on the basis of
race, sex, color, religion, national origin or
ancestry, age, marital status, handicap or Vietnam-era
veteran status, shall be discriainated against in
employment, educational programs and activities or
admission. Inquiries or complaints nay be addressed to
the 4niversityqs Director of Affirmative Action, Title
X I and Section 50< +Coapliance, 5072 Administrative
Building, 963-023 5.

4 / AFROABERICAN AND ATIICAN STUCIES
Courses in Afroamerican and African Studies
p- - ------ ----- ---
JDivision ^.mL
expected to conduct several actual interviews. Expenses
for transportation and lodging w i l l be provided. (9.
Allen)
23 1 l2023 /Hist. 275. Survel afroamericgn History &IA
(4). fSS).
See History 275.
(Holt)
- 361. Comparative Srt. CAAS 360. (3). (HU).
This course is designed tc prepare students to
understand, in greater depth, contemporary Black Art
and its' parent African Art. This body of knowledge is
essential as reference material for countless other
courses, such as fine art, art history, art education,
the social sciences and philosophy, as well as for
oney s own personal enrichment. It introduces and
stabilizes an ethnocentric framework for artistic
philosophy and aesthetic concepts and values. There is
exposure to pre-colonialist Best African philosophy and
religion, the Harlem Renaissance and the contemporary
movement in the Black arts. This is inclusive of
literatare, poetry, sculpture, dance, the plastic arts
and music.
Discussion is emphasized and encouraged and a
variation of visual and audio aides are used to enhance
the learning experience for the students. Guest
speakers, and at least one field trip are usually highlighted
each term. [Lockarfl)
History o Afroamerican flusic is a relatively new
discipline of musical studies which combines the areas
of Anthropology, (Egyptology), Organology, World and
Social History, and Busicclogy to explain the creative
and artistic developments of African and African-
American peoples of the world. The mode of presentation
deals with an ethnomusi~~J~gks& zipproach focusing on
the life-style, traditiccs, and mores, to define the
visual and musical arts. (lawrence)
See History 448.
---- Africa - the --- Twentieth
[Uzoigwe)
93% Communities & &sgl !Biuhts. (3)
(SS).
Only CAAS 450 is offered Winter Tern, 1981. This
offering examines the legal dimension of the
Afroamerican experience. Tl-e course premise is that law
is an instructive way of organizing and interpreting
the forces that have shared Afroanerican development.
The objectives of the coarse are (1) to assist the
student in acquiring knowledge of suhs+antive law and
the legal process; (2) to fester an appreciation of
multiple causation in the formulation cf law and; i3)
to increase awareness of the relationship of law to
structure and change in society.
Units to be studied include (1) the definition of law
and its role in the organization of society; £2 legal
aspects of slavery and the slave trade; (3) the legal
significance of Reconstruction and its aftermath: (4)
the contours cf civil rights legislation; (5) judicial
trends in edncaticn and eiilcyment (the Black English
case) ; (6) the affirmative action debate {Bakke. Uebei,
etc.) ; and (7) broader consideraticns of the relevance
of international law and human rights to the
Afroamerican experience. Enphasis w i l l be on viewing
leqal (levelopments in their socio-cultural, political
and economic settings. Regsirements: two tests, final
exam, periodic written assignments. Method of
instruction: lectures and discussion. Texts: Bell,
Dexrick, Racism g@ American Law. Supplemental
readings. (Hoods)
-- -- -
455. Seminar on Pro3ect and ~eseakch Planninq.
Upperclass standing. {3).(i%cl).
This course is a practicum in urban research planning
and execution. Special emphasis is placed on strategies
and methods of research in black urhan communzties. as
a practical exercise, students w i l l be involved in tire
1981 Detroit Area Study: "Bale Family fioles and Easily
Belationships: Race, Class and Lifestage Eiffereuces.'
During the semester, s$udeats w i l l receive instruction
in sae~ling theory, questionnaire construction and
interviewinq. &s a part- of the classa students w i l l be
476fEnul. a Contem?ora Afroamerican Literature.
-
(31 [H'JI-
This is a course in contemporary Afro-American fiction.
We w i l l read four early works for background and
connections: Frederick Douglass~ Narrative gg g.hg
gg, Zora lieale HurstouSs Their Eyes sere Btchinq m,
Zean Tooner3s w, and Richard Rrightts Native Son.
Invisible m. Ernest Gaines' x& Autokioqraph~ of Biss
Contemporary works w i l l include: ~ a l ~ h z i s o n ' s
Jane Pittman, Alice Ualkerls The Third Life of Gran e
Copeland, Toni Horrisonls -3 of So1omon;flargar:t
Halkervs Jubilee, Ellease Southerlandss &z &k &bg
Eat Strau. There w i l l be several essays- a midterm, and
a final paper. (G. Jones)
479/Pol- zc 479. Internation& Eelations og Africa.
(41 - fss).
See Political Science 479.
(Gordon)
Courses in American Culture [Division 335)
-- 202. gommunity Diversity American Life. (43.
IHV)
In a pluralistic society like the United States,
community is not a state of mind, a point in space, or
a moment in time, hut a system of social relationships
shaped by such factors as race, class, sex, ethnicity,
and power. Therefore, community and diversity have been
locked in an inevitable, albeit contradictory, embrace,
and attempts to reach the goal of "one out of many" (IS
Pluribus Unum) have frequently involved the effort of
one group to impose its version of wcommunityw on
another. This course combines the insights of history,
'Sociology, and political science to analyze aspects of
the social construction of American ccmmunity
including: the development of local social structures,
the formation of social institutions to maintain
ncommunity,w and the dif-Eering~and frequently
conf licting--efforts of groups both to build their own
"communitiesn and to establish them as "The C~mmunity.~
The course w i l l consist of a large lecture and smaller
discussion sections led by teaching fellows. To
facilitate discussion in the sections, students w i l l
write brief weekly papers and a longer final paper, all
based on course readings. In addition, there w i l l be a
midterm and a final examination. (McDonald)
gQ& Periods in ~merican Culture.
-----
{3). (HE).
Section 051: The Gilded A s 1676-1893. This course is
an attempt to experience a period in American history
as "it really wasn by approaching it through a variety
of art, both popular and elite, of the era itself. The
period is that of the late nineteenth century between
the Centennial Exposition of 1876 and the Columbian
Exposition of 1893, years marked by the establishment
of an extravagant life style for the financial leaders
of American society and extreme poverty for the
immigrants and blacks. We w i l l view the art, read the
magazines, look at the political cartoons, tour
Tuskegee Institute, the Loner East Side of New lork,
and the two fairs by photos and, finally. we w i l l
listen to the parlor songs. And, of course, we w i l l
read some books, too. A s much as possible we w i l l try
to experience the times directly from the beaches of
Newport to the White City of Chicago. The course format
w i l l be lecture and discussion with a midterm and final
examination and a ten to fifteen page paper on some
aspect of this period. (Levy and Eby)
Section Qm American Culture 2114 Society a
-A-
Nineteen Thirties. In this course we w i l l explore cne
historical facts and cultural expres'sions of the Great
Depression, an era bounded at one end by the
catastrophic crash of 1929, and at the other by an
apocalyptic florid Sac. Aft6r considering political and
social responses to the overwhel~ing fact c economic
collapse and chaos, we w i l l inguize into the
2e~elopment of the labor novement (availin3 ourselves
of Detroit's rich resources far labor history),
continuity and change in farm and smalltown life, and
the infusion of literatsire, filai, musxca and paxnting
with social themes: the perceived need to portray and

asdeistand in art Saericans of all classes, to flevelop
o-r revive a sense of inclusive national "culturea or
"com~unity,~' and to docuaent the everyday realities of
Aaerican life~the legacy of the latter impulse being a
remarkable record of the photographs, films, and
journalisa. Re w i l l end, as did the nineteen thirties,
sit's an eye to the rising menace of a fascism across
the ocean, and aa examination of American responses to
the Spanish Civil War. CUE aaterials w i l l be the
artifacts of the thirties: gangster movies and
musicals, novels by Heminqway and Henry Both, Walker
Evans' photographs, Count Basie's music, and Studs
Terkelas oral history, as @ell as secondary historical
works to undergird our analyses. The class format *ill
combine lecture, discussion, and examination of
artifacts. Two short papers and a final essay w i l l be
required. (Eittenger and BcIntosh)
-- --
Z&Ofiomen's St@&? 2%: Lntroductiog & Romen*s
~tudescpen to all undergraduates. (4). (HU).
See Women's Studies 2Q0.
-- 350. Approaches American Culture. Aaer. Cult. 201,
junior standing, or concentration in American
Culture: o r per~ission of instructor. 13).
(t XC~)
.
Offered joi~tly aih &e~a~g~ Culture 398. This CouKse
concentrates on the influential works and theories that
have shaped American Culture studies. The student w i l l
read scue of the pioneering works fiom the early myth
and syibol school as well as those using the culture
concept. A variety of approaches and methods emerged in
the 1960s, aimed at atandcring the elitist approach for
one that viewed American culture frcm more specialized
but less studied perspectives: the working class,
women, minorities. The course w i l l examine some of
those, as bell as newer approaches steaming from
structuralism, anthropology and mass media and popular
culture. Students ail1 record their reactions and
impressions of these works, write a critical review of
one of the books, and take a final examination.
(Barzolf)
-- ?72LKist. -- --- 376,/F/F. Knm. 322% american 'lechnoloqy &I&
Society; Historical ----
Perspective. 13) . (5s) .
an intensive study of the nature and development of
AmerLcan technology and its relationships to American
society. The course w i l l examine, among other topics,
the process of industrialization, the ideology of
social progress through technological progress, and the
changing roles or sen an3 nomen in industrial and postindustrial
societ $. the course presupposes no technical
or ilistcrical background and welcomes the participation
of persons frcs diverse backgrounds. The format is
ccnbined lecture-discussicr. The grincical bases of
students evaluation are twc short papers and a final
examination. Eequired texts: Uughes, Chaxiqina fiutgk~
mowar6 Americaa Technolo~y; Laytcn, TechnoGg~
social Chanqe & &sac&; Kasson, giyaL&ligg &&
3acbine; Smith, zarcers Fx?zzy Ag~zx g& AFis
Technolsy: Kontgoiaery, jmx&k~: Sontrcl i~ hu~ika;
Flink, s c ~ Culture. (Segal)
- 396- Junior Honors- ssminar. Permission of a
concentration adviser in American Culture. (3).
[Excl).
historical, insights and ideological perspectives in
Chicano literature; and the import and efficacy of this
literature in mediating Chicano consciousness and
reality. The course w i l l be conducted on a discussion
and lecture basis. Course reqnirements are: a class
journal, a short %era paper (7-10 pages) and a final
examination. ?he following readings w i l l provide
background and a theoretical fraaework for the course:
CJscar Acosta# Autobio ra h of a &= Buffalo;
Fudolfo Acuna, Occupiedq Aie:icc flzrio Barrera,
gnd Class in the Sosthsest: Raymona Barrio, z&
Pickers; Lee Baxandall and Stefan Fiora~ski~ Barx and
- En- Qn Literature and Art; Eash Cale~daria~ Eemories
oz Alhambra; Terry Eagletons Criticisa and
~deoloq~; Rudolfo Gonzales, 2 =g Joaqnin; ~ i g z
Xendez, ce&s 1 otros cnentos; David HcLellan,
The Thouqht & gaL w; Eugene Nelson, Bracero a
-
=&; John Nichols, z& Hilaqro Eeanfield ar; ~on;li
Takaki, w; Raymond Williams, Harxisn a
- Literature. [Varqas).
- 496. --
Historical Ac~roaches to American Culture. Senior
concentrators. ;3). (Zxcl). Hay be elected for
credit more than once with peraission.
This course is an inquiry through reading and
discussion into the social values Asericans have held
since the late eighteenth century. The focus w i l l be
upon: the nays in which personal ambitions and
aspirations could be realized through social
interaction, nodes of self-restraint, and the levels of
expectations about the conduct of fellow citizens.
Readings w i l l range fron Crevecoeuris Letters fro% a
American Farmer and Richard Brownls Hodernization
&
@& &a and Daniel Boorstines Anericans, to
David Reisman1s as h~i1 C m and Reinhold Niebuhrls
The Irog g !iistory. There w i l l be two or three papers
required, either of the "take-homen or "ten" variety.
(Livermore)
thro~gh George Fredericksonfs 2& w > ~ ~
gd Literarx Acproaches g American Culture> Senior
concentrators. 131 . [Excl). Hay be elected for
credit aore than once nith permission.
Native American Literature. Native American literature
is a survey course representing. a large and widely
unknown selection of contemporary, recent and past
writings and works by American Indian miters, editors
and artists. The course itself is divided into four
concentric parts: Translations; Articles and Essays;
Short Stories and the Novel; and Poetry. Other media
and art forms blend w e l l with the above works and tend
to enhance a person's experience with the literature.
Therefore, the course also includes selections of
photography, music an3 recordings, periodic journals
and newspapers created and produced by Native people.
Readings required for the course are in paperback and
consist of one book of translations, collections of
articles and essays. two contemporary newspapers, an
anthology of short stories, a novel and three short
books of poetry. Nany of these works are new, published
in the last ten years and are not usually read or
recognized by a huge majority of Aaerican teachers and
scholars. Still, American Indian authors, artists and
editors are creating their own literature in the
twentieth century and are establishing precedents in
form and technique which English literature has yet to
experience in its own history. (Crow)
562ne1. 562- Beliqion in Americari Culture. (3). [HU].
Junior Honors sshga. Offered jointly with American
Culture 350: see American Culture 350 for description. ---- aserican - Utopian Dreams: ~lvaouth Colony to
[Marzolf)
.Jouestowns Jonestoun is but one of the many exanples
the Utopian impulse in America. Does this represent a
universal longing for transcendent meaning to life, a
- 4 10. Phenomenology 92 Gh~~ig Ex eriencez (3). (53).
-Asearch
for authority, for certainty, for security?
Kay be elected foi CE=:~ more than once w~th
Placing such moyeaents in historical, sociological, and
permission.
philosophical perspective, this course w i l l deal nith
the Utopian ideal from 1620 to 1978. It w i l l begin with
The purpose of this course is twofold: It w i l l aim at
the Pilgrims at Plymonth, and the Puritans* effort to
understanding the historical develop~ent of Chicano
establish a "Garden in the Wilderne~s,~ and w i l l
culture in the U.S. and tke fictional representation of
include such other diverse govesents as the
the Chicano experience as it appears in the works of
Se~ivalistic impulses of the 18th century and the
Chicano and non-Chicano authors as a major literary
satellites these formed; considering also the
concern. The first half of the course w i l l focus on a
Rationalistic and Romantic idealist of the 18th and
ccmparative analysis of racial domination in nineteenth
19th centnry. The "Social Gospeln of the 19th century
century U. S. society; G.s. capitalist development of
and even resurgent Evangelicalism in the 20th century
the Southwest; cultural hegemony:^ the relationship
reflect often complicated impulses to establish a new
between race, class, and the state: U.S. imperialism
heaven and earth, a "brave new world.n A majority of
and unequal development in Hexico; migration labor: and
lectures w i l l be given by Dr. Calvin Halefyt. Other
the cultural and political resurgence of Chicano
lectures w i l l be given by guest lecturers. Reaaing text
identity. The second half of the course Hill examine
w i l l be Sidney Ahlstrom*~ A Reliqios Histor1 &
Marxist aesthetics and literary criticist: the function ---- American People. There sill he several quizzes, a
and aualitv of Chicano literature: for& and content;
- midterm paper, and final essay exaa. For undergraduate
. --

6 / AMERICAN STUDIES
and graduate students.
{Balef yt)
Courses in Bioloqical Anthro~oloqy JCivision
Courses have k ~ g renumkered. The new cowse numbers
become effective &% the Wigtez Term. 1981.
Primarily for freshpersons and sophcmores, Anthropology
161 serves as an introduction to Anthropology as a
natural science. The quidirg theme cf the course is the
study of human evolution with emphasis on the
mechanisms of evclutionary change and their application
to the interpretation of modern hnaan "racial*
variation and to the reconstruction of human
evolutionary history. The sequence of topics is: (1)
qenetic mechanisms of humar diversity, (2) evolutionary
history of man. Three weekly lectures and one
discussion section which functions as a fourth lecture
hour with occaisional quizzes and presentations of
additional material. W i l l Ie conducted as review or
question and answer sessions when appropriate. Students
receive a study guide containing probleias and questions
which define the course ccntent and serve as a basis
for all examination guesticns. One mdteria and final
exam: essay and short answer. Text: Brace and Bontagu,
--- Human ----- 'Evolution. Closed sections w i l l be reopened after
reqistration. To be admitted to a closed section,
students should register in section 020, which is a
holi'linq secticn only (not a wait list). all students
registered in the holdirg secticn w i l l be placed in
existinq or new sections at tie first class meeting.
(Brace)
/
- 362. ---- P~ohlems QZ Lcs: Sopbomore standing. (3). (NS).
^he subject matter covered in this course is different
frcn but complementary to that covered in Anthropology
347 which is acre ccncerned with race relations.
Anthropoloqy 362, on the cther hand, addresses itself
to two main p~cblem areas where race is concerned: (11
how did we get stuck with our generally held
assumptions when it would appear that the race concept
owes nore to folklore than to biology? This portion of
the course deals principally with the history of the
race concept; and (2) if tt'e ccmiaon concept of race has
an inadequate f cundation ir biology, what kind of sense
can we make out of human biological variation? This
portion of .the course treats the dimensions cf luman
biological differences that can be traced according toselective
force distributicns and their changes through
time. These aspects of the course*s concern w i l l be
covered in lectcre, but they can be supplemented by
readinqs which w i l l be suggested from tine to time and
by the assigned tests. (Brace)
The social behavior of apes" and monkeys offers a number
of interesting and suprising parallels to our own
behavior. This course inquires into the question of
whether these behavioral parallels can provide us with
new insights about our own nature. In doing so, the
course w i l l also present ard examine some of the recent
challenges which have been made to traditional views of
human uniqueness. A s a means of developirg the concerns
listed above, the course w i l l present the student with
information about the behavior of prosiitians, apes, and
aonkeys in their natural habitats. These field reports
w i l l be followed by special sessions organized around
topical themes such as: ccmmunication, sexuality,
ecology, aggression, and play. The method of
instruction w i l l primarily invclve lectures, films, and
a weekly discussion section. These methods w i l l be
supplemented by slides, tares, and motion pictures of
the instructor's work with wild baboons m East Africa-
No prerequisites. Evaluation based on midterm exam and
option of final caper or exam. (Gilmore)
371 f@Sl). Techniques in E&g&o i cal Anthro~o10q-f.
Pexmission of insGuctor. i+l:y not be incladed in
a concentration plan in anthropology. (1-3).
(Excl) . Bay he elected for a total of 6 hours
credit.
Individual ucik in preparing specimens used in physical
anthropclogy laboratories (skeletons, fresh specimens,
casts, etc.) . Methods cf instruction w i l l include
limited lectures with class demonstrations.
Individualized instruction w i l l be stressed, and
assignments w i l l be matched to individual's interests,
-and skills- (Wolpoff)
461 i56Sl. Genetic Basis of Human Evclution. Anthro- 161
or the equivalent, and junior standing; or
peraission of instructor. (2). (NS)'.
Offered during first half of the term [January 8 to
February 19) and followed by Anthro~ology 462.
Intermediate-level introduction to human population
genetics, emphasizing application of the basic concepts
and quantitative methods of population genetics to
anthropological data and human population structure.
Course grade based on a final examination held on
February 19. A study guide serves as basis for
examination questions. (Goldschmidt)
mu
~coloaical Genetic 'fariaticn &i Kuman
Po~ulati- Anthro. I61 or the equivalent. (2).
(NS) -
This course is offered during the second half of the
term (Harch 3 to A&ril 16) as a sequel to Anthropology
461 although the latter course is not a rer requisite.
The course is concerned with the ecological
determinants of human genetic variation, and especially
with infectious disease as a cause of naturzl
selection. It w i l l emphasize the qenetic adaptations
due to nalaria and then explore the implications of
these associations for other genetic variation. The
course grade is based on a final examination.
(Livingstone)
-
466[566& Fossil Evidence Evolutionary Theorv.
Anthro. 161 or the equivalent, and junior
standing; or permission of instructor. (3). (MS).
This course attempts to apply evoluticnary theory to
the specifics of human evolution. Both the fossil
evidence and that derived from the study of man's
closest living relatives w i l l be considered in
reconstructing the ecological adaptations that the
human species has made in the past. The course grade is
based on a midterm and n6n-cumulative final
examination. (Livingstone)
-
471 f305Ls Readin3 & Resea ch in Anthro~olo Y.
permission ~f instructoz- A izximz of 3 hozrs
credit of independent reading may be included in
a concentration plan in anthropology. (1-3).
[Excl). [INDEPENDENT). Hay he elected for a total
of 6 hours credit.
Individually supervised reading and research in a topic
of special interest to the student and which is not the
subject of other departmental course offerings. ,
Students must obtain. permission from a member of the
departmental faculty before electing this course.
Ordinarily, members of the departmental faculty agree
to supervise a reading course only when the topic is of
spacial interest to then. (Staff)
Couzses in Cultural Anthropoloqy pivision 3191
Courses are arranged by groups: Introductory Courses,
Ethnology-Regional Courses, Ethnology-Topical Courses,
Linguistics, Archaeology, and fiuseun and Reading and
Research Courses.
Introductory Courses
-- I0 I. Introauction - & Anthro~oloqv. Primarily for
freshmen and sophomores. No credit granted to
those who have completed 222 or 426. (4). (5s).
Although emphasizing cultural anthropology,
Anthropology 101 is a survey introduction to basic
principles which unify the four subdisciplines of
anthropology: bioloaical anthrocoloq~~ archaeoloqical
ggthro~oa& cultural ankbro~oloqy~ and Ainquistic
anthropolo x, While it is a basic course for
anthropolo& concentrators, Anthr0~010g 107 also aims
at a general audience as the course examines several
- areas of contemporary public interest as well as areas
of interest to social and biological scientists. Course
topics include warfare and human aggression; sex roles

in cross-cultural perspective; American "pop* culture;
counterarguments to assertions of interrelationships
between race and intelligence; theories of evolution:
ecological perspectives apglied cross-culturally to
human populaticns; human evclution as exemplified in
the fossil and archaeological record; the origins of
civilization; ape communica tion ; and kinship, marriage,
politics, and religion in tribal, industrial, and
underdeveloped societies. There are three weekly
lectures; a text and paperiacks provide material for
discussion in one weekly recitation section. The
examinations are objective. Three hourly exams.-No
final. No papers. (Kottak)
272 i14 1) YLinu. 141. &s~ggcgs in Society- [4). (5.5).
This course w i l l be organized around four revolutionary
developments in the history of language and of the
societies in which language is used. 11) The Original
Larquaqe Revoluticn: the c~igins of language in the
human species; the implicaticns cf language for both
biological and cultural evolution; differences between
animal and human ccuunnicaton; similarities and
differences among the wcrldss languages and the
implications of these sinilarities and differences for
the understanding of human nature; language learning
and cultural learning. (2) The Revclution of Hriting:
the implication of writing for fostering new social and
cultural arrangements : writing and the urban
revolution; varieties of writings; alphabetic writings.
(3) The Revolution of Erinting: standardization of
languages; gecgraphical and social dialects; national
and international languages; language policy and
language conflict. (4) The Information Processing
Revolution: machines and language. Classes w i l l include
both lectures and discussicns, readings that deal with
the various topics that w i l l be assigned. There w i l l be
two one-hoar examinations and a final, all of which
vill he essay type. E ters paper w i l l not he required,
but any student who wishes to write a paper w i l l be
encouraged to do so and w i l l be given credit for his
work. The course has no prerequisite other than a
desire to learn something about the interrelationships
between language and society. [Burling)
-- Whn~lpqy-Reaional Courses
315f4021- Indians QÂ North Aterice & [3). (5s).
The first half of this course is devoted to native
culture of the Southwest while the second half of the
course is ccncexned with Indian tribes that are
representative of the ether native cultures of uorth
America. Special attention is given to social
organization and worl.dview although other topics such
as art, material culture, ethnchistory, and language
are discussed when these are of special interest or
importance. Course requirements include two
examinations. T'ie format cf the course is lecture uith
a number of appropriate films interspersed.
(Hitherspoon)
Ttis course is intended as a sequence to Anthropology
315 which is a prerequisite unless a student has an
extensive background in Native American affairs. The
course considers major issues and topics relevant to
current Indian affairs. It also includes a brief
history of Indian affairs in an attenpt to provide an
historical perspective on current issues and problems.
Course requirements include one paper on an issue of
current importance in Indian affairs and one take home
examination. (Hitherspoon)
- 418J4071 . Indians gg a&h America. Anthro. 3Qle 222,
or junior standing. (3). (SS) .
The ain of this course is to understand the nays in
which Spanish Imperialisn and commercial development
since the beginning of tie Reputlican period have
affected the structure cf Indian societies in the
highlands and lomlands of South America. The course
uill thus involve students in the study of the history
of conquest, political economy, ethnohistory, and
ethnography, emphasizing the network of connections
that exist between the different Irdian societies as
w e l l as the role of ~yth and ritual in forging
connections with history sc as to sustain a culture of
resistance 01: of potential resistance. (Taussig)
Ethno109y-Topical
Courses
333 f334). Non-Restern Leqal Svstemi & Sophomore
standing. (3). (SS).
The nature and development of law. Social ccntrol in
societies lacking courts: cultural mechanisms coercive
and persuasive (socialization, public opinion, taboo,
religious sanctions,, etc.). Arbitration as a judicial
process. Composition and procedure of courts in
preliterate societies. Ordeals and oaths. Criminal and
civil law. Eesponsihility and punishaent. Comparison
between folk and modern systems of law. Course
requirements: four 3-5 'page student papers. (Owusu)
357 f3111. llnderaraduate Seminar is Ethn01oa~- E .,course
in cultural anthropology and either junior
standing or permission of instructor. (3). (SS) .
A critical analysis and examination of the major issues
in the ethnological and social anthro~ological
approaches to and strategies for the study cf social
and cultural change and stability: the influence of
Narx, Spencer, Borgan, Boas, Malinoiiski, and Steward
among others. This course is intended for Anthropology
concentrators and is most often taken in the junior
year. [Owusu)
398t498L Honors Course in Anthro for
Ethnolocrists. ~ermiszon OE ' instruct=:
Ordinarily open only to seniors with the approval
of the honors concentration adviser. (3). (Excl) .
(INDEPENDEBT). May be elected for credit twice.
Ethnology students in the Honors prcgraa undertake an
individual senior project under the supervision of a
member of the faculty. Generally this takes the-torm of
an original paper of greater scope than is possible in
an ordinary term paper, and it gives the student
experience in conducting and uriting up his or her own
research. Students w i l l do their work with an
ethnologist whose interests are close to their own.
Students interested in the senior honors program in
ethnology should consult with the ethnology Honors
advisor, Prof. Carroll. Previous participation is the
college honors program is not a prerequisite for
participating in the senior honors program. (Carroll)
42614493 a Princinles anthropoloav~ Junior standing.
No credit granted to those who have conpleted 101
or 222. Hay not be included in a concentration
plan in anthropology. (3). (SS).
This Is a lecture/di&ussion style course. It is an
introduction to the breadth and variety of the
discipline of anthropology. The course w i l l touch on
all of the major subdisciplines of Anthropology:
cultusal' linguistic, archaeological, and physical. The
theoretical models, methodologies, and interrelationships
of the subdisciplines w i l l be discussed.
The course will present the diversity of human culture
throughout the world from hunting and gathering bands
to industrial society, Regular ethnographic film
showings w i l l supplement lectures and readings. For
comparison purposes, the course w i l l focus on specific
themes such as religion, kinship, and medicine in
different cultures. The course is irtended for students
with no prior background in Anthrcpology. It &ill
stress the ways in which Anthropology can be applied to
other disciplines and to the professions according to
the career goals of class members. Evaluation will be
based on two essay exams and a short term paper.
Readings include a series of short, descriptive
monographs, and theoretical articles. (Kasuitz)
a, American Kinship. Junior standing. [3). (SS).
The main contours of an anthropological (cultural and
'cross culturals) approach to the study of kinship,
marriage, and the family w i l l be presented in lectures,
discussed in class, and pursued on an individual (or
small group) basis by students, who vill submit reports
of their investigations. readings w i l l consist of
classic accounts of American kinship by anthropologists,
and caltural accounts of kinship in exotic
societies. This is a new course, offered for the first
time Winter Tern and is not listed in the Time
Schedule. Class uill meet BUF 3-4. (Carroll)

8 / ABTHBOPOLCGT
434(477!. &~parati~g Political Oraanization.
101 or 222. (3). (5s).
Anthro.
This course is concerned iiith the ccmparative study of
political systems in traditional and industrializing
societies. These are analyzed in such terms as
definitions of authority, methods of institutionalJLzing
the exercise cf power, conceptions of acceptable
violence, ideolcqical reinforcements of comgliance,
contested legitimation, sectarian and factional
competition, and class conflict. Societies considered
are drawn largely from the Third World and are treated
in a sequence of increasing complexity. Theory is
viewed as a means to understanding, rather than as an
end in itself, and various approaches to the study of
the uses of power are considered in terms of their
relative usefulness and reliability. It is an
introductory coerse, but Junior standing or a previous
introductory course in anthropology would be an
advantage. It can be combined with Anthropology 634 and
hnthropclogy 333 and 533 fcr extended coverage of the
field of political and legal anthropology. It is a
lecture course, with classroom discussion encouraged.
The final qrade is based on a midterm and a final
examination, and no papers are required but students
can elect to substitute a short research paper for the
final examination. The twc assigned texts are:aair,
Primitive Government: - A ---- Study &-zraditional Eolitical
SY&ems in Eastern Africa, Icdiana, 1977; and Ahmed,
Killeniun &~a Charis= gggnq Pathans: & Critical &a
- in -- Social --- - Anthropology, -- Rcutledqe, Kegan, Paul, 1976.
(Schorger)
439 Urbanization i& 2 ~ 2 Jistor-?. 2
(3). (SS) .
Upperclass standing.
This course of lectures examines the growth of the
cities in human history frcm the earliest civilization
to the modern megalopclis. It has three parts. The
first deals with the etergence of cities in Asia,
Africa , and the Americas. the second presents a sketch
of Europe's urban history--ancient, medieval, and early
modern. The third traces out the urbanization of the
world since the Industrial Eevolution. The emphasis
w i l l be partly on facts, partly on the intellectual
history of attempts to understand the rise of cities as
the dominant form of social life. Evaluation w i l l take
the form of a test, a short essay, and a research paper
(11-12 pages). Students will be able tc be selective
within a rather diverse reading list. (Hart)
--
442~4041?%0 t. mz Ethnolotan?~ junior standing .or
permission of instructor. (3). (NS) .
Ethnototany studies the dynairic relationships between
human populaticns, cultural values, and plants,
recognizing that plarts permeate materially,
symbolically, and metaphorically, every aspect of the
culture and that nature is by nc means passive to human
actions. Thus ethnobotany is more than simply an
examination of plants useful to ncn-Western peoples,
for it is devoted to understanding the limitations and
behavioral consequences of human pcpu1ation'-s actions
on their plant envirorment. To accomplish these
obiectives the principles cf folk classification of the
plant world are studied. Beliefs ahoufc plants as
specific expressions of more generalized native ideas
of world view are pursued to determine how they
structure human relations with plants and the
composition of plant communities themselves. A t the
same time, plants impose limitations on human actions
and underlie aspects cf belief. The genetics,
phenology, and productivity cf specific plants are but
a few of the factors examined tc understand botanical
restrictions and flexit-ility that affect these
interactions. (Fcr'i)
-
45714401. xhs s g g&&~ Visual &&is in
Anthrcvoloqv. Anthro. 101, 222, or permission
instructor. (3). IS$},.
This is primarily a cccrse on ethnographic film,
although we w i l l also consider and compare the use of
still photoqraphy, video-tape, and television, as these
are relevant to the portrayal of society and culture.
Such of class tise w i l l te devoted to the viewing and
discussion of particular visual materials. There w i l l
be one evening session each week, during which we w i l l
view 1-2 hours of ethnoqraihic films [these w i l l be
open to the public and free of charge). In addition,
there sill be tuo class meetings a week devoted to
lectures, discussions, and some more visual materials. ,
The text is Heider, ~&no~raphic m&!, plus shorter
articles. Class requirements w i l l consist of two essay
type exams and a video production. (A workshop to teach
all video skills necessary nil1 be arranged.) The class
is intended for students of (and those with a serious
interest in) both anthropology and film. (Lockwood)
538 (682). Culture g Im~erialiss. Two. courses in
anthropology or permission of instructor. (3).
(SS1.
Curing Winter Tern, 1381, this course is jointly
offered with the Residential College. See Residential
College Social Science 460. (Taussigj
--
552t5221 in raditional and Bodernizin
societies. sziorT concentrat=, graduatz
standing, or permission of instructor. (3). (SS).
This course is concerned with the roles and status of
women in societies at different levels of socioeconomic
development. It deals with sex roles in
hunter/gatherer societies, sutsistence farming
economies, and in peasant and post-peasant societies as
well as with women in the modern industrial sector. The
course is open to advanced undergraduates and to
graduate students. A t least one introductory course in
cultural anthropology is required as a prerequisite.
The course is given partly as a lecture course. with
the last 1/3 of the term devoted to presentation of
student papers. A l l students are required tc write a
research paper and give an oral presentation on it:.
grades are based on that requirement plus participation
in discussion of the weekly readincs. Assigned texts
are Reiter, R. Toward Anthr0~010~y Uoh, Rosaldo
and Lanphere m g Calture ~ ~ sc Societr with other
assigned readings on reserve. (Biaaond)
- 475 $4 Ill !Ling.
(SSI =
41 I * Introduction to Linauistics- (3).
\
See ~inguistics 411. (tavler)
m4421 /Liaq. uA Introduct~ &g Sociclinquisti~s~
iuthro. 475 or the equivalent. (3). (SS).
Sociolinguistics deals with the lingaistic differences
that accompany differences between social groups. The
course covers the relation between linguistic variation
and social processes such as socio-economic
stratification, ethnicity, peer group membership. It
deals with the linguistic organization of social
identity through the study of the use of language in
the community. The course provides an introduction to
the collection'andanalysis of natural linguistic data,
and to theoretical models of variation in ccmaunicative
systems. (Eckert)
386 t332) - Early Civilizations- Sophomore standing. {3).
(SSS .
This course takes an evolationary perspective on the
early civilizations of Besoamerica, the Andes,
Hesopotania, the Indus Valley, and China. Our basic
concern w i l l be: how and why did the cultures that we
know as Baya, Aztec, Inca, Sumerian, Hindu, and Chinese
develop from simple beginnings through a series of
successive stages to levels of impressive social
complexity and artistic sophistication? Re w i l l
consider how archaeologists infer political, economic,
and re,ligious behavior from the nca-perishable remains
of these prehistoric societies. There w i l l be an
attempt to define general developsental processes
common to all the situations w e examine. In conclusion,
we w i l l discuss some implications for our oiin society
of the rise and decline of these early civilizations.
No special background is required. Instruction sill be
primarily lecture. Student evaluation sfill be on the
basis of two take-home exams. The course text w i l l be
R.3- uenke, Patterns & Prehistory, Cxford Vniv. Press.
(Parsons)

- 397f497). Honors course & Anthro-1 &
Archaeoloaists. Permission of instructor. Open to
seniors with approval of the honors concentration
adviser. (3). [Excl). (INDEPENDENT). Hay be
elected for credit twice.
This honors course sequence in archaeology is designed
for undergraduate anthropology concentrators who are
specializing in archaeology and who have applied for
senior honors in the Department of Anthrcpology. During
the first tern students meet in a weekly seminar to
define research problems ir archaeology, to discuss the
construction of analytical and mathematical models
appropriate for archaeology, and tc analyze nethods and
procedures for solving prctlems. These sessions provide
background which enables students to define a senior
honors thesis project. The second term is devoted to
the preparation of an honors thesis. Each student in
consultation with the honors adviser may request any
Department cf Anthropoloqj faculty member to serve as a
thesis adviser. Periodically hcsors students convene to
discuss together their research progress. A t the end of
the second term of the hcncrs sequence, each student
writes. an honors thesis ard presents a research seminar
report summarizing the project and its conclusions.
Original field research, library sources, or
collections in the Museuu of Anthropology may be used
for honors projects, Prior excavation or archaeological
laboratory experience is not required for
participation. (Ford)
- 487. Prehistory of America. Anthrc. 101, 282, or
junior standing. (31 . [SS).
The course examines the development of prehistoric
Native American cultures in North America from the
first entry of hunans into the New World until A.D.
1600. Special attention w i l l be given to such problems
as the ole of early hunters and gatherers in the
extinction of large animals at the end of the Ice Age;
the development of agriculture in North America and its
impact on the adaptations cf prehistoric populations in
the Southwest, Eastern Woodlands and elsewhere; the
development of inegalitarian social and political
"systems; and the impact of European exploration and
colonization cn Native American cultures. A midterm and
final exam w i l l te required. (S~eth)
-- U88JQuz Prehistorr & Rexico. Anthro. 101, 282, or
junior standing. [3). (SS).
Archaeology of Mexico from earliest tiaes to Spanish
conquest; late Pleistocene hunters, early farmers, rise
of cities; and Aztec state. [Flannery)
Huseume Readinq* $I& JIeg~~~~h Courses
497 (437). Museum Research Techniques. Permission of
instructor. (1-3). (Ixcl). (INDEPENDENT). Hay be
elected for credit lore than once for a combined
total of 6 hours credit for Anthro 496 and 417.
This course is intended to give the student an
introduction to the principles of museum management,
policies, and practices. In con junction with this
introduction, individual instruction and experienc? is
offered on the recording, cataloging, care and
preservatior, and analysis of collections of material
culture. There w i l l be 1 hour of lecture per week, with
the remaining time being devoted to work with museum
curators or graduate research assistants working in the
museum. For each credit hour elected, 3 hours
participation are required. Thus for 1 credit hour
there w i l l be 1 hour lecture and 2 of applied museua
work, for 2 credit hours 1 hour lecture and 5 work, for
3 credit hours 1 hour lecture and 8 work. There wilI be
a text and scme reserve readirq. Grades m i l l be based
on lecture requirements and directed work. Emphasis
w i l l be placed on the nature of musenm mosk within a
research framework. [Ford)
499 f306) . Readinq 2& Research && &&h~ovoloa~.
Permission of instructor: for undergraduates
only. A maximum of 3 hours credit of independent
reading may he included in a concentration plan
in anthio~ology. (1-3). (Excl). [INEEPENDENT) .
Individually supervised reading and research on a topic
of special interest im the student and which is not the
sub-jec t of other de~artmental course offerings.
Students must ottain permissicn from a member of the
departmental faculty before electing this course.
WINTER TERM 1981 / 9
-.
Ordinarily, members of the departmental faculty agree
to supervise a reading course only when the topic is of
special interest to them.
---- Courses - in --- Asian Studies {Division 3231
111f101\. as Civilizations & and Southeast
&sia. Open to freshmen and sophoaores: juniors
and seniors by pernission of instructor. (4).
taw.
Asian Studies 1 11 is an interdisciplinary course
designed to introduce students to the civilizations of
South Asia [India and neighboring countries) and
Southeast Asia (Indo-China, the Indonesian archipelago,
the Philippines). About half the course w i l l be devoted
to each of these areas. The historical timespan extends
from the beginnings of civilizatioa in the region
[about 2300 B.C.) to the coming cf European
imperialism. The eaphasis in Asian Studies 111 is on
the acquisition of a broad knowledge cf these historic
culture areas and their history, traditional social
structures, arts, religions, and literatures. Faculty
members from a wide variety of departments within the
University give the lectures. There w i l l be weekly
discussion sessions in which aaterials from lectures
and readings w i l l be discussed. Since this is an
introductory course, students till be asked to read
widely, but uritten assignaants w i l l be few. There w i l l
be a mid-term and a final examination, (Trautmann)
--- ---
122. Hodern Transformati% & East Asia. Open to
freshmen and sophomores; juniors and seniors by
permission of instructor. (4). [SS).
If you have thought that you mould like to know
something about the Far East but haven't ever seriously
acted on that interest, this course is a good place to
start. Special attention is given to China and Japan.
W e w i l l also treat Korea and Vietnam. The course takes
the past century and a half of each society and looks
at it from a variety of points of view. Themes include
Western imperialism in East Asia, changing cultural
forms [music, literature and the like), peasant
movements, the struggle for woaen's liberation,
Communism and Haoism, America's wars in Asia (with
Japan, in Korea and in Vietnam), Hiroshima and the
atomic bomb, and - the social and environmental
conseguences of industrialization. The class meets
three times a week for lectures and
discussion. There m i l l be a nunber of guest lectures by
faculty specializing in East Isia from various
departments of the University. Be w i l l alsc show films,
when they seem to have something important to say.
Readings till be from narrative texts and from
statements by Asians about their own societies. There
' w i l l he a midterm, a final and one short paper. (Young)
22OfChinese 22il/Jauanese 22O/Rel. 202. Introduction &Q
World Reliaions: South and East Asia. f4) . [nu).
--
See Far Eastern Languages and Literatures: Chinese 220.
(Somez)
--
382. Junior/Senio& Collouuiu~ for Coacentrator& Junior
or senior standing and concentration in Asian
Studies. (3). (Excl).
This course is required for all Asian Studies majors,
as is Asian Studies 381 in the fall ten. A.S. 382
deals with the modern period (nineteenth century to the
present) and explores, through readings, critical
discussions, and short papers central theaes and issues
of that period, centered on the process often labelled
nmodernizationn but emphasizing also the variety of
Bast Asian responses to Bestern pressures. China and
Japan are stressed and are examined ccaparatively, but
there is some attention also to Korea and to Vietnam,
and, depending on student interest in any given year*
to South and/or Southeast Asia. The course is small
enough to run on a discussion basis, and is conducted
that way. Topics may vary slightly from year to year,
and may include aspects of O.S. policy and interactions
nith Asia. There is no text book, but students are
expected to have or to aquire familiarity with the
major secondary works on East Asia in the modern
period, and to pursue the topics dealt with in the
course through additional reading. "to required papers
take the place of an examination and are the basis cÂ
evaluations. [Burphe y)

1 0 / ASTRCNCMX
-----
Courses in Astrcnggy JDivision 326L
Introductorv Courses =a gcurses for tion-Concentrators.
Astronomy 101 and 111 discuss our explorations of the
solar system. Astronomy 102 and 112 deal with stars and
the rest of the universe teyond the solar system.
Astronomy 101 and 102 students attend a one-hour weekly
discussion section. Astrcncmy 111 and 112 students
participate in a laboratory which meets for two evening
hours every other week and for one daytime hour in
alternate weeks. None of these courses is a
prerequisite for any of tlie others. High school
mathematics th~ough plane qeometry is useful. A l l
students in each course w i l l have opportunities for a
planetarium visit and for evening chservations with the
telescopes mounted on Angell Hall.
Iutroducior~ Astroncmyz ah Swtem. No
credit is granted to those who have completed 111
-- Sectio~ m. Lectures (t%e same for both Astronomy 101
and 111) deal with the beginnings of astronomy, motions
of bodies in the solar system properties of light and
atoms, the sun, the earth, the moon, individual planets
and satellites, comets and meteors, and the origin of
the solar system and life. Blementary concepts of
physics, chemistry, and geology are introduced in order
to elucidate the new understanding of the solar system
made possible by the space program. Emphasis is placed
on an understanding of the composition, nature, and
history of matter in the solar system. Special
attention is devoted tc terrestrial, lunar, and
meteoritic rock samgles, as w e l l as surface land
features on the terrestrial planets. Astrcnomy 101 has
discussion sections; Astzonomy 111 has laboratory
sections. Course requiiements include homework
observations and exercises, two one-hour quizzes, and a
final examination. Observations with telescopes and a
planetarium visit sill he arranged. Textbook:
Ex~loration ~2 the So&g System, hy if-J. Kaufman# 111
(Hacmillan, 1578). (Cowley)
-- -
Secticn 004. Lectures (the sane for both' Astronony 101
and 111) deal with the beginnings of astronomy, notions
of bodies in the solar system, properties of light and
atoms, the sun, the earth, the moon, individual planets
and satellites, ccmets and meteors, and the origin of
the solar system and life. Astrcncny 101 has discussion
sections; Astronomy 111 has laboratory sections. Course
requiiements include homework cbservations, five short
quizzes, a midterm and a final examination.
Observations with telescopes and a planetarium visit
w i l l he arranqed. AstroiCBY 101 students Textbook:
- Yx&oration CII the Solar :y&em@ by #.J. Kaufmann, I11
(Hacmillan, 1978). (~lste)
- 102. Introdnctor~ ------- Astronamxi Stars. Galaxies' sa @&
----- Universe. No credit is granted to those who have
completed 112 or 130. (H). (NS).
Secticn m. Lectures em&basize such topics as the
properties and evoluticn of stars, interstellar
luminous nebulae, structure and notions of galaxies,
quasars, black holes, the present state of knowledge
regarding tee origin and ultimate fate of the universea
and possibilities for findirg and communicating with
life outside the solar system. The final course grade
is determined by some comkinaticn of two or three class
examinations, announced quizzes, and honeaork or
labocatory exercises, High school mathematics through
plane qeometry is useful. Students ~ h o elect Astronomy
102 attend lectures nith students who elect Astronomy
112. In addition, Astroncry 102 students attend a onehour
weekly discussion enphasizing current topics of
interest in astronomy while students enrolled in
Astronomy 112 attend a laboratory which meets for two
evening hours every other week and for one daytime hout
in alternate weeks. hstroccay 102 includes a visit to a
planetarium and observations with telescopes.
Occasional evening obseivations with the telescopes
mounted on Angell Hall and planetarium sessions are
planned for Astronomy 112 students. [EacAlpine)
Section 005. Lectures w i l l emchasize the following
topics: the properties and evolution of stars, the
nature of interstellar gas and dust, the structure of
our galaxy and motions of stars within it, the nature
of galaxies, of quasars, and of pathological stellar
end-products such as neutron stars and black holes.
Considerable attention w i l l be paid to discussion of
theories about the origin, expansion and ultimate fate
of the Universe. If time permits me w i l l exaaine the
evidence, astrcnomical and otherwise, for life
elsewhere in the Galaxy, lie final course grade w i l l be
based upon results of twc mid-term examinations and a
final examittation and upon perforaance in discussion
section (Astronomy 102 students) or laboratory section
(Astronomy 112 students). Students w i l l have
opportunities for observations sith telescopes and for
planetarium visits. (Teske)
-- 133. Introductorv &stronomv: as System. 80
--- --
credit is granted to those who have ccirleted 101
or 130. (4). (US).
Section 001. See Astronomy 101, Section 001. astronomy
111 students enrolling in lecture section 001 must.
elect a laboratory section from 002-008 only. (Cowley)
Section m. See Astronomy 101. Section 004. kstronomy
111 students enrolling in lecture section 009 must
elect a laboratory section from 010-016 only. (Elste)
--- -
112. Introduc tory hstronomy: Stars Galaxiesc and the
!?niverse. No credit is granted to those who have
completed 102 or 130. (4). (NS).
-- -
Section 001. See Astronomy 102, Section 001. tstronomy
112 students enrolling in lecture section 001 must
elect a laboratory section from 002-009 only.
(Eac Alpine)
--- -
Section 010. See Astronomy 102, Section 005. Astronoay
112 students enrolling in lecture section 010 anst
elect a laboratory section from 011-018 only. (Teske)
164. Cosmolouy jtlA (4). (NS).
P
This course is offered during the Winter Term, 1981, to
acquaint the student nith the latest results and
speculations on the nature of active and exploding
galaxies, quasars, and pulsars. New data on and
aodifications of the black-hole'model for quasars w i l l
be presented. Lectures w i l l also be? given on space,
time, simultaneity, and causality in special
relativity; the principle of equivalence and geodesics
in curved spacetime in general relativity, including
photon paths and time changes near black holes. The
course objective is to increase interest in and
understanding of science by students with little
background in science and mathematics. (Haddock)
z& General &stronomy: Astrouhysi~g Universe*
Astronomy 221 and Bath 115 or permission of
instructor. No credit is granted to those who
have completed 102, 112, or 130. (4). (NS] .
This course deals with the astroncmy and physics of
objects beyond the solar system. (1) Stars: distances,
properties, interior structure, and evolution. (2) Our
galaxy: structure, dynamics, interstellar matter. (3)
Galaxies: distribution and properties. (4) Cosmology:
present ideas about the origin, evoluticn and structure
of the Universe. Textbook: Introductorx Astronom~ gfi
Astro h sics, by Smith and Jacobs. Seine outside reading
zll 'b: assigned. Laboratory uork w i l l include
observations with the telescopes in Angel1 Hall,
experiments and discussions. There w i l l be homework
problems, three one-hour examinations, and a tern
paper. (Teske)
zsL Astr0!13~1ic21 Techniques. Astronomy 222 or
permission of instructor:. (4). (US).
This course is intended primarily for students
concentrating in astronomy, but other science and
engineering students may elect it. It is an
introduction to various techniques for obtaining and
analyzing observational data. The areas covered are
stellar triqonome tric distance (parallax), stellar
photographic spec-trophotometry, and radicmetric
techniques. In addition, early in the course there w i l l
be a series of lectures on error theory and least
squares, to provide expertise needed in the analysis of
observational data. Three lectures and one two-hour
laboratory period each seek. Course work w i l l also
include homework, exercises and reading in original
sources but there are no examinations. (Aller, Elste,
and Sears)
-- - -
422. Advanced General uonomv. Astronomy 423 or
permission of instructor. (3). (US).
This course is as advanced introduction to the physical
universe beyond the solar system. The emphasis is on
stars and stellar evolution, beginning with the .gas and
dust of the interstellar medium from which stars ace

formed, The topics of stellar atmospheres and
abundances are followed by stellar structure and
evolution with special attention devoted to the final
staqes of stellar evoluticn: x-ray stars, pulsars, and
superr.ovae. The latter part of the course covers
stellar systems, stars and galaxies, Bubble's Law, the
red shift, and cosmological models. The level of
difficulty w i l l be similar to that of junior and senior
courses in physics and chemistry. Text: *g&
Birtha meL 2a D M , by I.S. Shklovskii, E.B.
Freeman Co., 1578. (Cowley)
ASOS 202-203 are primarily for non-concentrators.
Students who have a serious professional interest in
the field should either consult the department (2233
Space Research Building, 764-33-3 5) before electing
these courses cx wait and elect 860s 304 during the
sophomore year after completing one of the basic course
sequences ic mathematics ai:d physics. Even though A60S
202-203 are offered through the College cf Engineering,
the courses generate LSA credit hcurs and may be used
to satistfy Natural Science distribution requirements.
There is no specific relationship between ?0S 202 and
203 though the courses coff~lement each other and, in
turn, complement offerings in the Geological Sciences
Department. Other Atmospheric and Oceanic Science
courses are listed in the College of Engineering
Bulletin.
202. Reather g& Climate* Not ogen tc meteozology
--0----
concentrators. (3). (NS).
---- -
Section 001. Focus of the course is on the basic nature
and behavior of the earth's atmosphere through
co~prehension of weather maps and charts. Students
learn to relate observable features of day-to-day
weather and of climate to atmospheric motions and other
characteristics revealed cr the daily weather maps.
They learn, also, to appreciate the atmosphere as a
natural resource and to understand its limitations in
the transport and diffusion of air pollutants. About
ten minutes each class hour are devoted to description
of current weather vith aid of same-day maps. Students
learn to plot and analyze weather maps. A report on the
weather and climate of a particular place of personal
interest is prepared by each. Hourly examinations are
given at 3-4 week intervals. These account for about
60% of course grade, the report about 20%, and weather
map ar-alyses and homework assignments the remainder.
The text is Nieburqer, Edinger, and Bonner,
TJnderstandin~ Q s Atmos~her& gnviscnmg~&. [Sampson)
203. The Oceans. (3). (NS).
The course presents an overview of the four broad
subf ields of oceanography: (1) Physical Oceanography,
the nature of vater, ocean circulation, and naves and
tides; (2) Geological Oceangraphy, the nature and
origin of sediments and rocks of the ocean floor, and
theories of sea-floor spreading and plate tectonics;
(3) Cheaical Oceanoqraphy, what is dissolved in the
ocean and how it gets there; and [4) Biological
Oceanoqraphy, tie ecology and fcod web of the oceanic
ecosystem. A final porticr! of the course considers the
coastal environrent and the uses mankind makes of the
sea as a source of minerals, a source of food, and as a
dumping ground for the refuse of civilization- The
course is given in a lecture format sunclemented by
readings in Ocean Science. Three hourii exams and
final will be given. (Rea, Eyers)
WINTER TERM 1981 / 11
and self-replication of living organisms. The course
begins with a set of 16 objectives in the form of
questions and at the end these objectives are
reexamined. The main text is aemistr& & by
Lehninqer. Some topics on aolecular bioloqy are more
adeguaGely covered-by Kolecular Bioloay of -:he Gene 3rd
ed., by Watson. The course is basically a lecture
coarse uith handouts provided for emphasis. Pour hourly
exams and a final examination will be used to evaluate
student performance. It is possible to obtain a fourth
credit hour by attending an extra series of lectures
and preparing a research paper. (Oxenderj
- 416. Introductm Biochemistry Labo~ator~. Quantitative
analysis (e.g. Chemistry 197 or 348, or 346 and
347); prior or concurrent election of Biol. Chem.
415; or permission of instructor. Credit is not
granted for both Biol. Chem. 416 and Biol. 516.
(2) -
The goal of this laboratory course is to introduce
students to modern biochemical techniques involving the
separation, isolation and quantitation of large
molecules (i.e., proteins, DNA, RNA) and small
molecules. An enzyme is isolated and purified and then
used to study enzyme kinetics; and, through this
process, students are introduced to chroaatography
(paper, column, disc gel electrcphoresis) and to
applications of thermodynamics to biochemical systems.
Kicroquantities of a hormone are quantitated by a
highly sensitive radioimmunoassay technique. Students
isolate and characterize RNA and DNA and make
polyphenylanine using synthetic messenger RHU. The
final grade is based on a midterm and a final
examination (60%) and laboratory performance (40%).
Students are expected to be familiar with the Law of
Bass Action and concepts of thermodynamics at a level
equivalent to that acquired through an intrcductory
level college inorganic chemistry course. Previous
laboratory work, especially Chemistry 346 or its
equivalent, is useful. This course is elected by
biochemists and chemists, and no distinction is made
between undergraduates (about two-thirds) and graduates
(about one-third) in assigning final grades in the
course. The course is not related or equivalent to
Zoology 416. (Daddona)
58llSl7). Biochemist= Lecture. Bicchem. 580 or
- permission of instructor. (3).
Biological Chemistry 581 is the second course of an
introductory graduate lecture sequence [follows
Biological Chemstry 590) which stresses fundamental
principles of metabolism over a broad spectrum of
biochemical Teas. It includes such topics as major
pathways in the metabolism of nitrogen containing
compounds, of lipids and of complex carbohydrates, the
biosyntlxesis of nucleio acids-and proteins, solute
transport, regulatory aspects of cellular metabolism,
and immunochemistry. Course texts: -emistry 2nd
ed., by Lehniager. Supplementary books: (1) Principles
- of Biochemisw by Ehite, Iiandler, Smith, Rill, and
Lehman, (2) Bolecular Bioloav @ && by Watson,
and (3) Structural Concepts & Iamunolo~~ &
-- Immunochem~ by Kabat. Students are evaluated by
written examinations which test their abilities to
acquire a fundamental knonledge of metabolism, to
"interrelate a wide variety of biochemical events in the
context of cellular metabolism, and solve the problems
from actual experimental data. (Datta)
Bioloaical Sciences
Additional descriptions for many 400 and 500 level
Biological Sciences courses may be found in Bccm 2083
Hatural Sciences Building.
-- Courses -- in -- Biology j~ivision
415. Introductar~ 3iochenistr~. Two terms of organic
chemistry equivalent tc Chem. 225 and 226. Credit
is not granted for bcth Biol. Chem. 415 and Biol.
411. (3-4).
This course is a one semester course in biochemistry.
Biochemistry is essentially the identification of the
characteristics of living matter. Specifically the
course fill cover the biocfcenistry of the living state,
the chemistry of biomolecules, energy transformations
and chemical reactions in living cells; function of the
immune system and action of hormones; self-regulation
100. iolo for Honscientists. Not open to
P
cEncen2ato~- in the biological sciences. (4).
(US) -
Biology 100 is designed to introduce students both to
the current intellectual content of biology and to the
human implications of biological knowledge. The course
is intended for students who are not planning to
concentrate in biology; thus, course content is
selected on the basis of its general intellectual

significance or its practical-relevance, and not on the
basis of its importance as preparation for more
advanced courses. Nevertheless, a firm scientific
background is established in each area studied before
the human implications are discussed. Topics scheduled
for coverage include the origin and evolution of life;
human nutrition and the world food problem; the
metabolic effects of alcohcl, drugs, and environmental
pollutants; genetic diseases, birth defects, and
qenetic enqineeiinq; resistance to infectious disease;
orqan transplants and allergies; cancer; mental
illness; basic ecological principles and their
im~lications for current envircmental problems. The
course consists of three hours of lecture per week and
a three hour discussion section [twenty students).
Lectures assume no background in science: high school
biology and chemistry ale helpful, but not required.
Discussion sections observe demonstrations; perform
experiments, view films, and discuss social and ethical
issues raised by course taterial. Uemorization is not
emphasized, but students are expected to apply the
conceptual knouledqe gained to solve various biological
problems. Readings are frcm the text (G. Hardin and C.
Ba jema, Biolog~: Lzs Eincivles 9 4 In~lications,
Aldous Huxleyrs gra~ p~ I++&, and zeveral short
articles from ~ ~ ~ e n t i f American i c
and similar
publications. Grading is based in part (about 2/3) on
performance on exaninations based on lecture material
and readings, aid in part (about 1/3) upon performance
in discussion section (quizzes, a short paper, and
quality of discussion participation). (Pringle)
- - -- - - - -
112. Introduction Q zhl~gy:
Term & Chem. 123 or 107~
or the equivalent. Nc credit is granted to those
who have completed 105. Students who elect Biol.
112 after completing Biol. 100 lose credit for
Biol. 100.. (4). (US).
Bioloqy 112 is the first term of a two-tern
introductory biology sequerce. The course, along with
Biology 114, is intended for concentrators in
biological science programs, premedical or other
preprofessional students, and students in other science
proqrams. Other students wishing detailed coverage of
biology and having suitable prerequisites are also
welcome. The aims of Biclcgy 112/114 are to provide
factual and conceptual kncwledqe of biology, to afford
experience in obtaining and interpreting biological
data including formulation and testing of hypotheses,
and to give an integrated overview of present-day
biology, The topical coverage of Biology 112 is about
equally divided among three areas, in the following
sequence: (a) cellular and molecular biology; (b)
genetics and developmental bicloqy: (c) microbial and
plant bioloqy (structure, function, diversity). Each
week, students ace expected to attend three lectures
and one three-hour laboratcry/discussion section. There
w i l l be two course-wide examinations and a final
examinationff as bell as supplementary films and review
Schedule &Q reserve
sessions [ccnsclt z i ~
appropriate tine slots) . A
written laboratory report is
also required for coupleticn of the course. For
information concerning tt'e textbock, contact
bookstores. A laboratory manual, Biology 112 an& 114
Laboraw Fi3ssLL z:< m12* [yellow covex) is also
requires. Lecture notes and diaqrams ~ill be
distributed when classes start.
- Xote -- coacernin~ ---
~sgreauisites: A functional knowledge
of qeneral chemistry at tbe college level is required,
and is utilized starting at the outset of the term in
Biology 112. Chemistry 123 or equivalent college-level
chemistry must be completed prior to enrollment in
Biology 112. (Chemistry 125 is even more helpful, but
is not required.) High schccl chemistry is not suitable
as prerequisite unless a student has obtained Advanced
Placement credit for Ctezistry 123, or has obtained
other certification of cclleqe-level equivalency in
general chemistry. Concurrent election of Chemistry 123
and Biclogy 112 is not advisable. Students who have
completed Cheaistry 123 vith a grade belcw C- would be
well-advised to ' repeat the cheaistry course before
electing Biology 112. Althcugh a high school biology
course is helpful preparation for Biology 112, it is
net required. Students who elect Biology 112 after
completion of Biology 100 w i l l lose credit for the
earlier course. lor further information about Biology
112, contact the Biology 112/114 Secretary, Ns. Nclean,
in Boom 1570 C.C. Little' Science Building. (Gay,
Shappirio, Steiner)
- 114. Introduction to Biology. Tee E. Biol. 112. No
credit is granted to those who have ccmpleted
105. Students who elect Bid. 114 after
completing Biol. 100 lose credit for Biol. 100.
m. WS).
This course is a continuation of Biology 112, including
the following topics: (a) evolutionary biology; (b)
ecology and behavior; and {c) animal biology
(structure, function, diversity). Aias and foraat are
as stated above for Biology 112. For information
concerning the textbook, contact bookstores. Further
information about this course is available from the
Biology 112/114 Secretary. Ms. BcLean, in Bocm 1570
C.C. Little Science Building. (Rathcke, Tonpa, and
others)
--
123. Human Sexualit . Not open to students
concentrazg iny the biological sciences. (3).
(NS1-
Human Sexuality is designed to introduce students to
the biological and social factors which determine and
regulate their sexuality. Approximately two-thirds of
the course content deals with the anatomical,
physiological and ~enetic determinants of sexuality. In
this section the sexual anatomy of men ana women,
hormonal regulation of sexual function, fertilization,
pregnancy, birth, lactation, conception control, and
venereal diseases are exaained. In the latter third of
the course emphasis shifts to behavioral and social
factors. Here, human sexual behavior, sexual response,
orgasm, psychosexual development, hoiosexuality, tape,
and the genesis of sex roles are examined. Biology 123
is designed for students with a minimal background in
biological science. Even so you w i l l profit more from
this course if you have had some exposure to high
school biology. Biology 123 is a logical counterpart to
Biology 100, Biology 101, and Physiology 101. The text
to be used in the course till be Katchadourian and
Lunde, Fundamentals gf Human Sexuality, 3rd Ed., 1980.
(3. Allen)
-- -
202. B i o l s Aqincf. Biol. 700, Fhysiol. 101, Psych.
170, or Anthro. 131, or the equivalent, or
permission of instructor- (3). (NS).
This introductory course considers problems of aging
from biological points of view. Among topics covered
are evolution of species longevity, population and age
structure and growth, maturation and senescence in the
nervous, immune, reproductive and endocrine systems,
age dependent changes in cell cycle, nolecular
correlates of aging in nucleus and cytoplasm, and
biochemical and genetic models of aging. Course
organization: three lectures per week. Readmgs w i l l be
assigned in an appropiate text and also in original
research or review papers available cn library reserve.
Grades are based on two hour exams and a final exam.
(Brown, Doneen, Jones)
This study of the use of energy and its lapact on the
world ecosystems and climate treats the basic question
of how to supply the energy needs of mankind while
maintaining ecological integrity. The following sources
of energy are considered: solar, biomass, wmd, tidal,
ocean thermal, hydro, coal, oil, gas, and nuclear,
including their m-~rtiaq and manufacture,, transport,
utilization, and ecological principles and conservation
practices that are essential for a healthful and stable
world (Gates).
--- 305. Genetics. Biol. 105 or 112 (or the equivalent).
(4). (US).
This course is designed for students who are majoring
in the natural sciencesa or who intend to apply for
adnission to medical or dental schcol. Students tho
have an interest in genetics but nhc do not intend to
concentrate in a science area may find this course
unsuitable for their needs, another course, Human
Genetics 324, emphasizes the societal aspects of
genetics and is more appropriate for these students.
Enrollment in Biology 305 requires some prior knowledge
of basic genetics. The course is oriented to~ard
molecular genetics and is divided into three segments:
nature and properties of genetic material, transaissioa
of genetic material, and function and regulation of
genetic material. In each of these segments, the
emphasis is on the current state cf knowledge in the
field. Every year the lectures are changed to keep pace
with the rapidly changing aspects of the field of

qenetics. there are three lectures a week plus one
discussion section directed by teaching assistants. The
discussion sections are used primarily to expand on the
lecture material, but new material is also presented.
- There is no lai-cratory connected with the course, but,
in the past, two demonstrations have been held each
term. These demonstrations are intended to illustrate
certain principles and features of the course through
the use of biological iiaterials and instruments
utilized i~ genetic research. The examinations
emphasize problem solving in genetics, and practice
problem sets are handed out or assigned throughout the
course. (S. Allen)
- - -- -- - - -
392* Introductm Develor IrenSgL Bicloq~ Biol. 105, or
Biol.112 ar.d 114 (or the equivalent). No credit
is granted to those who have completed Zool. 321
or 481. (3). INS).
This course is designed to introduce students to the
basic principles of developmental biology. Emphasis is
placed on new discoveries i p molecular and cellular
biology and hck they relate to classical observations
on developing systems, Pc~phoiogical, physiological,
biochemical, and genetic aspects of both vertebrate and
invertebrate development are considered although the
approach Is selective rather than exhaustive.
Particular stress is on the integration of cellular and
norpholoqical observdtlon tilth the underlying molecular
mechanisms. Lecture material includes: genome
organization, chrcmatin structure, RNA synthesis and
processing, models of genetic contrcl mechanisms,
gametogenesis, fertilization, cleavage, induction,
orqanogenesis, and reqeneraticn. This course is
intended for juniors and seniors although it is open to
sophomores. A backqrousd in genetics and/or
biochemistry is strongly recommended, but not required.
There are three one hour lectures per ~eek. Three one
hour exams are given. Readings are from Develo~mental
Biology by Leon Erowder. (Carlson, Hoore)
--- 393. - Develo~mental -- -- -- -- - -- Biclogx - labor at or^^ Prior or
concurrent enrollment in Biol. 392. (2). [NS).
This ccrrse provides students with the opportunity to
study firsthand the development of a number of live
vertebrate and invertebrate embryos. In addition to
observation of normal embryogenesis, students perform
several of the experimental analyses which have
contributed to a basic understanding of developmental
processes. Exarcises focus on fertilisation,
developmental mcrphology, ruclear function, cytcplasmic
determinants, induction, and enzyme regulation. In
addition to one scheduled three-hour laboratory session
each week, students are expected to spend about three
additional hours in the laboratory each week. Short
lectures arc resented to introduce aspects of basic
morpholcqical areas of investigaticn.Porma1 reports on
a number of exercises are required. There are several
laboratory exaninations. (Cather)
- 4@l/?licro. 2QJz General fiicrobicloqv. Biochemistry
(Biol. 411 or Bicl. Chem. 415); prior or
concurrent enrollment in Bid. 305 or 407. (51.
This course is a comprehensive introduction to
microbicloqy. lectures cover cellular structures,
physiolcqyà genetics, taxoromy, and ecology. Medical
microbiology and immunology are included in the context
of microbial ecology. Eukaryotic microorganisms and
cells it. c ultue are discussed, but emphasis is placed
on prokaryotes and viruses. Laboratory exercises are
flesiqned to allov students to acquire proficiency in
basic techniques, and to supplement lectures. (Belling,
Bender, Douthit)
-- 411. Introductory Biochemistry. Bicl. 105, or Biol. 112
(or the equivalent) ; and Bath. 113 or 115; and
organic chemistry. No credit is granted to those
who have completed £iol Chem. 415. (4). (SS) .
The major cbjective of this course is tc provide upper
level undergraduates and beginning graduate students in
biology, physiology, cellular and molecular biology,
pharmacy, biological chemistry, pharmacology,
toxicoloq y, nutrition, physical education,
microbiology, bioengineering, and other related areas
of biclogy wit!- an a~greciation of the molecular
aspects basic to metabclism in plants and animals.
Emphasis is placed upon tte ~hysioloqical and dynamic
rather than upon the irorphological or structural
aspects of molecular biology. Biochemistry is defined
in the broad sense, be, that orqanizat~onal level of
biology as described in molecular or chemical terns.
This course is directed-toçar those contemplating a
career in soae aspect of experimental biology,
including medicine, dentistry, and other professional
areas. The general subject matter includes amino acids,
structures of protein, enzymes, carbohydrates, lipids,
energetics. and the basic metabolism of biological ,
systems. The course is taught according to the methods
of the Keller Plan, &A, it is a self-paced,
personalized systea of instruction. Students interact
according to their own schedules with undergraduate
proctors chosen according to interest and ability to
teach biochemistry to undergraduates. The course is
divided into logical units of material, and student's
are expected to the content -of each tiuit. Upon
the student's satisfaction that the unit material has
been mastered, the student requests a quiz fro= a
proctor. upon successful completion of material on the
quiz, the student is permitted to continue to the
material of the nest unit. Grades are assigned
according to number of units successfully completed by
the en6 of the tare, plus a factor derived froa a
combination of the aidterm an5 final exan. Each qeiz is
graded immediately upon its coi~letion by both the
proctor and the student. This system is designed to
take into consideration different rates of individual
learning as well as to eliminate unhealthy competition
amonq students. Proctors are availakle to help students
approximately 60 hours per week. Several lectures
dealing with biochemical topics are given by the
instructor. Material covered in these lectures
represents an extension of information in the course
and is not the subject of examination. (Beyer)
412. --- Teachigg Biochemist= i~y Qs Keller Plan. Biol.
411 and permission of instructor. (3). (NS). (TU-
TORIAL).
Biology 412 adheres to the old Chinese proverb: "1 hear
and I forget. I see and I reneaber. I dc and I
understand." Undergraduates who previously have taken
an introductory biochemistry course act as proctors
(tutors, TA's) for students currently taking
Introductory Biochemistry [Biology 411). Five hours per
week are spent helping and quizzing Biclcgy 411
students. In addition, proctors each provide one
mastery level, multi-choice question for each course
unit (15 total) from which the instructcr constructs
the final examination and midterm examination for both
Biology 411 and 412. Proctors also prepare a report on
a biochemical discovery which they present to their
peers, the 411 students, and the instructor. The major
roles of the proctors are to examine the students on
their mastery of unit material and to help the student
requiring explanation supplementary to the textbook. A t
the completion of an instructor-generated written quiz,
the student and proctor grade the quiz together. The
proctor asks the student additional verbal questions
generated by the proctor. The proctor passes a student
when, and if, the proctor feels the student has
mastered the unit material. Student-erector
interactions are evaluated by the students. The
proctors are graded on the basis of the quality of
their final and midterm exaninaton questions, their
biochemical discovery session presentations, and their
grades on the midterm and final examination. Proctors
learn considerable biochemistry by repeated teachings
of unit materials and, in addition, profit from their
experience as teachers and evaluators. (Beyer)
-- 415. --- Lectures &i Molecular Bioloqy: Eight
hours credit of biology, B i d . 411 or the equivalent,
and organic chemistry; or permission of
instructor. Students with credit- for Biol- 320
must obtain permission of instructor to elect
Biol. 415.. (4). (NS).
The lectures in this course provide an in-depth
analysis of the structure of cellular organelles an3
the molecular basis of their functions. Kajcr topics
covered include the nucleus, chromatin and chromosomes,
ribosomes, membranes, mitochondria, chloroplasts, golgi
complex, lysosomes, peroxisomes, microtubules and
microfilaments, cilia and flagella, and biochemical
regulation of cell function. Heavy emphasis is placed
on the analysis of experimental data. (Kleinsnith)
-
Con~urrentenr~lssntn Biol. 415 and permission
of instructor. No credit is granted to those who
have completed Biol. Chem. 416 or 516. (3). (MS)
416. Laborator in cell ~d floleculag Biolo .
To familiarize the student with modern laboratory
technique involved in the analysis cf cell structure
and function is the course objective. The course deals

14 / BIOLOGY
with the theoretical and practical aspects of
subcellular analysis. Specific experiments have been
selected to coordinate with the lectures of Biology
415. The course illustrates certain techniques: cell
fractionation, enzyme assay, identification of
snbcellular funtional units, BNA and protein synthesis,
mitochocidrial and ~hloro~la~t function. There w i l l be
short lab quizzes and protlem sets given. Course grades
w i l l be determined based on three major lab reports
(written in a format typical of mauuscripts submitted
for pnblicaticn in scientific journals), five short
reports and two quizzes. The English Co@po&tion Board
(ECB) has approved this course as a Junior-Senior
Writing course for Winter Term, 1981. (Jones)
patterns i~ EvoluticnaQ Ecoloq~. Two laboratory
courses in biology. (3). (NS) .
This course uill present modern theories of the
evolution of ecological characteristics of animals and
plants, chiefly at the population level. 9e w i l l study
the influence of natural selection upon birth rates,
brood size, parental care, feeding strategies,
competitive relations, polymorphism, mimicry,
dispersal, habitat selection, etc. The evidence for
these theories fsom laboratory and field &%dies w i l l
be critically examined. There w i l l be two hours of
lectures and cne hour discussion each week. A
previous ecology course 'is strongly recommended.
Evaluation w i l l be fcased on two term papers,
discussions and a short final exam. (Grant)
- ---- --
493. Biochemical Ecolog?. crganic chemistry; prior or
ccncurrent enrollment in biochemistry. (3). [SS).
Biology 493 explores the relationships between the
various components of ar organism's overall life
history strategy and design of certain major
biochemical systems (such as the organization of its
energy metabolism, the character of its digestive
machinery, or the nature of its detoxification
systems). Stated more succinctly, the course analyzes
the biochemical bases for the adaptations of organisms
to their environments. Specific topics likely to be
considered include (1) the setabolic -organization of
vertefcrate red and white muscle fibers, insect flight
muscle, and squid aantle muscle, (2) anaerobiosis in
invertebrates, (4) the enzymatic basis for the
tolerance of extreme or fluctuation temperatures, (5)
diqestive biochemistry and detoxification mechanisms,
(6) adaptations to nutriticnally unbalanced diets, and
(7) the biocheiristry of symbiotic associations. The
course is of potential interest to students in
biochemistry, physiology, ecology, and natural
resources. Prior or concurrent enrollment in
biochemistry is required. The class meetings are
lecture-discussicn sessions and the readings are mainly
from the primary and review literature. Student
evaluation involves an cral presentation, one hour
exam, several written critiques of journal articles,
and a final examination. (Martin)
Sl3/Micx~ 5 13. g&roEial Genetics. Microbiology,
genetics, biochemistry, and permission of
instructor. (4). (US).
Lecture and discussion focus on analysis of original
papers. Most of the course w i l l deal with the genetics
of gA and other prckaryotes. About three weeks
w i l l be devoted to the genetics of the yeast
Saccha~omyces cerevisiae , a anicellular eukaryote.
Topics to be covered irclude plasmid structure,
function and evolution; restriction and modification;
transposable elements, reccmbinant DBA methodology; the
molecular basis of reccubinati6n; tetrad analysis;
selected aspects of the control of gene function; and
the use of mutants to analyze developmental sequences.
In the laboratory, students w i l l isolate mutants of
bacteria and yeast, map the mutations, and determine
the primary functions altered by the mutations. The
English Composition Board IECB) has approved Biology
513/Bicrobiclogy 513 as a Junior-Senior writing course
for Winter Term, 1981. (Helling and Prgngle)
-- 514. Bio~hvsic~~ chemistryc Bicl. 411 and Hath.
the equivalent. (3).
114; or
This course is designed to give the student,
particularly one in pEysiCl0gy and cellular and
molecular biology, a strong tackground i n the physical
chemistry of biological systcms and an appreciation of
how thermodynamics, kinetics and studies of
macromolecular structure and function can contribute to
the understanding and solution of biological problems.
The aathematical treatment is not to be slighted, but
is teapared by concern for obtaining an insight into
the physical iaplications of such treatment.
Accordingly, more attention is paid to a thorough
consideration of relatively £e topics than to a broad
survey of all possible topics and applications. The
textbook is currently Tinoco, Saner and Uang, Physical
- Cheaistr?. Problems, a term paper, and examinations.
(Guthe)
527. ExperimgntQ Limnoloqy. Biol. 443 and permission -
of instructor. (3).
This is an advanced limnology course for graduate
students and interested seniors. The class meets weekly
for in-depth discussions of the current limuological
literature. Discussion topics are generally picked by
the students and often include aquatic micrcbiology,
physicaZ limnology, chemical cycling, phytoplankton
ecology, zooplankton ecology, eutrophicaticn and the
feeding ecology of fish. Grades are based on class
participation and a final term pacer. Exceptional
students can substitute a research report resulting
from an indepeudent laboratory project for the term
paper. The purpose of the course is to prepare students
for professional careers in aqaatic science. (Lehmau)
57& Bioloqicd Electron Microsco~~. Sixteen hours of
biology or graduate standing, and permission of
instructor. (4).
The objective of this course is to teach basic
techniques applied in biological electron ~icrcscopy.
The following topics are taught: Tissue exposure,
Fixation and fixatives, Embedding aid embedding media,
Sectioning, Staining methods, The use of the
transmission electron microscope, Taking phctcgtaphs
with the electron microscope, and Printing and darkroom
techniques. The theoretical aspects of these
topics are covered in lectures. The practical cart is
taught in the laboratory and there are discussions of
electron micrographs taken by students. The students
are required to do some additional practicing in the
laboratory (about I4 hours a week). There is a midtem
laboratory practical exas and a lecture exam on the use
of the electron nicroscope and its theory. A t the end
of the tern each student has to suhait a report of the
project he was working on and a 10x14" high quality
electron micrograph of his ova naterial. These
dssignments fora the basis for student evaluation.
There is no special background necessary, although some
knowledge of electronics and histology is helpful. Two
textbooks are used in the course: Heek, Practical ----
-- Electron - Kicrosc for Biolow; and Eayat,
Princi~les ma T z F h i a ~ L ~ ~ ~ e c t r c n Micrcscoc~,
Volume I. [Baic)
Courses & Botanv fDivision
- 102. Practical - Botany. (4). (US).
This course aims to teach the techniques for
successfully growing and propagating plants and the
principles of botanical science npcn which they are
based. The environmental factors isportant in plant
growth, particularly light, temperature, water, and
soil w i l l be studied. Students w i l l gain practical
experience in such applied botanical techniques as the
following: preparation of soils and artificial growth
media; use of fertilizers; propagation of plants by
cuttings, layering, division, bulbs, grafting, and
seea; methods of pruning, plant breeding, pest and
disease control; preparation of terraria, hanging
baskets, and bonsai; the use of plants in landscaping,
and the ecology and management of natural areas; the
care and development of living plant collections.
Students w i l l be expected to learn to recognize a
selected group of indoor and outdoor garden plants,
edible wild plants, and comaon poisonous species. Field
trips w i l l include a visit to a ccmmercial greenhouse
and an estate garden. There is one lecture, two
discussion periods, and six hours cf laboratory per
week. Discussions and laboratories are held at the
Botanical Gardens, with bus service provided. (Steiuer)

190. PlantsL PeopleL anG mlironment- High school
biology and chemistry. (3). (NS) .
Botany 190 is divided into three basic sections: (1)
plants, their way of life and uses by people; (2)
probing the ecclogical rature of our environment in
natural, agricultural, an8 crtan ecosystems; and (3),
solutions to and constructive action for our
environmental problems. He cover such tcpics as wild
edible foods, the , prcs and COBS of the green
revolution, gioiiinq and maintaining your own plants,
druq and medicinal plarts, alternative means of pest
cont rcl, alternative energy Sources, new ideas for home
and urban landscapes, natural areas and their
preservation, and wild and endangered species of
plants. Ve have a natural foods dinner prepared by the
students and a field trip to a solar-heated greenhouse.
Throughout tke course students present environmental
alerts on specific envircrirental problems and solutions
to them and have a class debate on a current,
controversial environmental issue. Grade evaluation is
based on four short midterus (30 minutes each, one a
take-home exam) and one environmental alert. (Kaufman)
-- 275. - Introduction -- -- to - Plant -- - Developmentz --
Biol. 105 or
112: or the equivalert. (4). (NS) .
For students interested in how plants grow, this course
presents an integrated structural and functional
approach to plant develo~ment. Topics studied include
cell biology and cellular ~echanics of plant growth,
organoqenesis and differentiation with emphasis on
controls, particularly hcrmonal and environmental.
Students attend two one-hour lectures, a one-hour
discussion session, and three hours of laboratory each
week. [Nooden).
- 281. - - Introductory -- ----
ELL?= Physioloqy. Biol. 105 or Biol.
112 and 114 [or the equivalent) ; and at least one
term of college chemistry, and high school
physics. (4). (NS).
This couse is intended for students planning to
concentrate ir botany or related sciences. The
objectives of the course are to provide a selection of
h iological facts and basic concepts for understanding
how plants carry out ncrmal vital functions and to
introduce students to the grocess of formulating and
testing hypotheses reqarding the underlying mechanisms
of plant function. The lectures and laboratory work in
particular are expected to afford an experience with
some of the variety of approaches used in contemporary
plant physiclcqical research. The content of the
lectures and latcratory ex~eriments falls into three
main categories: (1) Plant cell physiology which covers
enzyme action, respiratcry and carbohydrate metabolism,
photosynthesis, and nitrogen metabclism; (2) transport
phenomena, including plant nutrition, ion uptake, plant
water relations, and translocation; and (3) plant
growth and development, ircluding the action of growth
hormones, light effects on plant processes,
photoperiodic control of flowering, and dormancy. Two
mid-term examinations and a final examination w i l l be
qiven in the course. The final grade is based on the
performance of students in both examinations and lab
work. Grading cf lab ncrk is hased on the quality of
lab work, including discussions of data obtained. (C.
S. Yocum)
404/&nthro. &!UL Eshtmgkotan~. Junior stanaing or
permission of instructor. (3). (NS) .
See Anthropcloqy 442. (?ord) '
422. Systematic Eotank Biol. 105 ox BioL 112 and 114
(or the equivalent), or Bot. 207; or permission
of instructor. (4). INS).
Botany 422 is an introduction to the systematics of
vascular plant families, especially flowering plants.
It is not a local flora course, although local genera
and species are learned as examples of families. The
lectures cover both factual material and some of the
ideas, problens, and methods of modern plant
systematics. latoratories, which include some
discussion, emphasize tie study of plants; students
acquire a first hand krowledge of the plants'
mcrpholoqy and toxonomy, and learn hcw to identify
unfauiliar species. Evaluation of performance is based
on lecture exams, lab exams, and participation in lab
work. 'Isxt: ?. 8. Eavis and 2- Culleas zke
Iden-tificatio~ -- c - Flouerina ---- --- Plant Fanilies, 2nd e6.,
Canbridce Universit~ ?re~~, 1979. [Anderscn]
-- -- --- --
WINTER TEBB 1981 / 15
437. Anatony of Vascular Plants. Bid. 105 or Biol. 112
(or the equivalent), or Bot. 207. (4). (US;.
This course provides a basic introduction to the
development and histology of the vascular plant body.
Lectures and coordinated laboratory exercises are
designed to make possible a fairly comprehensive
understanding of the essential patterns of plant
growth, the structural features of plant organs, the
adaptive value and functional utility cf structure, as
w e l l as the evolution of structnral features. The
course provides a sound basis for both descriptive and
experimental research in plant anatomy, and also
contributes to the essential kno~ledge of those wishing
to specialize in fields such as plant physiology, plant
systematics, ecology, morphology, paleobotany,
forestry, and horticulture. For the non-specialist it
contributes to a greater understanding and apprecia-tion
of the nature and value of plants in our environment.
Student
evaluation is by written examination. Required
text: Esau, K., Anatomy & Ssd 2nd ed.,
Uiley. (Beck)
- -
468. Introduction go Bycoloqy. Biol. 105 or Biol. 112
(or the eqnivalent), or (preferably) Bot. 207; or
permission of instructor. 141. (US).
The principal themes of Botany 468 are the ccnparative
and functional morphology and the taxonomicevolutionary
relationships of the tajor groups of
fungi. These include the slime molds (Hyxomycetes),
chytrids (Chytridiomycetes), water molds and downy
mildews (Oomycetes), and bread molds (Zygomycetes) as
sell as the Ascomycetes and Basidiomycetes. The two
latter groups contain such organisms as the yeasts,
many important animal and plant parasites, and the
mushrooms. The lectures also include topics in fungal
physiology, genetics, and ecology, and on the relation
of fungi to man (plant pathology, edible and poisoncus
mushrooms). The course does not deal with medical
aspects of mycclogy or with any specific fungi
pathogenic to humans; however, the groups to which many
such organisms belong are studied. Laboratory work
involves the macroscopic and microscopic study of
representatives of the various fungal groups and is
based on living material as far as possible. It also
provides experience in mycological techniques such as
the preparation of nutrient media and of fungal
material for microscopic examination. Each student does
a project involving the isolation of a variety of fungi
from their natural substrates, growing then in pure
culture, and identifying them to genus. 4 kit
containing minor items of equipment and supplies for
laboratory is available from the Chemistry Service
Unit. No laboratory notebook is required. Because
Botany 468 is given during the winter months, field
work is not an integral part of it. However, aeather
permitting, an optional trip is scheduled near the end
of the course in order to observe early spring
mushrooms and other fungi in their natural habitats.
Several quizzes and three examinations are held during
the term. The examinations are two to two and one-half
hours long and include both written and practical
parts. Final grades for the course are based on, the
quiz and examination scores and on the results of the
laboratory project. A textbook, Ale~iopoulos and Bias*
Introductory K~coloq~, and a feu other sources are
utilized for assigned readings. [Shaffer)
-- ---
483. Plant Hormones. Botany 281 or 481 or the
equivalent; organic chemistry strongly
recommended. (4). (NS).
This course covers the follovirg topics in the
lectures: the hormone concept as applied to plants; the
natural plant homones; pathways by which hormones are
synthesized, stored as inactive forms, and broken down;
mechanisms of action of plant hormones at target sites,
plant hormones at work in developmental processes, and
uses and misuses of plant hormones i n regulating giant
development. In the labs, we isolate native hormones
from plant tissues, run plant hormcne bioassays, and
conduct experiments on the regulaticn of developmental
processes in plants by each of the major types of plant
hormones. The most recent techniques used to study
plant hormones w i l l be employed in the labs. Exams
include two lecture midterms and TWO lab practicals.
(Kaufman)

!@j& Desoarab Background in ecology and
population biology and permission cf instructor.
(3). (NS),
Plant Demography is an advanced introduction to the
population biology and ecclogical dynamics of plant
communities. Topics covered include: the dynamics of
seeds in soil; germination and emergence; population
structures of ccmpeting individuals in the greenhouse;
agricultural field; _ and the wild; mortality:
reproduction (both sexual and vegetative), pollination,
and dispersal; and the effects of environmental
variance, unpredictability, and heterogeneity on the
above life history events. A background in ecology is
desirable. The lecture meets twice a week. Participants
nrite weekly short essays during the beginning of the
term and a ledger paper at the end 02 the term.
(Rabinowitz)
130. hnimal Behavior. i3). fNS).
--- ---
Animal Behavior provides an introduction to the
behavior of aniials in their natural world. Behavior is
viened as a set of ecclcgical strategies used by
animals in scrvival and reproduction, shaped by
evcluticuary history and natural selection. Sexual
behavior, soci a1 organization of individuals and
gronps, communicat.ion, aggression, learning, and the
perceptual world of animals are identified as solutions
by animals to their ecological needs. A l l groups, of
animals are ccnsidered; lost examples of behavior are
of birds and mauaals. The course invclves lectures, and
extensive use is made of slides and movies of animals;
a midtcrm and a final exaa are scheduled. [Payne)
-- -
252. Ccmparati-de Evcluiicna~~ Biolmv of Vertebrates.
Biol. 112 and 114 for the equivalent) . (4). (MS).
Zoology 252 teaches the corparative method of science,
and it is applied to a bide variety of structural and
functional characteristics of ~ertebrate animals. The
course begins with a description of the com~arative
method and several lectures on evolutionary,
speciation, and phyloqenetic theories. The remaining
tiio-thirds of the course are devoted to examples. This
forasat has prepared pre-professional students in the
medical sciences for &any years. There are three
lectures and one laboratory per week. The laboratory is
a practical experience in either the theory developed
in lecture or a real life example, A good introductory
biology course is the cnly reguirement. There are
several lecture examinat.icrs and at least one final
laboratory examinat ion. (Myers)
- -
325- Principl~ a &&&I!&&o
loay: Lecture. Biol.
112 and 114 (or the equivalent) and a year of
chemistry. (3). (NS).
s
This course is an introduction to the physiological
view of animals and emphasizes zoological rather than
human aspects. The course uses evidence from different
qroups cf organisms to idertify the general principles
of functional mechanisms. It also considers variations
in these mechanisms as related to the requirements of
the animals but does not attempt a phyl0geDetic survey.
The course is intended for concentrators and premedical
students in their sophcmore, jnnicr, or senior
years. Prospective animal physiologists should consider
electing Zoology 421, 422, or 428--these courses cover
more limited areas in greater depth. The subject matter
includes metatolism and tetperature regulation, water
and icn balance and -excretion, digestion, respiration
and circulation, and the nervous system and
integration. There are three one-hour lectures a week,
three one-hour examinaticns, and a final exam.
Supplementary reading in the underg?aduate library is
recommended. (Dcneen)
- p--
326. Animal Ph~siology &aboratogh Concurrent
enrollmentin 2001. 325. (1) . [US) .
The exercises in laboratory deal (usually concurrently)
with topics covered in the lecture. the laboratory
meets for one four-hour session a week. A report on
every exercise is required. Host reports are short [two
to three pages) and attempt to answer specific
questions. Two full-length reports are also required.
Students choose which exercises to write up in full.
Zoology 326 must be taken concurrently with Zoology
325. Students who have taken or intend at a later date
to take Zoology 325 w i l l not be admitted tc Zoology
326. The English Composition Board (BCB) has approved
Zoology 326 as a Junior-Senior writing course for
Hinter Term, 1981. (Doneen)
Hist010q~~ zool. 3Sf or the equivalent. (5) WS) -
In this course students exanine the relationship
between structure and function on the uicrcscopic
level. Tissues, organs and organ systems from selected
vertebrates are studied microscopically. The student is
introduced to histological techniques and gains
practical experience in slide preparation. The course
teaches histology aud microscopic anatomy of selected
animals and is related to courses in comparative
anatomy, embryology, -and physiology. There are three
lectures each week and six hours of laboratory each
week divided into two three-hour sessions. Entollment
in lab sections is limited to twelve students per
section. A histology textbook and a laboratory manual
are used. Each student prepares a modest research
project during the term. This involves supplementary
readings, preparation of tissues for histological
study, a brief written report, and ocasionally an oral
presentation of observations and results. Two lecture
examinations plus the final exam are given. Students
must also take two or three practical lab exams and
must submit histolcgical drawings for grading. Short
quizzes are given at the discretion of the lab
instuctor. (I-oewenthal)
%& Etholo~y. Biol. 112 and 3 $4 (or the equivalent)
and one additional course in zoology. (3). (NS).
The objective of this course is to acquaint students
with the subject of animal behavior, All types of
behavior are Considered; both vertebrate and
invertebrate examples are utilized. The course
approaches behavior from a zoological vienpoint;
emphasis is placed understanding the nethcds of
investigation used Oin the study of animal behavior.
Consideration of physiological mechanisms is gi?enà as
well as discussion of the evolutionary framework in
which behavior patterns are selected. The course is
divided into tso sections. In the first section, the
types of factors which affect behavior are discussed.
During the second part of the course, functional
categories of behavior (feeding, crientation,
agonistic, sexual) are discussed with an enphasis on
bringing together as many factors as possible in an
attempt to understand the control (both proximate and
ultimate) of these behaviors at all levels. Although
Biology 112 and 114 or equivalent is required, it would
be best to have at least one of the following three
areas before taking the course: genetics3 ecology, or
neurophysiology. Students who wish to obtain a more
complete background should plan to take Zoology 484
and/or 475 either before or after taking Zoology 476.
Methods of instruction: (1) lectures are the primary
means of instruction; (2) a text is also utilized, as
are outside readings; (3) films are used to illustrate
behavior patterns occasionally; (43 there is a midterm
lecture exam and a term paper, as well as a final exam.
(Hazlett)
- 477. --- Laboratory in Animal Behavior. Prior cr ccncurrent
enrollment in Zool. 475 or 476; and permission of
instructor. (2). (NS).
The objective of this laboratory course is to give
students first-hand experience with observing animal
behavior and in measuring the behavioral effects of
experimental treatsent of animals. In addition,
considerable attention is given to the design of
experiments by the students. & variety of animals are
used as subjects--vertebrate, invertebrate,
terrestrial, and fresh-water. & variety of behavior
patterns are studied in the experinents, ranging from
simple orientation movements to complex social
behaviors. About one quarter of the coarse is devoted
to individual research projects which the students
design themselves. The English Composition Eoard (ECB)
has approved this course as a Junicr-Senior uriti-ng
course for Sinter Ten, 1931. (Hazlett)
----
563- Birds of the ForIda Sixteen hoars of zoolcgy and
persission of instructor. (3).
The objective of the course is t o acquaint students
planning to work in the field of ornithology nith the
biology, evolution, and literature of the faailies of
birds. The course begins with a review of. avian

anatomy, after which the ~a jor group of birds are
studied with emphasis on biology, adaptive raidiation,
covergent evclction, and zoogeography. Two laboratory
periods are held per week, each preceded by an informal
lecture. Study skins, skeletons, and the basic
literature are available in the laboratory. No text or
lab equipment is required. Students must write one tern
paper; two lab exams and a final examination ail1 be
given. In addition to the sixteen hours of 'zoology,
preferably including courses in ornithology and
vertebrate anatomy, required to elect this course,
students must obtain permission of the instructor for
an override. (Storer)
-- 108. -- 2.5 General ---- Chemistry: ------ Chem. 1C7. (3). (NS).
This course is a continuation of the 2 1/2 term
sequence 107-1C8-109 which began with Chemistry 107 in
the Fall Tern, 1980. It is restricted tc students who
have already tegun the sequence. Ccntent is roughly
narallel to the second half of Chenistry 123 and the
first half of Chetistry 126. Scme laboratory work w i l l
be included. [Hallada)
123. General sg Inorua~ic ~ g g & structure ~ ~ &
Hatter. Three years cf high school matliematics or
mathematics through 105. f3). (US). .
Chemistry 123 is the first term chetistcy course in the
(123 or 124)/12£/12 sequence. Chemistry 125 and 126
are taken second senester. Chemistry 123 consists of
three lectures and an opticnal help session with the
professor per neck, plus one discussion session with a
teaching assistant. Topics covered include
stoichicnetry, periodic properties, gases, quantum
theory, electronic structure, ccvalent bending, organic
chemistry and nuclear cheuistry. There are three onehour
examinations (Tuesday nights) and a final
examination fas listed in the Sinter Time Schedule).
GL ~eneral apj &ggggs& chenistr~; Laboratory: To be
elected ty students tho have coapleted Chem. 123
or are eligible for (or enrolled in) Chem. 124.
(2). (SS) ,
This course is a part cf the (123 or 124)/125/126
sequence and is inten3ed tc be elected with Chemistry
124 (in the 1241126 sequence) or with Chemistry 126 [in
the 123/126 sequence). The format consists of one
lecture and cne four-hour laboratory each week.
Computer simulations impleirented on the Connodore PET
microcomputer are used t c supplement the experiments.
Part of the last hour of tte laboratory period is used
to discuss the laboratory work just completed. Special
emrhasis is Tiaced on quantitative measurements,
inferences f rcm experimental observations, and
properties of inorganic substances. Topics .include
yravimetric and volumetric analysis, equilibria,
thernochemistry , kinetics, synthesis and qualitative
analysis. There are two ore-hour examinations {Tuesday
nights).
--- -- ------- ---
126. General and Inorganic Chemistryflhemical
-- Dynaaics. Chem. 123 or 124; prior or concurrent
enrollment in Cheat. 125. (3). (NS).
This course is a continuation cf Chemistry 123 or 124
and should be preceded or accompanied by Chenistry 125.
The course bas three lectures and one discussion per
week. Topics include thermody~amics, kinetics,
equilibria, electrochenistry and coordination
chemistry. There are three one-hour examinations
(Tuesday nights) and a final examination as listed in
the Winter Time Schedule.
1% Honors General gg$ suantitative Anal tical
-- Chemistr~~ Chem. 1Q6 .or 124 and.72; and
permission of instructor. (5). [US).
This course is a continuation of Chemistry 196 and is
part of a tuo- term sequence for very well prepared
science students. Almost all of the students in the
Chemistry 196- 197 sequence are in the Houors Program.
Analytical chemistry is en~hasized in Chemistry 197.
Topics include statistics, chemical equilibrium {weak
acid-base, complexation, solubility), potentionetry,
phase equilibrium and chrcaatoqraphy, optical methods
of analysis, and radioactive and kinetic nethods of
analysis, three lectures and two laboratory periods per
week. Ueekly short quizzes are given (12 total of which
the two lowest for each student are omitted in the
final total) in lieu of exams; no final exam. the text
is Chenical Separations and Eeasurements by Peters, et
al. A laboratory manual is also required and is
available through the Chemistry Stores dispensing
window on the Chesistry Building loading dock.
- 2& General gnJ Orqanic Chemist~v: U~qetics &
Properties of flatter- Chem. 120. (4). (NS).
-
Chemistry 220, a course for Inteflex students, is an
introduction to organic chemistry with an emphasis on
acidity and basicity, and correlations between
structure and reactivity in organic molecules.
Reactions of organic C O B ~ O U ~ ~ are S explored by
examining different reaction pathways, and reaction
intermediates. The course is usually folloaed by
Chemistry 221. The course consists of three lectures,
and one discussion session per week. Student progress
is evaluated by three hour examinations and a final
examination.
-- 225. Oruanic Chenistr~. Chem. 126 cr 197 ox 348. (4).
(NS) *
This course is the first of a two term lecture sequence
in the basic ptinciples of organic chemistry. It is
elected by preprofessional students and by some
chemistry concentrators. Chemistry concentrators are
encouraged to elect Chemistry 294/295 (Honors) ;
Inteflex students elect Chemistry 220/221. Chemistry
225/226 requires skill in spatial relations, the
ability to organize information carefully and the
ability to recognize important concepts. Chemistry 225,
which establishes the conceptual framework upon which
Chemistry 226 is based, describes the relationship
between structure, energy and chemical reactivity.
There are three lectures each week and a one-hour
discussion. The course grade is determined by a
student's scores on three one-hour examinations and a
final examination.
z& Orqanic Chemistrv. chem. 225; and ccncurrent
enrollment in Chem. 227. (3). [BS).
This course is a continuation of Chemistry 225 and
emphasizes functional group chemistry. Some attention
is given to biochemistry and to the chemistry of
natural products, especially the chemistry of
carbohydrates and proteins. The course format is three
lectures each week, and the final grade is based on
three one-hour examinations and a final exaitination.
--- 227. Oruanic Chemistr~ labor at or^^ Chee. 225. (2)
ms).
This course is a one term introduction to organic
laboratory" techniques and. enables students to
experience organic chemistry as a real science.
Chemistry 227 is elected concurrently with Chemistry
226 and reinforces concepts developed in Chemistry
225/226 lectures. Bet chemical methods are enphasized,
but there is some opportunity to identify organic
materials or components of mixtures with the help of
spectroscopic information (IE and SEE). The course
grade is based upon laboratory work and written
examinations.
z& Oruanic ghemistrv- Chea. 226 and 227. [2). (8s)
This course is a one term organic laboratory coarse
which introduces students to certain synthetic and
manipulative techniques not taught in Chemistry 227.
Course topics include gas chrcmatography, thin-layer
chromatography, gas-liquid phase chrctatcgraphy,
infared spectroscopy, reactions run in inert
atmospheres and distillation under reduced pressures.
The course also includes instruction and practice in
the use of the chemical literature. The f inal grade is
based on laboratory performance and written
examination.
a 22& Honors grqanic Chemistr~. Chem. 126 or 197 or
348, Math. 116 or 186, and pe'rmission of instructor
are prerequisites to Chea. 294; Chem.
294 and permission' of instructor are
prerequisites to Chem. 295. (5 each). (US).
laboratory fee.

Only Chemistry 295 is offered Hinter Term, 1981. See
Chemistry 225/226/227/228 for a general description.
ms Princinles of Chemical gnstrumentation. Physics
240 and 241. (3). (BE).
This laboratory course introduces the student to the
subsystems employed in aany modern chemical
instruments. Three ma jor areas are surveyed: signal
conditioning electronics, transducers, and dispersive
devices. The electronics section offers a qualitative
introduction to the operation of sclid-state devices,
with the emphasis on the use of 1C op amps and random
logic to perform simple, but powerful, instrumentation
functions. The transducers employed include the most
common temperature, pressure, light intensity and
electrochemical systems. The devices are imbedded in
simple systems, designed tc emphasize their response
functions rather than to ~aximize chemical utility. The
dispersive devices considered include monochromators,
microcomputers, CW EKE spectrometers and
chromatcgraphic columns. Again, system response, rather
than chemical application, is the major focus. Although
some lectures are provided at the beginnin9 of the
course, the enphasis is or laboratory work. The course
meets for two four-hour periods per week. Written
laboratory reports are required. In most offerings of
the course, there m i l l be uritten aid-term and final
examiua tions. #
-- 319. -- Independen2 stud^. Chem. 126 or 197 or 348; and
permission of instructor. [l-4). (Excl) . [INDE-
PENDENT). Nay be elected for a total of 4 hours
credit.
Research in an area of interest to, and supervised by,
a Departmental faculty memter. Bxact details such as
nature of the research, level of involvement of the
student, credit hours awarded and criteria for grading
are individually deteruired in consultation with the
faculty member.
- 346. Quantitative -
hnal~s&~ Chem. 126; organic
chemistry is recommecded. (3). (US).
This course in analytical chemistry is designed for
nonchetistry concentrators and is elected primarily by
zoology, medical tecbnolcgy, microbiology, and other
hiologicai and health science oriented students. The
sukject matter of the ccurse is based on the practice
of quantitative analytical chemistry which consists 02
a sequence of four basic operations: (1) selection of a
representative sample; (2) preparation of the sample
for measurement (which frequently involves physical
separation) ; (3) measurement of the desired
consti tuent; and (4) calculation, evaluation, and
interpretation of the data obtained in terns of the
objective for which the analysis was done. The lectures
in the course emphasize the theoretical and practical
fundamentals underlying (1) important types of solution
equilibria including acid-base, complexgtion. and
redox: (2) separation approaches including
precipitation, chromatography, and extraction; and (3)
1 measurement techniques including methods fcased on mass.,
chem~cal reactivity (e. g., titration), and electrical
and optical properties. The manner in which these
concepts and prcccsses are applied to obtain useful
information atout the ccipcsiticn of materials is
considered, including the rroblem of sampling and the
statistical evaluation cf analytical data. The course
qrade is usually based on ~erfcrmance in the best ten
of thirteen weekly thirty minute examinations. Three
lectures per week.
- 347. gaerimental --- ---- Nethods & guarititatks &iti&y&
Prior or concurrent surcllment in Chem. 346. (2).
(US)
One lecture per week with two laboratory meetings per
week. Work is self-paced on an individual and/or group
basis. s Experiments include the use of
spectrophotometers, gas chromatographs, indicator
methods, and ~otentiotetzic metbcds involving pH and
ion-selective electrodes, A laboratory manual is
required and is available through the Chemistry Stores
dispensing window on the Cheiistry Building loading
dock-
348. Quantitative Analytical Chemistrv. Chem. 125 and -
126; or the equivalent. (4). (US) -
Chemistry 348 is identical to 197 and is elected by
students with advanced standing or credit for Chemistry
123 (l2t), 125, 126 or its equivalent fcr 4 credit
hours. Analytical chemistry is emphasized in Chemistry
348. Topics incl ode statistics, chemical equilibrium
(weak acid-base, complexa tion, solubility) ,
potentlometry, phase equilibriua and chromatography,
optical methods of analysis, and radioactive ami
kinetic methods of analysis. Three lectures and two
laboratory periods per week. Weekly short quizzes are
given (12 total of which the two lowest for each
student are omitted from the final total) in lieu of
exams; no final exam. The text is Chenical Separation
- and Heasaremene by Peters, gg a. A laboratory manual
is also required and is available through the Chemistry
Stores dispensing window on the Chemistry Building
loading dock.
365 fZ6SI. Princi~les a physical Che~istry. Chem. 126
or 196; Physics 140 and 141 or 190; and prior or
concurrent enrollment in Hath. 215 or 285. (4).
(83).
The main topics of physical chemistry are presented in
a manner slightly less rigorous than that ei~loyed in
the Chemistry 468-469 sequence. Chemistry 365 is
recommended for students interested in a one-term
physical chemistry course. The topics are the kinetic
theory of gases, the first and second laws of
thermodynamics and their application to chemical and
phase equilibria, solutions, and kinetics of chemical
reactions.
Honors Physical Chemistry Laboxaton. Chem. 197,
300, or 348, and prior or concurrent enrollment
in Chem. 397. 12). (Xi).
The course has two principal objectives. The first is
to acquaint the student with the labciatory aspect of
physical chemistry in order to give a different
perspective to the theoretical concepts discussed in
the basic lecture course. The second is to ii~rcie the
sophistication of the student with resgect to the
nature of physical aeasuremeats, the errors associated
with the measurements, and how these errors may be
treated in a systematic fashion.
--- 392. Honors --- Physical Chemistrv Laboratorv. Chem. 391.
(2). (8s).
Chemistry 392 is a continuation of Chenistry 391 with
more advanced experiments. These expariments are often
less structured than those in Cheaistry 391 and thus
offer a greater opportunity for individual initiative.
36. 397- Uonors Physical Chemistr~ Chem. 226 and 227,
or Chem. 295; Hath. 21Â or 286, Phys. 240 and
241; and permission of instructor or chemistry
honors adviser are prerequisites to Chem. 396;
Chem. 396 and permission af instructor are
prerequisites to Chem. 397. (4 each) . (US).
Only Chemistry 397 is offered Winter Term, 1981. The
second of a two- semester lecture sequence in physical
chemistry primarily for students in Honors Chemistry
degree programs. General scorn*: the study of matter
from a microscopic viewpoint. Specific topics: kinetic
theory of gases; statistical thermodynamics; chemical
kinetics; quantum chemistry; molecular structure and
spectroscopy; crystallography.
-- -
399. Honors Introduction to Research. Permissicn of a
chemistry'concentration adviser and the professor
who w i l l supervise the research. (1-3) . (Excl) .
(INDEPENDENT). Hay be elected for a total of 4
hours credit during junior or senior year.
Same as Chem. 319 except that Chem. 399 is the honors
degree equivalent. Elected in the junior or senior
year, this course culminates in the senior thesis, a
requirement for the honors degree.
3% Inoraank @emistry. Chem. 197 or 348. or 346 and
347, and prior or concurrent enrollment in Chea.
469. (3). INS).
The purpose of this course is to acquaint the students
with the development and use of the various theories,
concepts, and models currently in vogue in inorganic

chemistry. Descriptive chetistry w i l l also be discussed
systematically. Students w i l l be expected to read the
appropriate chapters in the text as well as various
additional selections ftcm reserved bcoks in the
Chemistry Library, Little hcmework w i l l be assigned
formally, tit questioning during the lectures is
encouraced. Grades w i l l be based on two-mid-term exams
and a final exam. Text: .& Introduct&g Q &nsggg&
Chemistry, 1st edition, by Purcell and Kotz. Saunders,
1980.
-- 413. --- Inorsis Chemistry laboratory^. Prior or
concurrent enrollment in Chem. 403. [2). [NS).
Chemistry 413 is designed to introduce the student to a
variety of inorganic preparations and techniques,
including high temperature solid state reactions,
vacuum line techniques, electrochemical syntheses, air
exclusion techniques, ~hotochemical preparations,
maqnetic susceptibility, and Bass spectral
measurements. Conpounds prepared range iron organotransition
metal derivatives, classical coordination
complexes, aagnetic' solids, Levis acid-base adducts,
and main group compounds. Toward the end of the term,
short research prcjects ray be undertaken. Text: R. 3.
Anqelici, =gihgz& &gd Technique i2 Inorqanic
Chemist 11.
aemical Literature g@ Zgientific &&i~g: Prior
or concurrent enrollrent in Chem. 468 or 396; or
469 or 397. (2). (Fxcl).
This course, newly offered, deals with the chemical
literature in tcth the narrcw and the broad sense.
Topics fill include: rethods and limitaticns of
information storage and retrieval; scientific writing;
and, to a lesser extent, the history of science and the
impact of science upon society. Six term papers w i l l be
required. The course is intended for Chemistry
concentrators and is the crly one in this Department
which nay be used to satisfy the English Composition
Board (ECB) Junior-Senior Writing Requirement for
winter Term, 1981.
-- 425. pualitative Qgsgis &nalysi~= Chem. 228 or 295.
(5). (NS) .
This is a course in the systematic identification of
organic com~ounds by chemical and spectroscopic
methods. Two lecture periods per week; heavy laboratory
committment. The laboratcry gives experience in
separation, purification, and characterization of
organic compounds. there is heavy use of the primary
chemical literature. A reading knowledge of German w i l l
he helpful. Grade is based on laboratory work,
identification of CCBFOU~~S, and written examinations.
447. Physical jlslo& gi A~!glysis. Chem- lq7 or 348,
and 225. (3). (NS).
The objective of the ccdrse is to acquaint students
with the conceptual and nethodological principles of
contemporary analytical chemistry, beyond the level to
which the students have been exposed in Chemistry 197
or 348, and to introduce the students to the
utilization of these principles in solving the types of
problems which are currently of interest in chemistry
and allied areas. The course meets three times per
week. Duplicated lecture outlines and illustrative
material for each topic are distributed. Sets of
numerical and other probleirs are assigned periodically;
these are intended as a review and self-help mechanism
and ace not ccllected, hut solutions and answers are
distributed. Tl-e lectures generally emphasize the
following: theoretical tasis of the teasurement and
separation technics used in contemporary analytical
chemistry; application of these technics to the study
and solution of importart classes of problems in
science, e. g . , ascertairment of compos.ktional
in forma tion, evaluation of interaction between chemical
species and determination cf molecular structure; basic
features of tte instrunentatior. used (details of
instrument construction and operation, in so far as
they should be covered, are left to other courses such
as Chemistry 300 and 448). The treatment of an area is
commonly unified with specific technics being used as
illustrative examples, e.g., in photometry, which can
be conveniectly treated fret a general approach, flame
photometry, atcnic absorrtion, euissicn spectiroscopy
and x-ray fluorescence are briefly considered in a
review of the origins of srectra as an example of means
for determining elemental composition with differing
independence of matrix composition. Chemistry 447
provides a good opportunity for the students to
synthesize their previous experience and knowledge of
chemistry, physics and matheaatics into a coherent
approach to the study of cheaical species and systens,
and to the resolution of chemical problems. The current
text is Chemical Instrumentation, 2nd edition, by
Strobel (Addison-Wesley) . References to pertinent
material in other books are provided; these bcoks are
placed on reserve in the Chemistry Library.
448. Physical ----
Kethods Laboratory. Chem. 300 and prior
or concurrent enrollaent in Chem. 447. (2). [NS).
Chemistry 448 provides "hands-onn experience with a
variety of modern analytical instruments and the
chemistry vfaich supports them. Procedures of importance
in such areas as pollution control or clinical analysis
are used to illustrate the application and operation of
most instruments. Techniques employed nay inclnde UTvisible
spectrophotometry, fluorimetry, atomic
absorption spectroscopy, Eaman spectroscopy,
eiectrophoresis, gas chromatography and polarography.
An introduction to computer-aided experimentation is
provided. Written reports are required for each
procedure carried out. There are no midtera or final
examinations.
g s
Phvsical urnistry. Phys. 240 and 241, Bath. 216,
and prior enrollment in three terns of chemistry.
(3-4). (NS).
This course is the first of a two-term lecture sequence
in physical chemistry (Chemistry 468 and 469). The
course is normally elected by students in programs
requiring two semesters of physical chenistry, such as
Chemistry, Chemical Engineering, Cellular Biology, etc.
Graduate students elect Chemistry 468 for three (3)
hours credit. (A one-semester treatment of physical
chemistry on a somewhat lower level is given in
Chemistry 365.) The topics covered in Chemistry 468 are
the properties of gases, equations of state, the laws
of thermodynamics and their application to chemical and
phase equilibria, the thermodynamics of solutions and
of electrochemical cells.
--- -
469- Physical Chemi~tr~~ Phys- 240 and 241, Rath. 216,
and prior enrollment in three terms of chemistry.
(2-4). (SS) .
This course is the - second of the regular two-term
sequence in physical chemistry (Chemistry 468 and 469).
The topics included are the kinetic theory of gases,
statistical therfflodynamics, chemical kinetics,
crystallography, quantum chenistry, molecular
spectroscopy and molecular structure. Engineering
students may elect the first half of Chenistry 469 for
two (2) hours credit; graduate students elect the full
course for three (3) hours credit.
a Phvsicochemical Reasuremen&& Chem- 197 or 348, or
346 and 347, and 468. If advanced standing is
granted for part of the work, Chemistry 481 nay
be elected for one hour credit with peruission of
instructor. ;2). (NS).
The course has two principal objectives. The first is
to acquaint the student with the laboratory aspect of
physical chemistry in order to give a different
perspective to the theoretical concepts discussed in
the basic lecture coarse. The second is tc introve the
sophistication of the student with respect to the
nature of physical measurements, the errors associated
with the measurements, and how these errors may be
treated in a systematic fashion. Prerequisite:
Chemistry 468; the course should be preceded or
accompanied by Chemistry 469. =: Shoemaker &
Garland, Experiments PhvsicaA Chemistrl, EcGraw-
Hill, 3rd Ed.
---- 482. Physicochem& Measurements. Chem. 300 and Chen
481. If advanced standing is granted for part of
the work, Chemistry 482 may be elected for one
hour credit with persission of instructor. (2).
INS1 -
Chemistry 482 is a continuation of Chemistry 481 with
more advanced experiments. These often are less
structured than those in Chemistry 484 and thus offer a
greater opportunity for individual initiative.

20 / CLASSICAl STUDIES
Classical Studies
is based on a written final examinatioz, or on a
midterm examination and a final term paper. {Pulgram)
Classical
tDivisicn
222f3221/Hista
Archaeolooy. (4). (BU).
--me-
ias Introduction & &?g&g
TKis course serves as an introduction to the
civilization cf Etruria and Bone. Emphasis w i l l be
given to art and architecture. The rise and fall of the
Boman Empire as far as it can be documented in the
archaeological record w i l l be our main study and
eL8~ha~i.s w i l l be placed on the development of the city
of Hone as an urban center. Individual topics to be
examined include the cities and cemeteries of Etruria,
the origins of the city of Rome, the typical Boman
town, Rcman architecture (palaces, ports, aqueducts,
roads, baths, amphitheatres, circuses), sculpture,
mosaics, wall painting, an6 portraiture. There are no
prerequisites for the course. The fornat of the course
consists of three illustrated lectures per week and a
discussion sectin. The requirements are a midterm and a
f ina l examination which w i l l include material covered
in the lectures . (Albertscn)
422/Hist. of &J azA ftruscan =d A rchaeol~~
Class. Arch. 221 or 222; or permission of
instructor. (3). (HU) .
This course traces the development of Etruscan
civilization thzouqh its art and architecture from its
rise in the 7th century B.C. to its decline throughout
the Rellenistic period (down to c.31 B.C.). The
discussion of painting, -sculpture, architecture, and
minor arts is organized toth by period and by locale.
For example, within each ffajor era cf development, such
as the archaic 6th century, tte art of Caere would be
compared with that of Tarquinia in order to discern the
distinctive characteristics of the art and architecture
of each major Etruscan territory while also tracing
influences of one area upon another. The evidence of
the artefacts forms the basis for discussion of the
socio-economic conditions, religious and turial
practices, and historical events of Etruscan
civilization. The course material is presented
primarily in slide illustrated lectures; whenever
possitle, Etrcscan cbjects in the Kelsey Huseum and The
Detroit Institute of the Arts are used. (Albertson)
433/Kist% a &t 433. Greek zgglpture. Kist. of krt 101
or peruission of instructor. (3). (HU).
The course follows the develcgment of Greek sculpture--
both in the round and relief--from the renaissance in
the late 8th century B.C. through the various phases of
experimentation in the 7th and 6th centuries to the
high points in the 5th and 4th centuries. Standing male
and female figures are the principle types followed,
with increasing attention given to architectural
sculpture culminating ir the majestic programs
decorating the Temple of Zeus at Olyinpia and the
Parthenon in Athens. Stylistic analysis, formal
developsent, interpretaticn as social and artistic
documents. (Pedley)
---- Classical Linqui~tics IDivision a
504/~om. Linq. 504. History & the latin Lanauaae
-- 1-600 A.t. Latin 221 or the equivalent. (2).
(EU) .
This course traces the history of the Latin language
from early Imperial Rome to the late Latin that merges
into the Rciance languages. Special emphasis is given
to phocology, morphology, syntax, and the lexicon as
sell as to the kind of usage that reflects the spoken
language iccludinq local and social dialects. The
prerequisite is a reading kncvledge of Latin
(equivalent to the proficiency attained at the end of a
one-year course in college). The texts to be read, and
co~nentaries, are contained in an anthology: students
are also provided with a bibliography of works for
outside reading and homewozHa a number of which are
placed on Graduate Besene in the Library. The course
is conducted çit lectures and discussion- Evaluation
--- el em en tar^ Courses
- 102- --- Elementar1 Greek* Greek 101. 80 credit granted to
those who have completed 103 or 310. (4). (FL) .
Greek 102 is the second semester cf the elementary
ancient Greek sequence and requires that the student
has already taken Greek 101 in the Fall Term. Students
who wish to begin Greek in the Winter Term should elect
Creek 103.
*
-- 703. ---- Intensive Elementary Greek. Permission of
instructor. No credit granted to those çh have
completed 101, 102, or 310. (5). fFL).
In order to provide a nore flexible program for
students who desire to study ancient Greek but who have
been unable to begin the regular course sequence in the
Pall Term, the Departaent of classical Studies plans to
offer a winter-semester intensive course in beginning
Classical Greek. This course is designed tc cover all
of Greek grammar and the rudiments of reading, and to
prepare the beginning student to enter the regular
second-year reading course in the Fall Term or an
intermediate course in the Spring or Summer Kalfterm.In
view of the large amount of mateiial to be
covered, the course nil1 meet five days a week for one
hour, with a supplementary open study session
available. Additional materials for summer study and
review w i l l be provided at the end of the term to help
students prepare more fully for Greek 301 in the fall.
(Henderson)
--- Advanced -- Courses
-
489/ABS Letters of Paul in Greek. Permission of
instructor. For undergraduates and graduate
students. (3). (HU).
In this course Paul's letter to the Bonans is read in
the original language with a line-by-line discussion in
class of the first eight chapters of the text, its
language, .thought (theology), and historical
background. The edition of the text used is Sestle-
Aland, s m Testamentum Graece (American Bible
Society) , available at Ulrick*~. G. Bornkaam, E*,
w i l l also be read. In addition, there w i l l be a 10-15
page paper on a topic related to Romans and a final
exam focusing on translation of the gospel. (Bailey)
-
- Latin Lanauaae and Literature fDivision 411)
Elementar Courses
Two convictions are basic to the @lementirY Latin
Program of the Department of Classical studies: (1) it
is possible for every able-minded Eerson to master the
basic facts of a foreign language and (2) the learning
exnerience leadina to such a masterv is a nrivileae
that is very specifically human and ought to b e most
satisfying. Essential grammatical facts are taught, and
a knowledge of these facts enables students to
understand Latin written by the famous authors cf the
Golden Age. Students acquire a working vocabulary and
demonstrate understanding of the reading by writing a
readable translatica. Since at least 50% of the
vocabulary of an educated speaker of English is Latin
in origin, English, Improves as Latin stems and
derivatives are learned. The program normally takes
four terms to complete. A placement test may be taken
at the beginning, middle, or end of a term, and a
stuaent may succeed in placing out of cue or tore
courses in the introductory sequence.
In the first two terms, students may in ccnsultation
with a counselor choose between regular and Study
Center sections. The Study Center sections meet the
sane standards and carry the same credit as the regular
Latin IOl/l52 and prepare stuaents for subsequent

enrollment in Latin 231/232. However, these sections
differ from regular Latin 101/102 in several respects.
(1) The essentials of the language are presented both
in proggamised form and tkrough a coordinated texhook.
Stndents are expected to prepare assignments in the
program for each class, and class time is spent in
applyinq infor~ation gained through the program to new
problems elicited from the text. The program is
available in bock form, an5 no investmert in program
machines is necessary- 12) A special feature of the
course is frequent testing both self-administered and
Study Center administeredà Each student is provided
with the means for self-evaluation cf personal progress
in the course, as w e l l as of progress in the
development cf effective study habits. (3) A s in
reqular Latin '101/102, emrFasis is placed on linguistic
skills and literary-cultural understanding, but in
Study Center sections of Latin 101/102, the amount of
written work is increased. Instructors assume
responsibility for the regular review of basic English
skills such as correctness of expression, punctuation
and spelling. the Study Center is utilized to some
extent by all sections.
-- 101. Elementau Iatin. No credit granted to those who
have completed 103, 193, or 502. (4). [FL).
See int~oductor~ statement.
102. --- Elementarj Latin. Iatin 101. No credit granted to
those who have completed 193 cr 502. (4). (FL).
See introductory statement.
-- 103. Review latin. Some background in Latin and
assiqnment by placement test. Credit is granted
for no more than twc courses frou among Latin
101, 102 and 103. Nc credit granted to those who
have com~leted 193 or 502. (4). [FL).
See introductor~ statement.
l919 Flementary Lg&& ZZA Iatin 193 or the equivalent.
Nc credit granted to those who have completed
221, 222, 231, 232, cr 503. (4). (FL).
During Winter Term, 1981, this course is jointly
offered with Latin 503. See Latin 503 for the
description. (Ross)
222. V~Z@.& a&e&&gs z&sg &hs Aeneid. Latin 221 or
assignment by placement test. No credit granted
to those who have conpleted 193, 194, or 503.
(4). (TI) -
See introductory statement.
231. - VerqilL Aeneid. Latin, 102 or 103. No credit
granted to those who have comgleted lq3, 194, or
503. (4). (a).
See introductory statement.
Verqil' aeneid. Latin 231 or 227. Nocredit
qranted to those who have comgleted 193, 194, or
503. (4). (FL).
See introductory statement.
--- Intermediate ----- Courses
-- 302. Catullus - a& Cicerc. Latin 194, 222, 232 or the
equivalent. (4). (HU).
The course w i l l provide an introduction to the prose
and poetry of the late Roman Republic (1st Century
B-C,), and is designed for students who have completed
Latin 194, 222, 232, or eguivalent. Class time w i l l be
spent primarily in translation and discussion of
Cicero's speech, Pro Caelio, and a selection of the
poems of Catullus. Occasicral lectures w i l l be given to
set the works in their historical and literary
contexts. Emphasis w i l l fce placed on a further mastery
of Latin grammar and translation skills. There m i l l be
quizzes, a midterm, and final. (Englert)
-- 402. &aperial Prose. Latin 232 or the equivalent. (3).
(H'J) -
A close reading of the first six books of lacitus'
Annals, the historical account cf the reign of the
p-
emperor Tiberius. The course sill focus upon the
reasons for Tacituss increasing hostility to imperial
rule, upon Tacitus* prose style, and apon the degree to
which the historian's own background and experience
colored his interpretation of events of the early Roffian
empire. Supplementary readings it ether ccntemcorary
authors (the younger Pliny and Suetonius) sill enable
us to vies Tacitusq attitudes and accrcach ir a broader
perspective. Paper, midterm and final examinations.
(D8Arms)
--- Advanced Courses
-- --
UlO. Poet= of the Re~ublic and Later Empire. Latin 232
or the eqaivalent. (3). {BO).
The course is designed for students who have completed
Latin 232 or the eguivalent, and w i l l foc-us on the
poetry of Catullus and Horace. Class time w i l l be
devoted primarily to the translation and discussin of
individual poems, but vi11 also include some lectures
and discussion on the general problems of lyric poetry
aud generic composition. Paper, midterm, and final
exam. (Englert) '
4 3 6 f M ~ ~ ~ Bedieval Latin 900-1350 R-Dm TWO
years of college Latin or the equivalent. (4).
(BO) -
A detailed study of an author, period cr genre of later
Mediaeval Latin literature, to ke decided upon in
consultation with students enrolled. Two years of
college Latin or eguivalent. MARC 440/Latin 435 is not
a prerequisite. Kidtern, final and paper. (Bitke)
-- 441. Verqil. Aeneid. (3)- [HU).
This class m i l l read the entire Aeneid, in Latin, and
w i l l address the proTalems of 'Sez92Z9-s ar^tj-s-tr" on the
following levels; meter, gramar. syntax, imagery,
structure, political and religious dimensions, success
and failure. (Uitke)
--- 503. -- Intensive - ReaCiim & Latin. Latin SO2 or
permission of instructor. ?lo credit granted to
those who have completed 194, 221, 222, 231, 232,
or 504. (4). WE.).
During Uinter Term, 1981, this course is jointly
offered with Latin 194. This is a continuation of Latin
193/502, a beginning language course which w i l l have
covered, by the end of the (Fall) term, the essentials
of Latin accidence and syntax, with scme experience in
reading continuous Latin prose [Cicero). This second
tern of this introductory sequence w i l l continue the
reading of prose and w i l l then include the entice
Fourth Book (the Dido book) of Vergil's Aeneid.
Stndents need have taken the first term (Latin
193/502) to enroll in Latin 194/503. Initially there
w i l l be a systematic review of Latin grammar, and
throughout the term attention m i l l be paid to details
of grammar to ensure a coffimand of language necessary
for increasing ease in reading. Therefore, anyone vith
a knowledge of elementary Latin could profit from the
course. In addition to acquiring a foundation for
reading, Aeneid Book IV has been chosen as the main
text to be read because of its inherent importance and
interest as well as for its subseguent importance for
later European poetry and literature, and w i l l be
considered in class discussion as such~not simply as
an exercise in translation. The course, though designed
primarily to serve the neeas of graduate students (in
such fields as history, literature, linguistics) who
find a reading knowledge of Latin essential fcr their
work, is open to undergraduates vith similar needs as
well. (Ross)

22 / CLASSICAL STUDIES
--- ------
- Courses - -- ---
Classical Civilization fDivision 2%
in this division & &a require 9 &~o~ug~~ OA
Greek or Latin. They are i~tended fcr students who have
not had time or opportunity to learn these languages
but who wish to acquire knowledge of ancient
literature, life, and thought, and cf the debt modern
civilization owes the Greeks and Rosans. (In some
cases, these courses may net be elected for credit for
an advanced degree in Classical Studies. Classical
Civilization concentrators and graduate students should
consult a concentration adviser.)
- ----
102. Classical Civilizat&sg 32; zhe Ancient R Q S ~ -& ~
(in Bglish). (4). (KO).
This course is an introduction to the civilization of
Ancient Rome froa the beginning through Early
Christianity [Fourth Century A.D.) and is being offered
by the Department of Classical Studies for students
throughout ISA without kncwledge of Greek or Latin, as
well as the students currertly enrolled in elementary
Greek and Latin classes who wish to supplement their
learning by study of the many aspects of Boman
civilization of which tl's Latiu language is the chief
cultural expression. Three lectures and one recitation
each week. lectures w i l l focus on the literature,
history, philosophy, religion. law, archaeology, art,
technology, science, mythology, economics, political
life, and private life of the Romans. Beadings in
ancient primaiy sources [translated) and in modern
works w i l l be assigned. Fu If ills humanities
Distribution requirements. Professor HcCulloch is the
course coordinator; individual lectures w i l l be given
by professors in the Degartment of Classical Studies
and in other departments. (Hcculloch)
- w i l l be Eomer*s and Oavssex and Eesiodys
Theoaonj. student mastery of the material w i l l be
tested in two aidterms and a final examination. A l l
exams w i l l be objective and/or short answer. (Herbert)
- 472. Roman --- -- Law. Not open to freshmen. (3). (En).
This course acquaints students with the fundamental
concepts of Roman private law, with their origin in the
society and government of the High Rcman Empire, and
with their all-important influence in the de~elopment
of Western European legal theory and institutions. The
course aims primarily to aeet the interests of
undergraduates with a bent toward law as a profession,
bat it is open to all students (except freshmen). This
year we w i l l be experimenting with a direct application
of the American case-law method to the teaching of
Roaan law. Our basic text w i l l be a series of actual
problems from the Boman jurists, which we w i l l discuss
in class; (only as the occasion demands w i l l the
instructor '*fi'll in the gaps" with short lectures on
other relevant legal isaterial. Thus students should
develop a feel for legal analysis and for the
contribution made through such analysis by the Roman
jurists; at the sane time, students w i l l learn Roman
law in a form that w i l l be directly relevant to future
legal studies* Besides the handouts, one general
introduction to Eoaan law (ca. 250 pages) w i l l be
required reading* There w i l l he one hour test en
material covered in class, in addition to the final
examination; one paper (10 pages) w i l l allow the
student to analyze in detail a particular legal
problem. (Frier)
Students w i l l learn enough elements of Greek and Latin
vocabulary to significantly increase understanding of
Enqlish woid formation. This leads, to an improved
ability to understand many unfamiliar words and to
retain them. The class w i l l employ much self-
-. instructl-~i.a-.L- natec-iaL..Altliough the emphasis is on
Greek and Latin elements, the ccntribution of other
lanquages is net neglected. (Sweet)
This course is the sequel to Classical Civilization
371, Greek and BomauSprt and Recreation, but 371 is no
lonqer a ~rerequis-ite fcr 372. The material to be
covered in 372 has been expanded to include various
aspects of Boman daily life as well as qorts. It will
now be offered for four credits, of which three hours
consist oC lectures (often illustrated with slides) and
the fourth hour a discussion section which aeets every
two weeks for tsc hours at a time. Because of the
course's af filiation with the English Composition
Board, three papers are required in addition to short *
quizzes qiven in class and the midterm and final. After
soae introductory lectures or the historical
background, the first part of the course is devoted to
Daily Life in Ancient Fome; topics such as cooking.-
wealthy villas, housing, education, travel, religion.
The middle part of the course covers recreation; topics
like bathing, hunting, love and sex, games and
gambling. The last part covers sports, which includes
qladiatcrs, charioteers, wild beast hunts, theatrical
performances, festivals, and the ancient attitudes
towards sports. In the discussicu sections we read
selections frcn Latin authors in translation, authors
who describe at first hand many aspects of daily life
in Rome in their own day. The required text for the
course is J.P.V. Balsdon, life Leisure 22 Ancient
-- Bone. Lectures in the course are spread between several
faculty members of the Department of Classical Studies.
The English Ccmposition Board (ECB) has approved this
course as a Junior-Senicr writing course for fiinter
Term, 1981. (Humphrey)
Greek Mythology is designed to acquaint the student
with the majos myths and epic cycles of ancient Greece
frcm the creation myths and their Sear Eastern
prototypes through the Trcjan war and the wanderings of
Ulysses. The development of the various myths w i l l be
illustrated through Greek literature and art. The use
and treatment of Greek myths in English literature,
modern psychoanalytical theory and coaparative
anthropclogy w i l l also te discussed. Required texts
I00 fS~eech 100) - Fundamentals of Public S~eakina. Open
to freshmen; seniors by special permissicn only.
Ho credit granted to those who have completed
102. (3). (HO).
This course emphasizes- communication advocacy as a
means of bringing about social change. It is especially
designed for underclass students, and is recommended
for potential lasyers, administrators, businessmen,
public servants, and others who are concerned with
communicating effectively with the general public. Each
week three hours are devoted to small section meetings
which focus on communication principles and application
of these principles to problem-solving in public
speaking settings. Course topics include source
credibility, stage-fright, techniques of persuasion,
propaganda, and ethics. The ultimate purpose of the
course is to encourage more effective communicaticn by
providing students with instruction and experiences
which help them to be at ease before audiences and
which enconrage them to develop and present messages
which have aaxiaum audience impact. (Colburn)
This course is designed to provide students with an
increased understanding of the complex processes
underlying everyday person- to-person communication.
Topics discussed typically include the relation of
interpersonal perception and conmunicatiou, the
creation of interpersonal understanding through
coamunication, the role oE communication in the
development of relationships with others, nonverbal
communication, barriers to communicaticn, the strategic
management of interpersonal interaction, and the
general structure of informal ccsmunicative
transactions. (Shubert)
- 102fSpeech al- Ccmmuuication for Educators. Open only
to students who w i l l be teaching certificate
candidates. No credit granted to those who have
conpleted 100. (3). (HE).
ivailable only to teaching certificate candidates, this
course is designed to develop the communication skills
necessary for effective teaching. Specific units
include general theories of communication, nonverbal
cominunication in the classroom, interpersonal
co~municatiou between teachers and students, lecturing
and public speaking techniques applicable to
educational environments, and facilitating group
communication £o instructional purposes. Course
requirements usually include a midterm, a final

project/examination, a short paper, and three or four
presentations utilizing different teaching techniques.
Approximately equal emphasis is placed on oral
performance ar.3 knowledge of theoretical material. .
(Colburn).
- 201 CJourn. ZQIl: Social Es& of the EaEs fiedia. Open to
freshmen. I and 11. (4).
(SS).
This course is a survey of the structure and norking
process of the broadcasting, newspaper, magazine, and
film industries and includes an analysis of the effects
of these media cn contemgcrary society with special
emphasis given to political and econcmic behavior, '
soc-~al change, and popular culture. Communication 201
serves as an introduction to advanced-level
departtental courses in the various media. One
discussion section per week. There are two one-hour
examinations and a final exasination. A short critical
paper/project may also be required. [Marzclf)
- 202l&ourn. 2021% Freedcm a Ex~ression. Open to
freshmen. (4) . (SS).
~ollowing an historical survey of the English and early
American roots of free expression guarantees, the
course relates such forts of ccntrcl as licensing,
sedition, obscenity, censorship, and secrecy to current
situations. The course seeks to define free expression
today and to show hon that freedom evolved. It is
primarily a lecture course and students are evaluated
on the basis of two short answer examinations plus pne
final take-home examination. The text is Nelson and
Teeter, &a;ap~~rs~~~;d Ccimunicaticns, glus additional
assigned articles in other sources.
[Stevens)
Students w i l l he expected to analyze, design, deliver
and evaluate a variety of persuasive messages as these
might cccus in group, rublic and/or mass media
situations. Course format is a combination of lecture,
discussion and student presentations. (Allen)
290fJour~1 ZQIL* Bgz& Bsjfs Writing: Sophomore
standing. (4). (Excl).
This course, which is a prerequisite for concentration
in ccsmunicatlcn, teaches the fundamental,^ of
journalistic writing fcr newsgapers and general
audiences. The ability tc type is essential. Class
meetinqs include one gereral session each week when
professionals from the media talk about their jobs and
faculty memher~ discuss reporting techniques and
special ties, Laboratories and discassion sessions are
led by teaching assistarts and cover topics such as
journalistic britinq style, news values, writing news
leads, reportin q events, 'covering speeches, information
seeking copy editing and interviewinga Laboratory
sessions are used for writing and for editing in class*
Teachinq assistants also confer with students
individually during the term to discuss student writing
progress. Communication 301 mattes use of computecassisted
instruction. Students are tausht to use
computer tern,iuals for input of written assignmentsa
Periodic perfcrmauce tests are given to determine
student progress in the course. (Baker)
This is an advanced journa3istic writing course and is
required as a prerequisite for a concentration in
journalisie. Successful comgletion of Journalism 3X11 is
a prerequisite for Jourralism 302, and students who
receive a "Cw cr loser in Journalism 301 should consult
a -journalism concentration adviser before electing
Journalism 302. Journalist 302 emphasizes interviewing
practices, and writ.ing assignments lay include general
news reporting, feature articles, interpretative
reporting, and investigative and urban affairs
reporting. The English Composition Board (ICE) has
approved this course as a Junior-Senior writing course
for Winter Term, 1981. (Baker and Staff)
- UO5(Journ- ghg and the kts. Upperclass
standing. (4). (SS).
This course examines the interrelationships between
journalists and artists in various fields including
architecture, art, cinema, dance, drama, literature,
music, photography, and television. The class is
exposed to the viewpoints of various artists and
critics through guest lectures, films, and field trips.
Students are asked to keep a journal record of their
reactions to the works of critics: other course
requirements include a term paper and a final
examination. (Field)
- U06(Journ. Communication Besearch.
Upperclass standing. (4). [SS).
Provides training in research skills relevant to
studies of the impact of aedia on individuals and
society. Topics covered include an introduction to
research methods, an overview of issues and grcblems in
mass media research, an extended examination of the
influence of television and future idevelopments in
media research. In addition to lectures and
discussions, students w i l l be active participants in
the implementation of a research project. Text: Lerner
and Nelson (eds.) , Communicaticn Research; Comstock,
Chaffee, Katzaan, KcCombs, and Boberts, Television
Human Behavior, N. Y.: Columbia University Press, 3978.
(Watkins)
408 {Sveech Introduction to wizational
Commnnication. Upperclass standing or permission
of instructor. (3). (HiJ).
The purpose of the course is to help students improve
their understanding of communication structures and
processes in the organization. The approach taken is to
examine communication structures and processes at
various levels of the organizaticn: inttapersonal,
dyadic, group, network and organizational levels. The
emphasis is on improving one's understanding of
communication behavior in organizations. For this
reason, special attention is given to the study of
motivation in organizational settings. Topics covered
include person perception, non-verbal communication,
and motivational theories at the intrapersonal level;
interpersonal conflict, transactional analysis, and
approaches to examining interpersonal cc~munication
(persuasion, contextual, rule-governed) at the dyadic
level; decision-making and problem solving approaches,
role behavior, and leadership behavior at the group
level; the stufly of formal and infornal communication
patterns and structures at the network level; and
innovation, decision-making, and communication climates
at the organizational levels. Special topics include
communication assessment as part of orgariza%ional
development, the communication audit and internal
cammanication programs. Students w i l l be required to
attend lectures, read a selected text and course
packet, vies several films, and take three written inclass
examinations. (Colnurn)
This course is a basic course focusing on the analysis
of comranica ti ve interaction in small groups. The
course provides (1) an introduction to impactant
concepts, research and theory in small group
c~mmsnlcation~ (2) a chance to explore the practical
implications of small group theory and research and (3;
several opportunities for students to participate in
snail group discussions which allow for immediate
analysis of group communication. Student evaluation is
based on class participation, two indi~idual papers,
and examinations. Readings w i l l he required from a
reading list. Textbooks m i l l not be required. (Storey)
- 4lltSueech 4111. Theoq gd Practice QZ
Comm. 210. (3). (ED).
Araumentation.
The purpose of this course is tc provide both basic
theory and practice in argument. The structure of the
class calls for a series of lectures on the principle
terms and concepts in argument followed by actual ,
classroom debates. Topics foe debate are selected by
students enrolled in the class. The course is limited
to twenty-four students a term. Beg~irements include a
midterm and final examination, one argumentative speech
and participation in three classroom debates. (Colburn)

420flol. Sci. 420- Politics 3nd the ms fiedia.
Sci. 111. 300, 410, cr 411. (41. (SS).
See Political Science 420.
(Traugott and Porter)
Pol.
&2IiSneg& %zlL Introduciicn to Zadio a& Television.
Upperclass standing. (3). (HE).
This course is designed tc provide on tmo different
levels an intrcduction to 'broadcasting. First, as an
introduction to broadcasting in society, the course
includes such aspects of broadcasting as its history;
its p~cgramming: the fnnctions of the Federal
Communicaticns Co~missicn, the rcles played ky the
networks* 1nSivi.daal staticns and cable TV; and the
functions of advertisers, advertising agencies and
audience measureaent organizations. second, the course
serves as an introduction tc the performance and
production techniques of radio and television through
the use of increasingly complex laboratory exercises
chosen from among the following: {1) mriting and
nresentinq a radio ccmaescial; (2) vritinq and
presenting a television ccmrercial; (3) writing and
presenting a radio and/or television newscast; (4)
participation in a radio a rd/or television interview;
(5) presentation of a TV demonstration; 16)
partici~atlcn in a final project called "Station on the
Air" in which short prcgrams and station breaks
alternate in a continaoes, non-stop flow of radio
proqrauiainq for the fifty minutes of three successive
class, sessions thus simulating the continuing program
output of a radio station. The course usually includes
a one hour aidterm exaiinaticn and a traditional two
hour final exaainatioc. So term papers or outside
readings are required. The text is Chester, Garrison
and H i l l i s , Television 2nd g&&. Class format is about.
one-third discussion of reading in the text and twothirds
laboratory exercises in radio and television
studios. (Blllisi
425:Speech 52% . Introanct ion ge &Q& a& Television
Direc-a Coma. 423. (3). [HUj
This course is the first in the radio-television
directing sequence offered by the Communication
Department. S tcdents are required to direct various
types of radio an4 television exercises. The entire
class is conducted as a laboratory experience with
students serving as directors, talent, and crew
uiembers. Course emphasis is on the direction of ideas
through effective use of radio and television. Students
learn to edit audiotape an in teaas of two or three
produce a tea-minute actuality. This involves the
taping of internets and ether saterial outside the
studio and then combinirg the matarial aith studioproduced
elements into a finished prograa. There is a
final written examinatior. Course reading is mininal,
but class attendance on a daily basis is absolutely
essential. liritten examinations. Students in
Commonicatien 425 ncrmally ~roceed to 426 (Television
Production Techniques). (Sillis)
426fspeech L~L TelevigAgg gg&-2g&~ schniwes.
Conm. 425 and persission of instructor. (3).
[Excl).
Comaunication 826 consists of intensive production and
directinq of television prcqrams of various types. It
continues the sequence of Communication 421 (Intro. to
Radio 8 Television] Communication 425 (Intro. to Radio
and Television Directing) These are positive
prerequisites. It is designed for the use of
Coaaunicaticn concentrators, for whcm it is one of the
graduation requirements in Basic-TV-fils Area. Tao
hours of lecture, three hours of lab. and extra outside
lab. assignments weekly. Evaluation is based on lab.
television prodnctions, midtera and final examinations,.
and written examinations. [Reagan)
The 'English Ccmgosition Beard has approved both
sections of this coarse as Junior-Senior writing
courses for Winter Term, 1581.
Section This secticn w i l l teach stude~ts to
analyze anfl use alterzative rhetorical strategies.
Students w i l l become adept in thinking out and adopting
aedia strategies~nhich mediua to choose to acccnplish
tbeir goals; and evaladtinq the effecti~eaess of those
strategiest Esescises will be acne &sing saaJ.1 format
video {~adiocassette. reel-to-reel audio, photography,
eic.5. There sill be eight ariting assiqnnents
everaging fife to six pages.
--
(Tinberg)
Section m. This section w i l l teach stuaents basic
techniques of research and pre-proiluction for radio and
television scripts, which allows thea to become
familiar with stages of developieat of professional
media production. Students sill work closely with a
broadcast client (radio, T7 station) to acccaplish a
joint goal. Instraction till be in grcug form.
Evaluation trill include assessaent by client stations
and by students theasel~es, as well as an assessment of
written work and class participation by the instructor
and teaching assistant- There w i l l he eight writing
assignments averaging five to seven pages. (Tiaberg)
5OO?Journ. 5001. Seminar. Open to sekior conceatrators~
tl-4). [Esd). Bay be elected for credit more
than once.
-- Section m z *em && u. This caurse w i l l
focus on three areas of investigation: (1) the history
of women in aedia peoSessions, (2) media content and
zoiuen--iaaqe, portrayal, language, newsçorthiness and
(3) social and professional issues for women in media
work. Seainars w i l l be devoted to discnssion and
analysis of the readings and presentations of stadent
findings. Students sill research special topics in each
of the three areas. & final paper or media project is
also required. Gaest speakers from the media
professions w i l l share their experiences and
(Barzolf)
--- -- -
insights.
Section 009: Be Journalist in Fiction. Students w i l l
examine the inage of the journalist in various kinds of
novels, movies, and broadcasts. Bow has the image
changed over the years? Why? Several short research
projects and one aa-jor paper. (Stevens)
--- P
Section 01'3: Comaunication and Social Koveaents- This
course is designed to acquaint an uc~er le-el
undergraduate or a graduate stadent wit& theories
revolring around the development of social and
community uiovements, and to discover the relation of
com~unication to movement developnett and sustenance. A
review of relevant comaunication concepts w i l l be done
at the beginning of the tern. The bulk of the course
w i l l concentrate on conminication and scciolcqy
literature. There aay be a class project to develop
hypotheses about social aorements, and collect data to
test these hypotheses. (Reagan)
-- -
Section 021: Ovinion Fanction. An exaninatian of the
opinion/editorial function of the neas aedia in the
context of the first amendment, i~cluding- the
newspaper, magazine, and - radio-TT editorial, and
channels provified for the dissenting rieus, such as
letters £%o readers/ listeners; also, actual practice
in editorial research, editorial thinking and editorial
vriti'ng. (EoveB
-- -
Section 025: Broaacast &eA Ana1vsi.s- :his seabar w i l l
focus on the probleas inherent in ccananicating news
through transitory aural and visual channels. It *ill
explore the application of co~munications theory to
broadcast news and public affairs programs, The course
sill also examine the effects of format* verbal
content, nonverbal content, and presentation on the
communicatious process. The course does & involve
writing and producing news prograss. In addition to
participating in discussions, eacb student w i l l make
one in-class presentation on a chosen topic and write
two or three short (five page) papers. As group
projects near the end of the seaester, the class till
view network television neas proqrams for one week and
perform a content analysis of them for comparative
evaluations. Most of the reading materials w i l l be on
reserve or distributes in class, (lancaster)
Sectoci Comaunication 3esearch a 0:aanizations.
This conrse allows studeats to stud? the reiatioiishis
between comaunication behavior and otter organizational
processes and do actaal research in aa arganisational
contest. Students w i l l visit a corporation and use
survey iiethods to study conaunicatiocs ccncepts, (de *
Pietro!
518(Soeech 518: ; Cms-Cultural Coamnnicatier.. Senior
standing or perizission of instructor. (31. (SO).
A look at the contest of and the nature of
intercultural conaunication, including: verbal and nonverbal
coeaeaication codes, literacy and illiteracy,
status of coffinanicat.iaa ne

corpora tion s, missionary activity, cross cultural
student exchanges, mutual assistance, conflict
management, and subcultural communication in the United
States. Students till explore communicaticn probleics in
a , single culture and ^reduce three investigative
reports kased on readings and perscnal contacts with
natives of the culture in Ann Arbor. There sill be
lectures, rea

The Course w i l l examine the vagaries o U.S. government
policy-making. Recent energy policy deliberations w i l l
serve as case studies. The course w i l l give students an
awareness of the political forces that shape, proaote,
and impede policy formaticc as w e l l as a sense of the
difficult tradeoffs involved in developing a coherent
national policy. (Brown an6 Weech)
739. The Asian American Ex~erience. (3).
The Asian Aaerican Esperierce is designed to acquaint
undergraduates with issues and themes pertinent to the
Asian experience in America. This course w i l l be taught
in conjunction %ith an upcoming conference involving
nationwide Asian American student and community
organizations, hopefully held at the University of
lichiqan during the spring of 1981. there w i l l be
lectures, class discussion, assigned readings, exaa,
and projects. (flonq;
- 355. --- Talmudic -- lam. (3).
The course w i l l discuss tie nature and literary history
of Talmudic law, as w e l l as analyze selected passages
(an English translation) of the Talmud. [Balinsky)
Students may elect dance courses in any of three
divisions: (1) Division 671, the Dance Department in
the School of Busic; (2) Eivision 212, Education F, the
Physical Education Department in the School of
Education: and (3; Division 895, the Adult Activities
Proqram of Physical Education (courses listed in the
- Time Schedule under LSA after Wcmen's Studies).
A l l elected dance courses appear cn a student's
transcript, but for LSA students, only the School of
nusic and Education F dance: courses cross-listed with
the School of Music carry honor points and credits (and
these are non-LSA credits) toward a degree.
For informaticn about Darce Department courses, call
763-5460; questions about ISA degree cred~t may be
directed to PCINT-10 (764-6810).
---
Introducto~ Courses
-- --
. ,
201. Prmci&es QZ ~ ~ g g Cpen ~ g to ~ ~ second-term z
freshmen. No ~red?+ granted to those who have
completed 400. 14). (SS).
Economics 201 is open to first-term freshmen in the
Honors Program and to non-honors second-term freshmen.
Freshmen who believe that their backgrounds and
interests are such that they would like to elect this
course should discuss the matter with a counselor
before making the election. Eccnomics 201 is a one-term
introduction to economics and attempts to provide a
basic understanding of tow the American economy
operates. The f undamenta 1 theories and concepts of
economics are described acd are used to analyze
problems of current interest. Among the major topics
discussed are how consumer and producer preferences
interact to determine the price and quantity offered of
individual products, the different types of markets
i~ithin iihich fines operate, inflation, unemployment,
the bankinq system, and the economic policies of the
qovernment. Students may elect either of two
alternative formats in wh3ch the course is offered: (1)
one large weekly lecture (about 500 students) taught by
a professor and meeting one hour a week plus small
discussion sections (about 35 students) taught by a
teaching assistant an5 reefing three hours a week.
Sections 001-020 are in this format. (2) large lecture
(about 160 students) taugtt by a professor and meeting
three hours a week plus one small discussion section
(about 40 stndents) taught by a teaching assistant and
meeting cne hoir a seek. Sections 021-025; 026-030;
031-035 and 036-040 are in this format. [Fusfeld,
Anderson, @ebb, Crofton)
!@& Bodern Econoaic Society. For upperclass and
graduate students- without prior credit for
principles of economics. Bay serve as a
prerequisite to advanced courses. No credit
granted to those who have completed 201. (4).
(SS) .
The basic ideas of economics: production, national
income, depressions and employment, markets, prices,
competition, and monopoly are developed carefully and
applied to leading problems of broad public interest.
Similar to Econ. 201 but covering somewhat more
material at a somewhat faster pace. (Dernberqer and
Schsiartz)
--- Economic Theorx & Statistics
Intermediate Hicroeconomic Theory. Econ- 201 or
400, and Bath. 112 or 115. (^3;. (SS) .
This course in aicroeconomics deals with theoretical
analysis of consumers, firms, aarkets and price
determination. The analysis is quite rigorous, using
the tools of algebra, geometry, and elementary calculus
in constructing models. Prerequisites include one term
of calculus, though instructors differ considerably in
the extent to which they use it. Students should
therefore consult the instructors before selecting a
section. The course is intended primarily for majors
and.should be taken early in the concentration program
since it is a prerequisite for many ether courses in
Economics. It is net recommended that 401 and 402 be
taken in the same tern. A lecture format is the
predominant teaching mode, with grading based on
midterm and final examinations, though again there is
some variation among instructors. (Sappington, Webb,
Brazed
Internediate Eala~oeconomic Theory* Econ- 201 or
400, and Bath. 112 or 115. (3). (SS).
This course in macroeconomics is concerned with the
theory, measurement, and control of broad economic
aggregates such as national income, employment, and
price level. Economic analysis is used to understand
the forces that determine the level of economic
activity and its fluctuations, the price level,
employ sent and unemployment, and public policies
related to those economic variables. Econotics 402 is a
prerequisite for many advanced courses offered by the
Economics Department. Concentrators are required to
elect this course and are encouraged to complete
Economics 402 early in the concentration program. It is
not recommended that Economics 401 and 402 be elected
during the same term. A lecture format is the
predominant -teaching node although ,this varies
according to' the instructor. The course grade is based
on midterm and final examinations and, in some cases,
problem sets and papers. (laitner, Converse, Bolaland,
Teigen)
435/Statistics Introductim Statistics. Rath.
115 or permission of instructor. Juniors and
seniors may elect this course ccncurrently with
ECOD. 20 1 and 202. No credit granted to those who
have completed 404. (4). (SS).
This course has originally been designed for economics
concentrators but the discussion is sufficiently
general to serve noneconomics concentrators just as
well. The emphasis is on understanding rather than on
wcookbook" applications. Students are expected to know
basic algebra and to have some understanding of the
concept of derivatives and integrals. Since the content
of the course does not extend much beyond establishing
the foundations of statistical inference, it is
recomaended that after finishing the course students
elect to take Economics 406 or a similar course in the
Statistics Departsent to learn some applications and
get some experience with computer work. While Econoaics
405 is not required for an economics concentration, it
is difficult to seehow anyone today can be regarded as
an economist without some knowledge of statistics.
Employers typically ash for same training in
statistics, and letters from graduates often express
regret for sot having Tiad sore statistics. (Starc)

406. Introduction to Econc~etrics. Econ. 405 or the
equivalent. (4). [SS).
Economics 406 is designed to introduce students to the
theory and practice of multivariable statistical
analysis of economic relationships. Hypotheses testing
as well as the constructicn and use of econometric
models are ea~kasized. Ccmputer exercises are used
extensively to provide a stimulating learning
environment. Student projects are encouraged. Students
should te faitiliac with elementary calculus. {Hovrey)
Economi-c ---- Behavior
409. Ps~choloaical found at^^^^ & Econcuic
Econ. 201 or 400. (3). (SS) .
Bshg&&
A comprehensive examinaticn of econcmic processes
requires psjchclogical ccrsideraticns and subjective
variables to te taken into account. Psychological
econcmics foctses on how people's motives, attitudes,
and expectations influence their spending, saving, and
investment decisions. Datirg back to household budget
studies conducted more than 100 years aqc, to what have
now hecome sophisticated large-scale "social
experiments,'* cc~trolled empirical observation of
peoples* economic behavior has proved to be a solid
mainsprinq fcr advance in ecc~scaic knowledge, Horeover,
only when the tools of, modein psychology are
incorporated into econcmic analysis models can the
economist carefully scrutirize the often crucial role
these subjective variables play in determining shortran
fluctuations is sell as lcnger-term trends. This
course w i l l Eresent a systematic treatment of the
psycholcqical foundations of econcmic behavior. The
basic text for this cocrse w i l l be George Katona's
- Psvchclcuical Economics (Rew York: Elsevier* 1975).
Additional reading assigrtents w i l l be made from the
rapidly growing empirical literature. Although usually
restricted to students who have already completed
introductory courses-in both econoaics and psychology,
supplemental readinq in either area w i l l be assigned as
needed on an individual basis. In addition, each
student is expected to pursue one topic further, and to
report en their studies at the end of the semester.
(Curtin)
?conomic Stability and Growth
- --- -- -- policy. Eccn. ill1 or permission of
412. stabilization
ipistructcr~ No credit granted to those
completed 410. (3). (SS).
çh have
This course deals with the use of fiscal, monetary, and
incomes policies, and cther means to saooth out
fluctuations in employment and prices. It considers
both the relevant economic theory and practical
operating problems. (Teiqer)
-- Labor Economics
-- 421. Labor Prcblems. --- Econ. 401. No credit granted to
those who have completed 420. (3). (SS).
This is a lecture course which w i l l cover topics
concerning the deteritinaticn of wages and levels of
unemployment and employuent. SpecificaAly, it w i l l
discuss labor supply and demand in the long and short
run, human capital thecry, causes of differential
levels of uneaplcyment,' and discrimination. Students
enrolled in the course w i l l be expected to have a
thorough understanding of intermediate microeconomics.
Grades %ill be kased on a tidterm and a final. The text
is &&or Economics, 2nd ed., by Fleisher and Kniesner.
(Datcher)
--
Industrial grqanizatk~ and Public sgntrol
432. Market Power& mitrust Baation @ Public
- Enterprise. -- Econ. &43i or p&mission of
instructor. So credit granted to those who have
completed 430. (3). (SS).
The subject is the main public policies toward market
poser. Antitrust is the mainstreat policy, and it
occupies about 1/2 of the course. Actions toward
existing market power, toward mergers, and toward
collusion and exclusionary actions, are analyzed and
criticized. The regulation of utilities is next, with
attention to various sectors, including electricity,
gas, telephone and transport. Finally pnblic enterprise
aad some special cases--agriculture, weapons buyingand
patents~are treated. The course follows on Economics
431, which is already overcrowded. Only in highly
unusual cases w i l l the 431 prerequisite be waived.
Instruction: lecture-discussion. Evaluation: A research
paper of 20-30 pages; draft and final versions. I 50-
ainute midterm, and a two hour final. Texts are U.G.
Shepherd and Clair Hilcox, 'Public Policies Toward
--- Business, 6th ed. [Trwin: 1979)iid U.C. Shepherd,
Public Policies toward Business; Readinas 2nd Cases,
rev. ed. (Irwin: 1979). (Shepherd)
'International ------ ---- Economics
- ---- -----
440. International Economics. Econ. 201 or 400. Sot
open to stuflents with credit fcr or enrclled in
Econ. 441 or 442. (3). (SS).
& survey of international econcmics. Topics include
exchange-rate determination, balance of payments
adjustment, selected international scnetary ~~ObleiUs,
specialization and gains from trade, trade policy and
economic welfare, international factor moveaents. and
selected international trade problem. (Stern)
-- q42. Enternationaz Finance. Fxon* 402 or the equivalent.
No credit granted to those who have
, completed 440. (3). [SS) .
The aacroeconomics of economies opexi to foreign trade-
Topics covered are: balance of paysents acccunts, the
foreign exchange market, purchasing power parityp the
elasticities approach to devaluation, the Keynesian
approach to devaluation, the international version of
IS-LH analysis, monetary models of the balance of
payments, flexible exchange rates under'Keynesian and
monetary approaches, direct investment and multinational
corporations, dependent economiesp policies
for internal and external balance, supply shocks, the
world monetary system. Required text: Kindleberaer and
Li~dert, . ~Geriational - Economics. ~ecoamended
background text: Dornbusch and Pischers R&croeconomics.
Grading will be by exam. Economics V41, the cther half
of theinteruationh sequence. is nct a prerequisite.
(Bebb)
- Coaarative ----- ---- Economic Systems
2& Com a r a g e Analysis of Economic Systems. Econ.
401: No crezit granted to those who have
completed 450. {3}. (SS) .
Designed for students with a background In intermediate
microeconomic theory. Covers: (1) methods and criteria
for analyzing and comparing economic systems;'" (2)
theoretical models and case studies of a capitalist
market economy, a socialist market econoay.. (with and
nithout sorkersa management of fins), and a centrally
planned economy; (3) selected ccmnon prob leas of
different economic systems, including unetployment and
inflation. Beading assiqnments in various sources:
lectures. Two examinations. So papers. In departmental
sequence in Coaparative TCO~OB~C Systems. (Bcrnstein)
-- 455. - The Economy of the people*^ Zerublic & China.
Econ. 201 or 400. (3). (SS).
Analysis of economic organization, structure, system of
planning, economic performance, and problems in China-
App~oxiaately first-third of term, however, spent in
review of developaents before 1949. Basically lecture
foraat due to class size, but questions allowed and
discussed. Ridterm and final exam used to determine

28 / ECONOMICS
course grade. Paper required for graduate credit. Can -- Economic Histoq
be used with Economics 451 to Beet requirementtoÂ
Economics majors for two-course sequence in a field.
(Dernberqer)
49l/Hist. 491. The History gg
Econ. 20 1 or 400. (3). iSS) -
American Econom9-
--- Economic -- Development and Bational Economies
Econcffics of revel0 ment Econ.
3con. 460 or 461F(3$. (SS;.
401 and
kn advanced course in the economic development of the
third world ~ u i r i n Eccn. x 401 as a prerequisite and
usually elected following Fcon. 460 or 461. The course
focuses on a limited number of topics, each of which is
discussed first in general terms and then in the
context of the specific country. This winter the
countries and topics are Sri Lanka [population growth,
income redistribution), .Iran (economic aspects of
Islam, the cil industry) , Borocco [international
migration, health) and Jaffaica (taxation, tourism). A
term paper is required and there is a midterm
examination in addition to the final. (Barlow)
- 477- ------- Economics g$ ss axircrment. Eccn. 401- [3).
(SS1.
This course focuses cn environmental issues and
requires a real background in economics (Econ 401
required or can be taken concurrently). During the
first half of the course, topics considered, include
externalities in theories; externalities in fact
(applied to basic pollution problems involving air,
watera solid waste, and noise as sell as 0. S. policy
ccncerninq these problems) ; and goals other than
efficiency (e. g. equity, employment, profit, balance
of payments) The second half of the course focuses on a
variety of environmental issues. The issue of common
property riqhts is disuussed at length. the problems ofover-fishinq
and extincticn of species are examples of
problems which emerge frcu absence of leadership. Next
the problem of willingness to pay fcr environmental
change is considered. Tl-e issue of cost-benefit
analysis is applied -to scie specific questions such as
the trans-Alaskan pipeline. Then wilderness economics
is discussed. Issues considered include preservation,
reversibility, and the "aulti~le useo criterion for
public forests and grazing lands. Attention is also
qiven to the question of whether growth should be
controlled, the wPorrestalLBeadows thesis", and the
question of optiral rates cf growth. Finally, energy
problems, policies, and alternatives are examined.
(Porter)
48#8 J&bb Eccnornics. Eccn. 401 or permission of
instructor. (3). (SS).
The course nil! use microeccnomic theory (Econ. 401 or
equivalent) for the pcrpose of examining the
functioning and problems c contemporary 5. S. Cities,
as veil as for suggesting solutions to some of the
problems. Considerable time w i l l be devoted to
questions of hocsiaq policy, of racial segregation,
transportation ~clicy, aid pcllution. The course w i l l
also consider the questior of whether cities are "too
large" or "too smallm in some detail. There w i l l be a
midterm, a final, and an c~ticnal paper- [Courant)
This course surveys the economic dewelopment of the
United States from colonial times to the present.
Includes an evaluation of the use of economic analysis
in the study of history, attention is also given to
topics in political econony, such as the causes and
effects of the Civil Bar, the basis of faraer and
worker discontent, and government intervention in the
Progressive and New Deal periods. The coarse requires a
knowledge of economics on the level of Econcaics 201.
Midterm and final, and moderate-lenqth ters pager, are
required. Lecture. (Bright)
of Economic
(SS).
Institutions. Econ.
This course explores two related topics: (1) the basic
principles that help to explain fundaaental change iu
the institutional structure of the economy and the
society; and (2) the nature of and the alternative to
modern industrial, market-oriented econony.
Specifically, it examines the economic patterns found
in primitive societies, feudal peasant societies, and
modern market economy; patterns of transition between
the three types; and the relationship between economy,
social organization and the state. Headings include a
wide variety of material from economics, anthropology,
and history. The class foraat is lecture discussion-
Grades are based chiefly on written papers rather than
examinations. (Fusfeld)
-- Honors Proaram
29 Junior Konors Proseminar- OFen only tc juniors
admitted to honors concentration in economics.
(3) - iSS!.
& one-term seminar for junior honors undergraduate
majors in Economics. The seminar consists of weekly
discussions of assigned readings, a series cf short
papers designed as critiques of these readings, and a
longer paper on a subject of the student's choice.
Adaission requirements are junior standing, a aiaimum
3.5 overall grade point average, and mostly A's in
required economics courses (Econ 401, 402, 405).
Registration requires permission of iristructcr. (Stern)
Senh Honors Thesis* Cpen only to seniors
adaitted to honors concentration in economics.
(3). (Excl) . (INOSPEiniEBT) .
This is the second senester of the Senior Honors
Semiaar for senior undergraduates ariting senior honors
theses. The course is open only tc to those students
who have ecompleted the first semester of the sequence,
Economics 497. Class meetings are primarily dewoted to
student presentations of their thesis research in
progress. Students are expected to satmit their
finished thesis by the last day of classes. Each
studentSs grade for the course and levels of honors
achieved w i l l depend entirely on the quality of the
thesis, as evaluated by the course instuctor and one
other thesis advisor with whom the student has arranged
to work. (Ueisskopf)
Public ---- Finance
Interdisci~linary Survw ~ouries
- - --- 396/Hist. 333/?01. Sci. 396/BBES 396,Glavic & Survex
482. Government Revenues. icon. 401. No credit granted
to those whc have cc~~leted 480. (3). (SS). -- of Eastern Euro~e. Bay not be included in the
minimam 24 credit hours required for a
Economic analysis of public sector revenues. The topics concentration in economics. (4). (SS).
include tax legislative process, partial and general
equilibrium analysis of tax incidence, the personal See Russian and East European Studies 396.
income tax, corporate inccme tax, payroll tax, welfare
transfer tax, cousuaptior and value added taxes.
property taxa. public ~xices, and debt financing.
Lecture method. midterm an? final exam, nc term paper.
Text: Busgrave and Busgrave, Public Finance ?hGory
and Practice, 3zd ed. (Brazer)

-- --
---
Courses &% Enqlish

- 223. ---- Creative -- grit- Fulfillment of Freshman English
skills. (Bobbins)
Compositicn require~ent. (3). (Excl) .
---- section Qu 31d mz. Tlough we may be atLe to
distinguish what is important in our lives from what is
not, too often we fail at giving our most significant
thoughts adequate expressicn. This course, then, w i l l
emphasize the art of expressing rightly, the craft of
writing, specifically, of poetry, though we w i l l also
spend scme time on fiction and its particular concerns.
Students may also, if they wish, work in other genres
such as drama or the essay. Though we sill discuss
poems and stories by established writers and develop a
critical vocabulary for dealing with the work at hand,
most class time w i l l be given to a constructive
criticism of individual poems and stories by students.
Students w i l l be asked to submit between 25-30 pages of
work including assigned exercises and to participate in
class discussion. Texts: James Wright, Collected Poems,
Stephen Dunn, z u & L I J ~ gnd ~ Good Qgss, William
Dickey, Rainbow Grocery, Fistion 102. [Djanikian)
Section - 006. Durinq the first half of the semester, I
ask student writers to try out a variety of forms. A
series of poetry workshops begins the course; these,
hopefully, give students ideas for writing poems, as
w e l l as help tlem understard scmething about the nature
of poetry. Students next write a number of short prose
pieces. This first part of the semester concludes with
students marking at dialogue, in short stories as well
as in dramatic scenes* Furing the second half of the
term* students select to wcrk in cne special area and
devote their time to ere long piece or project. I
expect students to attend classes, to mite steadily
and hand in work on time, to participate in group
discussicns of student uritinq, and to meet with me
often dcra.nq the semester to discuss their own sriting.
(Isaac9cn)
Sections m7 a 010. È introduction to creative
writing with an emphasis cr fiction, as well as a good
deal of poetry. Class time w i l l be devoted to the
examination of toth iÈpublisfe and student work, with
the heavy emphasis on the latter. Written requirements
include various exercises and a balance of fiction and
~oetrv to be worked out individually with the
instructor. Texts: Three Genres, by Stephen Binot, and
a small course pack. (Sherard)
Section -- 008. this section of English 223 first w i l l
concentrate on the student's making a habit of self-
expression and experimertaticn, and later w i l l take up
forms. Be shall move from three intxoductcry weeks of
directed short briting assignments into three weeks of
short writings of the student's choice. The likely
format vi11 be 300-word themes three days a week, the
' grading by fidelity not quality. Class work during this
half of the course w i l l focus on the creation,
discussion, and transfornaticn of these short writings.
For the remainder of the course the reguirements w i l l
be a weekly sutmission of papers and a constructive
attendance at wcrkshop sessions. Students are expected
to try fiction, personal ncnfiction, poetry, and
dramatic dialogue. We shall give a lot of attention to
revision and expansion. There w i l l be c~portunity to
specialize and frequent individual conferences. (F,
----
-- -
230. Introduction g Short Story and Novel- (3). [8D).
Section 002. She purpose of this course is to enhance
your capacity to like and understand ficticn. Be sill
read and discuss a selection of Smerican and British
short stories and novels uritten in the nineteenth and
twentieth centuries: Twain's ukleberiz u, Cickenss
2-k House* and Faulknerws The Sound a e Furx, for
example. There w i l l be short written exercises, several
papers, probably a mid-term and certainly a final exam.
(Lenaghan)
-- Section 003. The aim of this course is to help you
understand, talk about, and hopefully enjoy more,
fiction of the most disparate kinds. It w i l l be an
introduction to the use, and a warning against the
misuse, of such critical tools as: intention, ideas (of
the author and/or of the times), the aeaninq of forn,
characters, and response. Our texts w i l l range from the
traditional to the less traditional; about half the
term w i l l be demoted to short stories and the second
half to the study of a feu novels. The reading w i l l
probably include works by Joyce, Dostoevsky, and Thomas
Mann, perhaps also a Dickens novel. You w i l l be
expected to participate actively in class discussions
and to write two papers; there w i l l also be a aid-term
and a final. [Ellmann)
-- ---
Section 004. This introductory course is designed to
develop the student's skills as a reader of short
stories and novels. With the goal of both broadening
the student9s experience and deepening his or her
appreciation of literature, we w i l l read an extremely
varied selection of texts and work together to develop
a critical vocabulary for discussing then. We w i l l
inquire into the nature of fiction acd narrative, the
techniques used to construct fictional worlds, and the
possible relationships between uhat we call fiction and
what we call reality. The class w i l l be primarily
discussion aith some lectures; students who enroll
should be prepared to participate actively. There w i l l
be frequent short ungraded writings, twc or three
graded papers, and a final examiaaticn. No
prerequisites. Readinq list: Agstha Christie, a
Murder of Roqer Ackroyg; Robbe-Grillet* xhg Yoyeur;
short stories by Tolstoy, Kafka, Helville; Austen,
Pride - and Prejudice; Atwood, Brfacinq: Sembene,
-- Bits of &A; and others. (Howacd)
Section - 006. The reading list com~rises for the short
story such representative writers as Foe, Gogol,
Chekhov, Tolstoy, Hann, Hemingway, Joyce, and Flannery
OSConnor; the list of novelists such figures as
Faulkner, Fitzgerald, Dostoevski, and Canus. There will
be short weekly papers, two longer papers, and a final.
Discussion is the usual class procedure. (Steinhoff)
Section - 007. We w i l l read and discuss a number of short
stories, considering the repertoire of storytelling:
first-person and third-person narration, plot,
characterization, metaphor and symbol, the conic, the
tragic, and the ways of irony. Be w i l l then consider
more fully the work of some significant writers of both
short stories and novels: Bawthcrne, Stephen Crane,
Kafka, Faulkner, and Margaret Drabble. Here we w i l l
consider modern fiction, and its leaning, as a series
of existential parables for our times. Classes will
usually begin with a five-minute written commentary on
some detail from the reading to focus discussion and to
develop thought and one's ability to express it. Three
papers, a midsemester, a final. (Baker)
-- --
225. Expository gmi Arqumentative Writinq. Fulfillment
of Freshman Snglish Ccm~ositicn requirement. [4).
(nu).
The English Composition Board [ECB) has approved this
course" as a Junior-Senicr writing course for Winter
Term, 1981.
Section - 013. This course aims to give participants
extensive practice in writing essays of moderate
length. Be w i l l also bork for several weeks in
workshops on a longer essay incorporating research. A l l
work w i l l receive the close critical attention of both
the instructor and class renbers. We w i l l focus on
conception, developent, and logical presentation of
persuasive exposition. Students w i l l read and discuss
essays from the Nortcn E a e g chosen to be useful as
models and sources of ideas, generators of debate.
Choice of writing subjects w i l l be left largely to the
students. Thecourse is for the student who is serious
about his/her writing and wants to develop editorial
-- ---
240. ~ntroduction to Poetr . Eecoamended for
prospective concezrators, znd required for the
Honors curriculum. (3). (HU).
ge&tos Qu. An introduction to poetry# this course
w i l l concentrate on the work of at least six modern and
contemporary poets whose range in style and vision
testifies to the many possibilities of poetic
expression. Be w i l l not only consider how each poet
plays with and manipulates language, but also how each
has come to terms irith the things of this world, both
the beautiful and ugly, and ultinately, how the poems
teach us, in some sense, how to live and continue our
difficult practice of living. As we read recent poems,
we w i l l also pay some attention to the traditions
behind them. Students sill be asked to read assigned
poems carefully and to participate in class discussiou.
A aid-tern ani final examination and tç papers, 5-10
pages each, are required. Texts: Poetry
[anthology); Richard Wilbur, Collected -2; James
Dickey, Helmets; Galway Kinnel, E~I &g=: Hayden
Carruth, BrothersL & ALL; iiilliam Dickey,

-- -
Rainbow Gram; Sylvia Plath, .?&=A.
--
[Djanikian)
section m. He shall undertake the task of readinq
poetry, bringing to the task all the concentration,
intelligence, skill, and energy that we have and can
develop over the course of the term. W e w i l l learn to
do close readings of a variety cf poeç from before
Shakespeare until the present, developing a critical
vocabulary, observing formal features, and considering
historical and critical cortexts. Students should be
prepared to read and tc discuss poems in class, to
write frequent short papers and exercises, and to take
a final exam. Texts: Allison and others, ed., The
-- Norton - Antholog1 E-3: and H.H. Abrams, 4 Glossary
of Literary Terns. (Pell)
- ----
--
Section 003. this is a course in the close reading of
short poems, both British and American, written between
the 16th and the 20th centuries. Through class
discussion students vill learn the terminology and mind
set which help them analyze both form and content in
English poetry. The last two weeks of the course w i l l
focus on the contemporary American poet Adrienne Rich.
In teams of three or four, students w i l l have the
opportunity to lead discussion for one class period.
Writing assignments include three 3-5 page papers,
frequent short in-class exercises, and a final in-class
essay. fLenaqhan)
Section 004. An introducticn to the primary modes of
English poetry kith emphasis on 17th century figures
such as Shakespeare, Donne, and Karvell, and upon the
nineteenth century Romantics, particularly Keats. Some
attention w i l l also go to ~odernssuch as LS. Eliot.
The appioach till be class discussion. Two papers and a
final examination. [Squires)
----
Section QO5g Readinq 2~2 Poetry. Ky course this
semester w i l l be a reading of select poems from the
Anglo-American tradition in an effort tc introduce the
techniques of close critical reading of literary texts.
Our principal sourc- book w i l l be the Norton Anthologg
Poetry, but we w i l l also draw texts and ideas from
Brooks and Rarrengs Unde'rstandinu Poetrx. Students
should expect to urite, in addition to a final exam,
several short explications (5 or 6) of poetic texts.
class w i l l proceed by lecture and discussion and, as
of'tec as is feasible, poetry w i l l be read aloud in
class. (Goodhart)
- ---
Section 007. This introduction to the study of puetry
(recommended foe English Concentration and required
prerequisite for English Honors) involves an intensive
analysis of various kinds of poetic forms (lyric,
ballad, sonnet, odes, etc.) taken in chronological
order. The emphasis is more on established forms and
authors rather than the nodern, with lectures on
medieval lyric, ballad and folklore, metrics and
versification, and literary history to help the student
frame the tore general and much more frequent class
discussion of the texts- Eequired writing w i l l be two
in-class essays, possiblj occasional quizzes and a
short outside paper. TI-e text is the shorter and
revised edition of the Nottcn Anthclogy & Poetry. The
course is designed to make students lose their fear,
enhance their enjoyment, and master their understanding
of the poetic form in a historical context. (Garbaty)
- 245. - Introducticn ---------
&g Drama. (3). [HU).
introduction tc Drama is a survey of world drama from
ancient Greece to modern Europe. We w i l l focus on
productions that inaugurated new directions in the
history cf drata, charting especially the function of
myth and history in the early plays, and the emergence
of realism in the modern period. Although t h e course
w i l l not focus on the problems of theatrical
production, we w i l l pay attention tc the role of the
theatrical within drama itself, to the play wixhin the
play, and to the phenomencn of ximetic behavior or
play-acting as a draiatic theme. Reading list:
So&hocles, %Qip~g Res: Euripides, -3; Shakespeare,
Hamlet; Racine, Phedra; noliere, TartufEs; Schiller,
Maria Stuart: Itsen, hJEg msg; Chekhov', %
C-a Orchard: Pirandello, z&z gharacters Sgaj& gg
- an Author. (Norris)
270- Introducticn &2 American Literature. i3). [HU) .
Section 003t this course ail1 provide a general
introductionto American Literature but w i l l focus
primarily on the works of Twair, Poe, Dreiser* and
Melville. If time peemi'ts, the class w i l l investigate
the cirama of- OzNeill or Aibee and the poetry of Sylvia
Plath. Class time w i l l be Civided between lecture and
discussion. Students w i l l be required to write a total
of 25 pages, and there w i l l be a final exam.
(Livingston)
---- -
Section 004- For the non-concentrator, this conrse w i l l
investigate the emergence of distinctively American
perspectives and concerns in such writers as Hawthorne,
Thoreau, Whitman, Dickinson, Henrr James, Faulkner,
Bemingway, and a conteaporary writer, possibly Tillie
Olsen or John Barth. Students w i l l participate in
discussions; lectures ell occupy a comparatively small
proportion of class time. There w i l l be three short
papers and a final exam in addition to regular quizzes.
{Rob bins)
-- -
Section 006. This course introduces students to a fen
of the writers who have influenced the ways we think
about American Literature. Be w i l l study in depth the
work of Hark Tirain and Robert Frost, and we will read
other novels, poems, short stories, and plays by
Anerican authors ranging from the Puritans to
contemporary writers. Because this nil1 also be an
introductory course in "How to read a literary text,"
most classes will be based on discussions growing out
of close readings of the assigned works. Students w i l l
write five short papers (4-6 pages) on those works and
keep a journal on their readinq. No extensive research
vill be required, and there will he no examinations or
final. .Grades w i l l be based on the papers, with
adjustments for especially good or bad work in class
and in the journal. In addition to several inexpensive
paperbacks of works by Twain and Frost, students w i l l
be required to buy The Norton &tholoay of Anerican
Literature. Shorter Edition. (B. dark)
-- --
Section 007. We w i l l read Thoreauas Salden, poems of
Emily Dickinson, Twain's w e b e r r y gar poems of
Robert Frost, Ralph Ellisonas Invisible &n, an3
selected twentieth-century essays. This selection
introduces major American writers whose works are
interestingly related by shared formal, içaginative
and philosophical endeavors. It w i l l be the class*
project to arrive at a sense of what those endeavors
are. Discussion. Three papers, several quizzes or inclass
exercises. (Ellison)
3~'
Thematic &PDXO~C~€ to Literature. (3). fIiU).
be elected for credit more than once.
Section QQ1: Reliaious Crisis 3&1g Conversion in Kodern
- Enalish Literature. The course w i l l examine major works
in poetry and prose which examine and reveal crises of
faith and turning points in the spiritual life cf their
authors. We w i l l attemt to exolere the conditions
which in each case led to the crisis (real or
fictional), the nature of the solution, and common
elements of style, structure, and psychology in
recorded experiences. Texts to be studied w i l l include
Wordsworth*i Prelude, Carlyle*~ Sartor Resartuse
Newman's Apoloaia, George Eliot's R O ~ O ~ a , selection
of T.S. Eliot's poems. and Plannery OICcnnor's Vise
EM. An honr test; a report, a term paper and a f G T
exam are the required written wock of athe tern. (Coles)
Section O a iiyth.and the Uestern World. An approach to
the uses and the structures of myths, through a study
of Greek drama, Shakespeare. Freud, Ju?g, and
structuralism (among others). The chief prerequisite is
an open, inquisitive mind. Active participation in
class discussions w i l l be ços iiportant; there w i l l
also be two papers and a take-home final. [Ellmann)
Section 003; The American govella. The ters novella is
currently applied to fictional pieces longer than a
short story but shorter than a novel. Literary
criticism appears to restrict its use to European
items-- especially German and Rnssian. Presunably a
novella does something its longer and shorter
counterparts do not do--it has characteristics
distinctly its own. A question is inevitable~are there
American stories that approximate the European models?
In an attempt to answer this, we shall read some
descriptions of the genre and perhaps a German and a
Russian example of it. Be shall then take up a nunber
of longish American short stories to see whether any
come near satisfying the established criteria of the
novella, Among authors to be read are Belville, Stephen
Crane, Henry James, Faulkner, Hemingway, and Edmund
Wilson. Grades w i l l be based on three papers and on
several journal assignments. There w i l l be no final
examination. (Sands) t
Bay
Section 004: Mor~l 18eas the k!ovel. Re w i l l &o two
things. One is to ask some questions about the nature
of moral action and the process of @oral growtli. 'The
other is to try the answers to these questions upon
some works of literature. The idea is t o bring literary
fiction out into the practical =orid to some extent,

32 / ENGLISH
and at the same time to kring some non-aesthetic ways
of seeing from the practical world to the work of art.
In Aristotlels language, the emphasis w i l l be more on
character than plot. Writers we might wart to read in
trying to define moral issues and terms would be
Ari.stotle, Plato, and some recent writers an cognitive
qrowth. Books to be read include I& &m and *The
Secret Sharerw b~ Joseph Ccnrad, GI. Kina's Hen by
Robert Penn Warren, 'g& Invisible Man by Ralph Ellison,
Babbitt by Sinclair Lewis, m s D*Urkan by J.7.
Powers# Portnoy9 Com~laint by Philip Rcth, Surfacinq
by Hargaret Atwood., x& m& by Casus and Sartor
-
Resartus by Thcmas Carlyle. There w i l l be frequent
short papers and a final examinaticn. (B. Clark)
-
Introductia & Twentieth-Century literatu- (3).
-- -
Section 001. It is nothing new, or startling, to say
that the twentieth century is a century of Western and
ncn-Western, or European and non-European, cultures in
contact and transition. It is a century of., say,
Judaeo-Christian traditicn in juxtaposition, and
judqmenta with Islamic, Hindi and other religious and
mythic systems. Crisis and ex~erimentation in what may
be familiar Anglo- American literary excressions are
reflected in or contrasted by or barely relevant to
other expressions which, cut of Africa, Asia, Latin
America, etc., are alsc trying to examine or to
establish the nature of Art and - the value of its
insights. So, for our Furroses and discussions, the
twentieth century will, after all, include Beckett and
Soyinka., Eliot and Neruda, Seed and Rhattacharya, Camus
and Kafka as well as Garcia Karqnez. Cheikh Hamidou
Kane and Derek Walcott. In sum, we should, with authors
from sometimes parallel, sometimes different
conditions, fashion a cross-cultural, literary
introduction to a few of the basic concerns of the
century. Class sessions w i l l alternate as lectures
(mostly introductory) and discussions. Journal entrias
w i l l provide the basis for smaller group discussions in
my office. There w i l l be two minor (5-page) papers and
a final project of your own choosing* (Jchnson)
Section m. The course w i l l focus on selected works by
major writers of fiction (Joyce, Lawrence. Hemingway,
Faulkner, Singer) and pcetry [Yeats, Frost, Stevens,
Pound, Eliot, and others). These writers are among
those who, through mastery of language, insight into
conteaporary life, and powerful imagination, have made
the strongest impression on twentieth century readers.
There w i l l be several short papers, several hour exams?
and a final examination. Texts include the Viking
"Portablem editions of Jcyce, Laurence. and Faulkner.
and Hodern gp~x
&I 1ntx08kctio1~ 22 poetz~, edited bi
Ellmann and 09Clair. (Hill)
--- Section --- 003. The course w i l l consider how works of
certain selected modern writers reflect, as well as
represent, imaginative adjustments to the radical
chanqes which have occurred in 20th Century life and
consciousness. Emphasis w i l l ke placed on the
development cf various literary forms, styles, and
thematic preoccupations that are characteristic of the
human situation in this age. Texts nil1 include works
by T.S. Eliot, James Jcyce, Virginia Woolf, D.H.
Lawrence, Franz Kafka, Conrad, Dostoevski, Eann. and
others. There hill be lectures and discussion. Two
fairly short papers w i l l ke required, and there be
a final. (Aldridqe)
Section - 004. In this ccorse we shall, with Adrienne
Rich, dive into the wreck cf the twentieth century *to
see the damage that was done/ and the treasures that
~revail.~ Be w i l l read Fit~gerald~ 22 Gatsbx;
OaNeillr &.g u z Journey &to Night; Sonrad*~ Bg&
Darkness or Lord %la; selected poems af Hopkins,
Yeats, and Eliot; Joyce, pg&g& of the Artist; Shaw,
St. Joan: Virginia Boolf, 22 s& Liahthouse: T* Olsen,
Yonnondig; James. !&&&&g Square; and H. Gordon,
a Payment's.. Historical, psychological, and critical
contexts in11 he cousidered. Class discussion is
emphasized. Students w i l l write twc (5-7 page) papers,
oae hour quiz, and a final exam. [Pell)
Primarily, for Juniors and Seniors
305 f405) - Introductioxi 9 Bodern aglish. Recommended
for students preparing to teach English. (3).
(HUS -
Section 001. Each of us, like every ether human being
in the world, learned to talk~without much help and
with hardly any bother at all. In this class, we w i l l
learn how to talk about a by takhg a clcse look at
the sounds, the words, and the likely sentences of
imerican tnqlish. But we w i l l not be satisfied with a
mere description of what talk &i; onr prinary concern
w i l l be to understand what talk m: "What happens
when people talk?" Regular short reports, two hour
exams and a final. (Toon)
Section See Professional Semester description at
beginning of English listings.
306 ia081. History of the English mguaqe. (3). (HU) .
This course w i l l study lanquage change through time,
draifing its illustrations from the evolution of the
English language over a period of a thousand years. Ue
w i l l examine -ystemic changes in the language at the
levels of grammar and phonology, and changes in lexis.
Political and social change help to shape the language,
and we w i l l consider, for example. the consequences of
the initial invasion of England ky the Germanic tribes
in the fifth century, the impact of the Tiking raids
and settlements. the Norman Conquest, the influence of
Christianity, the emergence of the merchant class in
the later Hiddle Ages and the consequent growth of
litera introduction of printing, the effect of the new
learning of the Renaissance. Instruction w i l l be by
lecture and discussion. Lectures on the evolution of
the language within its social and historical context
w i l l be accompanied by examination of texts
illustrating the developments under discussion.
Assignments w i l l include work on short illustrative
passages of English from different periods, listening
to recordings of Old, Eiddle and Shakespearian English,
and weekly readinqs both fro% the required texts,
Thomas pYle1s, ,& Hi~tor~ of the Enqlish ~

instrument of aesthetic ap~eal? To what extent do leqal -
and clinical analysis of a work enrich or impoverish
it? Since ae shall avoid emphasis on any one dogma and
sirce we shall consider nest clinical and legal labels
tentative, discussion and written papers (of which
there ought to be several cf short to medium length)
w i l l qive' each class member opportunity to reexamine
the views of Harsell and row and particularly those of
the instructor. {Sands)
section 002: x& sg Edwardian cgllz~se: gultural
Satacl s m 2 ~ d !& I in gp~&s& s g bmericag
--
Fictio;. This course will- -&side~ the fictive
excression of the end of an era. Works to be read: E.T.
WIKTIR TERB 1981 / 33
cultural achievements of the minority grocps and on the
means developed to resist oppression. Our texts w i l l
include autobiography, fiction, poetry, and possibly
some drama. chosen from aaona the f c ll.oiixna~redrick
Eougl&ssz -sarrative of the cfe: Richare Wiight,
&I; Jean '?ooaezr w: Eaya Angelon* & %
a$ w: Ralph Ellison, - I~visible ----- -- -
Ean ; John
~eihardty-~s--g&& S~eaks; corky Go~zales~ 2
Joaaui2: Jose Antonio Villareal# *&: Zohn Okada, &
- No m; Piri Thomas, &un These Bean Stzeets; Kazine
Eong Kingston, m s n Fiarrio~; Toni Ncrrison, Lhe Bluest
EJS. Requirements include a paper* mid-tern arid fizal
exams, and possibly participation in a group
presentation. {Bald)
required.
[~owers) '
Section QOA; Jzikk Literature. This course attenpts an
introductory study of tie literature of Ireland from
earliest times to the present. This means that we
select for reading among ancient saga, medieval and
modern Foetry, ~cde in prose fiction (novel and short
story), and modern drama. He shall sample both Gaelic
literature (in translaticn) and Anglo-Irish literature.
The course requires no prerequisites and does not
presume prior acquaintance with Irish history, though
students with some knowledge of that history should
find the course particularly rewarding. The course w i l l
be conducted by lectare, iiith discussion when possible.
Three papers, two short and one longer one, w i l l be
written. Final examinaticn, but no hour exams.
(HcNamara)
Section 005; ggojigg B& &i% g a s &&t&zs$g~.
We w i l l study ten n,ovels in which young people go
through events in the processes of initiation from
childhocd or youth onsards marked by growing awareness
of the nature of adult experience, the crucial facts of
love, ct-anqe/ and death, art the necessity of coming to
qrips with elements of the hnman dilemma. After initial
lectures on each author and work, our study w i l l be
conducted as auct as possikle by discussion. There w i l l
be mid-term and final examinations (perhaps two hourlenqth
tests instead of the mid-ten) and a terf paper.
Texts: Dickens? gg.a% v&sstations; Butlez, !j&x 02
&l -&; Joyce* &gzsAz cg g& &&&% g
m; Lawrence, Sofls lovers; Conrad, Lord an;
Eolfe, z& HomebarL hggLt Faulkner, z& p&s;
accullers, £e~bâ of yggigg; Welty, &J&g Ssddinq*
(Elotner)
Salinger, "he Catcher in t}e Eye.
- 318. --- Literarj a~_e& (3). [HO). Hay be elected for
credit more than once.
-- Section -- 001: Children's ---- Fiction. This course w i l l be
concerned with a selection of major English and
American children's books from the 19th and 20th
centuries with special emphasis on the period between
1850 and 1910. The books w i l l be studied both
critically and in terms of the social and intellectual
contest of the periods in which they were written.
Particular attention will be given to the effect of
these social and intellectual changes en attitudes
toward children as reflected in the literature. Classes
w i l l comhine lecture and discussion. There sill he
several papers, a midterm and a final paper. We w i l l
read works by the fcllowinq authors: Kingsley,
HacDocald, Carroll, Kipling, Aljer, Isain, Aicott,
Kesbit, Grahaae, Burnett, Bilne, Lewis, White and
several other contemporary authors. [Oneal)
Sectton 002; ns ArthucTan Tradition. This sec*ion is
jointly offered with SABC 201. See KARC 201 for
description. (Reidy)
-- 319- Literature --- and --- Socid Chanqe. [3) [HU). nay be
elected for credit more than once.
Literature & Dressed Pinorities: BlacksL Chicanos.
- Asian Americans* Native 2~€g&~g Puertc Eicans. %e
w i l l concentrate on eleven or twelve works of twentieth
century Aaerican literature expressing probleas and
life experiences of a number of oppressed racial and
ethnic minorities: those who have been kidnapped from
another continent and enslaved [Afrc-Americans) ; those
who have had their lands stolen (Chicanes); those who
have been victims of genocidal war {Native Americans) :
and those who have suffered other intense forms of
discriminaticn involving racial prejudice.
However, oar concern till not be exclusively with the
character of racial oppression and its expression
through literature. Be w i l l also focus cn the positive
a
2& 324. Creativg x r i t i n ~ Junior standing and written
permssion of instructor. (3 each). (HU). Hay be
elected for credit core than cnce with permission
of the undergraduate chairman.
English 323 is being offered Winter Term, 1981.
--
Section 001. this intermediate level creative writing
course w i l l operate as a workshop; that is, writing by
students w i l l be reproduced, distributed and discussed
at each class meeting. Students Bay write in any of the
principal f ores--poetry, fiction, drana, personal
essay--and are expected to ha ye significant experience
in the forms they choose. Each student ~ u s be t willing
to provide helpful criticism for other students on a
daily basis, both in class and by means of written
critiques. Bork by professional authors w i l l be
analyzed as well, especially at the beginning of the
term. Permission of instructor is required for
enrollment. [Goldstein)
Section QQg Eritinq t& Short Novel. This ccurse is
for students who have already had experiecce uritina
short fiction and want to move t o the longer form-:
mriting the short novel. 150-200 manuscript pages will
be required. There w i l l be a reading list of selected
short novels including Kate Chopin's The Bakeninq,
Zora Neale Eurstonts *&
iiatchinq es
James Joyce*s A Portrait gg && Artist 3 &ne
Amos Tutuola*~ P& Drinkard, and Carlos
Fuentess &r. In addition to writing a short novel,
each student w i l l be requirea tc complete critical
analyses of at least five short novels, linking the
essays to the problems and interests i e his or her own
work. This course w i l l be United tc 10 students. There
w i l l be independent conferences aad exchange of wort
between indiridual meabers of the class for reading and
aiscussion. Applicants should submit a sample
ma~uscript of no more than 20 pages, at 1629 Haven
Hall, iG. Jones)
-- 325 Intermediate ----
Fs~osition. [U). (ED).
The English Composition Board (ECB) has ~ ~ ~ r o vthis
e d
course as a Junior-Senior xriting course for Winter
Term. 1961.
S e c t 001. Practice in describing, explaining, and
persuading in the clearest and most appropriate words.
A paper per week with class time devoted primarily to
the discussion of papers. Students w i l l thus play the
roles of authors, readers, editors. There m i l l be
freedom to choose topics for essays and tc explore
styles. Revision w i l l be important. No exatinatiocs.
(Schuize)
-- --
Section 002. In this section expository writing w i l l be
understood to exclude fiction and poetry bat to take is
everything else, including non-fictional narrative. Re
w i l l begin by reading and discussing the Yorker
each week for ideas and for aodels of various kinds of
writinj: editorials, interviews, character or
personality studies (fiprofiles"), articles on
significant events or places, inquiries into
educational, scientific, political, or cultural
questions, reviews of books, plays, popular aai
classical music* films, act# 2nd dance* Just as the
lorker writers taKe Sea lork as their territory,
students will fce encouraged to take the University
campus as theirs. A total of about fifty pages of
writing w i l l be required in seven or eight papers of
gradually increasing length. Ill papers w i l l be
criticized by the Instructor; many w i l l be read and
discussed in class. (Hill)
Section @2. See Processional Semester description at
beginning of English listings.

34 / ENGLISH
Section OO&* Course is designed to further develop and
refine students1 writing skills with particular
attention to the yariety of writing tasks demanded by
other fields. This section w i l l stress language
sensitivity, precision, and control through practice at
assignments ranging from the lab report to the essay;
creative writing w i l l not be included as such, though
some creative writing techniques w i l l be explored. The
text w i l l be a ccurse rack (available later) which
includes material cn writirg as well as mcdels from the
natural sciences, social sciences, and humanities-
Classes w i l l operate on a workshop system, and students
w i l l wzite, in and out of class, approximately 5 to 10
pages per week. Grades w i l l be based on attendance and
participation as well as ci ~ritten work, some of which.
may be revised for resubmission. There w i l l be no
exams. (Kirscht)
Section 005. this section of English 325 recognizes
P --
that academic exposition is one of many kinds of
writing required in life; the focus then is on writing
in many contexts. W e w i l l begin with a two to three
week intensive scticn of daily sritinq using personal
experience and narration and description. Our text for
this period w i l l be Ken Naororie*~ Tellinq iiritin9: our
aim is to translate our feeling about this experience
into concrete language that ccmmunicates with others.
He w i l l move from description and narration to
exposition nhere our approach w i l l be more analytic and
less romantic. He w i l l discrss the writing process,
especially the aspects of discovery and revision; we
w i l l also discuss the importance of audience and
purpose in the rhetorical process. Finally, we w i l l
look at ways to achieve readability, keeping our
audience in mind. A ccurse pack written by the
instructor w i l l be used as a text in this part of the
course. Material w i l l be drawn from recent research in
psycholinguistics from the work of Francis Christensen,
Linda Flower, Naxine Hairston, Richard Young, Joseph
Williams, Virginia Tufte aid others. Assignments w i l l
be designed to illustrate sere of these concepts about
writinq (the importance of the writer's unique
perception of the world, the rcle of atidience, of
revision, and of the writer's attitude to both subject
and audience). Eany assignments w i l l give students the
option of practicing either academic analytic skills or
more creative skills. For example, when we discuss tone
(the writer's attitude to audience and to subject),
students can choose between analysing the tone of a
piece of writing of their choice or composing a paper
where they create their own tone. Class t i m e w i l l be
spent sharing %citing. Fveryone is expected to
participate in this sharing and to be helpful critics
of others. (Dougherty)
Section 006. A practical rather than theoretical
approach to English compositicn. Objective: facility in
writinq a variety of exercises (illustration,
classification, description, analysis,
characterization, comparison and contrast, persuasion,
process, objectivized autobiography, etc.) . Method:
close analysis, by instructor and by members of the
class, of student essays. Cutside literature (mainly by
Orwell) w i l l be used only as models for specific
writing assignments. Formally scheduled conference
between instructor and individual students. Atmosphere:
newsrocm rather than classrcci. (Eby)
- ---
355. Core 2 {Great Enqlish '~ooksl
. (4). (EU) .
The Ecqlish Ccm~csition Board (ECB) has a~proved this
course as a Junior-Senicr writing course for Winter
Term, 1981.
--- -
Section 001. A survey of several representative kinds
or genres of literary writing from the 14th to the 17th
centuries, one of the English Department's three "coren
courses required of ccicentrators. In addition to
attempting a close reading of the texts themselves, we
w i l l be addressing, through them, a variety of pressing
historical and human questicus. that is the shape and
meaning of history, and of historical terms such as
"iaedievaln or nrenaissance?m Bhat is man's relationship
to nature: hostile, contemplative, manipulative? What
was the impact of the disccvery of the Sen -World?
Format: vigorous discussion interspersed with
occasional lectnres. Requirements: frequent exercises;
several 3-5 page critical papers; midterm; final*
Texts: selectious from Chaucerqs canter bur^ Tales* &
Gawain +& j&s assg Kniqht, selections from medieval
cycle plays and Shakespeare's history clays. Bore's
Uto~ia, Spenw.r*s z ~ z & pueeBe Book 111, Sidzey's
Defense of Ey&a, a selection of lyrics 14th-17th
centuryn Uarlowels Faustusg i3cnsonq s Alchemist,
Shakespeareas x& Tempest* Biltoz*~ Paradise $&&.
(Bono)
--
Section 002. A selection of major works from the late
Middle Aqes through -the Renaissance, e.g., Chaucerls
canterbury Tales,~~vervman, The Second shecherdas w,
Sir
-
Gawain
-
and the Green Knight, Spenser's Faerie
----- --- Queene, Barloweis Panstus, poems by ~ohn ~onne a

with occasional lectures usually directed to placing
works in their historical and intellectual context.
Evaluation w i l l be based on frequent brief writing
assignments, a term paper, and a final examination. A
detailed reading list is available from the instructor.
(Howard)
-- -- --
357. Core I11 [Great Enalish ~4 &merica~ Booksl~.
(HO). -
f4j.
The English Compositicn Board (ECB) has approved this
course as a Junior-Senior writing course for Winter
Term, 1981.
--- Section - 00 1. Core 111, the final course in the sequence
of Core courses required for English concentrators, has
as its subject the develo~ment of English and American
Literature frcm the end of the Romantic Period to the
end of the rlodern Period. Its aim is to survey this
period--from 1830 to 194'5--through the close study of
representative Great Bocks, both English and American.
Instruction w i l l be fcy a ccmbisaticn of lecture and
discussion. Written work w i l l comprise: two in-class
blne-bcoks, a term-paper (8-10 pages), and a final
bluebook. Eight cr nine works (or groups of works,, when
shorter poems are involved) to be chosen from the
following list, depending cn availability of texts in
cheap editions: Dickens* Q=& Ex~ectatiogs; Carlyle,
a& and Preseng; a group cf shorter poems by Tennyson
and Browninq; Selected goens of Gerard Eanley Hopkins;
James, & Portrais 22 2 w y ; Dreiser, &Q American
Traqedy: D.H. xawrence, SQB~ ~d Lovers; Hardy, z&
gg Caster&&=; Feats, Selected g s ~
u s : Hart crane, com~let? E $ e Sel~ted Letters.
(Barrows)
Section &J. The reading list in Core 111 is drawn from
important work by English and American wrlters since
about 1900. The poets--!eats. Eliot, Lawrence and
others-- are represented in the -92 &ntholbqx&
Hodern - Poem. The novelists and dramatists include
Wilde, Shaw, Bells, Joyce, Forster, Faulkner,
Heminguay, Isheruood, and Baugh. The writing comprises
short meekly papers, tuc longer papers, and a final.
The class time is devoted mainly to discussion.
(Steinhoff)
-- -
section 003. In this course, me w i l l discuss Victorian
and aodern British, modern Irish, and modern American
literature. While each of the important and exciting
works we m i l l read has to 1'e considered first on its
own terms, we w i l l also be concerned with its
reflection of the social context in which it was
written and the central themes of alienation, sexual
conflict, and aestheticism. In addition, we w i l l
examine the evoluticn of the ncvel, poetry, drama, and
literary criticism from the nineteenth tc the twentieth
century- A tentative readirg list includes: Dickens,
zm; krnold, poetry and criticism; T.S. Eliot,
poetry and criticism; Joyce Portrait; Yeats, poetry:
Lawrence, 5g.s~ j=~ ms; Woolf, 20 Liqhthouse:
o'~ei11, ~ICJ ges JouFnex into N&&; Williams, A
-- Streetcar -- - - Named Deslre: E?ller. &&% &
Salesman. There till be two short papers and one longer
one, involving both dose readings of the texts and the
application of contem~orary criticism. There w i l l also
be a final exam. Class titie w i l l be spent about half in
lecture and half in discussion. (Hannayj
--- Section -- 001. This section of English 368 is a selfcontained
coarse that is cart of a two term curricular
experiment. In it, I w i l l cffer 10-12 Shakespeare plays
drawn from all of his uajor genres~comedy, history,
tcaqedy, and rc nance--0rgasized thematically to provide
an overview of his içork Students may choose to elect
either term individual17 as Shakes~eare~s Principal
- Plays, or both consecutively as an approach to the
complete works. Bewcomers this term m i l l begin analysis
and writing at a fairly basic level; students from last
terEp k i l l continue at a more advanced and
individ~alized level. Last term we focused especially
on the themes of hierarchy, order, and government
through intensive study of Richard u, Richard XL,
--- Henry 1, A Bidsummer Biahtcs m, Julius Caesar,
Hamlet dl~y~&&2 &h &&A, fleasure
fleasure, Usg, Coriclanus , and.& gemuest- This
tern we w i l l personalize and enrxch these themes
through consideration of Shakespeare's treatments of
both tens isthe central prcblem of the r&atianship
between the given order of things and man's shaping
. WINTER TEEM 1981 / 35
activity: in short, nature and art. Prerequisites:
none, though sose background in close reading is
helpful. A t least 3 short to mediua (5-7 page) papers.
Optional midterm; required final. (Hono)
-- ---
Section 002. In this course we w i l l study 12 plays of
Shakespeare, all of them comedies. This will enable us
to study plays in their own right, from the early,
middle, and later part of Shakespeare's career, and to
explore the idea of Comedy as it informs and develops
in the plays. Three papers or hour-exam options and a
final exam. Course conducted by lecture, with
opportunity for some discussion, as occasion and class
size permit. (BcHamara)
-- 393. - Honors Survey; Rilton to Blake. (3). [Excl).
Concentrating on the careful reading of texts by
Dryden, Congreve, Swift, Pope, Fielding, Sterne, and
Johnson, this course nil1 trace the transition between
renaissance neo-classicism and early nineteenth-century
romanticism. In particular, we w i l l examine the rise
and fall of empiricisa as a method of interpreting the
world and also the relation between poetic methods and
metaphysical presuppositions. Be w i l l discuss such
subjects as (1) the loss of faith in civilization, (2)
reason. madness, and the redefinition of man, and (3)
the rise of the novel. The class w i l l proceed by
discussion. There w i l l be two short essays, a midtein,
and a longer final essay. (Lavine)
Honors Survev: History a Zitera= Theory.
Enrollment in English Honors curricnlua. (3).
(Excl).
This surrey introduces students to the najor figures
and traditions of literary theory from Plate to the
early twentieth century, with special eiphasis on
English writers of the eighteenth and nineteenth
centuries and their classical sources. In addition to
historically important philosophical texts about
literature, readings w i l l include theoretical and
literary works by poets, novelists, and dramatists. By
the end of the course, students should be familiar with
the origins and historical evoluticn of ideas about
literature that have deternined the may we read today.
Classes w i l l consist of lectures and discussions. Five
short papers and a journal w i l l he required- There w i l l
be no formal examinations. [H. dark)
- 406. -- Eodern Enalish Grammar. (3). (HU).
A brief look at a newspaper or weekly magazine w i l l
convince you that everybody thinks that the study of
ngrammarn is a "good thing." This course w i l l survey
classical, traditional and contemgorary methods of
grammatical study. Our focus w i l l be the definiticn of
grammar--the study of structure in language; we w i l l
concentrate on the description of the najor structures
of American English--the practice of grammatical
analysis. Students in this lecture discussicn section
w i l l do short repcrts of group study, a mid-term exam,
and a final exam. (Toon)
411. A r t of the Film. (3). (HU) . flay be elected for
credit more than once.
Section 001: Latin tmerican Cinema. An intensive study
of the film and film theory of five Latin American
countries: Argentina, Bolivia, Brazil, Chile, and Cuba,
We %ill attempt to understand the cultural, eccnonic,
and political backgrounds of the filaso sill attempt to
understand the films as examples of third. world cinema ,
and contrast their forms and purposes with the cinema
of first world nations, and ue w i l l give the filias
themselves close analysis. The course w i l l include
lecture and both snail group and full class
discussions. Evaluation w i l l be based on ssall group
attendance, weekly journals, and a final project, which
can be a creative project other than a term pacer. - -
Films sill include uour of the Furnaces tsolanas and
Gettino, Argentina), BTGZ Z ZZGZFYna Couraae &
- the People (Sanjines, Boli~ia)~ Chuqaiaqc tEauino.
~olivia) antonio das flortes [ R O C ~ 0s-~uzis
~ ~ ~ ~ ,
ana zhe Cads and the [Guerra, Brazil) Zackal
- of Nahueltoro an8 The Promised Land {Littin, Chile},
~alp&aiso a (Prancia, Chile)# Bencries of
gnderdevelopment [Gutierrez, Cuba), One Way or Anoth;;
(Gomez8 Cuba) &g&sl a Teresa [Vega, Cuba), and
several shorts. Tmo books will be assiaired for
background reading, (Alexander)

36 / ENGLISH
Seciion 002: F ~ E Fzction Zg wg. Kany filas ars based
on works of literature;, and this course investigates
the probleas of adaptation in order to discover hoÃ
film utilizes such literary resources as figurative
language, pcint of vie's, symbolism, interior
monologues, etc. Generally, w e uill read a play, snort
story or novel each week and vies a film based on that
work. We w i l l see a side range of films (old. neat
foreign, Americanj including (probably) Blow-Q
o l s House, The Decameron, 2 Siasle Heart, Trial,
-- This Spozti~q &&, &gg 1 2 ~ and ~ Staaec~s&-
Through lecture and discussion fe ~ w i l l move from
co~sideraticns cf particular problems to an attempt to
establish scme theories of adaptation. Students uill
writs short (1 page) essays en most of the films, and
two long (8-10) page papers. There w i l l be no exams, no
late papers, and no inco~tletes. (HcDougal)
- 413. -- Studies -- - in - Film -- - Genre. ---
(3). (SO). Hay be elected
for credit more than once.,
W e shall focus on the horrcr film as a specific genre
of action pict'ures disccssinq a number of films from
diverse perspectives, fle stall be ccacerned with: q)
the psychological impact of these fllirs--why certain
motifs continue to be popular and hc? they affect the
vieyer; (2) their cinematic techniques--how director's
use certain kinds of settings, lighting, shots, and
editing to achieve particular effects; (3) their
cultural backgicund-- the history of certain charades:
type's and sctject matter in fiction,, poetry, and
painting: [4) their social tackaround--?ariation and
change according to the contemporary scene: (5) their
place in the history of the genre. These films w i l l
often be a starting coirt for an examination of vhat
people fear and hosi they atteuct tc hand.le their fear
throuqh superstition, reliqicr, and ait. OB Tuesday
afternccns we shall discuss the psychological,
caltural, and social theses of the course, or analyze
one of the literary texts; re shall also introduce
material relevant to the seek's film. The film w i l l be
shcun on the same evening and discussed in some detail
Thucsday afternoon, 'ahen xe shall screen certain
portions of it for details? analysisa Am-cn'g' the fitns
to be seen are 2 s Haunting, PSxs&g, K i s &gagÃ
of Frankenstein Harror ci Drac~la~ &zzie, Ifis
Y~orcist~ and xgxss, :tctents will" 3e zequired to
read a number of literary tests and write several short
pacers. [Konigs berq)
915. Interdisciglifiazy &&&:~aghcs 59 Lit~raturs~ [3) -
(53;. May be elected for crefiit sore than once
with per3 ission of tie undergraduate chairman.
3% m s ficirign Lizg. An interdisciplinary study
of the role of the arts in England d'uring the Victorian
period. The social gospel of art. the Pre-Raphaelite
and Aesthetic Hoveaents, tie arts and crafts ~evival,
the Ecclesiolcgica 1 Xoveitent, shifts and evolutions of
taste, and the interpenetration of literatare and the
visual arts are among the topics which will be
examined. lie history 'of painting, sculpture,
architecture, and the decorative arts of the period
w i l l be studied and paralleled in moveaents in
literature. Among the writers treated w i l l be Teaflyson,
Arnold, Buskin, E.G. Bcssetti, Swinburne, Billian
Morris, Oscar Bilde, and Eater, While a Eaailiarity
with art history would fce useful, it is not required.
There w i l l be lectures and discussion. Britten work
w i l l consist cf an hour testa a term paper, and a final
exam. [Coles)
uL senior Seffiinar. Only open to senior concentrators
ic English. (3). (tscl).
---- -
Section 002. literature's fascination with the lax as
an institution and justice as an ethical concept dates
back at least to "Periclean Athens and transcends
generic and cultural boundaries. aodera fiction and
drama, seen irresistibly drawn to the law, particularly
criminal law, as a theme. Re w i l l read works that treat
the legal process as an-object of analytical interest
in and of itself, as an example of a procedurally
complex but substantively bankrupt society, as a
metaphor for the literary riccess cf truth-finding and
truth-telling, and even as a testing ground for various
propositions of moralit?. A conmcn body of intensive
readinq, mostly prinary texts--some critical, w i l l be
the basis for class discussion in this seminar of
limited size. Me learn together and from each other.
Each stndent vill have an opportunity to lead
discussion, present a short report, and write a long
critical essay (shich nil1 surely cequire reading
beyond the ccinmon body). A representative (an!
manageable) reading list w i l l be chosen from works by
some (not all) of the following authors; ieschylus,
Sophocles, Shakespeare? Dostoye~sky* .Selville,. Kafka,
Camus. Doctorow. Darreanatt., G.B. Shaw, U. Shan,
Pirandello, Schnitzler, A. Miller. Dreiser, Mailer.
Capote, Oris, Houk, 3. Levin, Christie, and Sonaheis*
Also: selections ig 3.3- Whitsss The Leqal Igaqinaand
Es Londonls Xorid of Law . To be zead before
the ters begins: The Ozesteia- Juntigo~e~ The Eerchant
of Tenices Reasure x s Eeasure- The sexainaz@s objective
is to study the forms literature can take tc ccme to
term with a thene of ethical content. (Bauland)
Section -- 003: -
Studies ia the Ezic- A reading 3f epics,
failed epics, mock epics, and non-epics from Tergil to
such tuentieth-century authors as Joyce, Pound, ana
T.3. Lawrence. This course -rill attempt to define the
epic as a genre and to trace its tradition iiithia the
shifting cultural contexts of the cast tuo thousand
years. The major tests %ill be Vergil's Aeneid,
8e0%ul?~ Dante8s Cornmedia# and Xilccn~s Pazadise Loste
but w e shall also read didely in Enqlisii translations
of Homer (Chapman and Pope, especially) and in a
variety of English narrative forms including romance,
mock-heroic, the novel, and antohiography. ?fe w i l l try
to discover why epics aork as vehicles for sone
cultures' heroic values, why other cultures choose
alternative foins. i(e w i l l attempt to understand the
epic's changing treatment of divinity, moral heroismr
love and waifare and death.,:, history and cossos. As as
trace these ideas and themes, s-s sfill concentrate too
on narrative technique and style. Homer sill be a
constant point of reference, and all students entering
this seaiaar are expected to have read at least the
Odyssey before the first class* The course uill proceed
by discussion, occasional lecturese and seminar
reports. Because of the sheer length and difficulty of
several of the texts, participants should expect to
tievote considerable time and effort to reading. Other
requirements: regular (iiscovery exercises or
*scribblesS2 one seminar report, active participation
in discussions and a research paper- (Ssith)
Secticn -- 09Q: ZF& ~ i l o s o ~ h - s& ? ~ *seat&
--
GO~.:* ?iietzscheqs famous pronouncement la the "a^
Science on the "death of God" pulls the ruq out from
isiider a cer-fcai?! tra8ition of humanistic 'Platonic
thinking. -IT course this semester ail1 stiidy some of
the ways in which Greek tragedy iand tc various Cegrees
later Euronean drama) already confronts in full the
problea of nihilist; and how the succeeding tradition of
philosophic and literary critical thinking (as it
eaanat'es from Plato and Juristotle) has worked
systematically to subvest and displace this tragic
encounter. Be sill read Aeschylus' - Èqamemnon
Sophocles8 9edi~us TTxamas and &ntiaone* Euzipidess
-- Nedea an2 The Bacchae* Shakespeare*~ Iia~1e.t~ Eeckett3s
- Wait~- gzz &&* and irthur 8illeres && &
Sales~an- ge w i l l also reaa selections from Plato (a
-- ~epublic, 111 and 1) Aristotle {== ussc), Hegel,
Nietzsche, Freude Beidegaera as ~ell as frcm more
recent theorists--Levi-Strauss, Lacan, Derrida,
Foucault, Girard, and others. Class w i l l prcceed by
lecture and discussion, There sill be one lcisg paper.
(Goodhart]
---- --
Section 006. See Professional Semester description at
beginning of English listings.
3iL 224- The Writinq of Fiction- O~en to seniors and
graduate students; written permission of the
instructor is required. (3 each). {BU). Hay be
elected for credit nore than once with persission
of tha undergraduate chairman.
English 423 is being offered Winter Tern, 1981.
gection m: Creative xriiinq. A ccurse in ~ixed media
composition, especially combinations of poetry, short
drama, short fiction, graphic art, pa:Lnt:ng, musicc
dance, photography. Prerequisites; experience with cue
or more of these art forms sad interest in exgloriag
their relations to other forms. (Bright)
-
--- -- -- - -
Section 002: Writing 2 Tbis writing ~cikshop is
intended for upperclass - -
and graduate students who are
uritinq a novel or who wish to start one. Be w i l l meet
weekly to discuss the process of writing a novel and to
read and discuss sections of novels-in-progress. Each
student w i l l be asked to develop a pertinent reading
list, and everyone shouldplan to write acre than 50
pages during the term. Admission w i l l be based on a
writing sample and a conference. lime and dace of
workshop sessions sill tie announced, (Holinger)

-- 429. - The --- Hritinfl of Poetry. Tiritten periaissian of
instructor is required. (3). [HO).
'his is a course (by permission of instructor only) for
those who are serious about writing poetry. If you wish
to be considered please leave a portfolio of your
poetry in the box outside room 2635 Haven Hall in
December. I w i l l read them over Christmas vacation and
post a list of those admitted into the course on the
door of 2635 Haven Hall before January 7th. Override
slips w i l l be handed out at the first aeeting of the
course on January 7th. Be aeet one a waek for three
hours. About a third of our tine w i l l be devoted to
exercises, which w i l l irclude reading aloud, writing
from memory and improvisaticn. The remaining time w i l l
1-e devoted to student writing. Attendance is required
at all class meetings. tbsence w i l l affect grade.
Students meet with instructor at regular intervals for
individual discission of their poetry. You w i l l be
3sked to buy 3s Norton Antholoay & Hodern Poetry. [W.
dark)
--- 431. --- The gnalish zgom Dickens Conrad. (3).
(HW.
"qland, along via many other countries, experienced
massive dislocaticns of its social structure during the
latter half of tie nineteerth century and the beginning
of the twentieth century. Ve can see these dislocations
especially in the transfcrmaticn of the institution of
marriage and in the increasing alienation an individual
feels toward an impersonal society. A parallel theme of
our course k i l l fce the evclviag concept of identity and
the formal techniques by which an author portrays
character. A tentative reading list includes: Eickens,
xsrd Times ; Eliot, niddle~arch; James, I& gggg 92
-- screw and other short works; Hardy, Jude the Obscure;
Torstere &YE~& zga; Conrad, g s G @ Darkness and z&
-- secret &I%. There w i l l be two short papers and one
lonqer one plus a final exam. Class time xi11 be [spent
about half in lecture and half in discussion. [Hannay)
x& American Novel. t2). {HU)
Fhy do American writers express the subtlest
nhiloso~hical issues through violent and melodramatic
actions? Why do they create characters who aren't quite
people, plots fchich interrurt themselves so often that
they aren't quite stories, environments that are not
the streets and - houses be know, and endings that are
not rescluticss cr answers so much as disturbing open
questions? Be w i l l wrestle with these ~~0blems in an
attempt to define what is unique about American
fiction. A t the same tine, our primary focus w i l l be on
each wcrk in terms of itself. The course w i l l proceed
ahistoricall y, by concerns rather than dates.
This is a tentative listing of those concerns and the
writers an3 works we w i l l consider. Frontier as
aetaphor: Hawthorne (Stciies and Scarlet &.ger),
'vain (Hucklefcgggy Fing), James (i)Wajsy Hiller), Barth
[End of the Bod). Thinking the Self i".to Being: James
[Portrait & 2 La&), Chopin (m A~g&&..g),
pitzgerald (The Greg3 GaGfcy), Bailer (& &geg&s
m) . Ontological Insecurity, or Anxiety and Power:
-- Screw) , Fauikner ( zkli Sstgg &II~ g& mgy), Pynchon
(Crvinq of J& 49). Ke will move forward and back in
time to identify literary and experiential issues that,
have seeminqly permanent status in American lives. The
course w i l l ccithine lectures and discussions. A term
paper and midiera and final examinations w i l l be
required. (Ueishuch)
433 The Modern Novel. (3;. [HU).
---
Bodern Novelists and $& Problem of Gender. The women's
movement has inspired scme cf the most stimulatinq
critical reassessments and reinterpretations of
literary classics. It has even brought the principles
by which we evaluate and understand literature into
question. This course originates with the question of
whether gender is a factor which is relevant to the
writing and reading of literature. If cne's sex does
shape, qualify, or influence one's experience with
books, can that be explained biologically,
sociologically, economically, anthropologically,
historically, linguistically, psychologically,
symbolically, or by selecting and combining insights
provided by various disciplines? In this course we w i l l
juxtapose recent research and theory with our
experience of reading several modern novelists
concerned with sexual identity. Henry James, George
Eliot, Edith Wharton, Virginia Woolf, D.H. Lawrence,
possibly Joyce, Natakov, Failer, NcCarthy, and Drahble
till be read and discussed. There w i l l be some choice
%INTER IEBH 1981 / 37
in readings; several short papers, class reports,
probably one longer paper w i l l be expected. (Sharpe)
English 441 offers an introfluction to the poetry
written in both the United States and England from
roughly 1950 to the present, the poetry of the post-
Nodern decades; a larger proportion of the semester
will be devoted to American poetry. Bethod w i l l be a
combination of lecture on each individual poet studied
and class discussion of the particiilar poems
assigned.
There is no pre-requisite, hut some previous experience '
of reading poetry is no doubt 'necessary, as is an
interest in poetry in general and recent poetry in
particular. Written work: two in-class bluebcoks; a
short outside paper and a tern paper (10-12 pages); and
a final bluebook. Text w i l l be 2s Norton Antholo of
-- 3odern Poetry, edited by Ellmann and O*Clair. Arne:; tG
poets studied w i l l be Robert Lowell, Sylvia Plath,
Alien Ginsberg, Gary Snyder, Frank O'Haia, Galway
Kinnell, Elizabeth Bishop, James Dickey, and, among the
British, Philip Larkin, Ted Hughes, Thot Gunn, and
Seamus Heaney. (Subject of the outside paper w i l l be
the
work of a single poet, to be chosen by the student
and not necessarily from among the poets taken up in
class.) [Barrows)
- 448. ContemDorarv Drama. [3). (HU).
This course w i l l study the major develo~aents in the
field of nodern drama fron Brecht and Pirandello to the
present. In addition to these two playwrights, the sock
of Beckett, Pinter, Stoppard, David Storey, Edward
Bond, John Osborne, Ionesco, Garcia-Lorca, Sean
OgCasey, Genet, Sartre, and several ether European and
English writers for the stage w i l l be included.. Please
note that no iinerican playwrights will be considered in
this course, as these are the prcvince of English 449
[American Draaa). Course requirements w i l l he twc sheet
term papers and one final examination. The course is
open to undergraduates and graduate students. So
previous experience in dramatic literature courses is
required, but students who have had English 447 (Nodern
Drama) w i l l find that the material for this course
follows chroaologically from a study of Ibsen to Shaw.
Emphasis in this course w i l l be en the creative aspects
of these scripts in performance. (Bratec)
449. American Drama. (3). (HU) -
This course w i l l deal with major Flays by OVHeill,
Billiams, Hiller, illbee, Kopit and others. He w i l l
explore the specificity of American drama and its
contact with the traditions of Eiropean theater. The
works will be studied from a cartel2 of perspectives:
literary, philosophical, historical, social--and in
terms of the particular elements and problems of the
theatrical art, such as staging and performance. Class
time divided between lectures and discussi~a~ Students
w i l l write two papers and a final exairination.
(Livingston)
---- 459. Enqlish Neoclassical Literature. (3)* {HU].
2s Invention @ Hodern %a- During the
eighteenth century, ideas of man, society, and art
vhich had survived since ancient times gave way to
characterist-ically modern formulaticns. In this course,
we w i l l observe this process of collapse and
transformation, concentrating on such issues as {I) the
loss of faith in civilization, (2) reason, madness, and
the definition of man, and (3) the invention of the
novel. He w i l l read literary (Pope, Fielding, Sterns,
Johnson) , philosophical [Locke, Berkeley, Home). and
social [Burke, Gibbon, Paine, Jefferson) texts, asking,
in each case, hov they participate in ccmmon or related
systems of thought. She class w i l l proceed by
discussion. There w i l l be two essays and a final
examination- The course is designed for both English
aajors and for concentrators in such fields as history,
philosophy, and the social sciences. (Lavinej
-- 465. Chaucer: zhe Canterbury Tales. f3) (HU).
The course w i l l deal principally with g& Canterbnr
Tales, but other works of Chaucer w i l l also be studied,
e-g., several short lyrics, Parlement 92 Foulesr and
--- Troilus -- and Crisevde. Class sessions w i l l involve
lecture, discussion, and oral reading in Niddle
English. There w i l l be two outside essays, several
short quizzes, and a final examination. Required text:
F.S. Robinson, ed. The Works of Geoffrey Chauces, 2nd

38 / ENGLISH
ad. Recommended but not required: E. Xagenknecht,
Chaucer- Modern Essays in criticism; R.3. scgoeck and
J. Taylor* eds. Chaucer Criticism, vol. lg
-- CanterbuD 2glsg; R.J. Schceck and J. Taylor, Chaucer
Criticisms vcl. 2. Troilus and Criseyde and the MZnor
m. [Downer:
- 471. -- Sineteena-Centuu -- ----- American Literature: -- Key Texts. --
(3). (no).
An introduction to the extraordinarily inwvative group
of writers who emerged in this country before the Civil
Star: Hawthome, toes Emerscn, Thoreau. Melville, Stove,
and whitman. Central texts include x& Scarlet Letter*
"The American Scholar," ij&&g, &&y-Oicii., "The Fall of
the Hcuse of Usher." gg& Tosqs Cabin, "Eenito
Cereno," and "Sonq of E-yself." Tl-e instructor w i l l
emphasize the glories and sorrows of the Hew England
inheritance; tie transfcrmation of Protestant and
American beliefs into rrivate ryths and literary
fictions: and tie double-uindedness of American miters
toward America. Qspecially after Spring Break, we nil1
work to understand the responses of major sfriters to
the issue of slavery and the Zrospect of war. Three
papers and a final* (3cIntcsh)
Literary ResFcnses to && 2 ~ & s Gs Eodern XgfG-
This course w i l l be concerned with 20th-Century
American writers* responses to various phenomena which
pricked tie modern conscience--the failure of
traditional systems of belief, war, social injustice,
etc. Various genres w i l l Ie represented, and the course
w i l l also be concerned with the artistic nature and
quality of those responses. Texts w i l l be; Eliot's The --
he ~ a & and fit&Â &%a . Hemingaay8s Ig Qgg Tip,
Fitzqerald*~ & sgg& Gatsby, Jchnson*~ Zl'
---- A,utobiog~&~ 22 92 gx-Colored
Chopinss
-- kwakenim, C* Neill's %~AS z&2xga Zaulkner's Ahsa10m~
Absal~m?~ Millerqs 2hs Bgfi gz 3 Salesman, O*Connorqs
agss Ell Z&sgaggy OqConnor, Ealdwinqs Ancther Ccuntr?.
A, combination of lectures and class discussion w i l l he
the foraat. Students w i l l te expected to write a couple
of short exercises and a substantial tern paper.
(Pouers)
&78/CAAS Contempo&~g~ Afroamerican
431. (HW.
See Afroamerican and African Studies 476.
Literature.
(G. Jones)
482. Studies ig Iniiividual Authors. (3) - (IlU). Bay he
elected for credit ncre than once.
Section 001: Paulkner, Be w i l l study intensively
zgLste3 mgg urg QZ XE; as Sound ma g& F m ;
3s Z .&= D'gg; 22 August; Rbsalcri, AbsalGm? ;
%e Hamlet; and Go Dounc @g&?s. There w i l l be mid-term
and final exaninations and a term paper. the instructor
w i l l lecture in an attempt to convey some sense of
Faulkner's region, his sources, theues, and techniques,
ind his total bcdy of work. The study of each hook w i l l
be conducted as much as pcssible, after the initial
work, by discussion. Stndents may substitute other
Faulker works for any of the above which they have
studied in otter courses. {Blotner)
-- section Dickens. Ttith the words of Uilkins
Ticawber in mind--that HE read "with delight, with
entertainment, vith instructionw--we w i l l undertake a
study of six of Chacles Dickens* novels: O l i ~ e r Twist,
David Co~uerfield~ && gsxg, Great Ex~ectations, Q s
Yutual FriendB and x& By&ecY cf Edwin Drood. That
means sene 4,000 pages we lave to read, using Penguin
editions. He w i l l also have a great deal of serious
thinking to do, both directly and mediately nitk the
individual novels and with larger and more general
themes such as the relaticrship between idealisn and
realism, the idea of the artist as a social critic, the
creation or conversion cf the self, alienation and
reinteqration in a "mad ~orld,'~ the meaning and value
of happiness, and the function of the imagination.
students are required to write papers on each novel; we
also write ~scrikhlesef--seriously--at the end of each
classe EverYGne should gave sliver Twist read by the
beginning of the term. (Hcrnback)
their treat-meat of character aaa society, the fora and
style of their novels, and their major thematic
preoccupations - have contributed to the distinctive
approaches of novelists in the modern age. Janes,
Conrad, and Joyce, along with Flaubert and Dostoevski,
provided the foraal foundations as well as the
ideological premises on which the modem novel has been
created. A study of their mo~k is, therefore, a
valuable, preparation for further studies in 20th
Century literature. Texts w i l l include some of the
major storks of the three authors. TÈ papers w i l l be
required. (Aldridgej
-- --- -- ---
Section 004s The Comol&tg Heminoway. Except for the
juvenilia, some of the more repetitive journalism, and
iwo less than snccessul novels -[~o~rents-of S~rinq and
Islands in g& Stream] the bulk of Her:ngway*s
published Grk is read in this course. Moreover* in
order to avoid the charge of an unnatural obsessioa
with Eeaingway, related works of two of his literary
ancestors (Twain and Crane) and several of his close
contemporaries (Stein, Anderson, and Fitzgerald) are
examined. Although significant features of his
biography are considered, assessment of his technical
achievements and intellectual stature as a writer is of
primary importance. Admiration of Kemingway is not a
prerequisite for this course, and class discussion w i l l
probably flourish if the class has a few skeptics from
the anti-Hemingway ranks. Course requirements include a
paper, a midterm, and a final examination. (Eby)
& Issues in Criticism. [3). [EU). May be elected for
credit nore than once.
The course w i l l proceed by lecture-discussion and
papers as a study of primary orientations of critical
discourse about literature: author, audience, critic,
world, and 'work. Meyer Bbramss Tie Kirror and the Laiq,
w i l l be used as a comaonplace-book about traditions of
criticism. Traditional and coatem~crary criticism sill
be explored in terms of ncrms of methodology
influencing the tasks of criticism and in terms of
categorical distinctions between (aesthetic) literary
experience, practical criticism, theoretical criticism.
and meta-criticism. A course nanuale An Anatom1 &
Critice Discourse w i l l be used alo~g w i t ? othez texts.
(Bright)
482Educ- --- D 440 JSchool ~2 &ucaiionl. Teaching.
English. Engl. 305 is a prerequisite fcr Enql.
489. Concurrent election of Educ. D 592 is
---
required. (3). (HU) .
Section m. See Professional Semester description at
beginning of English listings.
395- Honors Surve~: Eleredith to the Eresent. Adaission
to the Inglish Honors Progran. (3). (Escl).
This is the final course in the .chrcsoloqicaI survey of
Enqlish literature offered to s-tndents in the. Honors
program. Six major authors iu-11 receive the lion's
share of attention: Yeats, Hardy, Eliot, Joyce, Orwell,
and kudea.. Their works, in a variety of literary foras,
permit us to define and assess the evclnticn of
distinctly modern styles and subjects. One objective of
the course is to identify the literary traditions to
which these individual talents belong, and to describe
how they modified those traditions by their
masterworks. Lecture and discussion format. Two papers
and a final exanination. (Goldstein)
Section 003: Jares# Conradx 224 &=. A new couxse
qiven for the first tile in the Hintex Term, 1981.
Henry James, Joseph Conrad, and James Joyce w i l l be
viewed primarily as great pioneers of aodernisai in the
novel. The class w i l l examine the vasious ways in which

Environmentax St~dies Courses JDivision 3 6 ~
Environmental Studies Program is designed to co aplement
a student's training in a particular discipline. It is
not a concentration prograt although it is possible for
a student to work out the equivalent of a major in
environmental studies through the CcUegees Individual
concentration Program. Interested students nay contact
Professor Stephen Kaplan, Director, 3418 Hason Hall
(764-0426). The Environmental Studies Program currently
consists of several specific environaental studies
courses rtich provide three different levels of
educational experience plus a nunber of regular
departmental courses cross-listed as Environmental
Studies courses.
The first course level within the program consists of
Environmental Studies 320. This lecture/discussion
course is not so much concerned with particular
environmental problems and solutions but instead is
designed to provide an understanding of why such
problems exist and what contributions the several
disciplines can make toward the solution of the complex
issues which these problems raise. It thus provides a
rational view of the eniironmental concerns of the day.
Environmental Studies 320 is not generally reconmended
to Freshmen.
The second level of courses in the program focuses on
the causes and effects of specific enviconnental
problems and how nan views his environaent. The exact
nature of the courses offered on this level depends
upon the individual or group of individuals teaching
each course, and the topics vary frcn term to term.
The third level of course work includes Environmental
Studies 420 and 421 and is designed to provide the
student who has acquired a sound background in
environmental studies thxcugh course work froa the two
lower levels of courses and through uork in other
departments and schools an opportunity to study, a
particular environmental issue. It is the
responsibility of the student to consider carefully a
plan of study, to find ethers who might wish to work
with hin or her, and to attempt to find a faculty
member to supervise the wcrk.
406Aist* a && 4~2 and the Visual Environment.
(3). (XU) -
see History of A r t 406.
(Huntington)
408YPhil& 3Zcoloq~ 4 Philosouhical Persneci&f&
(3). iw .
See Philosophy 357.
(Earcodes)
456 (3521 /Geo& 456. BioaeoWaDh~. (3). @S).
See Geography 456.
(Noguchi)
- Far Eastern &anauaaes g& Jite~atuceq
Courses in Chinese JDLvision
Beainninq Chinese. [S eachj. [FL).
Only Chinese 102 is offered Winter Term, 1981. Chinese
102 (Beginning Chinese) is a continuation of Chinese
103. The textbooks are Beainninq Chinese and &@tninq
Chinese Reader [Part I 8 XI), both by John DeFrancis.
Students are required tc listen to tapes after class
(at least 5 or 6 hours a week). We meet five hours a
meek--2 hours cf lectures and 3 hours of drills. Be
w i l l begin with lesson 14 in both texts. Beadings are
longer than in Chinese 101 and w i l l take much of a
student's time outside of class toxard the end of the
semester. Students are also required to make up
sentences for each lesson as part of the hoaeuork.
Grade: 13 fxca 5 hourly tests; 13 froa final exam: 13
froa daily grade, which includes (a) oral performance,
(b) written exercises from n, [c) cl~ssroom
participation and lab hours, (dl reading perf oraance,
[e) attendance. Wote: & visitors are allowed- [Tao)
ÈIRTE TEEM 1981 / 39
a Second-Year Chinese. Chinese 102 or 361. (5
each). WL) .
Only Chinese 202 is offered Winter Term, 1981. This
course is a continuation of Chinese 201. Students
electing the course should have mastered the spoken
language aaterial presented in DeFrancisg Beainning
Chinese or a siailar introductory texi and should be
able to recognize and write about 400 characters and
1200 combinations. The priaary goal of the course is
achievenent of a basic level of reading competence
within a vocabulary of 800 characters and accompanying
coabinations. A closely integrated secondary goal is
continued improv ement of aural understanding and
speaking coapetence. These goals are approached through
classroom &ill and recitation, out-of-class exercises,
and work in the language laboratory. Daily class
attendance is required. Students are graded on the
basis of daily classroom performance, periodic quizzes
and tests, homework assignments, and a final exam. The
texts, both by DeFrancis, are Inter~ediate Chinese
Reader, Parts I and 11. and Intermediate Chinese. (Ma)
22!&Q~anese 22OfAsian Studies 22Oflel. a
Introduction & Reliaions: South and East
&&& A knowledge of Chinese is nct required.
W - (HO) -
-
This course is intended primarily for freshfolk and
sophomores, and is designed as an introduction to the
religious traditions of South, Southeast, and East
Asia. There are no prerequisites to the course and no
special background is required. The course is itself a
prerequisite to intermediate and advanced courses in
Asian religions, especially - those on Buddhisa. It is
also a requisite for concentration in the Program on
Studies in Religion. As a survey of the key doctrines
and main problems of the religious traditions of Asia,
Chinese 220 introduces the leading themes in the
"Littlen and "Greatn Traditions of Isian Religions.
Although a historical and geographic framework is
followed, the priaary approach is topical.
There will be lectures three times a week and
discussions once a week. The lectures Bill complement
the readings in the aythology, religious practice,
doctrine and history of Hinduism, Buddhism (Indian,
Tibetan, Chinese, Japanese), Confucianism, T~o~sB, a n d
Shintoism. Grading viil be based on one miat-era and a
final examination, and two short take hone tests.
Attendance and participation in discussion w i l l also be
taken into account. (Gomez)
g& Advanced Spoken Chinese* Chinese 202 or 362. (1).
(Excl). Bay be repeated for credit core than
once.
This course is designed as a spoken language supplement
to the post-second year Chinese reading courses. The
prerequisite is two years of modern Chinese (OH courses
101 through 202, or equivalent courses at another
institution), and students enrolled in the course
should also be enrolled in a third year, fourth year,
or classical Chinese course. The purpose of the course
is to continue building on the foundation of spoken
conpetence laid down in first and second year Chinese.
This is done through classroom drill and conversation,
presentation of brief speeches and stories, discussion
of materials read and of fellow studentsVpresentations,
and through out-of-class preparation for these
activities, including required use of the language
laboratory. Though some attention is paid to character
writing, the eaphasis is very strongly on the auraloral
skills (supported by thorough control of the
pinvin romanization system), and it is on the
development of these aural-oral skills that the student
is graded. The required text. for the course is
DeFran-cis, Advance$ Chinese. CharaQ~ &g
Advanced Chinese is also suggested* and a liuted
amount of other çaterial may be introduced in class.
(Xa)
a Third-Tear Chinese. Chinese 202 or 362. (5
each). (Exci) .
Only Chinese 406 is offered Hinter Ten, 1981. Third
Tear Chinese (Chinese 405-406) is a two semester
sequence in readings in aodern Chinese. The principal
objective of the course is to develop the ability to
read the most inportant kinds of modern Chinese
writings~fiction, essays, documentary and journalistic
materials. Eaphasis is on rapid expansion of vocabulary
and thorough understanding of grammatical patterns.
Class fornat is recitation. Evaluation of student
perforaance is on the basis of frequent quizzes, tests,
classroom participation and a final exam. Spoken

' 40
/ FAB EASIESB LAHGUAGBS AHD EITSXAIUBES
Chinese is used in class to a limited extent only.
(Students who want aore spoken language work are
encouraged to enroll also for Chinese 378. Advanced
Spoken Chinese.) Course materials are selected from a
wide variety of books and periodicals and are made
available ia course pack and ditto forms. Students
should own at least two dictionaries: Xinhua Zidian and
Liaag, &g~ Practical -ese-Enalish Dictionan.
(Dew)
a 452. Literary Lhinese. Chinese 202 or 362. (4
each). (HU).
Only Chinese 452 is offered Ulster Tera, 1981.
Continuation of literary (classical) Chinese. (Crunp)
461. 462. Readinas Modern Chinese. Chinese 406. (5
each) . (HU).
Only Chinese 462 is offered Uinter Term, 1981. Second
tern of the final year of fornal course work in modern
Chinese language covers grafled readings in a variety of
modern texts, literary, expository, and foleaic, with
parallel work in the Ifills Intaaediate Reader. The
goal of the course is to advance studentsy competence
in reading modern Chinese, primarily for research
purposes, and assist them in making the transition from
reading graded and glossed materials to reading
ordinary texts. lo provide students with continuing
exposure to the spoken language, Chinese w i l l be used
in the instruction in class as much as possible. (Lin)
Traditio?al chine& a gictioa &
gransla~~on. A knowledge of Chinese is not
required. (3) . (HU) .
The growth of Chinese fiction differs widely from the
Best since its style was influenced deeply by the
Chinese story-teller and its contents mere influenced
by Chinese Buddhisa and Taoism. Special attention is
paid to the circuastances of this groirth from the 14th
century to the beginning of the 20th century. In a
fashion just as unique, Chinese dramatic foras evolved
from early song and dance perfoisances. ill types of
traditlcaal Chinese drama are eclectic and synthetic.
since drama IS closely associated xith various types of
verse foras, the student will also be exposed to
noihramatic foras of lyric and occasional poetry which
are associated with the drama. Beadings w i l l include:
Birch, ed., Antholo= & s&&s gitesature Z aa. a;
Ksiung, Romance of a &ass& Chamber; Cramp, ChuLese
Theater iu the Days & Kublai w; Haley, trans.,
Bonkey: 2s %d chambec (Udversal Library
ed.); shin Pinq Bei--(if a new printing is made we w i l l
read the entire work). (Cru~p)
Beainnina Japanese* (5 eadii.
Only Japanese 102 is offered Uinter Term, 1981. The
course ains at the acquisition of the four basic
language stills~reading, writing, speaking, and
listeaing comprehension--in Japanese* The emphasis is
on thorough mastery of the fundaaental structure of
Japanese through aural-oral exercises and practice to
the extent that natural fluency in both spoken and
written Japanese is achieved. In Term I (Fall) the
basic rules of the Japanese writing systen are
presentede Hiraqana is used from the very beginning and
later Katakana and approxhately 70 -2 are
introduced. In Tern 11 [Rinter) an additional 150
are introduced. It is highly reconmended that students
make use of the taped exercises in the language
Laboratory or at home with the aid of the textbook. In
addition to occasional quizzes, there are midterm and
final ezaminaticns. {Endo)
(XI.).
20lS 202. Secoad-Yeaz JaDaEeSe* Japanese 102 or 361.
each) . (PI,).
Only Japanese 202 is offered Binter Term, 1981. The
objective of this course is to teach both listening
comprehension/speaking skills aad raanixng/~iriting
skills, The main text, Intendye Course in ggpmesei
Interaediate, has two sections in each lesson ithere
these two skills are focused on separately. Students
using these materials w i l l be able to attain a high
level of ability both in understaadiag and in the
C5
active use of Japanese. The number of introtiuced
iu this course w i l l bff* about SOB. Students w i l l he
asked to listen to the tapes every day. (Kato)
~2OKCbinese ~~o/ASia~ studies- 22OlEel. &&
Introduc~ion & &a Reliq%ons: and East
&&gL A knowledge of Japauese is not required.
(Hi. WJ)-
See Chinese 220.
(Gomez)
Advanced Spoken JaRaIii?Se. Japanese 202 or 362.
(1). (Eiclj. May be elected for credit more than
once.
This course provides spoken Japanese in various
situations through the use of several video and audio
tapes. Students will gain a great deal of knowledge
about Japanese culture and the may Japanese people
think and look at things as well as a knowledge about
more natural and colloquial Japanese. (Hagara)
402- Japanese Literature in ~ranslatiou: && and Rodern
peyioas. A knowledge of Japanese is not required.
Through lectures and discussions, the course W i l l
examine the various forms of popular literature in the
Edo period (1615- 1868) --u, novels , puppet plays,
and kabuki drama. It w i l l also explore the rise of the
m o d e r ~ ~ h o l o ~ i cnovel a l beginning in the Beiji
period (1868-1912) and w i l l focus on the great works of
modern Japanese fiction from the Beiji era to the
present, including the novels of Batsuae Soseki,
Tanizaki Jun'ichiro, and Bobel laureate Kawabata
Yasunari. (Danly)
& Third-Iear Japanese. Japanese 2Q2 or 362. (5
each). (Excl).
Only Japanese 406 is offered Uinter Tern, 1981. A
continuation of Japanese 105. Selected short stories
and expository reading materials in enlarged print w i l l
be used as the text. Students w i l l be asked to read
faster and to write aore Japanese than they did in
Japanese 405. Svaluations w i l l be based on exams acd
assignments. (Kato)
5% hdvanced Eeadinq in Boderu gauanese. aapanese
406 or concurrent enrollment in Japanese 405406.
(4) (KO) *
Only Japauese 408 is offered Winter Vera, 1981. Through
close readings of works in a variety of styles in
modern Japanese literature, the course aims to
facilitate the student's progress in reading Japanese,
to nore beyead-the level of teeipiiering and to help the
student increase both his speed and accuracy of
reading. The emphasis of the course is on close
translation, in class, of the Japanese text. The coarse
w i l l also teach the student how to ase dictionaries and
other basic research aids ef fectively. and w i l l help
him begin to develop Some critical sensitivity to
Japanese literature. (Oanly)
--- -- -
951. Social Science Beadinus & Japanese. Japanese 406.
f4 each!. (Excla. Bay be elected for credit more
than once with permission of instructor.
Students will read materials in social sciences
coordinated around the selected topics and discuss then
in class. The coarse nay also give individualized
instruction in which each student w i l l select aaterials
in his or her discipline. Designed for advanced
students çit at least three years of Japanese, the
course uill be conducted exclusivel~ in Japanese.
Evaluation will*be based on two examinations or papers.
Papers should contain the suaaary and partial
translations of the original texts. (Endo)
-- 490. Introduction to Javanese Lin uistics- Japanese 152
or 361; or permission o ~ z h e instructor. (3)*
(H'J).
An introduction to the analysis and description of
sounds and gramaatical structures of Japaasse and to
the study of Japanese dialects and the history of the
language. Special emphasis is given to the application
of the content of this course to the teaching of
Japanese as a second language,, (Hagma)

WINTER TERU 1981 / 41
Courses in Film and Video Studies IDivision
201 Introduc*ion Lo s@ arts Open only to - concentrators in film and video studies. (2).
A required course open cnly to film-video majors,
designed to prcvide an introduction to the history,
aesthetics, technology, and uses of video. Areas
discussed are the history of video art and its major
artists, video aesthetics, as well as hands-on
introduction to use of video tools. (Kirkpatrick)
- 399. - Independent Study. Fermission of instructor- (1-
4). (Excl). (INDEPHEEST). Bay be elected for
credit more than once.
Directed research under su~ervisioa of a faculty member
associated with the Program in Filn/Video Studies. For
additional information, contact the Film and Video
Studies Off ice 1764-0417).
The fclloning courses in other divisions of the
University are offered during Winter Tern, 1981, and
are among those which can be used as part of a
coqcentraticn plan in Film-Video Studies. Art 223,
Cinematcgraphy I (School of Art) ; Communication 521,
History of action Pictures; Coaaunication 630,
~elecommunicati'cns Borkshop (16mn filmmaking) ; English
411, A r t of the Film: English 412, (Major Directors);
English 412, Studies in Film Genre (Horror Film);
Humanities 410, Cinematic Experience (Engineering
Humanities) ; French 410, Ie cinema francaise;
Humanities 457, Video: Fantasy (Besidential Ccllege) ;
and Slavic 312, Soviet and East European Cinema.
---
Courses
.pivision 374L
10 1. Introd%cticn $9 Geoara&& [4) . (SS) .
The there of tbis course -is man's relationship to the
earth, and the changing nature of this relationship as
a function of man's increasing iapact on the
environment. Tbe course is organized into major
segments: Introduction, fcllowed by a discussion of the
several continents based on environment, population,
resources, and current development of their economies.
There are three lectures a week, and one discussion
section. Regniremen ts include a midterm ezamination, a
final examination, and several quizzes. Beguired text:
Murphey , Rhoads, patterns a the-~arth: An introduction
Geoara~hl, 4th ed.. Rand McNally. (Kish)
This course is intended primarily to acquaint and
expose students to the lasic aspects of the physical
environment in mhich they live. Topics include weather,
water*. climate, ~egetation, soils, landforasff aad their
related subjects. Lab sessions focus on cibservaibion and
analysis of weather and climate maps, climatic
classifications, interpretation of topographic naps and
airphotos, etc. Atteadence both in class and in lab
sessions is required. There are ten weekly lab
assignments. The testing for mat includes two hourly
tests and a final examination. The tests nil1 include
material from lectures, slides, and the text. lab
assignments w i l l account for roughly 113 of the term's
qrade. Text: Strahler and Strahler, Elements OL
Physical Geography, niley, 1978. (Noguchi)
=emen tar1 Car toara~h~:
(4) . [SS) .
Maps provide a unique nay cf recording and presenting
information about a variety of geographic phencmena.
They enter into many aspects of our everyday lives--
decorating our walls, telling us where things are and
how to get there, providing insights into the nature of
spatial distributions and contributing to oar imge of
the world aromd us. Geography 381 is an introduction
to the sapping process, with particular emphasis on the
communication of geographic data through maps. Students
w i l l obtain a basic understanding of the processes and
problems involved with nap use and nap production
through the readings, discussions and laboratory
exercises. The course consists of two, one-hour
lectures and t-iio tuo-hour laboratories each week.
Students nay need to spend time outside of the regular
lab periods to complete projects. Lecture topics
include map basics (scale, direction, location), sap
symbolism, map design and production, and computer
mapping. The laboratory involves deaonstrations and
exercises related to the lectures. These exercises are
designed to give the student experience with the
techniques and problems of map production. The assigned
text, Elements of Cartoqra~h& 4th ed., by Robinson,
Sale, and Borrison sill provide ~ost of the required
reading, mith occasional assignments for articles OR
reserve. The purchase of a small anount of equipment
{up to $30) w i l l be necessary. The course grade w i l l be
based on two midterms, a final and laboratory
exercises. {Taketaj
- 402. -- Geosraphx of North America. (3). (SS]
A survey of north imerican geography [eaphasis on the
U. S. ). The general format covers ( I) physical geography
and geographic provinces, and (2) a survey of the
historical patterns of settlement with special
attention to human ecosystens and resource use.
(Kolars)
- 411- Geoara~b~ of Europe. (3). [SS).
The objective of the course is to offer a general
survey of the physical, economic, and urban geography
of Europe; in other words, to answer the question: ahat
is Europe?The method employed is the selection of one
or nore nation-states from each of the major regions of
the continent: North (Scandinavia), Best (Atlantic
Enrope, Britain, France, Lo= Countries), Biddle (Tidal
lands of Europe: Germany, the alpine countries, the
lands of the Danube Valley);, and South (Mediterranean
countries) . There is a substantial-and-optional reading
list for the course. Requirements itclude two sets of
two terà papers each, due at mid-term and at the end of
the tern. (Kish) .
419. Environment FJI& Societx in China. Junior, senior, -
or graduate standing. (3). (SS).
This lecture/discussion course begins by setting China
in geographic context within Eurasia, including a
comparison with European civilization, the role of
isolation and China's distinctiveness. Traditional and
contemporary Chinese society is viewed as a series of
adaptations to its geographic base. The course then
considers the origins, spread, and evolution of Chinese
civilization, its incorporation of Tibet, Hongolia,
Sinkiang, and Manchuria, and the constraints of the'
physical landscape within China Proper. The second half
of the course then analyzes the nature and current
problems of the agricultural system, the growth of
population, industrialization and its resource base,
and the nrbanization process, concluding with an
analysis of the -Eeeist blueprint for de~elopme~t and
its vision of the good society. Readings are varied but
moderate in amount; grades are based on two take-hone
essay exams, one at midterm and one at finals time. The
English Conposition Board (ECB) has approved this
course as a Junior-Senior writing coarse for the Biriter
Term, 1981.
This course deals with an overview and survey of
ecological problems in the countries of North Africa
and southwest Asia, particularly shere seal-arid and
arid conditions are encount'ered. It attempts to discuss
such problens from a geographic (spatial) point of
view. Examples are chosen from many countries, but no
country by country survey is atteapted. Huch of the
coarse is based on the professor's ova first-hana
experiences in Turkey, Iran, the Levant and North
Africa. Nonaaisa, peasant agriculture and econoaic
development schemes are emphasized. Testing consists of
four take-hone essay questions based on lectures and
outside readings; people desiring A-level grades are
also expected to write a short research paper in
consultation with the teacher. (Kolars)
- 431. Econoaic Geoara~h~. Seog. 212 or persission of
instructor. (3) . (SS; .
This interaediate level economic geography course
focuses on the basic principles of the location of
economic activities. Part one of the course reviews the
classical location models as they were developed on the
single variable of distance. Pact two investigates the
location of economic activities as the variables held

42 / GEOGRAPET
constant in part one are relaxed: transpcrtation costs,
spatial variation in demand and production, economies
of scale, and agglomeration. tianufacturing regions in
the United States and EUKOge are also discussed. Part
three investigates the impact of uncerta~nty on the
locational iiecisions of single and nulti-plant fir=.
Finally, national develo~ment policies of selected
zestern and non-Western countries are discussed in
connection with the develo&nent of urban growth centers
and regional cores and ~eripheries. In addition to
tsree lectu~es every week, a homeuork problem,^ designed
to assist you in understanding the material, nill be
assiqned every other neek. Because of the anount and
nature of the saterial, a series of bi-weekly guizzes
are given in lieu of a aidtern exam. The text is
Location in Ssace: 4 Theoretical &pvroach &Q Economic
Ge0qraDb-f by F. Iloyd and E. Dicken (1977) This course
is well suited for majors in e~onic and urban
geoqraphy, regional develo~nent, economxs, bqsiness.
and urban and regional planning. [Brown)
--- 433. ----- Urbau - Gecqrauh~. (3). (SS).
This course is an exaniraticn of %he spatial factors
affecting lccation, organization an? £unctionin of
cities. Both the internal arrangemeats and external
connections of cities are analyzed. Throughout the
course contenporary urban problems w i l l be utzlized as
examples. Topics of study are: The state of cities;
urbanization, evolution of V.S. cities; the way
qeographers look at cities--basic cokepts and the
spatial viemgcint; cit~ ser~ice area and city
hierarchy: internal city structure--preindustrial and
wstindustrial forms--definition of urban areas; the
role of trans~crtation and commutucatiou in urban
sxstems. Required texts: Truman A Eartshorn,
Intervretinq A& a *.Q&g Geoqraphy New York:
niley, 1980. [N ystuen)
-- 442. Cultural Geoqrauhy ~2 lath A~erica. Geoq. 212 or
402; or pernission of instructor. [3). (SS).
This course introduces students to the cultnral regions
of the United states by treating such topics as ethnic
migration at tezns, the localized distribution of
languages, reliqions, preferred diets, sports, and
other culture traits. Ke w i l l also consider how
national cultural patterns erode regional variation in
landscape features such as housetypes, settlement
pstterns, land tenure systems, and resouxce use. You
can expect to read's. Zelinsky, xhs Cultural Gecarauhx
of the United States as a text conglenented by varied
selections frcm geographical texts, journal articles,
regional literaturef and atlases. You w i l l be
responsible for writing several reports and essays on
related subject natter along with a longer end-of-tern
paper. (No exams w i l l be given. 1 You w i l l be introduced
to original as well as seccndary source naterial and to
some kasic fieldwork techriques f OK cultuxal geqgraphy
sn~h as interviewing, systenatic observation, and
thematic mapping. Classes w i l l be nainly lecture and
discussion but some t i m e w i l l be devoted to learning to
use library scnzces and to tutorials in writing. Eallvs
Writing and Struck and White's Elements
w i l l be ~sea as references fox ?riting style.
[Larimore)
This course intrcduces the student to the study of
regions and the methods of regionalizaticn. The course
is di~ided
into three sections: Part One reviews the
regional concept as it developed through time. Part Yno
explores the regio~alization gzoblem as one of
classification. Eere, appropriate mathematical
techniques such as grou~ing techniques and factor
analysis w i l l he discussed. The last part of the course
focuses on the definition of administrative zegions and
the nethods for deliniting them: center of gravity.
index of regional efficiency, linear program~$.ng
soluticns, to nane a few. Consideration w i l l be g ~ v ~
to regions of cultural, physical. and economxc
phenonena. There nill be a midterm and final as well as
a term EaDer requirement. !the nature of the material
should -bk of -interest to historians, planners, and
political scientists [sho are interested in methods of
redistricting), as eel1 as to geographers. (Brown)
&56 I2221 /Environ. Studies 456. Bioaeoaravh~. i3). {HS).
This conrse is intended to introduce students to the
fundamental concepts of biogeography. The topics w i l l
cover patterns of life, energy balance, hydrologic and
carbon crcles within the biosphere, environmental
limitations to the growth aud develcpment of individual
life forms and communities, man and environment
relations, etc. There w i l l be two hourly exams and a
tera papez. Texts: iiatts, D., lÂ71 Princivles ~2
Bioaeo-, EcGraw Bill; and Riley, D. and Young, A.,
World Yeuetation, Cambridge University Pressr 1966-
( NO~UC
hi)
-- @57. Soils and Land Utilization. (3). (XS) .
This course is dwigaed to fulfill four functions: [l)
To examine the role of soils within the enviranaental
context, iu terms of the processes that are operating
and the relationships which develop: (2) To develop an
understanding of the basic properties of soil; (3) To
survey the types of soils and their world distributi%,
emphasizing soil/environmental relationships; (4) To
examine the influence of soils on land use practices
and the effect of different types of land use upon
soils. The course is designed to accommodate those who
view soils as a naturally occuring body and a valuable
resource uhich must be proper13 managed. Texts: D.
Steila, 6eoar&&y -1s and D. A. Davidson,
.Land Use Plannin2. Three hours of lectures.
Evaluation w i l l be based on one Faper aria tso
exaninations.* (Exenster)
460. semenar for Jnnior concentrators. permission of
-- ins&ucto~- ( 3 m c ~ j ~ -
During this semina~ students w i l l learn to identify
researchable guestions, formulate a research problem,
and design an approach to it. collect data and present
findings in an intelligible written and oral for=. A
number of short papers and a major research paper w i l l
be required. Participants w i l l also read some writings
by various guest speakers at the Thursday afternoon
Departmental Seninar. Be ex'pected to attend these
seniuars, and discuss the talks aftersacds. The English
Composition Board pX8) has approved this course as a
Junior-Senior nriting course for Hinter Term, 1981.
[Clarkson)
This course, an introduction to the diverse aspects of
transports tion geography, addresses four aa jor themes.
(1) Geographic Analyszs of Interaction including
measares of distance and space and gravity and
potential -models. [2! Transportation and Land Use
including relationsh~ps between transportation and
industrial and agricultural location, an& between
transportation and urban lanq use patterns. (33
Transportation System Design, including netnork
analysis, shortest path algorithns and transportation
allocation programning. f4) Transportation Systems:
Planning and Policy. A review of the status of marine,
air, road and rail transportation, and some current
problems such as energy supplies and the nobility
problems of the transportation-disadvautaged
population. Grades are based on a midterm, final
examination and a tern paper. (Trussler)
s6. Urban Znvironment. (3). (NS).
Many urban problems are in part the result of the
physical environmental setting and its alteration by
man* It is unrealistic to study the economic and
political processes xithin urban centexs uitbout an
understanding of their interaction sith the ghysical
environment-This course w i l l essentially examine the
influence which urban systems have upon the physical
environnent and the effect of physical processes upon
urban systems and human activities. Questions and class
discussions welcome and expected. Tkree hours of
lectures. Evaluation w i l l be based on one paperjpro jec t
and two examinations. Tentative text: T. I?. Cetwyler
and B. G. Marcus, Urbanization and ggvironment, 1972.
{Brewster)
A survey of the development of the art of mapping from
earliest times to the 19th century, this course Is
designed to introduce students to critical thinkhg In
relation to graphic documents as they have baea tzaiim2
to do in tradit2.onal hu~anities courses; The stucl~ 0f

science: it deals with manSs efforts to depict in a
graphic manner his surroundings. The purpose of this
course is to provide an introduction to this field,
surveying briefly the several approaches to aapnaking
used by various civilizations. Requirements include a
critical biblicgraphy of one phas of history of
cartography and an oral examination at the end of the
term. The class sill visit the collections of the
clenents Library several times to become acquainted
with original naps and atlases, their use and care.
(Kish)
AnalvticaL C a r t o ~ r a Math. ~ ~ ~ 116 ~ and 117. (3).
(SS)
Cartography, like many other fields8 has been greatly
influenced by the computer. Automated techni~ues have
provided new op~ortunities and possibilities for the
display and analysis of geographic information.
Geography 482 is designed to introduce the student to
computer applications in cartography. Emphasis is
placed on the nature of cartographic problems and the
way in which the computer can be used to help solve
these problems. The course is organized into two 1 312
hour lecture/laboratory periods each week. Discussions
w i l l cover spatial sampling, geocoding8 spatial data
structures, manipulation of geographic infor3ation, and
automated napping. Laboratory exercxses w i l l
familiarize the student with computer graphics
equipnent and ~ i t several h %annedW mapping Frograms.
No prior cartcgraphic or computer experience is
required, although kncwledge of MTS w i l l be helpful.
The couIse grade w i l l be based on the laboratory
exercises and three examinations. fTaketa)
This course is designed to give students of natural
sciences and engineeri~q an introduction to the
environmental conditions in high altitudes and
latitudes. Students should have a basic background iu
introductory physics a ~ d calculuse Additional
background in a natural science is helpful. Topics
covered in lectsres include: general climatology and
qeoqxaphy of arctic-alpine regcons; physical properties
of ice; the qrcund thermal regime; geomoxphic processes
resultinq frcm ice ana the grcund thermal regime; snow
metamorphasis--~elt# etc.; glaciers and heat and energy
budqets: lake, river and sea ice: ~conomic development
and envirc~me~tal ~rotection in cold regions. There
wxll be no assigned text. A final examination and
midterm test w i l l deter~ine grades in the course.
[Outcal t)
- 521. Quantitative fiethods i~ Leoarauhy. Stat. 402 or
the equivalent: and pernission of instructor. (3
each). [Excl).
This course focuses on multivariate statistical
techniques and their application to geographic
problems. E~phasis is placed on uses and limitations of
the technigues, and on the interpretation of results.
Students are expected to acquaint themselves with the
use of computing facilities early in the term. No
previous computer proqra~~ing is required, since all
proqrams used are standard statistical packages. The
teshnigues covered include simple lineax regression,
multi~le regre~sion, trend surf ace analysis, principle
components analysis, factor analysis and tshniques of
classification. Eequirements for the course include the
comp1et.ion of exercises, and a research paper utilizing
one or more of the techniques. (Trussler>
% Phvsical Geoqra~hx seminar. Permission of
instructor. (3). (RS).
Science invclves the development of p~dictive
nethodologies, which produce generalizations, theories
and lavs. These apply act to particular instances or
events but to classes of phenomena, se develop theories
and laws not for one individual, but for certain groups
of individuals. This se~inar w i l l investigate the
methods and techniques esed in classification: the
objective assignment of individuals into and to groups.
Some of the questions which w i l l be answered during
this course include: Why assign to Group A and not
Group B? How is Grcup A constructed? What are its
liaits? What are its acmbers? Text: E. J. Jchnston,
Classification Geoaraa, 1976. Additional rea6ings
w i l l be assigned. Grading w i l l be based on one or two
problem oriented assignments plns a substantial paper
which w i l l deal with some applied aspect of
classification, classification problems8 and
classification solutions.
(Brewster)
- 56L Seminar Environment & Societx China.
Per~ission of instructor. A knowledge of Chinese
is not required. (3) * {SS).
This is a research se~inar for those who have already
done some work in the Ckina fiela and are ready to do
research, with or without knowledge of the Chinese
language. These are no othez prerequisites, and
students from other disciplines, or in areas of Asian
Studies, are welcome. The course centers on the rriting
of an article-length research pap?# in a seninar
setting. It may be repeated for credxt. (Burphey)
Seminar is Geoa a h of southeast
permission of instruct&: :~)T(ss).
This is a research seminar on Southeast Asia. while the
direction of seminar discassion and topics w i l l vary
according to the interests and knowledge of the
perticipants, emphasis w i l l probably be on problems of
nation building and economic development in the postcolonial
period. (Clarkson)
Courses
Geoloqical Sciences (Division
Introductorj Ggrt Courses
G. S. 101-1 10 are short {half-term) courses. They
consist of detailed examinations of restricted geologic
topics. Each course, when offered, meets twice weekly
for half of the term. Three of the courses from the
series are offered during the first half of a regular
(fall and winter) term and three others from the serhs
are noraally offered during the second haif of tLe
term. These courses are designed primarily for studetiks
with no prior geologic training and they are ope3 tc
all interested persons. The department lists the
specific courses from this series in the zise Sche4uk .
for the terms they are offered. G.S. ?0?-110 are
offered on the graded pattern {o~tionel pass/fail).
- 102. Enerm the Earth. cl). [NS). Three courses
from the series G.S. 101-130 count as the eguivalent
of one course for the puzpose of area
distribution.
A sarvey of the principal energy sources of the earth:
oil {petroleun), natural gas, coal, tar sands, oil
shsle, uranium, and thorium for fission processes and
materials for fusion processes. Includes discussions of
the geology of these aaterials, their conposition,
and/or ~ineralogy, types of depcsits, recovery,
utilization and technologyB and ecological probleris. Eo
prerequisites, except that a course in ele~entary
chemistry (high-school or university) is highly
desirable* Lectures only--profusely illustrated with
slides. Grade based solely on final examination. Text:
Buedisili & Firebaugb (Eds.), per?pect?ves Bnerqy
(2nd ed.1 published by Oxford Unlverszty Press, 7978.
[Heinrich and Wilson)
lQ3. Dinosaurs & ugg Failurest (1). [XS). Three
courses from the series G-S. 101-110 count as the
equivalent of one course for the purpose of area
distribntion.
The course is intended for undergraduates with a
potential interest in gealogy, paleontology, or
evolution. The methoa of ins€ructi consists of two
lectures each week. The course objective is to acguaint
students with the evolutionary record of the najor
groups of animals which have undergone successfui
radiation and dominance but which have eventually
become extinct. The course theme is the interaction
between evolutionary success and extinction and ae
environ~ent with special emphasis 03 the question of
whether or not there are current analogs. [Xeslinq)
--
104. Ice Frzture. (11. [?IS). Three
courses from the series 6.S. 101-110 count as the
equivalent of one course for the purpose of area
distribution.
This course looks at the effects of past glaciations on
the landscape and on life in general and on man in
particelar. The causes of the ice ages that have
doninated the hrth fox the past two million years aria

predictions of future ice ages based carrent
aeological xesearch are examined- An optional fie16
trip w i l l examine features of glaciation in
Southeastern Bichigan. parrand]
Fossilsc Edmates< =$ Euman Ev01uti~~ t?). 68s;.
Thxee courses from the series G.S. 101-~10 count
as the equivalent of one course for the purpose
of area distxibution.
Anatofeical and behavioral characteristics of living
primates are reviewed, and the fossil xecord is used to
document the course of human evolution through the past
60 millicn years- No special background is required.
Students seeking a more detailed course with laboratory
exercises nay follow this with Geology 438 [Evolution
of the Primates). Course consists of 12 lectures, and a
one-hour final examination. Text: 5.1. Zosen,
Int oduction to %& Prinates [Prentice-Ball#
papErback). [~inGrich)
Fossils & &hiqan. .{I). [NS). Three courses from
the sezies G.S. 1Ql-110 count as the e~uivalent
of one course for the pnrpose of area
distribution.
This course includes an introduction to (1) the
qeologic tine scale and to the zoologicalpaleontological
system of aninal classification, [2)
parts of the geologic time scale (perids) represnted
in Michigan strata, [3) animal faunas found in various
qeologic periods within the boundaries of Iiichigan, and
(4) interpretation of past environments from the fossil
and rock record. This course should enable students to
become familiar with the kinds of aniaals preserved as
fossils in the state, to become acguainted with the
qeneral evoluticn portray~d by such animals, and to
develop an appreciation of the infornation conveyed by
Michigan fossils in deciphering conditions of the
environaents of the geologic past. The course format is
a cembinaticn cf lecture and demonstration. A field
trip is required. The textbook is Rhodes, Zim, and
Shaf fer, Fossils. (Kesling)
Introducw Gecloqical Ssjences Courses
Geoloaical Sciences 117. 119. 121. and 122 introduce
the-sibject of geology in-diffeient iays. G.S. 117 and
119 emphasize the develcpment of the earth through
tine; the physical and che~ical processes themselves
are touched cn only to the extent necessary for the
student to be able to see their effect in historical
context. G.S. 121 and 122, on the other hand,
approaches the subject from the standpoint of the
physical and chemical processes uhich continually act
to shape the eazth or on the variation in intensity of
the processes discussed through time.
- -- -
117. Introducticn to Gecloa Credit is not granted for
G.5. I47 to those with credit for an intreductery
course in geology. (5). (HS).
This course is intended for students who want a one
ters, introductory level survey of the field of
geology. No previous science background is assumed. The
general themes of Geology 137 are the evolution of the
earth, arid life cn earth, and the processes responsible
for the observed changes. Emphasis is on historical
geolog?, but physical geology is intxoduced briefly
early xn the course. T5e course should provide the
educational background essential for a greater
appreciaticn of the geological world. There are three
lectures and cne discussion session each week and an
audio-visual tutorial laboratory. The laboratory is
open about 30 hours per week, and students may come in
at any time it is open. Approxiaately three to four
hours each week are required to complete the laboratory
work. Course evaluation is based on two lecture
exaninations, discussion sectim quizzes on reading
assignments, a final exa~ination, and several short
laboratory quizzes, and graded assignments. [Dorx)
319. Introductgr~ Geoloqj Lectures. credit is not
qranted for G.S. 119 t o those wLth credit for an
iatroductory caurse in geology. [4). [SS) .
Geology 719 consists of lectures and discussions on the
evolution of the earth frcm its inception to ths
present. Course topics include origin and
differentiation of the earth and origin of various rock
types; origin and e~olution of continents, ocean
bas~ns, and life; methods of interpretation of earth
history; and sodern theories of earth deformation/plate
tectonics and sea floor spreading. Eaphasis is on
historical geology, but physical geology is covered
brief:^ early in the course. 80 previous science
backqrou~d is assumed. There are three lectures -wr
meek, and one weekly discussion session. Coarse
evduation is based on two lecture exa~inations, a
fina 1 exasiination, and short quizzes in discussio~
sessions. [Dorrj
- 129. Geoloa of Xational Parks !4onuments. Credit is
not granted for G.S. 120 to those nth credit ?or
an introductory course in geology. (4). (8s).
Geology of Hational Packs and Monume?xts is the newest
addition to the several dLstribution courses offered by
the Department of Geology and Bineralogy, but nnlike
other introductory geology coursesr approaches earth
history by examining the geology of places rather than
br taking a process approach. It is designed for all
interested undergraduates at The University of
Michigan. The course format consists of three lectures
each week and one two-hour demonstration-laboratory
period, for four hours credit. Lecture ~atezial deals
with the geologic history of selected Naticnal Parks
and tionuments, which are chosen (largely by enrolled
students) and scheduled so that those in which the
oldest roc& are exposed (thus relating to the earliest
portions of earth history) are covered first. In so
doing, we cover earth history in a temporal
progression, but ao so by discussing different
geographic areas. The demonstration-laboratory portion
of the course wL11 give you first-hand exgerience with
rocks, iainerals, and fossils; and an opportunity to
discuss these in small groups. (asch~an)
1251265). Introduction g& Evolution of Life. Kay
not be included in a concentration plan ln
geological sciences. (3) . [HS) .
This course reviews the o~igin and development of
animal life with special emphasis on the fossil record.
other sources of data in support of the e~olutionary
concept, some of the general principles and procedures
for the interpretation of such data, and the historical
and philosophical impacts of the concept of evolution
are also considered. The three weekly lectures are
extensively illust~ated with slides which stress the
fossil record and the history of life. Required
readings conplement the lectures and increase the scope
of material covered. They also emphasize the
philosophical significance and the im~act of the
evolutionary concept on western thought. A term paper
investigating the impact of the evolutionary concept on
a field of intell~tual interest to the student is
optional. There are three objective, noncaaulative
examinations. Texts are Raclels ~ntroduction &
Ewolution which introduces the general facts of the
evolutionar~ concept; simp son*^ The Beanin
Evolution which provides a materia1ist~interpret:tiori
of the facts; and Greenls &gu which
provides the history of the concept and its impact on
western thought. Na speial backgroand is required.
Upperclassnen in zoology, biology, botany, or natural
resources w i l l find the course repetitive. (Dorr)
- --
280. Mineral ResourcesA Politicst su a Environment.
May not be included in a concentration plan in
geology. (3) . (NS) .
The increasing cost of oil and gold has focused the
worldls attention on mineral resources. He are now more
aware that our high standard of living depends
critically on adequate supplies of energy, metals,
fertilizers, coustruction materials and water, most of
which come from a finite supply of mineral deposits
that appears to be dwindling rapidly. In the face of
these developaents, newscasters, politicians and the
rest of us have had to form opinions on an apparent
~ineral resource crisis with little or no information
on the topic. It is the purpose of Geology 260 to
provide the information necessary to contribute to the
solution of mineral resource-related problems in a
co~plex society. The course concerns the origin,
distribution and remaining supplies of nineral
resources such as oil, coal, uranium, iron, copper,
gold, diamonds, potash, sulfur, gravel and water. These
and other important mineral resources are discussed in
terms of the econo~ic, engineering, political and
environm?ntal factors that govern their recovery,
processing and use. Among topics considered are the
origin of oil, mineral exploration methods, discovery
rates, strip niiing, re~ycliag~ smelting uethods, money
and gola, nuclear waste disposal@ taxation vs.
corporate prof its and expropriation. The course meets
for three lectures per week. student evaluation is by
means of two quizzes, several short research
assignmentst a research pa a final exas. Two

texts are suggested for the course, and additional
reading is recommended frcn sources such as Scientific
Aaerican. No previous background in geology or related
sciences is necessary for this course. %is course
cannot be used as part of a concentraion plan in
Geology and Mineralogy- {Kesler, Clcke)
& Ezimarill ar Concentrators
3% Petroloov. G.S. 231 and eith~z an introductory
geclogical sciences course or G.S. 351 to be
elected prior to or concurrently with G.S- 310.
(4). ~XXC~).
Lecture topics for this ccurse are: [l) 1bneou~: sockforming
minerals; magmas: geology of extrusive rocks;
geology of intrusive granitoid ccmplexes; rhyolites;
the andesiiic-crcgenic kinared; origins of granitoids
and related vclcanics: continental basalts; oceanic
basalts; gabbros-peridotites: origins of basaltic
rocks; continental alkalic rocks; the evoXiution and
tectonic regimes of igneocs rocks; extra-terrestrial,
, rocks; [2) mmor~hic: metamorphism-types, factors,
isograds, facies; textures and structures; distribution
and classification; representation of metamorphic
assemblages; shock netamorphism, cataclastic
metaaorghis m; contact *metamorphism, pyrometasomatism:
regional metamorphisni; lcv-pressure f acies (contact);
low to high-grade regional facies; higher pressure of
regional facies: metamcrphic environroents, facies
sequences; and (3) cg&~gg ~gsg~&gy &k. (Heinrich)
z a Structur Geo- G.S. 121 or the eguivalent; or
permiss%n~~ instructor.
(4). {Excl).
structural geology is an intermediate ccurse primarily
for students sith a prcfessional interest in earth
sciences. It deals with the description, origin, and
interrelaticnshigs of geologic structures in the
fraaewcrk cf plate tectcnics in general and the
evolnticn of mountain belts in particular!. The course
consists of three lectures and a two-hour laboratory
each week. The laboratcxy is an integral part of the
course and accounts f a ap~zoximately one-third of the
course grade. Lectures deal mostly with the descziption
and mechanical crigin of geological structures such as
faults* folds, joints, fcliations, as well as kome
igneous structures such as laccoliths and dikes. The
discussion cf individual structures leads to the end
qoal of the ccurse: interpretation of the tectonic
history of ccmplexly defcrmed terrains through the
analysis cf the cctstituent structures. The
labcratories include calculations useful in deciphering
the geometry of s'tructures in the field: true dip of
beds; net slip on faults; distributicn of fold-axis
orientations, etc. A significant part of the labcratory
vill alzo deal uith intezpreting geologic maps of
deformed regions such as the Amalachians, Canadian
Rockies, and elsewhere. (Uiltschko)
- 4491A8OS 449. Harine Geolcav. An introductory conrse in
geological sciences cr permission cf instructor.
(3). (Exc~).
This course is intended to impart to the student a
basic knowledge cf the geology of the ocean basins and
theit boundaries. It begins by reviewing basic
principles of* oceanography, geology, and marine
geophysics- This introductory portxon is folloved by
the tmo major sections of the coarse: a study of the
structure and formation of the ocean floor; and an
analysis of the nature, origin, and distribution of
deep-sea and shallow-water sediments. Any time
remaining w i l l he devoted tc current *@hot topicsn in
marine qeolcgy, such as the use of deep sea research
submaximes to study ocean floor processes or the
history of qlokal climates and climatic change. Grades
are based upon a midterm and final exam and a term
papsr. Students m i l l he encouraged to participate in
class diecnssicn~~ {Real
Determima Bethods & %inera20 ical and
1nox:anic fiaterials. one &rm of 'element=
chemastry ma physicss f4). @xci).
special backgrourid in geology is required. Entrance to
the course is by permission of the instructors. The
grade is deterrained byJ.aboratory grades, two midiverins,
and a final. [%sene, Peacor, Ow&, Loh~ann)
This is a course in advanced historical geology and
paleotectonics. The structural and stpatigraphic
evolution of western Europe, %orth Africa, Middle East,
and North America is discussed in lectures. The
approach is stratigraphic. Sithi L the historical
framevork, specific rock se3uences are examined. In the
course of this the student should become familiar with
aany of tke classic stratigraphic sections oe %orth
America and Europe. These include sheet quartz
arenites, geosynclinal clastics and euxinic siliceous
sediments of basins, paralic sediments, red beds, black
shales, sheets of shelf carbonates, cyclic
sedimentation, starved basins ana shelf marginal
carbonates, various types of reefs and carbonate
buildups, and evaporites. Background needed: a course
in historical geology or regional stratigraphy and a
course in petrography (preferably sedimentary
petrography8 and structural geology) . (Wilson)
473IA60S 473 Opanic Geochemistr . Chem. 226 or
per&& Gf instructor. {3). ;Excl).
The origins and fates of organic matter in geological
settings form the basis 02 this conrse. Distributions
of various types of carbon compounds in lakes and
oceans, recent and ancient sediments, and soils are
discussed. Molecular and isotopic indicators are used
as tracers of organic aatter sources and of alteration
and exchange processes within and between these
compartments. The special circumstances required for
formation of coal8 oil, and gas are explored as an
important part of the alteration process discussions.
The course format consists of lectures, discussions,
and readings from the scientific literatare. A midterm
and final exaainatiou, plus a term paper, are required.
[Heyers)
Germanic Lmuuaqes %& &ite~atures
- Dutch Courses JDivision 357L
Second Suecia2 Speakinq a& Readinq Course. Dutch
Ill or the equivalent. (4). [PL). z
This course, a cant%nn&5on of 1 t1, proceeds with the
basic grammar of the Dutch language. Ue m i l l primarily
use the monolingual text Lewend Xeaerlands (Living
Dutch), in vhich each lesson consists of an ereryday
conversation, a grammatical explanation, exercisese a
comprehensive vocabulary list of one topic, questions
about the conversation, discussicn and homevork. To
strengthen the command of the language, grammatical
patterns in conversation w i l l be emphasized. To enliven
the class, the teacher sill present the students with
songs of Dutch singers and cabaret artists, and simple
prose, which can serve as a starting point for
conversation. [Snoek)
a Second-Yeec Dutch. Dutch 231 or the equivalent.
- [4) * (FL)
This course, a continuation of Dutch 233, w i l l examine
cmtemporary Dutch society by means of songs, cabaret
artists, comics, newspaper articles, and spcLa1
instruction-dossiers. These materials sill also serve
as a starting poht for discussion and enable ,the
student eo study particular diff iculties and subtleties
of Dutch grammar and style. Grammatical items
introduced in previous courses w i l l be reviewed where
aecessary. The course sill be conduetea totally in
Dutch. [Snoekj

P h i l 0 ~ 0 ~ h i structural, ~ a ~ comparative and sociological
aspects can be examined. (3noek)
German Courses JDivision za
lJ& Gexman && Vocalistsc Open to Music School
students; others by permission of instructor.
[3). fBXc1).
?he prinary goal of this course is to give-students an
excellent ccmmand of German diction. The instructor
w i l l also teach an overview of German grammar,
centering on problems which occur in lieder texts,
libretti, etc. Students w i l l he tested on both grammar
and diction. The course is pri~arily for School of
Kusic students but is not limited to voicq majors.
Those hoping to go into choral codducting,
accompanying, or opera coaching and conducting are
encouraged to attend. it11 students w i l l receive
considerable irtdividual attention. This is an
introductorp ccurse and does not prepare students for
advanced German courses. The course is taught by a
staff member sith degrees in both music (voice
performance) and Gernan. (Elmore)
1 17. First Special aeadina course. Undergraduates must
obtain pernission of the department. [&). (Excl) .
?he objective of this course is to teach students to
reaC simple German expository prose. Course content
focuses on an introductic~ to the essentials of German
qrammar and sfntax both in class lectures and in texts.
students are reguireS to read but not to write and
speak German. The course uses traditional methods of
instruction which present rules of gramaar and syntax
as well as a basic vocabulary. Since much memorization
is necesssarya it is essential that students have time
to do reqnired coarse work which averages about twelve
hours each seek exclusive of class tiass. Course
requizeaents include daily preparation and recitation@
three one-hoar examinaticns devoted to specific
problems of grammar and vo~abulasy~ an& a final
exasination xeguirinq the translatiara of sigkt passages
without the aid of a dicticnan. The class is taught in
English* and the courss text is Jamach# German &g
Eeadiriu Eno%ile6ae, (third edition$. There are no course
prexequisites* but Gernari 121 is ogen only to gradaace
students who sish to fulfill a German fozeip language
reqnixement and to advanced undergsadua%es in spec2al
prograss uhc alreadr have Eet the LS& foreign language
requireaent* Undergradeates must receive depactaental
permission prier to electtrig the course.
--
112= Second Sixcia1 Readinq Course* German I11 or the
eq~ive2w+--(placemen4 test). i4). iBxcl].
The objective of this ccurse is to teach students to
xead German for research Fasposes with the aid of a
dicticnary. Course content includes an intensive review
of grammar and syntax fcllowed by translations from
texts in the natural and social sciences. Cboice of
reading texts is determined in part by the composition
of the class. Course requirements include daily
preparation and recitaticn, one examination follouing
the com~letion of the gramEar review, one examination
during the reading of scientific texts. The final
examination requires the translation oZ sight Fassages
with the aid cf a dictiorary. The course prexequisite
is German 111 or a placement examination [CEEB, GSFLT,
or departmntal). Like German 111. German 1x2 is open
only to graduate students and undergraduates in special
programs. .
~ Second-Yeax Course. German 152 or the equivalent.
iio creait granted tc tkose whc have completed 230
0s 23 1. (4). [FL) .
Same as Gerxan 231 but sith eaphasis on readhz skills
and literary interpretation* (Hofacker).
222. Secona-rear Course. German 221* 231@ or the equivalent.
80 credit granted to those who have
completed 230 or 232. (4). {XI).
Same as G-erisan 232 but ~5th emphasis on reading sk3.11~
and literary interpsetatioz.
Intensive Second-Tea Coarse. German 102 or the
equivalent. No credit granted to those who have
conpleted 221, 222, 231, or 232. {a). (PI.).
Geman 230 is an accelerated course in intermediate
German, covering the sa8e material in one semester that
231 and 232 coves in tso semesters. The prinary goal of
the course is to develop the four skills essential to
the student*^ fluency in Geraan: speaking8 listening
co~prehension. reading, and writing. The speakingflistening
component is heavily emphasized, with a
good deal of practical speaking practice and group
discussion in German. An introduction ko Gernan
Uterary works, as xell as otker readings [newspaperss
magazinesr etc.) serve to improve the studentas reading
skills. Rounding out the course is a comprehensive
review of German granmar. Written homewosk assignments
are frequent. Successful completion of Geratan 230
satisfies the LSA foreign language requise~ent, aria
qualifies a' student to progress to 305-level courses.
Second-Yes Coarse. German 231 for 221) or the
equivalent (placement test). 230 credit granted to
those who have conpleted 230, 222, or 236- [4).
(m- *
The coarse offers an introduction to modern literature
of t$te German-speaking countries. Practice in writing
and speaking is based on the coukent of the fiction.
The cousse is conducted primarily in German. hut not
exclusi~el~. Satisfactory completion of the course
fulfills the LSS3 language rquirement.
Scientific German German 231 [OK 221) or the
equivalent ( t e n t test). No credit gsanted to
those uho have completed 232. (4). (PL).
The purpose of this course is to prowide basic practice
in the reading and translation of texts primarily from
the natural sciences- Course reguireaents include dailr
preparation and recitakiou. Stndents w i l l also select
and translate an outside article in their field-
Quizzes aze given in addition to a final exaa. Texts
supplied by instrucqor. {Eiess:
326- PractL-& & Mritinq a sneakins Ge~Xan.
Gersan 232 {or 222) or the eq%&valent (placeaeat
test) . [3 each) @xcl).
Gernan 325 and 326 are offered siuter Tezmv 1983. This
seguence is pzimaxl.1~ intended to iaprove flueacy amii
accnzaq in writken and spoken German. approximately
one hour each week is devo*d to a systexa*ic graasar
review including .translation from English to Gerraes.
The serdaining class time is devoted to Geman
conversatiou based on a discussion of the seading text
and of other topics chosen at the discretion of the
individaal instructor. A Geraan essar of one or two
pages is asskejaea appmximatel.3 everz week. One or =re
five-ainnte presentations may be required. There are
midterrd and final examinations. The course texts are
Dieter and Ingrid Sevin, Diskassion and Jonathan B.
Conant* editor, Cocluan*~ German peview Grammar.
Chapters 3-75 are studied in Gernan 325; chapters 1-6-25
are studied in German 326-
a Nineteenth 30 Twentketh-Centua Dsaaa. Gerwan 232
[or 222); or the equivalent (placeeent test) =
(31 - tHW *
The texts provide an introduction to German dramas of
the 20th century. These dramas seglect not only the
main literary bat also the significant cultural and
political tserias of ,the period. Zn conjuncti~a with
German 301, 303, 388, or 385 thls course can be taken
in partial fulfillaent of the requirements for a German
concentration. ox fox a Geman teaching major or minor.
The emphasis is on the analysis of individual plays*
but the instructor w i l l include scm biographical,
literarr aza historical backgsoumi. The major lang~age
is German, but not ex~lusively. Two short isterpretiwe
papers will be assignea for the tern; the^ say be in
Esiglish- The final exaa sill consist of essar questions
conc@rning the texts for the term. (G~ilk}

LntermedAm g g ~ o s i t i ~ Con~ersag-
German 325 and 326; cr the equivalent. (3 each).
(Exc~).
only Gersan 426 is offered Winter Term, 1981. Various
approaches are used to improve the student's written
and spoken Geraan. Each week a cosposition of at least
two pages is assigned. Sotetines the instructor assigns
a specific topic thile at ether times students select
their own topics. Occasionally students are required to
listen, in the language laboratory, to a tape on some
aspect of German history or culture and to use it as a
departure point for an essay. Class discussions are
based on topics selected ky the instructor and the
students. Brief presentations by individual students
are occasiocally required. German is used exclusively
in class, Tke final coarse grade is based on
compositions as well as participation in discussion and
other class projects. Geraan 425 is regularly offered
during the Fall Term thile German 426 is regularly
offered during the Winter Term. German 426 Bay be taken
independently cf 425. (Reiss)
Twentieth-CenBn &4@&g ggg Bevel. Junior#
senior, or grad-uate standing; or permission of
instructor. (3).

P
48 / GBHBAHIC LABGUASES AND LITSEATUBES
kinds of oral drills and listening exercises to be used
in the language Laboratory. The students are evaluated
on the basis of examinations and class participation.
(Tuoinen)
473/Rist. pf A r t a3#~rchitecigs
& Scandinavia% (3) . (HU) .
See History of Art 413. (K. Harzolf)
architecture
E2-s Modern Swedia Literature.
Swedish 114 or the 'equivalent is prerequisite to
Swedish 233; Swedish 233 is prerequisite to 234.
(4 each). 1H.).
Only Scandinavian 234 is cffered Winter Ten, 1981.
Course readings reflect various aspects of modern
Swedish writing in the fora of short stories, poems and
excerpts froa novels. la addition, there are short
social and human interest stories and readings on
topical issues (editorials, satires, humorous pieces,
autobiographies) froa an anthology or a course pack.
The completion of one full-sized book as outside
reading with the aim of increasing the student's
vocabulary, fluency in, and understanding of the
Swedish language w i l l be required. Headings are
discussed in class, and class participation is
encouraged and emphasized. there w i l l be a grammar
review and shorter writing assignments throughout the
senester. Student evaluation is based upon written
tests, class participation, and a final examination.
(Staff ord)
236. Readinqs ig mga Danish &iterature% Danish
116 or the equivalent is prerequisite to Danish
235; Danish 235 is prerequisite to 236. (4 each.)
Only Scandinavian (Danish) 236 is offered Winter Term,
1981. Scandinavian 236, Dansk 19, is particularly
designed for students who have completed three
semesters of Banish. Eaphasis is placed on composition.
The course w i l l involve 1) Danish texts on the history
of Danish, 2) modern Norwegian literature, 3)
elementary Swedish texts, 4) Danish literature from the
Middle Ages tc Romanticism, 5) individually chosen
novels. The class meets four hours per neek. (Greene-
Gantzberg)
430. Ccllo i u ~ in Scandinavian Lite ture. Reading
know::dc~e 2 a Scandinavian langizge. i3). {HU).
May be elected twice for credit.
Scandinavian 430 is a requirement fcr all Scandinavian
Studies majors. The content of the colloguium is
designed such that a student aay enroll twice.
Colloquium [S), the required section, concentrates on
topics in literary criticism and is intended to
acquaint students with the bibliographical tools and
research methods for the Scandinavianist. The skills
learned can he applied to any area of research and are,
therefore, valuable to students those academic
interests lie cutside linguistics aad iaaginative
literatare. CoUoquina fS) Èil deal vkth more define3
topics in literaxy history. Primary literature sill be
emphasized in section B. A reading knowledge of Danish,
Horweqian, or Swedish is required. Major topics
reflect: (1) the Germanic Renaissance of the nineteenth
century, (2) the evolution of realism in Scandinavia,
(3) the growing indepeaderce of literary traditions in
D ~ E B ~ z Boris?, ~ , and Sveder, and (4) literary journals
in Scandinavia today. [Greene-Gantzberg]
Scandina~ian Gterature &g Znqlish
Courses in this section do not require knowledge of a
Scandinavian language.
Scandinavian Folklore. (3). (BU) .
A survey of Scandinavian folklore and folklife. Subject
matter includes folktales, folk music (ballads), folk
belief, crafts, etc. The course is given in English.
Scandinavian 332 aims to provide undergraduates
(sophomcres and above) sith an introduction to folklore
in general and to Scandinavian folklore in particular.
No previous knowledge of a Scandinavian language is
required, though, of course, any student proficient in
one would find it rewarding to gut it to use. Folklore
has traditiorally been one of the most active areas of
Scandinavian Studies, both because of the wealth of
material it offers and because Scandinavian folklorists
have contributed so such to the theory and stufiy of
folklore itself. (Thonpson) Scandinavian language.
Great Books Courses [Division
There are two sets of Great Books courses, Great Books
191/192, a two-tera course for Honors freshman, and
Great Books 201, 202, 203, and 221, a set of four
courses primarily for freshman and scphoçores but open
to upperclassaen as well.
A l l of the Great Books courses share the same general
objectives and entail siailar kinds of work. The
required reading includes books of three different
kinds: history, philosophy, and imaginative literature.
Consequently the courses serve In part as introductions
to these studies and use books which ace especially
appropriate for this purpose because of their intrinsic
excellence, because of their nontechnical nature, and
because of the influence which they have exertei for
more than two-thousand years. These books present basic
ideas and issues about the inner life of the
individual, about the outer social and political life
of man, and about the relationship between the two.
Because of the range and depth of human experience
which these books reflect and evaluate, they serve
perhaps better than any set of books which could be
studied in one semester to contribute to a student's
appreciation of the development of the intellectual and
emotional capacities of the mind, and of social
understanding. The courses are priiarily distribation
courses in the humanities. They also serve as valuable
background courses for the fields of English, Aterican,
European, and Oriental literature as uell as history
and philosophy.
It is recomçende that Great Books 191/192 be taken
as a sequence. Great Books 201 is a prerequisite for
Great Books 202. There are no prerequisites for Great
Books 203 or 221; Great Books 201 and 202, however, are
recommended as preparation for Great Books 203. Great
Books 221--Great Books of the Far East--is offered only
in the Hinter Terç it is taught jointly by two
professors~one in Chinese, one in Japanese--from the
Departnent of Par Eastern Languages and Literatures.
& Great Books. Open to Honors freshmen only. (4
each) . (HU).
Only Great Books 192- is offered Winter Tern, 1981.
Students in Great Books 192 w i l l read seven major
masterpieces: Virgilys Aeneid, Dante s Divine Cotaedy,
Cervantesl Quixote, Shakespeare@s f&g w,
Voltaireas Cawlide, Goethels w, and Joyce's 1
Port~ait of 92 artist 2 mgg kg. The assign?deu~
for the first lecture is Books 1-4 of the Aeneid
(Copley translation). Because of the length of ggg
Quixote. stadeats are encouraged to begin their reading
of Cervaatest novel daring vacation. Great Books 192 is
open only to freshmen in the Honors Council; other
students wishing to take a siailar course are
encouraged to elect Great Books 202. (Boss, Paslick,
Casa, Jensen, OgConaor, Graf, Bornback)
ZJL zQ5 Great Eooks. Open to freshaen and So~hmi~re~;
upperclass students by peraission of the
instructor only; Gt. Bks. 201, or pemission of
instructor, is prerequisite to Gt. Bks. 202. (4
each) . (HU) .
Great Books =.In this course, s*ur?ents w i l l be
involved in the reading of works of literature,
philosophy and history from ancient Greece. Presented
in translation, representative works w i l l include
various literary genres ranging from epic and lyric
poetry to classical tragedy, with special eiphasis
placed on the figure of Odysseus in various
adaptations. Texts w i l l include: Hoaerrs epics,
selected fragments of Archilochus or Sappho, the
tragedies of Aeschylus, Sophocles and Euripides, either
3erodotus* Eistories or Thucyfiides' Eistory & &&
Pelo o nesian Bar and several of Plato's dialogues.
short papers and a final examination m i l l be
required.
Great Book.. s. Careful reading ana cliscussion of
European masterpieces of literature frost the Biddle
Ages to the 19th century. Texts to be studied include
Dante:
Bore:
Divine Comed~; Nachiavelli: The Prince;
Uto~ia; Shakespeare: Anton1 g a cle=traL
Othello: Meliere: &iserL would-be-
Gent eman Den -;
Candtde; ;er~tes:
ailton: Paradise Lee; Voltaire:
guixote: and a 19th-centuxy
Russian or French novel to be announced. Students are

evaluated on class perf crmance, one or two one-hour
quizzes; 8-10 short i~prc~ptu essays on the reading of
the day, and a two-hour final exam. Readings of 40-50
pages are an average assigrment. [O'Beill)
20L Great Books of the fiodern World. Open to freshmen,
sophomores, and junicrs; seniors by permission of
instructor. (4). (EU).
This section of Great Books of the Bodern Borld is
designed to explore the portrayal of artists (writers,
actors, painters, etc.) is major literary works of the
twentieth century. Be w i l l focus on problems of
expression and communication, especially as they occur
in the liorks. Be w i l l raise questicns pertaining to the
identity of these artists; and we propose to discuss
their various ways of communicating and growing (or
declining) as artists. The reading list w i l l include:
James Joyce Portrait - QZ g& jirtist as g m;
fiarcel Proust %vannvs Say ; Virginia Woolf ms;
Luiqi Pirazdello s g charackerq & search og an Author;
Jean Genet 2ki1 Blacks; Samuel Eeckett Saiting gs
m; Peter Handke The Xegg-handed Woman; Thomas Bann
2 Venice; Franz Kafka (short stories); Jorge
mis Borqes [short stories). There m i l l he three five
page essays. So exaas. (Baadoin)
Great Bocks of the Far East. {&I. [HU) .
An introduction to some of the great books that have
exerted a cornsanding influence on the lives, thought,
and literary experience of the Chinese and Japanese
people through the ages, and that have the power to
delight or enlighten Bestein readers today. Texts w i l l
include twc %onuments of fiction, % 02
(also known as x& 2~s the Red Chambeq) and
--- The Tale of w, set in two high points of these
great civilizations and de~icting in vivid detail their
splendor and decadence. Other Chinese readings w i l l
include two Ccnfucian texts of social and political
philoso~hy; one mystical Taoist text; one wild Buddhist
text atout tie experience of eIIlighten~e~t; some lyric
poetry; three plays from the Yuan Dynasty, the Golden
Age of Chinese drama; -2. a no~el of myth, fantasy,
and allegory; and %he True Stegx G & Q, a short novel
of tragic vision and comic exuberance by the twentiethcentury
leftist vriter Xu Hsun. Other Japanese readings
w i l l include a samurai code; three masterpieces of the
Noh theatre; a Kakuki play* sene ~oetry; one superb
moaern novel, Natsume Sosekits KO~OXQ, about Japanese
society in rapid and painful transition; and several
shorter modern masterpieces of fiction. The approach
w i l l be mainly literary, with glimpEes of the social,
intellectual, and cultural context. Occasional short
written assignments, two brief papers, and a final exam
are required. (Brower and tin)
100-Level Courses are s~xsy c%-
Courses for Freshaen & Sophomores
p d Introductor~
110 (101). Medievale g%mais-mnceL Eeformation
- Europe. Sot open to upperclass students. [4).
(SS1 -
History 110 is a survey assigned to introduce students
to the developneat of western civilization from the
fall of Rome and the beginning of the middle ages to
the scientific revolution and tte rise of the modern
state. It is nint~odactorp not only because it
presents a narrative histcry over a period of fourteen
centuries, but also because it introduces students to
the subjects and technignes that ccaprise the study of
history~the aost comprehensive and variegated of all
the academic disciplines. From biography and political
narrative to demography and the history of science,
from art to economics, the focus of History 110 is on
the people and forces that have created the world in
which me live. O e reading xi11 concentrate on p~imary
sources--works mitten by those ~ h made o this history--
and these readings w i l l be discussed in sections that
Beet tuice weekly. Lectures are designed to provide
some sense of order in this expanse of t i m e as well as
to introdace students tc Èariou kinds cf history and
ways of posing historical pestions. Examinations sill
emphasize understanding, not rote-memorization. If
essays are assigned, they w i l l be short and based on
the assigned readings. (Tertler)
llli102~. Boderq F3irouex =st. 110 is recom~ended as
prerequisite. Sot open to upperclass students.
(41. FS).
History 111 is intended as an introductory survey to
the history of Europe (luring the past three centuries.
Consequently it w i l l emphasize the dynamic forces which
have transformed the society and culture of Earope and
by extension that of the world rather than a ~issnte
examination of events and particular national
histories. Among those dynamic forces to be considered
w i l l he: the process of rationalization and
bureaucratization, the growth of science and
technology, industrialisa and urbanization,
centralization and the growth of state power, the
transformation of the art of war into a militarytechnological-industrial
enterprise, the dissolution of
community and the secularization of society and
culture. Particular national histori6s w i l l be ased to
elucidate the functioning of these dynamic forces.
There w i l l be a text and appropriate readings, a aidterm
and a final examination and three short papers
(1000 words each). (Tonsor)
160 tXlk. United States %o 1865. (4). (SS) .
The usual Jaaestown to Jackson to Civil Bar survey,
hopefully sore alive than the title indicates. Readings
and assignments are up to the teaching assistants.
Roughly expect a book every two weeks, two papers and a
final. [Lockridge)
161 f3321. United Statesa Q a Present* [4).
tSS)
History 161 is designed to trace-via talks, discussion
sections and hooks--fericass history froa 1865 to the
present. The course w i l l attempt to offer, with
consistency, an analytical framework of usefulness to
those trying to comprehend contemporary Aaerica. Its
principal themes ill be those of stall-tons America
and its ideological persistence; the rise of an
opposing set of values embodied in bureaucratic
institutions; and the continuing tension between local
and national values in such issues as race, religion,
wonen's rights, foreign policy, government regulation,
etc. The talks and a significant number of the books
w i l l also attempt to convey the varieties of personal
experience so important to this period. Lectures w i l l
be offered at 11 a.m. on Tuesday and Thursday norniiigs,
with each student selecting, in addition, a single
weekly discussion section. Tentative larking
reguicements include a short paper, a one-hour midterm
examination and a tvo-hour final examination.
(Underman)
181 6103& ZO Conparative Studies i~ Historical
Cultures. No credit granted for 180 to those ., who
'iave completed 350: no credit grant-%? for 181 t o
those who have conpletea 351. (4 each). (SS) .
Proaress Decav? Conflictins a s s ~ e l o ~ t e n ~
pf the Bodern World. This cowse differs froa the usual
introductory course in two fundamental ways. First, it
w i l l not l i m i t itself to a single historical culture
but w i l l stress the value cf coi~arison in
understanding the experience of many cultures,
including our own. Seconaly, the coarse w i l l not follon
the "one daaned
history. Rather,
thing after another" approach to
it w i l l emphasize the relevance of
history as a tool for social analysis by exaiining the
cross-cultural ramifications of major hu~an probless.
A t the outset there w i l l be consideration of the
widespread belief in Western Civilization throughout
the past three centuries that humans have progressed.
Specific topics w i l l then be chosen for more careful
scrutiny: science and technology; health care; food,
energy and population. For each of these topics it mil
be shown that there have been (and retain) serious
challenges in the Best to the belief that humans have
progressed in such areas of activity. Similarly it w i l l
be shown that when there has been an intrusion into
non-Bestern cultures, the fu~damental differences of
perception hare resulted in even more radical
disagreeaents. Students w i l l be asked to consider some
novel propositions about the nature of history itself;
that there is not one history, but tany histories; that
uncontested fact is of relatively little significance
compare& with conflicting interpretations and varying
perceptions of the past. There w i l l be three lectures a
week and one discussion section. Course requirements
w i l l consist of two short papers and a final exam. Bo
midterm exam. (Stevens and Uninsky)

History 197 is offered Winter Tera, 1981.
Section 00%; Povertx sd 2-x. Over sost of history,
including the present, aost of humankind has been poor;
"affieence" has always been a minority phenoaenon. In
this class ye m i l l ezaaiae the coltare of poverty in
both the Best and the Third Bcrld, analyze the roots of
poverty, and discuss the ccssibilities of achieving the
power necessary to overccte poverty. it the core of the
course w i l l be a mixed handful of aajor books dealing
with poverty ia fiction (Steinbeck, Grapes of M) ,
anth~opologicai oral history (Lewis* Children 02
Sanchez), political essays and journalism iElintoa,
Fanshen). As a class we uill exaiiae these and other
readings to see how the authors describe the causes and
effects of poverty and what solutions, if any, they
suggest. Presusably, this w i l l lead us to such topics
as the moral respcnsibilities of the poor the question
of access to political and econcaic cover in modern
societies, and the comparative aerits of capitalism and
socialism. Such topics, however, should rise naturally
from the aaterial rather than be dictated by the
syllabus. Students w i l l be expected to keep a journal,
write a naaber of short (2-3 page) ungraded essays, and
sabnit three foraal (10 page) papers. (Owen)
290-Level
Students
---
Courses == 2~ So~honores ggd E m r Class
A general introdaction to Eoaan history, Republic and
Empire, through examination of specific problems and
topics. Among the topics scheduled for discussion are
the de~elopaent of Roman self-identity, the Eoaan .
Bevolssticn, tte significance of the Raman frontier, and
pagan-Christian relations. To place these topics in an
historical contest a general survey text of Boaan
history should be consulted. la adaition, a lumber of
'classics" in translation w i l l be assigned for each
peebles or topic. Accounting procedures are always
negotiable, tut It is probable that students w i l l be
expectad to trite a tid-tern or a term paper and to
complete the final esaa. (ladle)
This course is identical with History 112 (147) /RC 252
despite repeated renunbering. It offers a basic history
of the 20th century for freshmen and scphomores which
is designed tc provide a sclid background for current
affairs. Its perspective is global and its focus is on
basic econcaic and political develo~sents. The purpose
is not to after a cluster of familiar themes, but to
develop a sys-tcaatic historical approach to the dynaaie
forces that create and transform the nodern aorld
system. He w i l l organize the course in three segments:
the quest for a world order, an international
perspective; economics and politics in the advanced
industrial nations; and the third ' world--between
dependence and self-assertion.In each segment, we w i l l
address three inter-related problems: the mutations of
the dctestic and international division of labor as
expressed in social conflict, imperialism, and anticolonial
resistance noveaents; competing strategies and
ideologies for international and national stability;
ana the manifestation of these forces in everyday
economic and pclitical choices. This may sound fairly
difficult but we hope to clarify matters by a
combination of general historical analysis and good
stories. The course reguiies no previous knowledge. Be
only hope for your interest and curiosity. Readings
w i l l include a number of monographs and a course pack
of sources (including speeches, governitent docuaents,
political manifestos and the like). TWO papers, a
midterm ani a final w i l l be required. (Geyer)
.-
A survey of political, economic, and religious
ie-relopments in Ues-tern Christendcm. Special eaphasis
w i l l be given to the aain currents of medieval thought.
A mid-tern and final examination w i l l be aiven. The
This course is designed to appeal to students from all
parts of the Uni~ersity. It provides an introduction to
the power politics, the mass armies and the nature of
"totaln war as they developed in the twentieth century.
Exteasire use is aade of docaaentary films and other
audio-visual aids. In addition to a aid-tera and final
exaaination there w i l l be one tera paper. (Students
interested in World Bar I1 are particularly urged to
take History 216 for background.) {Bowditch)
This course uill esaaine the histor 3 of Afro-Americans
fro% the Civil Bar to the present. Headings and
lectures uill focus primarily on three topics: (1)
social, economic, and cnltaral changes within the black
con~unity (i-e., occnpatioas, resiiencj, education,
class structure, and artistic expression) ; (2)
ideological conflict aaong Afro-Anerican leaders over
social change strategies ti. em-, political versus
economic approaches and nationalism versus
integration) ; and ;3) changing points of interaction
and conflict between blacks and whites (i-e., patterns
of race relations, contacts, and cultural exchanges).
Hopefully, the exaninatioa of these topics nil1 help as
understand how both race and class have shaped the
experience and condition of black Americana. The class
format w i l l be two lectures supported by a once weekly
discussion section. Course requirements include a aid.-
tera and a final examination, aaa a tern paper. (Holt)
284L?611. Sickness and Realth in Societ-?: 1U92 to the
present. (4). (SS) .
Proa devastating infections epideaics to the quiet
suffering of ~alnutrition, health problems have both
affectea and reflected the evolution of sodern society,
This course w i l l study a variety of historical periods,
exploring such issues as: the effects of individual
habits. environmental con3itions, and aedical
innovation on public health; the role of ethics,
economics, and politics in aeflical decision-making; the
changing health problens of the disadvaataged,
including Indians, wosen, blacks, immigrants, and
workers; the changing aeaning of concepts like
"health." "disease, "cause, and *curen; the
dissemination and impact of medical discoveries and the
changing organization and power of the healing
professions. The readings sill focus on the Englishspeaking
world since 1492, although comparisons with
other societies ail1 be introduced.
This coarse is a basic introduction. Ho background in
medicine or history is assumed or required. Classes
w i l l be taught in lecture forsat, using a variety of
audio and visual source materials. Beading assignments
w i l l emphasize primary source documents, such as old
newspapers, aaya-zinas, and vintage medical journals.
Modern historical articles w i l l also be assigned. There
w i l l be a aidtera and final exae. {Pernick)
& 1 History Eastecg Christiania &g && Q
the 18th C e n m (4). CEO). ---
This course traces Eastern Christianity froa the 4th
through the 18th century. A broad survey course aimel
at undergraduates of all majors, there are no
prerequisites; the course focuses on both Church
History and theology. It begins with Constantine's
conversion and traces the growth of the church, the
rise of monasticism, the creation of the creed (the
Councils of Eicea and Chalcedon), and the secession of
the Eastern churches (Coptic & Syriac), the role of
religious pictures and the iconoclast dispute and
relations with the Best (Roae) which were frequently
strained before the official break in the 11th century.
He cover the conversions of the Slavs and the eventual
formation of independent Slavic national churches. Be
treat the fall of the Byzantine and Medieval Slavic
states to the Tacks and the position of the Orthodox
under the Turks. Considerable attention is given to the
Russian Church from the 9th century to the Old Believer
schisa and Church reforms of Peter the Great. Readings
are varied. There is no text book. A relevant paper of
the student's choice, an hour exaa (which can be takea
orally or mitten) and a final are reguired. (J. Fine)

-- 300-Level --- Courses - and Above are for Saniors @cJ Seniors
See Russian and East European Studies 396..
This course coasiders the role of the United States in
world affairs from the onttreak of the first Sorld Sar
to the present. The emphasis is on iaerican policy and
the factors which produce it--personalities, econotuc
interest, ailitary considerations, ideology,, gi1'3.i~
sentiment--but attention is also paid to the
international setting and to the policies of nations
with whca, or toward whom, the United States acted.
The course is lasically a lecture course, although
discussion is encouraged. The assigned reading consists
only of a textbook, but an extensive term paper,
planned in conjunction çit the instructor and based
upon reading in numerous books is also required. There
is one hour examination. Tie final exasination consists
of one two hour essay. (Perkins)
See American Culture 372.
ISegal)
386l467l. T& Holocaust. (

52 / HISTOBI
[Linderman) Section mi Science& tleaici gL and
Sexmalit?; Historical pgs~ectives~~dical'conce~
about human sexuality and sender hate both affected and
reflected changes in social structure and ideas. This
course nil! eaaaine foal aspects of this relatiocship
through history: i?) soaen and aen as aeaical
practitioners, $2) ccfflparison of tie aedical tieataent
of aen and women patients. (3) bioaedical concerts of
human sexuality, and bioaedical influences on
qemier roles in society. Eeadiags and discussions w i l l
center on the United States and England froa 1600 to
the present, although scae co~paiisoas with other
societies w i l l be presented. The coarse w i l l be
organized chrcnoloqicaHy. So backgiound in history or
medicine is assumed or required, though a previous
introduction to either subject could be ase-fal. Classes
w i l l be taught in discussion foraat, with the addition
of occasiozal audiovisual soarce docaaents. Beading
assign ments till inclade =an7 brief psiiaary source
aaterials, such as old neispapers an6 mintage sedical
journals, as well as longer modern historical saris.'
Students ail1 he expected to read and discuss
thoughtfully a aide tarietj of readings. Assignments
w i l l average the equivalent of one short book a week. &
20 page paper tased cn original historical research is
required. Each student w i l l also be required to prepars
3 oral presentations. There is no ~idtera or final
exaaination. (Pernick)
Section Q??; Qg 3ecozistrixted Scaih: 3865-?900e The
ma-ior focus of this coarse nil1 be the idea. reality,
and significance of the "Sew southm inthe period
emkraced by tie Beconstiuction and the Topalist
Bovement. This these sill ke explored from perspectives
pro~ided b y t three distinct bat interrelated sets of
soarce material: historical studies of the political
ecossoa? of t3e gostaax South (e.g. C. Tam Soodnard and
Jon Beirier); literas? pcrtraits of the era fa. B,
SnBois, Sillias ?anlkner, and Charles V. Chestnut) ; and
ethnographic studies af the everyday life of blacx an2
white southeraars $Poiider?zakes and Hagood). Hopefully,
throaqh these aaterials ae w i l l gaia aadarstanding of
the historical and cultural context for the developmeat
of values and value conflicts aa,ong racial groups aad
classes. The coarse form? w i l l be readings and
discussions. Course requirements include at least one
oral presentation, a re~iea essay, and a tera paper.
The English Coapsition Eoard [ECE; has approved this
section as a Junior-Senior aritiag course for Winter
Tern. 1981. (Bolt)
Section m; lsa&&z i~ & z ~
grid Earooe. This couse
is aa attempt--through the examination of the aedieval
iastitut-s.ons ot Japan and sf western 2urope-to savor
both the pleasures and perils of coaoarati~e history.
Particular attention ail1 ke focused on the guestion of
how useful it is to characterize either of the widely
divergent societies of medieval Japan and Europe as
having been feudal. Our efforts here w i l l fall into
three parts: (1) an attempt to sort out what various
historians hale meant by feudalism; (2) an exaainatios
of feudaliaa ia E~glaad; a& 13) a mnshleratieii of the
significance of f eudalist in aedieval Japan. A prior
exposure to aedieval Eurcpean or aedieval Japanese
history say be useful, but since the course w i l l
emphasize historiographical analysis rather than a
mastery of either historical detail or research
techniques, such exposure sill be of. far less
importance thaa as ability to read, think, and express
oneself clearly. Grading w i l l be based on class
discussion, the stu3eat's performance on one or more
oral presentaticas, and on two relatively brief (8-
i5pp.j papers. Both pagsrs aill be based entirely on
materials assigned fo: class, rather than on farther
research. (ireesen)
writings of sel2cted leaders o f various opposition
aovssaents, movetents for radical social change. The
focus of the ccsparison aill be a cos'tsast b-etueen
several violest and non-?isleat aoveseats. The examples
of ~iclent soveaaata to be studied are: (1) Marsisa-
Lesinisa-Staliaisu; [2) anarchism; acd 1.3) Tascisa. She
aon-violent scvenents are those associates mith (1)
Gazdii, Tdstoyt and related "ma-violent'1 resistance
groeps; (2) coaaanal mowaents in India, Israel, the
3.S. and elsethere; and voyage as the route to follow
tosards solving individual . aad social problems. The
course w i l l be especially interested in relating the
ideas to the personalities of their authors and is
evaluating the social consequences of those ideas,
jndging, that is, their success or failure and their
social costs. The coarse sill involve, aainly.
discussions of the assigned readings. In addition to
active partiei~ation in those discussions, the
requirements are one tera paper and a final exaa.
(mendel)
Section a % Straaale for 3ast 1945-15. This
is a historical stady of peace, politics, and war in
East Asia aftar the disruptions of Boris Bar Xi. ie
esaaine the goals, policies, and particqlarly the
actions of all the tajor posers, with emphasis on
&aerieas's ailitant sole. Shy and how did the nations
act, ahat were their alternati~ss, and what sere the
results? The course is built on weekly reasings,
classroooa discussions, weekly journals reflecting yonr
thoughts on the aaterials stadted, and a research
project. The discussions, journals, and project are
Graded- Researchin3 and 8si%iaq Eiston bY-F. -L FicCoy
is required. {collier)
Seciion 034: Race* Class* w g g & && Aaericaz
City. It is probaM.? true that, as John Kenaetfa
Galbraith has noted, "to understand the aodera city is
to understand the social ills which aost oppress us.'
To understand the modern city, however, one anst first
recognize that it is the product of concrete historical
experience. This course takes this recognition as its
point of departure and. focuses on patterns of
historical de~elopaent in the areas of race, class and
poÈe in urban America in order to proride historical
perspective on contemporary urban problems. By aeans of
both general works aad more specific case studies, the
course w i l l consider such things as the relationships
aaong urban ethnic and racial groaps, the development
of the urban class structure, and the distribution of
such scarce resources as wealth and power. Of special
concern w i l l be the Beans by which a social systea of
obvious ineauality has been legitimated. Tile heart of
this course w i l l be the discassion of about one book a
sieek. is an aid to critical reading, students 'sill
write short (1-2 pp.) weekly papers and a longer S10-75
pp. final paper, all based on the required course
readings. Grades sill be based an a coabiaation of
class partidpatio31 aad perfoziaaace on the papezs.
Students who have coapleted History 566aill be
admitted to this course by special peraission of the
instructor oaly. (BcDonalcl)
Tills course, regaired of Eistory Honors Juniors, is
designed both as preparation for writisg the Senior
Hoaors Thesis an& as a self-contained introduction to
the art and science of professional historiography. Be
sill be coaceraed with soma current probleas in
historical theory, but even acre with the actaal
practice of aorkiag historians. About half of the class
aeetlngs sill be devoted to presentations by department
aembers and visiting scholars on spacial historical
problems and techniques. Students ail! be expected to
write a series of critical essays, and a detailed
prospectus for a substantial research project. (Hunt
afid Jacob?)
%I? i4-& Z&dleeksal BIsttx~ gg Eerme g=
the Present. (4). [flu).
European Intellectual History in the 20th century
focuses its attantion oa the period fros about 1870
(the nee-roaantic movement or the anti-positivist
revolt) to 1945. it concerns itself with the retreat
frost the naive aaterialisa and realism of the aidnineteenth
csntary, the perception of decaflsnce, the
birth of the symbolic aoveaent in the arts aad
literature, the youth soveaents, revisionisa in
Socialist '.'nought, anti-rational political theories,
the aea physics, the appearance of the ancoascious in
psychology aafl the rise of proto-Eacisa. wHodernityw
aad its discontents w i l l be dealt 31th ia term of the
aethod of the history of ideas although the co~tesfcaal
social and plitical ie~elopaents sill aot be wholly
aeglected, There is a test for the co~~enience of the
stu£aats Staiients w i l l be expected to read four
additioaal books (to be chosea by the stadent froa a
long bibliography) and sri-te a short paper. There sill
be a midzera an3 a final exa~ination. (Tonsor)
The ?ranch Besolation narks the satershed Setseea the
Old Regime and the Bodern Borid. It has been the nodel
for revoP-stionary a& democratic taoveaents as a
aorldaide scale. This coarse sill esphasize the pattera
and characteristics of the Se~olutioa and its
conteaporary influence on Enrote to inclufle the
Napoleonic years. In addition to a aid-tera anfl final
exaaination there w i l l be oae term paper. (Bowditch)
Lo

A survey course taking the Byzantine Bmpire froa the
accession of the fiacedonians till the Enpire's fall to
the Ottcnans. "the course focuses on both internal
political history and foreign affairs (relations witk
the Best; the great Church split between Rome and
Constantinople; relations with Crusaders and with
Slavic neighbors--Russians, Bulgarians, and Serbs;
relations with the Seljuk and Ottoaan Turks). The main
texts are Ostzogarskyps gistory gsantine
and Jenkins1 BQZ~U~~UG Im~erhZ Centuries, and for
the final two centuries, Nicol@s
Cwtnzies
B~zantium. Flexible requirements: besides the final
examination, various optiors exist: (1) a short paper
and hour exam (1 hour written or 1/2 hour oral); (2) a
lcnq paper and no hour exam. (J-Fine)
433 15071z Inperial Russia. (4). (SS)*
& history of Russia from Feter the Great to world Bar
I, with emphasis on the probleas of modernization,
political institutions, eccncaic development, and the
revolutionary aoveaent. Lectures, supplemented by
optional discussion section. Reguirenents include a
coarse project (written or non-written), mid-term exam
(with a choice of take-hcne or in-class, and a
qraBed/ungraded option), and final exam (choice of
ta'fce-hone or in-class). (Bcsenberg)
The course deals nith the impact of the Best on the
Islasic Near Sast in the 19th and 20th centuries.
Conc'entraticn is on the Ricderrizaticnw cf the Ottoman
Empire and Republican Iurkey and Egypt; the rise of
Arab and Zionist nationalises and the subsequent Arab-
Israeli dispute; inter-Arab politics and rivalri'es as
expressed in regional ideological diversity and
conflict: and regional and international strategies of
the local acteis an4 tbe Great Powers as regard
"securityeW defense and energy. The course requires one
final exam, usually "take-home," and a comparative boot
review. Readings related tc the lectures hopefully vill
lead to periodic class disc~ssions. fflitchell)
QQ5- Zurope Qssxgm $& gslG gravel and &@oration
from the Biddle &as :thg present. (4). (BU) .
In the riddle ages Scandinavia sent Vikings to
Newfoundland end the Kinq cf France sect iLissionaries
to convert the Hongols. Travel, ezploration, acd
discovery have been a lart of our heritage and
experience eter since. This course introduces the
history of that adventure, and its impact upon the
adventarers. fro5 the Biddle Ages until the present. Be
shall look over -the s&oulders of the soldieis, sailors,
and scoundrels who disccvered the Ben Bcrld, charted
the globe, sle-8-tted to -the galas,. and brought IT -to the
moon. I plan to assign readings fros contemporary
accounts-mitten by the travelers; in addition, there
w U l be scme text reatSisigst About one-third of the
class meetings sill be deleted to discassion of the
texts- Were ~i.11 be one hoar exais in addition to the
final. There are no prereqaisites for the course, but
bring yoar own seasickness pills. {Lindner]
The Furlase of History 4t8 is to convey an
understaiidinq of contemporary Africa through an
exploration of the great historical movements that have
shaped, and are continuing to shape, de~elopnents in
the continent in the tientieth century. The major
issues to be covered by the lectures include (11 the
character of resistance to colonial rule; (2)
Literaticn sovements, particularly in Southern Africa;
(3) Hationalism; (4) Pan-Af ricanis~ ; (5) Elitisa and
class formatios; t6) the arartheid doctrine in South
Africa; (7) the meaning of African socialism; (8)
Heocolonialisn; (9) flilitary Regimes. These w i l l be
explored throngh lectures, class discussicn and written
assignments. (Uzoigue)
451 Wi8: Japan Eince 3800. (81. (SS].
The purpose of this coorse is to convey an
understandi-cg of the history of aotera Japan and to
inpart a sease of how to scad and thifik about that
history. This ail w i l l be pursued through lectures,
readings, discussions, and uritten exercises. The
leetuzers rill attempt to (1) analyze the background
out of which modern Japan emerged, (2) to identify the
aajor developments in her aodern evolution, (3) and to
explain the rise and* fall of Japan's empire and her
energence as a major world power today. There is a
miatera, final and two writing assignments in the
course. Texts for this course are Peter Dausl
- of Bodern (Scribnerts 1972) and Davia J. Luis
Sources of Japanese History, Tol. 2 (McGraw-Hill,
1974). (Hackett)
453 f5501. Moderq Southeast Histor?. g4). (SS).
This course deals with developments in Burma, Thailand
(Siam), Vietnan, Laos, Cambodia, Malaysia, Singapore,
Indonesia, and the Philippines over the past two
centuries. One recurrent" question is whether the
experiences of these distincti~e societies have enough
in comnon to be grouped in a single "History of
Southeast Asia." Be begin with the eaergence of
modernizing states, continue through colonialisn, high
imperialism, and the rise of nationalism, and conclude
with independence and its probleas in the post-war
world. The basic text w i l l be Steinberg* Zn search 0%
Southeast Asiq. Supple~uenta~ readings w i l l also be
assigned.
There w i l l be a midterm and a final exanination. In
place of a research paper, three short essays w i l l be
required on works of fiction and aenoirs relating to
Southeast Asia. The students vill relate these novels
acd autobiographies to the historical context they
reflect, as developed in the text, readings, and
lectures. It is hoped that these works uill proviae a
richness of detail and a sense of Southeast Asian
societies and cultures which w i l l enhance the basic
narrative and analysis provided by the rest of the
coarse. (Owen)
455f5893. Classical Jndia and the C-a of $slam 320-
3526 A.D. [a). [HU].
The aim of this course is to examine the nature of
Indian civilization in its classical fora. Be w i l l
study its social and political institutions, its value
systems and religions, trying to see their
intecconnectediaess, so far as the evidence allows.
To~ard the end of the course we till stall? the first
aajor encounter between Indian and Islaaic
civilization, brought about by the Turkish conquest of
North India. This is an introductory lecture course,
which presnses no prior background in Indian history.
Short papers and a final exam uill be required.
(Trantmann)
This course is a general snrvey of the history of the
Indian subcontinent froa the consolidatio~ of British
hegeaony ia the Seven Years' War to the death of Queen
Tictoria. It sill treat the hanks

463155 8) . Jackscniag iaerica. (4). [SS) .
The course centers upon the principal political,
econoaic and social developments of the Jacksonian
period, 1828-1845. Political party formation and their
socio-econoaic foundations vill have special emphasis.
Discussion is emconraged during the three weekly
lectures. The mid-term and final exaainatioas will be
of the mtake-homen variety, with the liaited opiton of
a term paper. T2'e required reading
vill include such
books as Tocquevil less DemocracI america,
Porsisano*~ x& u& QZ &= -& &-s,
Si1beyes as Transformatigg 22 ma &litiq&
a, and Katz9s -2 & m x The
average weekly leading nil1 be 200 pages. (Li~eraore)
This course deals primarily with the causes of the
American Civil Bar. It begins with a description of the
society of the antebellum South: turns next to a
portrait of Jactsonian politics and political ideology;
then takes up that transiutati.on of Jacksonian ideals
in the 1840's and 1850's tirough which hostile
sectional stereotypes aese i;lefiaed. It explores the
sense i n thich social and economic conflicts IB America
coae to be sazaarized by tie slavery qaestioa during
the period, kecanse of tie islands c political
competition. The last three weeks of the coarse deal
with the necoastrecticn episode, is aa effort to shoa
how the failere of this asg~ziment aas dictated by tbe
assasptioas srfiich had ~rodnced the Èar There sill be a
aidtern esa~ieatioa, a gapes of tea pages, and a twohoar
iinal exa~inatioa. Beading sill average abcat 253
pages a ace's. {Shora.tcai
coarse oses France as its starting point fox stairing
the role of Catholicisa in each of the aajor Earopean
countries from 1815 to the present and emphasizing its
relation to social change, nationalism and revolution,
iape~ialist, anticlericalisa, fascist, political
parties, and the European Coamunitp Attention ¥il
also be given to popular devotions, changes in Church
organization, the recruitmnt of priests and bishops,
and the place of religions orders. The class meetings
m i l l consist priaarily of lectures and discussion;
there dill also be student reports and debates, one
term paper, and a flaal examination. (6rev)
The aim of this coarse is to explore the derelop~ent of
the Left as a distinct political tradition between the
1848 revolutions and the present-day. =tailed
attention w i l l be given to Britian, ?ranca, Germany,
Italy, and Russia, and to the Left as an iateraatioaal
aoreaent. The course sill beeis with the main
traditions of the 19th century (Jacobiaism and Radical
Daaocracy) and w i l l then focus on the relations between
Socialisa and co~aunlsa ia the 20th ceatucy. lha
leading theoreticians (from Han to KaatsSEy. Lenin and
Graasci) w i l l be considered as far as possible ia their
iasediate historical settings, aad to this purpose the
coarse uill be orgaaizel aroand a series of critical
periods, including the First World Bar, tha
rsmlatiaaary years 1917-23, the rise of Fascisa, the
Seconfl BoiM Vac, and the Col3 Bar. Sqnal attention
sill be paid £ thaoretical fle'selopseats, the left's
eiaagina sociology, and the general relationskip
batsea social an3 econoaic coaflUioas and ra3ical
polities. The eoasse *ill end sith a aiscaasioa of the
conteasorac~ sitaatioa. (Ble?)
See Sear Eastern Studies: SB2 453. [Orlin)
This course exaainss tta fcistoiy of Latin iaerica from
the early aine-tee-nth ceatary ea-ti.1 the ~zeses-t. She
approach is thematic, fcciisinq on a series of topics:
(1) the colonial heritage and political independence,
(29 political systems and the search for order, (3)
foreign econceic in wlvemeit and neecoloni~lisa, (4)
labor system (including slavery, sharecropping, wage
labor, peasant cnltivation and peonage). (5) class anil
ethnicity, and (6) retclution and reaction. Selected
constries uill be discussed under each topic, with
particular eaphasis on Eesico, Brazil, Cuba, Peru and
Bolivia. Ho background ia Latin Aaerican history is
assumed. Tie method of instruction w i l l be
lectare/discus~icn, with strong encouragement of
studeat participation. Reguitements iaclade a short
book review, a longer paper, a aidtera and a final
exam. there ail1 be readings in primary and secondary
historical and anthropological sources. Books to be
used include Stanley Stein and Barbara Stein,
Colonial Reritaae of &&a Saerica; Benjamin Keen,
Latia american Civilization (701. II) ; Biguel Barnet,
&utobioc!rauii~ gg g gunaway Helscn Reed, T&
& gg BcaZgr~; Pad Friedrich# aqrariag se~olt
- in & Bexican u e ; Sidney Eintz, Uorkez in s s sse;
Ramon Ruiz, ax g& u z g gg 5 Revolution; as well
as soae fictioa. (Scott)
Prom the French Sevolaticn to the present, Catholicism
has had a central part in aany of the major ideologies,
cultaral moveaents, and political ccnflicts in Siisopean
society, A t the sase tiae the Church has becoae more
centralized, 90s new and lest old supporters, foaght
Btiong attacks on every front, and altered la its
coaneetion to society aaS coatsapozarj issass, Ilus
This is iateaied as a general iaSrsdaction to the
social, political, and intellectual history of 17th
century England, with particaiar emphasis os the causes
and consequences of the aid-century ra~olutioa.
Spproxiaa+sly eae half of the readings will be priaaxy
source aaterial, iaclaaing selections Sroa the works of
Francis Bacon. Bsn Jonsoc, ana Daniel Befoe, as veil as
caterial relating to political contxcversy sad social
coBflict. There is no preraqaisite, althoagh students
rill find sose background is the history of 16th
centary England useful. (Haat)
1 narrative history of mo&e&a Ireland froa tie collagse
of Gaelic culture uatil the present.. Social and
artistic (especially .literary) as sell as warioas
historical topics vill be lactared upon , with
opportanity for discassion. The main text used till be
J.c. Beckett, a ~Sakinq g j50riern Iseland. other
readings sill be assigned. Coarse wosi w i l l include two
brief papers, one longer paper, and a final exam. There
w i l l be no hour exass. (!!cXa>ara)
520 (987). Geraaay, T740-t870. Hist. 110 an4 111, or the
equi~alect. (4). (SS).
This course focuses on Gessaay, 1703 through 1871. It
is organizes in four parts: (1) the Ealiohteasent, 12)
the Bapoleonic Bars, (31 Restoration and Beartian, and
(41 the Founding of Espire. There Is so praragsisifce as
such bat a basic familiarity with Geraaa culture is
assased. Stadeats from flisciplioes other than history
(especially literatare, art history, econcaics, and
political science) are welcose. Is each bloc,
particular attention sill be gives to artistic and
caltural developeats as well as to social, ecoma>c,
aafl politisai changes.

& term paper. id-ten exa~inaticn, and final
examination are required in the coarse. (Tann)
A study of the French Old Regine and the causes of the
first great revolution cf the modern era. The course
undertakes a selective exairination through lectures of
certain problems and thsmes--the feudal background,
state-building and its social consequences, the
corporatist society, the aristocratic resurgence or
reaction, the enlightenment, and the meaning and l i m i t s
of reform. In these lectures several questions are
posed: why did large-scale revclution take place in
France rather than elsewhere in Europe? why did
;evolution cone when it did? in that senses was
revolution inevitable? accidental?
Comprehensive coverage acd narrative treatment of the
period are obtained through the readings. These include
Tocgueville, Old Eeaiae and Eevclution; R. E. Levis.
s~lendig Centurx; Jchn Zougbe &I ~ntroduction &
Eiuhteenth-Centuxx France; E. R. Palmer, ae &= of the
Denocraa ~eiclution; Fra~klin Ford, .&& gs
the Eeqroupins ~g f& French tr~stocrac~; Elinor
Barber, z& Bourue~&& giahteentb-Centurx France;
and various otter brief selections and articles. Parts
of Descartes, Hcltaire, Bcntesguieu, and Eousseau are
read. There is an hour exam (optional), a final exam,
and one essay of 7 or 8 paces on a topic and problem to
be arranged consistent m i t l the student's particular
interest. (Eieu)
A survey history of the Iberian peninsula from -earli,est
times througi the 18th century. Special attention to
the late Reconquest and tie periods of Ferdinand and
Isabella acd the S.parish Hapsburgs. Lectures,
discussions, ilia-tern, final and a tern paper. Students
should buy Stanley Payne, Rist~rr s&&n and
Portuqal, Val. I (Hadison, Wisconsin, 1973) . [~ibson)
55015461. &merial china: &&asa Societv. (4).
This is a systetatic analysis of state, society, men,
and ideas in Iajcerial C'hina fron 221 B.C. to the end of
the 16th century. Each dynasty or period is examined by
its characteristic develo~zent and unique features. The
following topics are to be covered: 11 the concept and
structure cf enpire; 2) scldiers, diploaacy, and mar;
3) society, cities, and literature; 4) barbarian
challen~e, ecoucmic develc~nent, and social change; 5)
state, society, and culture in early modern China. The
course is open, to all undergraduates and graduates.
(Chaw)
569 156Q 1 A.%g e i JBus*ness ad&nistra tXonL & ~ ~ ~ - i k
giusiness Ristor~% Junior, senior, or graduate
standing. (3) . (SS) ,
This course exasines the origins, development, and
growth of tmerican bcsiness. After tracing the
beginning of business enterprise in Europe, the course
describes business activities during the Aserican
colonial, revclutionaq, and pre-Civil Bar periods. It
then discusses economic aspects of the Civil Bar, post-
Civil Bar indcstrial qxcwth, business consolidation,
the antitrust lovemerit, eccncmic aspects of Rorid Bar
I, business conditicus during the 1920*s, the itpact on
business of the 1929 depression and the New Deal,
econotic aspects of Borld tar 11, and the postwar
business scene. Two quizzes, final exam. Text:
Robertscn and Walton, Eistcr~ gg &s American ?3conom~,
4th ed. (1979). flewis)
581 f 42% . Utopian and Eillennial Eovements. [EU) -
This course surveys past utopian an3 sillesnial
noveaents and begins with a study of the ~ost recent of
then, the "counter culture* of the late 1960s. Tte
course then takes a great leap backvard to the
beginnings of utopian idealisu as represented by the
prophetic Eessage of ancient Jodaisu and the Christian
apocalyptic vision. These two traditions are then
coapared with the Buddhist nHirvana* and sitilar
eastern ideals. After a rather brief review of the
principal aillennial trends of the middle ages, the
course focuses on four utopian movements of modern
times: the rationalist utopians of the Preach
Bevolution; coaaanism from Keqel throagh Barx, Lenin,
and Stalin to Hao; the Bazi vision of a "Third Belchn;
and anarchism. The course then returns to the present
mi# an analysis of recent and cnrrent co~iunalisa
including an evaluation of the Israeli kibbutz. If time
permits, modem science fiction as a form of utopian
thought and sentiment nil1 also be considered. (Mendel)
582l531L Hkstorg & Criminal &&
Anerica. (4). (SS).
$ Enqlana
This course traces the history of the criminal law in
England and America from the sedieval period to modern
tines. It deals vith political and social theories
regarding the institutions and ideas of the criainal
law and with the relationship between society an@ legal
nosns. Among the subjects included in the scheme of the
course are: the history of the crininal trial jury, its
relationship to other institutions cf the criminal lam
and its role vith respect to the interaction of social
attitudes and the formal processes of the criminal law;
the use of the criminal lau for connteracting
disintegration of basic social institutions; political
trials; theories of punishment; the development in the
Onited States of constitutioually protected rights of
defendants in crininal cases. This course is intended
for students interested in inglo-Anerican history, foe
those interested in government and la%, for those
interested in the history of the relationship between
social institutions and theories of criminal sanctions
and for those interested in the origins and develo@ment
of the central ideas an3 institutions of hmerican -
constitutional and legal history. Coarse regnireaents:
one short paper based on documents, a nidterm and a
final examination. (Green)
584 (574) &Lchiean Kistor~. (f4) . (SS).
The course deals with the political, economic, social
and cultural development of Hichigan from the
seventeenth century to the present. Areas of spec~al
concern include Michigan's frontier and colonial
status, political parties and reform movenents, ethnic
and nationality groups and major industries in the
state's economic development. There w i l l be a midterm,
à paper, and a final examination. (DOOM)
In this course, ç stnd~
the historj of Mexico fcom its
archaeological origins tc the present, identifying
basic events, periods, trends, and interpretations.
Lectures and discussions depend on standard sources as
well as recent findings in demography. aidterm and
final examination. Each student w i l l write a tern
paper. The text is Hichael C. Heyer and Billian I.
Shernan, 2' Ccurse & Hezican Eist~rx fOxford, l973).
(Gibso n)

- & Ll Undergra&uates;
Graduate
Stadents.
-- Histox1 G &% JJ&= B& s& we while covering
d'ff rent areas' a~ all g~nsidered s$&~.&&&
- iztr%uc&ons to %& i?zto= 9s Jgg. The three
introductory sur

58 / £IISTO% G! AST
unfamiliar names and terns difficult and taxing. The
final grade is based on a aidtern awi final
exanination; a term paper is not required. (Prench)
*en
to U~~erclass Students
Graduate Students
406/Environ. Studies Visual
Envircnment. {3). (Fill).
Case studies in relaticrships of art to nature, with
emphasis on England and America frcm the picturesque
garden of the 18th ceaturi to the organic' architecture
of Frark Lloyd Bright in the 20th century. Painting,
landscape gardening, architecture and aesthetics w i l l
be studied nith reference to changinq ideas about
nature. Develcpments in political, social and
intellectual life w i l l be taken into account as they
bear on the artist's attitudes towards landscape. Thus,
for example, landscape gardening testifies in the
Enlightenment to a new ideal of reconcilicg freedoa and
order, and in tie Romantic period tc a ccncera for the
noral elevation of urbar populations. Xn the era of.
Banifest Destiny, Aaericans faced tie task of adapting
to the portrayal of a continent a tradition in
landscape Fainting that. had been created by the
English, an island people. Throughout the 19th century
the progress of science precipitated a succession of
redefinitions cf mankind 's place in nature: at one
point landscape appeared tc be fraught with prophecy,
at another tc ,be devoid of all teleolcgical aeaning.
The visual arts demonstrate graphically how scdes- of
seeing depend upon modes of consciousness.
Understanciing tke vision cf other generations should
enrich and refine our cun vision and sensitize us to
possibilities it relating art to nature. Grades nill be
based cn tests 4ad papers. A previous course in art
history, while desirable, is not necessary.
tHTHBtington)
----- 413jScandin-2 413/Azchi~ecture 413- Architecture spj
- A r t of Scandinavia. (3). [mi).
A survey of Scand.i.uavian architecture, and soae art,
from the Zron Age to the gresent, with emphasis on the
last hundred years. It is tart of the concentration in
Scandinavian, but is open to all students of junior
standing and above. The course w i l l include the
following topics; Early ccnstructicn frcm the Iron age
house to the hearth and gallery houses; the runic
inscriptions; the viking hcuses and camps; Chni-fhqs and
their art frci Jicnanesque and Gothic periods, including
stave chuictes of Borkay and round churches of
Bornhcls: The Benaissance, including Dutch influence,
and planned tcwss; The brief Baxoque, £allowe by neoclassicism
and cther revival styles thrcugb the 19th
century; the late 19th & early 20th century's
developaent of a "National Rcsantice style, followed 'of
*sE.iiitctionaJ.±aà i-n the Wiflls; and final& tke pest-
Hcrld Hat I1 period with its blending of traditional
crafts and cwntemcorary design, bringing Scandinavia to
--' its present position of international leadership. This
last topic gets most coverage. Primarily a lecture
course, with scme discussion. A single major term .
papert and a final exaz, each counting half of the
final grade. No textbook, kut a reading list w i l l be
provided containing related books available in caapus
libraries. (K. Earzolf)
422Klass. 422. Btrwicag E- a Archaeolouv.
Kist. of ~rt 221 or 222; or peraission of
instructor. (3). (HU).
See Classical Archaeology 122. [albertson)
433Jclass. ~rch. 433. Grsg& Scul~ture. iiist. of Art 101
or per~ission of instructor. (3). (Hill.
See Classical Archaeology 433. [Pedley)
44545i2aARC 445. Bedievsl &chitecture. Hist. of Art
101 or persission of instructor. 13). (SO).
This course w i l l focus u~on 12 of the sajor monuments
of Western Kedieval architecture, ranging froa Old St.
Peter's in Boae to Chartres Cathedral. Each cf these
buildings w i l l serve as an introduction to a particular
chapter in the history of Bedieval architecture and as
the focal point for a discussion of related monuaents.
In the Winter Tern, 1981, tiere w i l l be a special
emphasis on the origins and developsen* cf the Nedieval
castle and its place in the architectwal. ailitary,
and social history of Europe and the Beat East.
Students in this course are required to write a short
reading report, a midterm, and a final. (Oldsj
--
452. Eorthern Burouean Paintinq & Fifteenth
Sixteenth Centuries. Hist. of A r t 101 or 35% or
permission of instructor. (3). (ED).
In Winter Tern of 1981, this course w i l l focus upon
four Easters of Northern European Painting: Jan van
Byck, Eieronyus Bosch, Albcecht Durec, and Pieter
Brueqhel the Blaer. Although the lectures and readings
w i l l touch upon the work of other artists, the goal of
the course w i l l be to explore those aspects of
mrealisnn, surreali ism^, %lassxcisa*, and *naturalism"
which are manifest in the work of these four giants' of
the Northern Renaissance. Students in this course are
required to write one short paper, a aidterm, and a
final. (Olds)
453. Venetian Paintinu. Hist. of art 102 or permission
P --
of instructor. (3). (an).
The course w i l l survey the history of North Italian and
especially Venetian painting from the early 14th C. to
the late 16th C., with major eaphasis on the period
1450-1600 and such masters as Hantegna, Giovanni
Bellini, Giorgione, Titian, Tintoretto and Verouese. An
atteapt w i l l be made to define the special qualities of
the Venetian tradition, in part through contrast to
Central Italian devel~pBIent~, while at the same tine
the creative uniqueness of each individual aaster w i l l
be revealed. A proper balance w i l l likewise be
aaintained, it is hoped, between objective and
subjective analyses; that is -to say, the narks w i l l be
viewed both with relation to the specific
historical/cultural circaastances under which they were
produced and ~ i t h regard to their relevance to us
today. There w i l l be a miaiaal aaount of required
reading (above all froà the text, Johannes Bildees
Venetian A r t from B e l l h i to Titian= Cxfora paperback8
1974), considerably more suggested reading, an8
continual eaphasjis upon study of the vs.sual saterial
(photographs posted in Room 2051 HLB). 4 syllabus and
biography nill be provided. The English Composition
Board (ECBj has approved this course as a Junior-Senior
writing course for Winter Term, 1981. For all
undergraduates the writing component w i l l be as
follows: three relatively short papers, ?aried as to
approach/content, each to be submitted ficst in draft
and then in polished fora. The drafts w i l l be
extensively edited by a trained assistant, an& grading
of the finished prodacts w i l l be cnmulati~e- Graduate
students are "to present a research paper, sabstantial
in length and quality. ill students gill be required to
take a final exanination. (Bissell)
467- Eiuhteenth-Cent- Paintiaq & EaroPe- €lis of
Art 152 ar pernissiqfl of. iBStUK3.as.= fa
The course concentrates on the history of eighteenth
century European painting. The greatest emphasis w i l l
be given to France but attention w i l l be gives to aajor
artists in other countries as sell, e.g.. Caaaletto,
Tiepolo, and Piranesi in Italy. Major French artists to
be considered are Watteau, Chardin, Bencher, Fragoaara,
Robert, Greuze, and David. The principal art rio5eaents
touched w i l l be Rococo, Seo-classiclsa, and early
Romanticism. The basic organization of the course w i l l
be chronological; artists and historical issues w i l l be
treated as they emerge daring the coarse of the
century.
The lectures w i l l seek to interweave issues of form
and content in the arts, to consider the
characteristics and aevelopaeut of an artistes work,
and to relate that work to the aajor historical,
social, and intellectual currents of the tine. Sole of
the main themes which w i l l appear during the tera are:
the relationship between nature and artistic
expression, reason and sentbent, style snd taste, the
relationship between art and patronage in light of the
shifting fortunes of the French monarchy through the
century and up to the Revolution, and changing
attitudes towaras nature and history. These themes w i l l
be discussed as they arise from the paintings that are
studied and nil1 be considered within the general
framework of ideas
technological advance, and
about
the
progress, science,
political and social
role of the arts.
w i l l
be in
Class
Reading
hours
w i l l
be in the form of slide-lectures.
assigned paperbacks anfl in
additional material on Undergraduate Library Eeserre.
Two exaninations and a paper w i l l be required.
[Isaacson)

This course w i l l survey the art and architecture of the
Hediterranean Islamic torld from the 7th to 77th
centuries. Ba jcr architectural aonusents and aspects of
the portable arts w i l l be discussed. Islamic art w i l l
be considered in the context of other artistic
traditions of tie Uediterranean region and questions of
their mutual relationships w i l l ke explored. Students
sill be expected to trite tç short essays on topics
chosen in cons.ultation with the instructor and a final
exam till be given. [Soucek)
~ ~ ~ c h o cf l othe q ~ lrts. Permission of
(3) (HD) -
instructor.
Intended to explore cross-connections between the fine
arts, perfcriicg arts, architecture, music, and
literature, this is a ccurse for about 40 student?
graduate and a fen upper-class undergraduates--with a
good theoretical or practical backgrourd in at least
one of tie above areas. Discussion w i l l be based on
writings by artists, art theorists, psychologists,
philosophers, such as langer, Freud, Boger Fry,
Uondrian, Auertach. Applicaticn forms, to be handed .in
by December 15, w i l l be available at De~artaent
offices. A term paper in the studecfs preferred area
w i l l be required for credit. (Archelin)
-- 546. Hedieval -- Sculpture in Hist. of Art 101 or
permission of instrnctoi. [3). i?iU).
This ccurse centers on the principal works of Italian
sculpture frcm the eleverth through the fourteenth
centn~ies, which are dealt çit in coeparison to the
parallel develcptents in scclpture in northern Europe.
The first part of the course w i l l focus on the works of
the Ecmanesgue scul~tors Wiligelmo, Niccolo and
intelami on tie cathedrals of the new city-states of
Northern I tali, and w i l l investigate both sculptural
styles, as tell as the xeflectioe of religious and
political messages exp~essed in these works, Part two
w i l l deal vith tie characteristics of sculpture in
Southern Italy, the iqact cf contacts sith the Near
East and the classical revival GoTesent under E~oeror
Frederick 11, which becoaes one of the main sources for
- tne Protorenais~a~~ in Tuscan scul~tuze of the
thirteenth center}, to isliich the third part of the
coarse is devoted, The works of Xicola, Giovanni and
Andrea Fisano aad Arnolfo fli Cambig. the contemporaries
of the great Trecento painters, such as Giotto., w i l l be
discussed in this final section of the course.
Reguireirent~ include two short papers and an exam.
[Bo.rnsteJ.n)
562* Bzroque Scul~tg-12 &a itdx gga Spain. Eiist- of A r t
102 or peri~ission of instructor, i3). (YO) .
Beginning with intrcdoctory lectures on the nature of
sculpture as an art fors, cn 16th-ceqtury sculptural
traditions, and on the stirrings of a new say of seeing
and working, the course nill pass to an intensive
investigation of the art of Gianlorenzn Bernini.
Bernini's scripture w i l l te studied both for what it
reveals of the saster3s actistic genius and of the
changing sccic/pclitical/religious climte in Papal
Rome. The influence of Bernici's vision and the
alternative to the Berninian manner--i.e., Baroque
Classicism--will then be discussed- This w i l l be
followea by a unit on the extraordinary sculpture of
17th-centary Stain, and the course sill end with
suqqestions as to the constants~the peculiarly Baroque
features--within so much diversity.
The course nill observe a lecture format and students
sill be evaluated on the kasis of tmo exaninaticns and,
for graduate studen+s, a research paper, A syllabus and
a biblicqraphy of reserve kooks w i l l be provided. Shile
the asount of assigned reading till be nodes+ (text:
Howard Hifctara, Bernini, Pelican paperback),
considerable additional reading w i l l hf recoffimended. In
spite of the fact that the course tears a n500e BOB~~K,
undergraduates with histort of art training should not
hesitate to elect it. (Bissell)
564/hrchitect~~e z6: Visionary Uchitecture .zz Kist.
of A r t 101 or 102; or persission of instructor.
(31 - IHO) .
This course is a ccntinnaticn of Architecture
563/Elistory of tzt 563 (Visionary Architecture I) but
563 is not required as a prerequisite. The influence of
visionary projects on the development of modern
architecture. Campetitian projects and bui-lding proto-
BlHIER TEEH 1981 / 59
types, the new vision; relation to act aovements
cubism, futurism, constructi~ism and de u;
visionary architecture of Bright, le ~orbuzer, Sies,
etc.; contempoary visionary projects and the role of
visionary architecture as an influence on the future: a
recommended reading list w i l l for6 part of this course.
Recoanended texts: (1) Unbuilt A~erica by Llison Sky
and Kichelle Stone, introduction by George R.Collins
(Coluabia 0.) , 1976 published by BcGran-Hill Coapany,
~ e YOE~; s ~ 2 ) visionzr- pro.ects- for ~oil3inas- g&
Cities by Reginald liaTcolms&i, e:hi~ion catalog 197Q
pablished by Internaional Exhibitions Foundation,
Washington, D .C. ; (3). Visianar-f hrchitects, Le6oux
Boullee, Iiequeu; Exhi-bition catalog, text by Eail
Kaufnann, 1968, published by St. Thomas, Houston,
Texas; (8) Visionarv Architecture by arthur Drexler,
Nnseun of Bodern Art, Bev York, 1960, Bimeographed
guide to exhibition: {S) Piranesi, Giovanni Batista, Le
Career! (The Prisons), with an introduction by Philip
Hofer, published by Dover Publications, Hew Tork. 1973;
[6) ~&nne-~ouis ioulee 11728- 1799L -uretician &
~ohtionary Architecture by &an-Barie Peroase de
Uontclos, published by George Braziller, 1974; and (7)
~arnier: The cite ~nd~strie~le by Dora Riebenson,
published by George Braziller, 1969, Planning and
Cities series, George B. Collins, general editor. Other
book titles w i l l be selected in addition to the above
list during the semester. Students w i l l be graded on
the basis of a term paper. (aalcclmsoc)
a G a g a Eediewal A r t in India. Eist. of
Art 103 and 387; or peritission of instxiictor.
£3) (HU) -
The course w i l l concentrate on flindu and Euddhist
architecture, sculpture, and paintirg created in India
daring the period between the 4th century HE and the
11th century &D. Special attention 'till be given to
early rock-cut and structural temples, ant3 to the
religions, political, acS econoaic factors associated
with their develcpme~t. Cave sites such as Ajanta,
Ellora, Baaadi, Bamallapuran, and Elephants sill be
studied in particular detail, as w i l l the facons
teaples and scalptares made by the Gisptas and their
feudatories. There w i l l be one aidterm esaffi, tso brief
papers, and one long paper in lieu of a final
exaixi-nation. (Spiak)
& Art and Reliqion. Open to EioEors students with at
least S O ~ ~ O B O starding. ~ S (3). (HO).
This course aims to develop an un3erstanding of the
basic differences between the western religious
tradition OE the oce hacd and the India's -~&liq-Lms
tradition on the other, with particular attention to
the manner in which major themes have been revealed in
painting and sculpture, as well as in arciiitactnral
contexts. Kajor Old "tstaaect and NEB Testasent theses
w i l l be discussed, both to show how attitudes and
interests have chanced over the centciies, and to
develop a familiarity with the work of major western
artists~such as Michelangelo, Durer, arid Eembrandt. In
the Indian tradition, conce~tration sill be on the life
of Krishna, as child-god, hero, lover, and sage; bat
other aspects of Hinduism and Bnddhism w i l l also be
discussed.
Primary texts nil1 be the 013 and Ben Testaments, the
Bhagavad Gita, the Gita Govinda, and various puranas.
Photographs and slides (and where possible original
prints and paintings in the Nuseua of Act slid other
nearby museums) w i l l be use& for visual saterial, along
with basic reference books for visual material and
iconoqrsphy such as PanofskyEs g u e de !tolna~*s
F!iciielan~elo, Archerts &gv= 22 Krishna, Spink8s
Krishnamandala, etc. General background reading fro3 J.
Ca=pbellls Occidental Rvtholo~?~ and the saBe aatho~@s
Oriental !%'tholog1 w i l l be assigned as a basis for
class &iscussion OD soae of the eider theses. One
examination, one long final paper, acd various short
papers and projects w i l l be assigned. SSpink)
--
227. The Aaerican "Stor?"; An anthropological Approach.
Open to Honors students uith at least soplioaore
standing. (3). (SS) .
This seminar w i l l be conducted as a *worhskopn. in
which students w i l l learn to do cultural analysis from
familiar aaterials (stories people tell in icforsal
conversation). After a f e ~ introductory sessions an

60 / COLLEGE HCBOBS
method. students bill be asked to collect suitable
stories. Be w i l l analyze these stories together, in
class, with a view toward ex~lcrinq the following
questions: Uhat makes a stcry "interestinsn? ghat are
of stories tell us a lot about ourselves? ghat other
sorts of mateiials, besides stories, would be useful
for an analysis of American culture? Bould these other
sources cf infcr~ation add anyth-i-ng to an analysis that
could not be gained frca stories? Uhat is "inerican
culture" (as it is revealed in our interactions with
each other)? Is it possible to think in terns of an
American culture~or only about the cultures of
different gxoups? The main texts sill be: Polanyi, a
American ; Eatzlawisk, xbg Pracimtics ~g -2
Communication; Ealeson ard Watzla~ick~~~gmunication:
- The ------ Eat~ix a s a u ~ ~ ~ and ~ a & collsction ~ = of ~ ~ ;
articles, to he made available as a "coursepack".
Grades w i l l be assigned cr the basis of (1) classroom
participation, 10%; (2) fieldwork {collecting texts and
analyzing the3 prior to presenzing them ia classi, 20%;
(3) midterm pacer, 30q; (4) final paper (a thorough
revision and expansion of the aidtern paper), 40%. The
coarse should be seen as a~lorator~, ~ 0 t h w~zh respect
to the materials studice and to the possible ways of
thinking abcst them. (Carrcll)
gl~g ~ ecisions. Cper to Honors students with at
least, seccnd-tera freshman stand-~ng. (3). (HU) a
How are the decisions 0afle that shape your life? Uhat
kiads of inflnerces affect the decisio~ taking process?
Are there aethcds of practical reasoning that can
improve this process and lead to Setter, more effective
decisions? lie w i l l lcok at the nay decisions are
actually made and at the 'intuitive-ttategies that
influence cur choices aaong alternatives. And we'll
compare these tc the Yoraal' models of rational choice
recently develcged in the social sciences and
increasingly ar~lied in diverse areas cf modern life
(e.q,. in ccnsumer, admi-nistrative, medical, political,
and economic decisions). The format of the course w i l l
be discussicn sup[iemented by easily interruptible
lectures. The course w i l l fcllow a 'case study' aethod
of leai~ing, analyzing hypothetical decision situations
and presenting rationales for recommendations. Students
w i l l prepare a total of five 'decision analysesB, each
3-5 pages in lenqth. [Glazer)
141/Anthro. Lanquaqe & Societv. Priaaz-ily for
freshmen and sophomores. (4). (SS)
See Anthropology 272.
[Burling)
Language is a central fact of huaan existence. Like
walking, an activity which it rivals in age and.
importance, talking is Bore something we than
something we think about in objective terse, Yet a
great deal is knoiin about language and languages in
scientific terns. This course is designed as an
introduction to the linguistic sciences, which should
give students a background broad enough to encompass
the vanous fields in linguistics, and deep enough to
iaciude knowledae of and skill in the analytical
techniques of these areas. These are applicable to a
large number of problems. ~ o t h theoretical and
practical, since language permeates cur environtent so
thoroughly. The [erspective of Language is a very
powerful one, and an understanding of linguistics,
which studies Language at all levels, is the key to
this perspective. Topics cohered include the technical
areas of phonetics, phonology, morphology, syntax,
semantics, and pra~matics, as well as the
in terdzsciplinary fields of historical and conparatiye
linguistics, sociolinguistics, psycholinguistics,
language and culture, and coaputational linguistics. In
addition, numerous topics relevant to diverse interests
w i l l be discussed, such as comausication; aetaphor;
ritual and con~e~tion; frames, scripts, and roles;
logic; epistenology, truth and beauty. Text is Froakin
and Rodmanf An Intxoauctio~ to lanquaqe. There w i l l be
recommended readings, take-home [group) aidterm lad
final exams, weekly exercises, lectures and
discussions. There are no prerequisites for the course,
though students w i l l probably find a good language
background helpful. Contrari~ise, this course may
in acquiring such a background. (laulerj
help
. .
JukZomen's studies J&3: aisigzx agi Ctixrent Politics
22 z& =sL R&g&sg Asendsen& Cpen to Eonors
students with a t lsasx sophoaore standing; or
Somen9s Studies 210 or the egui~alent, and
permission of instractor. (4). (53) .
The ~rinciple cf equal treatment under the law,
regardless of sex. has been a subject of long, bitter,
and often emoticnal controversy, both historically and
currently. The purpose cf this course is two-fold.
First ç w i l l explore the history and current politics
o the EPS. Laaiq the safc;ccts to be considered will be
the shifting attitudes of the feminist mcvenent towards
the EEA. froa a controversial mzncr-~ty position
espoused by Alice Paul and the National gomen's Party
to a widely accepted maiastrean feminist issue; the
nature and ideclcgy of tie left-wing and right-wing
opponents of the ERA historically and currently; the
expected legal effects of the amendment in such areas
as fanily law, earlcyment and the ailitary; the current
political strategies and tactics used by proponents and
opponents; the political demography of selected
unratified states; and the ERA as a synbclic issue, the
debate over which transcends the particular legal
effects that ~ight be predicted from its passage. The
second and equally importart goal of this course w i l l
be to involve students in primary research on some
topic related to the Equal Rights Amendment. After an
initial series of class meetings in which we nil1
explore the topics mentioned above aad define possible
areas for research, students m i l l pursue individual
research, meeting regular11 on a tutorial basis, and
occasionally as a group to share ideas and results.
Grades w i l l be apportioned as follows: class
participaticn, 10%; midterm quiz, 15%; issue analysis,
15%; research project, 60%. [Yorrou)
414. Phonolou~. Prior or'concurrent election of Ling. - A-
413 or the equivalent. (3). (Excl).
This course considers the nature of the organization of
speech sounds in language. The tasic theoretical
premise is that each language has a limited number of
basic units in its system of sounds. These anits exist
by virtue of contrasts between each other, by having
certain physical properties that vary in interesting
ways and by possessing certain distributional
characteristics. Every language has a different set of
such basic units. The course starts with an exploration
of the English sound systea. This is coupled- yjtA
exercises in the systematic spelling of English
utterances 'in accordance with the theory of the sound
system of English. Beyond that, the course includes
exercises shich show points of phonological structure
in a variety of languages selected from various parts
of the world. Headings introduce students to
theoretical issues in phonology. Tie tajority of the
sritten work consists of the exercises described above.
Beyond those, there is a midterm and a final
exaaination. Course format is a combination of lecture
and discussion. Some previous foreign language study is
a very useful background for this course. Text:
Introduction to Phonolaa, by Slcat, Taylor, and Eoard
[Prentice-Hall), plus a course-pack sold through the
Linguistics Department Off ice. (Hill)
419. Korpholoq~. Ling. 411 or the equivalent. (3).
--
(EX~).
Hwrphology, in linguistics, is the study of word fora
and forsation: the seaningful pieces froa nhich coapJex
words are made and the rules by which they are
combined. The lectures w i l l cover the phonological,
syntactic, and semantic interactions of morphemes in
various languages, and will be suppleaented by daily
homework in data analysis illustrating morphological
processes in languages of the worla. The aim is to
acquaint the student with the range of variability and
characteristic structure of aorphalogical systems in
general. Topics covered include: phonological fern
(vowel harmony, root alternations, assitilatioa,
alloaorphy in general), morphological fora (affixation,
suppletion, reduplication, etc.) , seaantic function
(case, number, gender, voice, mood, aspect, etc.), and
syntactic function (paradiges, agreement, phrase

5lIHTBR TERB 1981 / 61
structure, finiteness, moaification, grannatical
relations, etc.). There will be two take-ho~e exams,
each an extended proble~. Text is Berrifiela &&&,
Laboratorx Banuaz ggr~holsgy sa& Syntax, {Lawler)
a ptroducti.cn &
lin~uistics. Ling. 411 or
the equivalent. (3). (Excl).
Int duct'o tg ESL +&agj. The purpose of this course
is tz protife itudents witk tr~ining expaaswe in
(a) evaluating and creating theoretical ai>d eapArical
argumentation in applied linguistics in the are3 of ESL
theory and Its) exanining aspects of the ESI. teaching
process in light of ESI Theory. Topics include: (1)
Fries, the Historical Legacy: (2) ESI. Theory fxcv Pries
to Wid~ouson; (3) Towards refining and Analyzing the
Teaching Process; (4) Cortent and its RelationsMp to
Theor?; (5) Skills and their Relationshiz to Theory;
(6) Teaching arid its Relationship to Learning Theory:
HOW do we leach?: (7) Planning. Organizing,
Imple~enting, Eialuating: that are our Becisions Based
on?; and (8) Application of Principles of ESL Theory in
Materials Develcpaent. (Selinker)
442/Antb- !Q& Introducticn to S o c i o ~ u u i s t i ~
Ling. 4 11 or the equivalent. (31. SSi.
See Aathropclog~ 478. (Bcksrt)
a Tonics 2~ Second &s&!ssg &sapi~a. Ling. 450 or
451; or the equivalent. (31.
A seninar for stadents interested in eapirical research
in applied linguistics. In the first part of the
course, seiinar menbers review and discuss the
literature for some selected sub-area or second
language acquisition thecrj and formulate a-testable
hypothesis in that area. Ir the second part of the
course, seminar aembers work togetker to design,
conduct, and report a research project testing the
hipothesis. liuited to 15 students; p,cere

105- Algebra s& &&fi&. ~riqonometry. See table.
Students ~ i t h credit for Bath. 704 can elect
Bath. 105 for 2 hours credit. ft). (Excl).
This course psovides passage "tc Bath 115 f-or students
with weak or incomplete high scliocl sathematics
backgrcunds. Students with good mathematics preparation
but no triqcncmetzy can elect Bath 107 concurrently
eith Bath 115. Topics cohered include nunber systems,
factoring, exsonents and radicals, linear and quadratic
equations, pcly~oitials, extonential and trigononetric
functicns. qrai-hs, triangle solutions, and curve
sketchinq. ?he tGxt- is an dame tals -Alqebra &
Triaoncm-2 fF'ourth ~dicGn} hynSwokoxski-
- --
107. Tricro~~om~Q~~ See table. Bc credit granted to
those who have completed 105. (23. [Eicl).
This course provides the trigonometry background needed
for flath 115. Students with a history of poor
performance in high schccl mathematics, with or without
trigononetry, bho plan to continue in aathematics
usually need a more general training than is offered in
Bath 107, and should elect Uath 105. The text for Bath
107 is Uillerding and Eoffman, Q&&&E Alaebra g&
Triaonc~Lrj, second Edition.
&a: Bath 112 is a single tern calculus course
designed primarily for pre-business and social science
students. The course neither presnpposes nor covers any
trigonometry. Bath 113-114 is a special two-term
calculus sequence for students in the biolcgical
sciences. Bath 113 begins with a nunber cf vre-calculus
topics; the introduction to calculus is gradual.
neither 112 nor 113 nor 114 meshes with the standard
sequence. Students iiho taut to keep open the option of
qoinq beyond introductor~ calculus should elect the
standard sequence. Credit is allowed for only one of
the first term calculus courses: 112, 113, 115, 185,
155.
a gl- Calculusz Three years of high school
mathematics or Batl. 105. Credit is granted for
one course from among Bath. 112. 113, and 115.
(4) . (U .Exl) .
This is a cne-term survey course that provides the
basics of elementary calculus. Emphasis is Elaced on
intuitive undeistanding cf concepts and not on rigor.
Topics include differentiation with application to
curve sketching and maximum-iinimun problems,
antiderivatives and definite integrals. Trigonometry is
nat used. The teat is Whitkey and Qhipkey, ms a
Calculus [Third Edition). 'Ihis course does not mesh
with any of the courses in the regular mathematics
sequences.
a Bathematics for &ss Sciences Three years of
high &sol xatAeaa'ti.ss ar Bath. 105. Creait is
granted for one course from along Bath. 112, 113,
and 115. (4). (B-Excl) .
tfathematics 113 and 1H constitute a two-term sequence
designed for students anticipating study in fields such
as biology, zoology, botany, natural resources.
microbiology, medical technology and nursing. Students
in the life sciences who nay need a more thorough
mathematics background should elect one cf the regular
mathematics sequences. Tke saterial co~ered includes
logic, set ttecry, algekxa, calculus, matrices and
vectors, prohatility and differential equations.
'Examples are chosen from the life sciences. The text is
Arya and R. Iardner, #$&hsmatics W ~ a i c a a
Science [Second Edition).
Hathematics for Life Sciences II. Bath.
---em--- -- --- --- --
(N.Exc1).
See Bathematics 113.
& &alyt& Gametry =& Calculus & See table.
(Bath. 1C7 may be elected concurrently.) Credit
is granted for only cue course from among Bath.
112, 113, and 115. (4). [S-Excl).
, Topics covered in this course include elementary
analytic gecmetry. functicrs and their graphs. l i m i t s ,
derivatives, dif ferentiaticn cf algebraic and
trigonometric functions, introduction to integration
and the definite integral, and applications of
differentiation and integration. Daily assignments are
given. There are generally two or three one-hour
exaninations a unifor~ midterm and final. the text
is Thomas, Calculug s& Analvtic Geo?etrys vol. le or
the A1 ternate Edition.
This coarse eaphasizes additional applications of
integration: invetse trigonometric, logarithmic, and
exponential functions; their derivatives and integrals;
formal integration; infinite series; conic sections;
and transformation of axes. The course generally
requires three one-hour examinations and a nniform
midterm and final examination. The text is Thonas.
-- Calculus - and - Analytic Geometry, vol. 2, and thi
supplement, Infinite Sexies and Differential Equati~ns,
or the Alternate Edition.
-- 117. -- Elementary -- Linear Alaebra. Bath. 115. Ordinarily
Bath. 117 is elected concurrently vith Bath. 116 '
but can be elected separate.!?y>-after Bath. 115 or
concurrently with Bath. 215. (2). (H.Exc4).
This is a linear algebra coarse that is useful for Bath
215 and 216 and wherever linear systems are studied.
Topics include linear equations, matrices, vector
spaces, linear transformations, determinants and matrix
representation of transformations. The text has been
- E-entarz Linear Alqebra (Second Edition) by Anton.
There are classrcom examinations in addition to a
uniform midterm and final examination.
EL & Analytiq Geoseta. Calculns..
.
Permission of the honors counselor. (4 each) -
(H. Exc~)
Only- Uathenatics 186 is offered %inter Term, 1981.
Topics covered in these three courses are the same as
those fox Bath 115/116/117/215. Students who elect Bath
185/186 cannot also receive ldvanced Placemeat. credit
for Bath 115/116.
$96. Boners Bakheaatics. Permission of the honors
counselor. (4 each) . (8. Excl) .
Only Bathematics 196 is offered Winter Tern, 1981.
First-year calculas, applications to geometry, andsubstantial
excursions into function theory. Prior
exposure to calculus helps, hut it is not necessary.
Informal lectures and discussions; tutorials in small
groups. Emphasis is on concepts and on the developsent
of creative talent. To take the coarse, you need not
plan on being a matheaatici.an; but the homework program
is so heavy that only dedicated students find it
tolerable. Evaluation is based on daily honework, on
examinations, and on participation. %he text is
Calculus by Spivak.
-- 215. geometrx Calculus Uath. 116.
{4). (B. Excl) .
This course expands the techniques used in Uath 115,
116, and 117 to functions of more than one variable.
Topics include differentiation and integration of
functions of several variables; analytic geuaetry of
three space; multiple integrals; complex nu~bers and
functions. There are four lecture-recitation classes
each week. There are daily assignments and class
examinations in addition to uniform midtern and final
examinations. The text is Thomas. Calculus and Analytic
Geometry 901.11, or the Alternate Edition.
-- 21 6. Introduction 9 Differential Equations. Bath. 117
and 215. (3). (8. Excl) .
This is a course which covers the basic techniques for
solving linear differential equations and systems of
such equations. There are three class hours a week as
well as several class examinations and regular
assignments. The text is Eleaentary Differential
Eauations (Third Edition) by Boyce and DiPriia.
24711ns. 2 9 JBusiness Adainistrati~ni~ Batheaatics &
Finance. Bath. 112 or 115. (3). (H.Excl).
---
This course is designed for students who seek an
introduction to the mathematical concepts and
techniques employed by financial institutions such as
banks, insurance companies, and pension f unds.
Actuarial students, and other matheaatics majors,
sh~ul-d elect Bath 524 which covers the same topics hut
on a more rigorous basis requiring considerable use of

the calcnlus. Topics covered include: various rates of
simple and coapoucd interest, present and accumulated
values based thereon; annuity functions and their
application to amortizatioe, sinking funds and bond
values; depreciation methods; introduction to life
tables, life annuity, and life insuranfie values. The
course requires mathematical maturity and calculus
background equivalent to Hath. 112 or Bath. 115. It is
not part of a sequence. Instractioa is & lectures,
recitations and problem sets. Evaluation is by
examinations and problem scluticns= The usual text,
supplemented by class discussion, is Eifler anfl fischer,
Bathertat- gg Investment. Many of the cgwepts of the
course have been sritter for at least 300 years, are
widely used in financial practice, but in many
instances are understood pocrly. Ibe course aias to
itprove such understanding.
296. Bitterenti33 zz&ions. Hath. 285. (3) (N.Exc1).
Sequel to Bathematics 2E5. Baterial covered is
approximately that of Bath 216, but in sore depth. The
text sill probatiy be Finney and Ostberg's ue~entary
DitEerentiaA Faca tions.
This course on multivariate calculus is a sequel to
Beth 295, The subject satter is differential an6
integral calcu.lcs oa Eaclidean space. The pzesentaticn
is rigorous. Co~putatiaaal facility is gaiaed through
challe~qinq :xcbleffis~ The text is Advcnce6 Cakclus
-- Several Variables n y C. 3. Idwards.
departmental courses. The major topics discussed
include Fourier series, vector analysis, and an
introduction to partial differential equations, with
eaphasis on separation of variables. Soae review and
extension of ideas relating to convergence, partial
differentiation, ard integration are also given. The
methods developed are used in the foraulation and
solution of eleaentary initial- and boandar?-value
problems involving, e.g., forced oscillations, Èas
motion, diffusion, elasticity, and perfect-fluid
theory. There are two or three one-hour exams and a
two-hour final, plus about ten homework assignaents, or
ap~oxinately one per reek, consisting largely of
probleas from the text. The text is Snqiiwering
Eathematics, Vol. 1, by A.J.K. Spencer & &.
--
385. Bathematics a Ele~ent~x
=& Teachers. One
year each of high school algebra and .qensetrj,
and acceptable per?orçanc on a proficiency test
administered in class; or parmission .of
instructor. No credit granted to those who have
completed 485. (3) . (Excl) .
Bathematics 385 is an integrated treatment of
arithmetic and geometric concepts isportant to
elementary teachers. Principal emphasis is places on
the nuaber systeas of elenentary ~athesatics, ahole
nusbers. integers, and ratkonal numbers. Three aspects
of each of these s:s%e~s are sta4ie6: -g: The set.
theoretic background of the nusbar sfstesi, that is, the
real world situations fros which the nii~ber concepts
amber s@ols are ar*wne Secom3: The 6e~elopccent
of cosiputational technipes. This involves elaaiaing
hot co~pntational rules are derived froe the aeaaiegs
of the BZB~~X syabois; that is, hcv isles of
co~putatioz! are detersined by those relatiaaships
between sets rhich are &scribe6 by ~u~bar syabols.
T&&: The st~~zt~re
of the number systea as c3etezmbeS
by a fesf basic principlest, There are IEO forsal c0ars.s
requireaents for frSafcheieatics 385. bat a stadeat seeds
to understan6 the basic ~afche~ati~al concepts taagitfc i&
a good jaaior higk school, aatheeatics prograa. i
scceaning test is afl~inistered tc all Bath 385
~t3deatS, aad those vita. very low scares B S ~ be
required tc- ~itk6ra~ from Bath 385 and earoll ia a
special section of Hath 104. after saccessfcl
coapletion of Bath 104 the stadent say re-enroll ia
Bath 385. The School of Education requires successful
coaoletioa of Eath 385 .before the student teaching
hoar of discassion per week. Grades are yiacipally
cieterninefi by ai-Cters an6 final esa~ination scores,. bat
the (~iality of honework perf oraaace, as e~alaated in
the discussion sections, has bearing on the Einai
craie.
404. Differential Eaaations. Bath. 216 or 286. S3).
(H. EscII .
he purpose of Bathematics 305/ECE 305 is to gsovi4e
understanding of the tathematics iavclyed in the
analysis of vector and scalar fields and to give
exprierce in its applicaticn. It is a lecture course
which is reguixed for the electrical engi~eering option
in the ICE Department, and is tmically takes in the
junior year. the nain segments of the course are (1)
the algebra of vectors and scalars (1 xeekl; (2) the
differential calculus of fields in one, two and three
dissensicns: grad, div and curl (4 weeks); (3) the
integral calculus of fields: line, surface and volume
integrals; Green's, the divergence and Stckes' theorems
(5 weeks) ; acd (4) partial differential eguat-Ions:
their solution subject to prescribed initial values and
boundary conditions (4 seeks). The required text is
Advanced Enqine~bg Bathematics by E. KIeyszig [Riley,
1979; 4th editicn). Coverage is lilited to Chapters 6,
8, 9. and 11, plus supplementary material aflvoLving the
use of curvilinear coordinates. @eek.TÃ homesorks are
assigned and marked. Grades are based oa the results of
the hcieworks, 2 [or 3) quizzes &ad a final
erasination.
This is a thiee-hocr lecture coarse in engineering
tathema tics uticli contiaues the (iwd~g~eat and
application of ifleas intzoflacea ia Math. 215 and 216.
The coarse is regairad in the ieros&s#ce Eaganeeriag
ccrriculu~, and covers sab jects needed for sdseguect
This is a second course is differential equations which
reviaas eleaentary techniques and Selves into
interaediate methods and eguations. Eaphasis varies
slightly with individual instractor and statlent needs
but usually includes poser series expansions about
ordinary points and regular singular points, series
solutions ox second-order differential equations,
sinultaneous linear equations (solations by matrices),
Laplace transform, numerical methods, noalinear
eguations, and phase-plane aethods. The focsat is
lecture/discassion, and the course is often elected by
engineering students and students of the natural,
physical and social sciences. The text has been
g:Ef@rential Equations and Their &wlicatimis {Sscorid
Edition) by Brauc.
=st Course in Endern Alaebr~~ Math. 275 or 285*
or peceission of instructor. Bo credit grantee ta
those who have completed 512. (3). (E. Excl).
This course assuaes a level of zatheiatical saturity
and sophistication consistent with advanced leveJ
courses. It is a course elected primarily fay
aatheaatics aajors including teaching certificate
candidates and by a small nuaber of master's degree
candidates. sor~ally it is the first nabstractn course
encountered by students in mathematics. Host students
coatisue with Rathematics 573 for which Batheffiatics 412.
series as a prereqiiisite. Course topics inclu3e basic
&aterial on sets with special eephasis at aqpiaqs.
equivalence relations, quotients an5 ~ O E G B O ~ ~ ~ ~ S B S ;
$&cups aafl subgroups; ricgs, integral do~aii~s and
polynoais! rings; and fields an6 simple extensiozss. The
text has been Introduction % uodern &lqebza tl'kizcl

Edition) by BcCoy. Students seeking a sore 352a Advanced Calculus & Bath. 451 and 437, or Oath.
coaprelensive presentation should consider Bathematics 513; Bath. 417 or 513 may be elected
512. concurrSntly. (3) . {S. Ezci) .
flulti-variable calculus, topics in differential
- 117. fiatria il ebra I. three tens of college
-equations and farther topics. The most recently used
matheaatic;.So credit granted to those who have text as advsncea Calculus, 3rd. ed., by Buck.
ccmpleted 5 13. (3). jH.Exci).
The course coders tasic linear algebra and toaches on
several of its a&piications to aany (Ufcfe~ent fields.
Emphasis is on introducing a diversity of applications
rather than t-ceating a few in depth. Topics emghasized
include a review of matrix operations, wctoc scaces,
Gaussian and Gauss-Jordar algorithais foe linear
equations, subspaces of vector spaces, linear
transfcrmaticrs, detersinants, orthogonality,
characteristic polynomials, eigenvalue problems, and
siailarity theory. applications include linear
networks, least squares seethed (regression), discrete
Aarkov pocesses, linear ~roqramaing, and differential
equations. Tte class is elected by a cross section of
students, and usually includes some graduate students.
The class format is lectore/discnssion. The teit has
been Linear &%&gs sg 222 &rlications by Sizang.
- 418. Matrix Alqstra I. Bath. 417. (3). (N.Excl).
Siailarity theor?. Euclidean and unitary geometry.
Applications to linear and differential equations,
least squares and principal components. the text aost
recently used Bas Linear Alqekza, 3rd. ed.' bx Curtis.
479,'CICZ 4Cl/FCF JJJ. Xinsar jmgs gad Batrix Theory.
Bath. 216 or 286. So credit granted to those who
have com~leted 417 cr 513. (35. (S.Exc1).
Tinite diaensional linear spaces and matrix
representat ions of linear transformations. Eases,
subspaces, detertinants, eigenvectors, and canonical
forms. Structure of solutions of systeas of linear
equations, applications tc differential and difference
equations- The course provides more depth and ccnieat
than Hath 417. Bath 513 is the proper election for
studants conte~rlatinq research in inatheaatics. The
objectives are to give a rigorous understanding of
linear alqetra and linear spaces. Abstract methods are
used and sose emphasis is given to proofs. The course
is essential for the ma'theaatics section of the CICE
qualifying exaaination. Scae natheaatical maturity and
ability to ccp? n.itk abstraction is required;
elecentary undeistanding cf matrices and differenctial
equations. Three lectures per week, tfle grades ace
based on exams*
Cnrres and surfaces i n three-sgace* usinj calculus.
Curvature and torsicn of cvzves. Cnr~atine., ccfaria'-.'i:
differentiation, parallelisa, iscsetcv, geodesics, aad
area on surfaces. Gauss-Bonnet Theem. aiaiaal
surfacese The tsxt ffiost xecsntly used %as Ekaents a
Differential -- Gecaetry by Siilaan and Packer.
-- -- -- --- -
450- Advance* Batk~eaatics for Enqinee~s I= Bat&* 216 01
266. So credit granted to those who have
Topics in advanced calculus including sector analysis,
improper integrals, line integrals, partial
deri~atives, directional derivativesi and infinite
series. Enphasis on applications. lest: Kaplan's
Advanced Calcas (Second 'Edition).
-- ---
- 450. Fourier --- - Series -- aaa &ap1ica~~~onz Math. 216 or 286.
Students çit creait for Bath. 455 or 550 can
elect Hath. 454 for 1 hour credit. (3). fH.Esc1).
Othoqonal functions. Fourier series, aessel function,
Legendre polynomials an6 their applications to boundary
value problems in mathematical physics. The text sill
probably be churchi1l9s ~~iiriei Series and Ecundaq
Value Pzoblems, Third Baition.
45% B0undaz~-Value Problems &d WJ u ables.
Hath. 450. Intended primarily for undergraduates;
graduate students by peraission of adviser. No
credit granted to those vho have completed 454 o r
555. (4) . (N-Exc~.).
"Topics in advanced calcul~us include functions of a
complex variable, separati-on of variables techniques to
solve boundary value probl'eas, special functions, andorthogonal
series. Cosplea variatles are used to
evaluate residue integrals arising from Fourier
integrals, calculate asyaptotic behavior of Bessel
functions, etc. The -oat . recently used texts were
Com~lex Variables by Brawn and Churchill* and Fourier
Series by Brown and Charchill.
Advanced Calculus sz Eath. 215 ?ad one course
beyond Math. 215; or Bath. 285.. Intended for a The Early 8iddle Ages; Introductioa~ 143,:

Best in the Biddle Ages. Aacng topics I hope to discuss
are: the general applicability of tl.@ term "feiKial*;
the differences in social organization between Europe,
the Bear East, and Asia, acd their inflqence upon urban
and rural history in those areas; conversion as a
religious experience in Europe (Christiwitj) a the Near
East (the spread of Islaa}, and Asia (the v$.ctory of
fluddhist in Inner Asia) ; chivalry aflO the notion of
knighthood in Europe, Byzartiua, and the Bear East; the
plague and its internatioral, nanifestatiotis. There are
no prerequisites for this course besides an interest in
the things that join ard divide cult~nres ft~m each
other. The readings we vill discuss m i 1 1 come from
tests as well as £m contemForary sources; there w i l l
be one hour examination in addition to ths final
examination.. (lindner)
Section
Arthurian Tradition* A survey of the
main eleaents of the tradition of King Arthur and his
knights. Beginning with the early

431* as &Le $& Baroaue; Thenatic Studies
I, & LXJ,. (4 each; . (BU). Individual courses in
this series aay be elected for credi-t sole than
once.
UARC 431 and 432 are offered Sinter Tern,, 1981,
-
X&EC ?clarity and Earaciox: xb W s s n garoque.
On the lasis cf selected tateria.1 fro@ 17th century
European culture the wore signigicaiit thematic
de-telopments w i l l be traced agaiast the tackground of
political . events as veil as literary and philosophical
theories. Beadmqs w i l l be selected from the areas of
drama (Coraeille, Caldercn, Bacine, ErydeSj, goetry
netaphisical and Baroque) , prose and verse epic
(Cervantes, ailton), and, to a lesser extent,
philosophy and ~clitical theory (Eescartes, Spinoza,
Bohme, Hoktes) . The nethcfl of instsuctica rill ccnbine
lecture and discussion, vith eaphasis on the latter.
The requirenents for the coarse w i l l iac-lflde nidterm
and. final exams, short in-class reports* and o_ne tern
paper. (Paslick)
During Uinter Term. 1981, HABC 432 is jointly offered
with Geography 477. See Gecgrathy 477 for description.
Kish)
445Tdiste &s u& &&iasJ Architec+uzeA Hist. of
Art 101 or permission of instructor. 13). (inn.
See History of Art 445.
See History of Art 490.
(Clds)
(Scucek)
401/Bicl. MA General Hicrobicloqy. Biochenistry
(Biol. 411 or Bid. Chea. 41.51 ; prior or
concurrent election of Biol. 305 or 407. (5).
(US) *
See Biology 40 1. (Belling, Douthit)
573/Biol. Bicrohial penetics. Bicrohialogy;~
genetics, hiocheaistry, and pecnission of
instructor. i4). (MS).
See Biology 5 13. (Helling, Pringle)
klusic --- Eistog --- and --- Musicclo~ fiER: Division 6781
It is possille for IS2 students to elect a
concentraticn proqram in nusics and this pr-ogran is
described in the Bulletin. In a4iiiti~~~ nusic
courses are frequently elected by LSA students not concentrating
- is ?%usie. Courses in Music
Bistory/flusicclcgy, Ccapositicn, and Bugic Theory are
elected for ISA credit. Soaa of these courses can be
used as part of the hunanities requirement in a Pattern
- 1 area distribution plan. IS& students aay elect ausic
~erforxance couzses for degree crezit, but this credit
counts tonard the naximuà twelve non-LS& credit hours
that can be ap~lied toward an A.B.kE3.S. degree or
twenty BOD-ISA credit boars that can he applied toward
a B.G.5- deqree.
- 344. Introducth ----
to the Art OF Eusic. ?or non-School
of Busic students ccly. (3). (BO).
This is a course in listerinq to ausic. Ey studying the
various forts, genres, and styles of western art ausic,
you w i l l learn how to listen perceptiyely and
creatively. He musical background is necessary, .
although soae students have had experience in attending
concerts or playing a musical instrument. The course
begins with the elements of music in order to bail6 a
vocabulary for dealing ~ i t h ausical concepts and
materials, the technigue of following a score srtiile
music is being heard, and lasic musical forus. Then,
such genres as symghony, cpera, concertc. and scng, by
Baroque, Classical, and Banantic co~g

A survey of eusic in Japan with a speciaX eaphasis on
theatre music. . Eeguired readings and listening tapes,
but no required tests. resigned for general upper
di~isicn students, though music or Japanese background
help. Essay type midterm, and final exam. A term paper
possible in lieu of final, up08 instructorgs approval.
, (Mala)
- 222- Ccnuasition. Por ncr-School of Music students
only. Co~~osition 22 1. (3). (Excl)
This course deals mainly with composing and
appreciation of ccntemporary art music. Time is also
spent with traditional classical music. Asfiignaents are
creative but directed. Teaching assistants give
individual attention to students while working on
projects. Attendance at ccncerts of contemporary music
is required. I balance is aainta~ned between
traditional ccipositicr;al crafts and advanced or
experisental tendencies. Hany ou~standing American
composers haw started in this class. The course is
also recommended for students outside of music programs
who have had rather exten'sive backgrounds in music,
. performance, axd even ccaposing. this course w i l l
provide surer "footingw ard guarantee batter progress
than higher level courses initially.

'
68 / NEAR BASIEBK STUDIES
peoples. It w i l l lock a t Muslims in the Middle Bast but
also throughout Africa and Asia, while taking note of
significant Huslia iuinorit) populations in CAJ,na, the
Soviet Union, Europe, and the iaericas. The course
makes extensive use of fils and audio-visual aaterials.
(Abd-Allah)
In addition to introducing students to Iranian history,
the course till deal with the issues which have been
used in the aodern debate ever the meacinq. of the past
and its importance for the future, It w i l l sample a
variety of vieapoints taker by Iianian scholars and
intellectuals, such as those of the liberal
nationalists, the monarchical nationalists, the Muslim
revoluti~naiies~ the Earxists and the Western
orientalists, during a reriod of colonial is^ and
domination hy the great cowers.. The cogrse w i l l be
organized into lectures and discussions cf ieadings
from these different viewpoints. There w i l l be
occasionalnovies, as yell as slides and tapes from the
media. There w i l l be midterm nad final exans, plus
either a paper or a series of critical took reviews.
Haterials to be purchases w i l l take the form of a
course pack and, possibly, a modestly priced text.
(Luther)
4u6 (3461. flfidgga 1 s
Bastem Literature. (3) . [HU) .
An introduction to the ~oders literature of the Arab
Lands, Iran, Israel and Tarkey. The course is taught by
four piofesscrs, each of whcm uill examine the
literature in which beishe specializes. lectures
introduce major literary figures and their works within
the fiamencrk of the historical and social
circumstances of their lives. Bateriais in English
translation are reviewet wherever possible and
discussicns relate particularly to genre development
and external influences cn the literatures of the
modern Near East. The English Coaposition Board (ECB)
has approved GNE 446 as a Junior-Senior writing course
for Winter Term, 1981. [Stewart-Bobinson)
This cocrse w i l l deal with the archaeology of the Syro-
Palest-~ilian and adiacest reqicus c the Eastern
Mediterranean during the period from the beginning of
the Early Bronze Age (ca. 3000 B.C.) to tue Hellenistic
Period, with a najor focus on the ccmplex relationships
between archaeclogical evidence and the biblical
tradition. The process of the correlation a of
archaec-logical evidence kith written docusents both
lonq kncxn and those newly discovered WALL be examined
and discussed, for there is no consensus at present.
Some backqround either in biblical studies or in
archaeology is desirable bat not required,. The course
is part of departnental offerings in the ancient and
biblical field, intended as an illustration of an
interesting piohlem in the study of the human past and
also of the increasing difficulty as well as necessity
of cress-disciplinary study. Lectures, slide
presentations cf archaeological sites. procedures, and
artefacts, and discussion w i l l be the instructional
methods. Evaluation w i l l be based on aid-term and final
examinations, and a ten paper on a subaect chosen by
the student. There is no text. (Mendenhall)
a Intellectual Xistor1 & Qe Ancient Near
463/Hist.
Eastern g& Pre-Sl~g&& Bediterraw=g World.
Junior standing with at least one course in
arcient literature, ancient philosophy, or
ancient history; ar.d reading krcwledge of at
least one modern foreign language, J3). [HU).
This course till investigate the following topics (and
several nore nat listed) ~2 g somparat*
betseen
-- various societies -- ig j& a=-i m g [e.g.,
Babylonia, Assjrias Zgypt, Eittites, iiebrew), and Bazlx
Greece: types of conceptualization~reason and myth;
intellectual activities~invention of writing,
indention of intellectual categories; science and
pseudo-science; data-keeping ; libraries: standards of
aesthetic perception; origins of various literary and
non-literar y geflres [especially history-writing) ;
origins of various political, econogic and. legal
institutions; ~erceptions of the cosmos @elia.ioas and
philosophical) ; ideas of krowledge and nisAomt
The course sill be taught in a ccmbiaath lecturediscussion
nethod. Examination of the various issues
w i l l he grounded in selective readings froa standard
texts and docusents, as sell as in general interpretive
articles, t nuaber of paperback books sill be required
texts, while an additional supply of sources sill be
placed on reserve in the Undergraduate Library. These
w i l l be spelled out on the first day of class. The
course work w i l l require a term paper, a shorter
project, and the final examination (usually a take-home
exam).
Those interested in the history of ideas and the
aerelopment of various types of cognition, both
undergraduates and graduates, are sincerely nelcomed.
The course w i l l operate in the sririt. of exploration
and intellectual adventure. [Orlin)
47U/flist. 443. Modern Near East Eistory. {4). {SS) .
See History 443.
(Hitchell)
-- -- - - - --
561. Studies in Ancient Near Eastern History:
-- Res*otamia ---
and Asia flnox. Gzad~ate tand ding ar
permission of instructor. (3).
This is an introductory course for graduates who have
never had any previous work in ancient Near Eastern
History, or a continuing course for undergraduates with
some experience of the subject. The approach w i l l be to
concentrate on selected periods and issues in the
history of Hesopotaaia and Asia fiinor and explore these
rather aore deeply than in course 361. The method of
teaching w i l l be a coabiuation of lecture, discussion,
and student project reports. Two papers, one short [6
pp)# the other long (15 pp), plus the final exam
constitute the basis for grading. Textbooks include
A.L. Oppenheim, Ancient Mesawatas&, Hal10 and Siapson,
ae Ancient Xeai EastL A flistor~, and selected library
reserve volumes and articles. Stress in this course
w i l l be greater on strict1 y historical/political
aaterial than in course 361. (Orlin)
- 535. Issiies -- - in --- Islamic ----- Intellectual His- Reading
knowledge of Arabic. 43). (flu). Hay he elected
for credit more than once.
This tera the focus of the course w i l l be apon the
qe~-e of khilaf literature in Isla~ic law--that is,
literature that analyzes the differences of opinion
between legal scholars on matters of Islanic law and
why those differences developed. Comparativs readinas
w i l l be taken from works such as Ibn ~ushd*s ~iia~at
al-Kuitah&l, at-Tusi's Khilaf , ash-Shawkani's &
*Awtar, Ibn Xasmvs Maahni, ancl the Eciqhni of Xhn
Qudaaah. Note: Students may elect to take this course
either as "readersu, in which case grading and fall
credit w i l l be based on translation exercises from
texts studied in class, or as "discussantsn, in nhich
case grading and fall credit is based on presentation
of a pertinent research paper. (Abd-illah)
--
Ancient and Biblical Studies (ASS:
Division
a 28Y/xel. 280L and thg Gosuei& ABS 280
is prerequisite to ABS 281. (4 each) . (HO).
ONly ABS 281 is offered Winter Tecm, 1981. Building on
ABS 230, 281 focuses on the gospels of Hatthew, Luke,
John and aspects of several nor-cano~ical gospels.
Source criticism, i.e. the relationship between the
various gospels, w i l l also be dealt ~ith. The course
concludes with a discussion of several religious issues
as a context for the material covered in the coarse.
There w i l l be a 5-10 page paper and a final exam.
[Bailey)
UU1. Ancient Bear Eastern Literature. (3) . (HU) .
This course aims tc survex & ~ k f g ancient
Sear Eastern G r a t u r e in translation; we shall be
dealing with Suaerian, Assyro-Babylonian, Egyptian.,
Canaanite. Hittite. and selected Hebre a materials-
outstanding examples of hyms and prayers, Uisdoe
literature, and more. Finally it seeks to d' cuss
aest het tc a &&eran-critical crinci~les GL 2zn be
a ~ ~ l ike e d ancient &&e~&ggg. The teaching method.
coabines lectures and discussions; uhere pertinent,
lectures will attempt to take into account
characteristics of Greek literary types for coiparative

P
purposes. Students should have had some prior course
work in literature or literary cxiticiss before
electing this course. Student evaluatign w i l l be on the
basis of two short papers, a midterm wan, and the
usual final exai for undergraduates, and one short and
one long patere a siaterm exam, and the final
exanination for graduates. Texts include a variety of
available papertacks. (Orlin)
489fGreek setters of Esa 23 Gremk, Permission of
instructor. For undergraduatei* and graduate
students. (3). (HU).
See Classical Studies: Greek 489.
Arab&
(Bailey)
gerber) Studies laxabic; Bivision
&2. Elementarv Modern Standard Arabic,. (a each).
(".) .
Only Arabic 102 is offered Winter Term8 1981. Course
Obiectives: This course provides an introduction to the
phonology and script of ccnten&orar~ Bodern standard
Arabic and to the language's basic vacaculary and
fundamental grammatical ccnstructions. It offers
coabisied training in listening, speaking, reading,
vriting8 and csing the Aralic dictionarx. -s: {I) &
Proqrammed Courss &! podern Arabic Ehonol~~ pxmt
by E. Mccarus and R. Sammuny; (2) = m y Modern
Standard Arabic, &gg by Peter Abbotid et al.
Section m. See above.
[McCarus)
Section Q&. &g I&&: It is reccmmended for nonconcentrators
and those vko need Arabic to fulfill the
language requirement. This section is for highly
motivatefl students vho enjoy ucrkinq independently.
a&ua3ion f& Iiequire~en&: Use of language
laboratory, pre-class preparatioa, class performance,
review tests and final exaE. Special Features: Unlike
Section 001 u.hich meets for four hours per week,
Section 002 meets for only two hours per seek (while
uiaintaiuing focr credits and the same material covered
in Section 001) for oral practice and discussion of the
material prepared by the students ~~tsja* of class. The
students w i l l be given a Learning Guide vhich contains
work to be re pared prior to their coming to class.
(Eamauny)
202. Intensive Inter@ediazg Hodern Skandard Arabic-
Arabic 201. (8). (Tl).
Arabic 202 covers the material of Arabic 231 and 232 in
one term, and. like Aralic 201, it meets eight hours
per week fwc si+t credit fcouia. This ¥coars is a
continuation cf Arabic 201. The student is expected to
complete Eleaentgy Hofleg Standard Arabic, parts I and
IX. In this course increased eaphasis is put on reading
of more natural texts and writing of short paragraphs
in crdei to develop flrency in using Arabic for
meaningful puigoses. The student is expected by the end
of the term to be able to (1) recognize and use the
major types of Arabic syttactic constructions ind 12l
read a familiar text with the aid of a dictionary, read
Arabic newspapers and simple short stories with
understanding. A s in Arakic 201, the textbook used for
this course is accompanied by tapes which axe available
in the language laboratory. The coarse grade is based
on daily assig~aents, weekly quizzes, bi-weeklj tests,
cZassrocm perf-ormance, and a final exadnation, The
sequence of Arabic 201 and 202 may be used to fulfill
the language requirement, as veil as the sequence of
101, 102, 231, 232 which is highly recomiiended for nonconcentrators.
(Sammuny)
z L =$ermediate
Ecderq Standard kabic. Arabic
102 or 20.1. (4 each). [Pi).
Only Arabic 232 is offered -Uinter Tern, 1981. It
includes contipued drill on language skills, with
increased emphasis an reading and iditins, Tt is
reconnended fcr non-concentrators and students taking
Arabic to fulfill the language reguirement. See
description cf Arabic 202 for further details on the
course objectives and the laterials used. ~Rarn~~uny and
staff)
BIBTEE TERM 1981 / 69
&& Snian Colloouial Arabic. Arabic 402. f3
each) . (Excl) .
Only Arabic 416 is offered Winter Term, 1981.
Ohiective: This course teaches the basic crinci
pronunciation and gramear of colloquial educated
as spoken in Jerusalem, Beirut, Danascus and
through oral and pattern practice drill. Iova
end of the course emphasis shifts to practical
the dialect based on expanded vocabulary and text
containing more cultural and idiomatic content than th
first lessons. For Uhoa: This course is recommended fo
students who plan to travel to or work in the Levan
and those vho need Arabic for immediate oral use
ETal~ati0n and Requirements: use of language laborator
to reinforce class work and also to do assignment
which need to be recorded. The course grade is based o
classroom pexf ormarice, assignments, tests, an? th
final exanination. Soecia8 Features: The course i
accompanied by tape' recordings of the pronunciatio
drills, the basic texts, the vocabulary, th
conversations and the listening comprehension
selections. In addition, it is taught by a native
speaker of the aialect to be taught. Texts: Colloquia&
gevantine Arabic by Ernest BcCarus et. al. (Rammunr)
&& Arabic Phonoloa Mor~ho~honoloq~. Arabic 402
or the equi~aleut, or competence in general
linguistics'. (2-3). (Excl).
Deals with all aspects of phonetics, phonology, and
aorphophonology of literary and dialectical Arabic.
Lecture-discussion. Homework problems based on Arabic
data (printed, taped, or nati~e speaker); ten papa.
So text; reading list m i l l be distributed. Credit: 2
credits for two hours of class; a third creait may be
earned by arranging with instructor for a more
extensive term paper. (McCarus)
--
Eebrew Studies Jiebrev; Division
a 202. Element=~ Modern Hebrew. i5 each). [FL) .
4 continuation of Hebrew 201, this course emphasizes
the acfuisition of the four basic language skills:
speaking, listening, reading an9 writing. Grammatical
structures introduced include the five major
conjugation patterns of the verbs, simple sentence
structure, the three major tenses and basic noun
phrases. There is emphasis on increased speaking
f'luency as as acquisition of basic vocsbulary. (Coffin)
94. Hebrev of the &ommunicat.ions Kedia. Hebrev
402 OK the equivalent. (3 each). (Excl)..
Only Hebrew 404 is offered Winter Term, 1.981. The
coarse activities consist of reading and discussions of
various articles from Israeli newspagers, listening to
news in Hebrew an4 students' presentat ions. These
activities aim to enrich both knowledge of vocabulary
and active use of the complex syntactic forms in
Hebrew. Stndnets are evaluated on the basis of their
class performance, written assignments, oral
presentations and a midterm and final examination.
(Kau fman)
501, "502. Advanced Hebrew. 501: Hebrew 402 or the
equivalent; Hebrev 501 is prerequisite to Hebrew
502. (3 each). {HU) .
Only Hebrew 502 is offered Winter Term, 1981.
Introduction to various genres and periods of Hebrev
literature. Developing stills and vocabulary to deal
Iiith literature, both in oral and written forns. Uhile
the texts used in this coarse come iron various periods
of Hebrew literature~biblical, post-biblical, medieval
and modern--there is emphasis on active use of nodern
Hebrew in classroom discussion and in the written
assignments. (Coffin)
552. Uodern Hebrew Literature. Hehrev 502 or permission
of instructor. (3). (HW. Bay be elected for
credit more than once - uith - permission of
instructor.
Beading and discussion of fiction by contemporary
Israeli authors: A. B. Tehoshua, Amos 02, S. T. Agnon,
I. Ben-Her and others. Beading selections include short
stories and novellas by the authors above. (Coffin)

70 / HEAR BiSTEKR STUDIEE
Iranian Studies Axranian; Division 398i
slementar~ Persian. [4 each). [EL).
Only Persian 202 is offered Uinter lern, 1981. This
course is the natural continuation of Elerentary
Persian 201. The emphasis uill te on the use of the
lanquage in real-life situations, i.e.. conversations
and narratives, oral and written, on such topics as
language and nationality, family, shopping,
emergencies, etc. Oral& and written drilXs and the use
of the language laboratory accoapany the dialogs and
compositions. By the end of the term the student should
have acquired an adequate knowledge of all aajor points
of Persian grammar ~ i t h an active vocabulary cf about
1000 itens, sho.uld be atle to read simple texts and to
write short passages on siqle topics. Grading w i l l be
based on attendance, honeiork, tests and the final
examination. Xnccming students say join +he class
pending examination and aiproval by the instructor.
(flindf uhr)
Intesmediate Eersian. Iranlan 202 or the
equivalent. (4 each) , [FL).
Only Persian 401 is offered Uinter tern, 1981. This
sequence is designed to lead the student to the near
independent study of Persian. Beading and
comprehensicn, conversation and coiiposition are
systematically developed. Âh textbook is a new series
of volumes accompanied by tapes covering modern
fiction, expositcr~ prose and cultural-topic material
both
in readinss and dialog fora. The language of the
classrocm is increasingly Persian. Textbook: Modern
Persian. Intermediate Level, Vol. I and 11. Sindfuhr et
al., Ann Arbor, Michigan, 1980. (Hindfuhrj
a structure Persian. 13)- [Zxcl) -
For students interested in Iranian, Near Eastern
Languages and comparati~e linguistics. the objective of
this studies cccrse this term w i l l be me position of
Persian within Irauic dialectology and in tfce larger
context of syibictic and adjacent language gzoups.
[Hindfu hr)
- 547. g&ssical -- ---- Persian Texts. Iranian 402 or permission
of instructor. (3). (HO). Bay be elected for
credit acre than cnce with peraission of
instructcr.
This course involves the reading and literary analysis
of texts from tajor authors of the '-"Â¥ssica period
(ca. 950-1500) and includes basic skills in reading
aloud and the use of the rules cf pxosodi in scAnsicn
a d interprelsftioa ?f gee*-ry texts. It w i l l ivc1uiie
shorter or lcnger passages from such writers as
Ferdowsi, Hezani, Runi, Sa8di, Hafez, Bayhaqi, Bezamiye
Aruzi, and others, according to the interests of the
class and instructor. There are midterm and final
exams. The teats are it the form of a photocopied
course pack. [Luther)
'&~&h Studies Jzurkish:
Eivision E&
Only Turkish 202 is offered Hinter Tern, 1981. It is
the sequel to Turkish 201 and is the second half of
Eleaentary Turkish. Turkist 201 is a prerequisite. The
course focuses cn reading, speaking and nriting the
language of Modern Turkey. Course topics include the
phonclogical structure cf Turkish, basic sentence
patterns, and basic vocabulary. The aural-oral approach
is emphasized and serves as the basic course format.
There are taFes which acccmpany the text, gurkish &&
- Foreiqners. Student evaluaiion is based on written and
oral quizzes, and a final exagination. [Stewart-
Robinson)
gntermediate gurkish= Turkish 202 or the
equivalent. (4 each). QU .
Only Turkish 402 is offered Hinter Tera, 1981. The
course, designed for students who have either taken 1st
year Turkish or have equivalent knowledge of the
language, m i l l eaphasize further study of Turkish
grammar. vocabulary, pronunciation; it w i l l include
conversation as well as readings from a broad spectrum
of contemporary Turkish: nevspapers, professional
literature, belles-lettres. Special needs of the
students w i l l be taken into consideration if necessary:
readings of texts related to specific fields such as
anthropology, social sciences, the exact sciences.
There w i l l be a mid-term and a final examination based
on the materials covered during the semester. Required
textbook: a xerographic copy of Vol.2 of Hikmet
Sebuktekin, Turkish @ Poreianers; its availability is
to be arranged by the instructor. Seccndarr textbooks
to be used, according to their availability on the
market and in the library: Andreas Tietze, Zarkish
kiterar~ Reader, Indiana Universit-f, 1963 ; idea,
Advanced gurkksh Reader, Indiana University, 1973:
Richard L. Chanbers and Gunay Kut, Contenuor&sl pxkish
Stoxies, .4inneapolis-Chicago, 1977. (Soucek)
2& Readiws & tanzimat Turkish- Permission of
instructor. (2). (HO) .
Part of department's language sequence in
Ottoaan/Turkish program. A recitation/discussion type
of course in which Ottoaan texts of the 19th century in
the Arabic script are read in class, analyzed, and
discussed from the point of view of language and
content. Quizzes and final examination are required.
The texts are specially selected and xeroxed for
distribution to class. (Stewart-Robinson)
5% Bodern Tnrkisb prose Literature. Turkish 402 or
permission of instructor. (2). (HU).
Part of sequence in required langnage courses for
=a jors, 8.4. and Ph.D. candidates. The objective is to
continue to develop comprehension ease in modem
Turkish through the reading of the literary ~roducts of
nodern Turks. Recitation type course includes reaainq,
translation, and discussion of content and style.
Quizzes and a final exam are required. the texts are:
A. Tietze, Turkish Literary Reader; and specially
selected xeroxed material. (Stewart-sobinson)
Courses j&
philosouhv Introductions
~U~QSOD~X
JDivision 442L
The Philosophy departnent has instituted a new kind of
introductory course. 100-level courses are
introductions to specific areas of philosophical
thought. Each probes a group of philosophical, issues
related to certain other fields or areas of human
concern, and is designed to show how guestionS in these
fields or areas can lead naturally to larger
philosophical matters. Philosophy 153, nPhiloscphy and
the Arts," w i l l be offered in the Uinter Term, 1981. It
w i l l be taught by a regular faculty member and uill be
limited to 50 students.
Philosophy 202, 231, 232, and 297 are general
introductions designed to acquaint the student nith a
representative sample of philcsophical problems
concerning the nature of reality, knowledge, the self,
morality, religion, and society. They deal with such
questions as: It a person's actions are causally
determined by heredity and environment is he capable of
free actions for shich he can be held aoralLy
responsible? ghat is a person--just a very complex
machine, a coabination of a mind or son1 and a body, or
what? How can such common sense beliefs as that other
human beings are conscious, or that there exists an
external physical world, be justified? What are
scientific theories, and what kinds of considerations
bear on whether they should he accepted? Are there good
reasons for believing that God exists? Is abortion, or
euthanasia, or suicide, morally permissible? Are value
judgements (e.9. moral or aesthetic judgeaents)
"objective" or "subjective*? What are the basic
CEJLffereaces between the sajor kiads of social,
political, and econosiic organization, and that reasons
are there for preferring any one of then to the others?
HOB should one live one's life? Hhat is the nmeauing"
of life, and what does this question mean?
The 200-level philosophy introductions wary in their
approach to the issues, in their instructional foraat,
and ia credit hours. Philosophy 202 .(tt hones)
approaches issues through a sixtare of twentieth

-p
HIBTK TERM 1981 / 71
century writers (e.g. Bertrand Russell, 2. J. Ayer) and
seiinal figures in Hesterr intellectual history (Plato,
Aristotle, Descartes, HUB?, Kant). St is taught by
graduate teaching assistants in sections of
approximately 25 students. Philosophy 231 [3 hours) and
232 (4 hours) are more concerned with contemporary
debate aboct these issues than with their historical
develo~ment; a faculty uriber delivers two lectures
each week, and students are dividect Into groups of
approximately 2 5 for discussion sections which meet one
(231) or two 1232) hours per seek.. Philosophy 297 (3
hours) is for students in the Bonors Prograjt: it is
taught fcy a faculty member.
Some 300-level courses dc net have prerequisites and
can serve as introducticns to particular branches of
philosophy. Three such courses will be Cffered Uinter
Tern, 198 1 : 25, "Contemporary Moral Problemsn; 357,
wEcoloqy: A Philosophical Perspective*.; and 370,
"Philosophical Aspects of literature."
ghiloso~ki~ g& &e &g&& Students are strongly
advised not to take more than two Philosophy
Irtroducticns. (3). (ED).
This coarse is intended tc introduce some of the basic
problems in aesthetics. He w i l l erasine the problems as
they arise in the context of the theory and criticisa
of three aajor art forms: the novel, photography, and
film. Tcpics to te examinea w i l l include the nature of
realism, representation, and expression, the language
of f i l m , and the role of the author's intentions in
interpreting a work of art. The course w i l l Include
viewing and discussing a number of films, and a lab fee
w i l l be charged to cover the costs. There w i l l be two
6-8 page pacers and a final exaiination, (S. White)
-- 201. ------- Introducticn to Logic. No credit granted to those
oho have completed 203 or 29fi. (3). [S. Excl) .
his course ails to give the student a thorough
understanding of the fundaitental forms of reasoning and
rational argment. Students sill be expect-i to master
sone technical detail, but the enphasis ,!.n this course
is on ncn-technical. infcr~al logical techniques
applicable to pxcblem solvinq -in any area of inquiry.
Both 6educti'se and inductive patterns of argument w i l l
be examined. Sections ~sually have about taenty-five
students each. Each secticn sects three hours per week
and is generally cosaucted with sone z~formallty and
coasiderable student participation. Discussion and
questions are encouraged, particelar tsohlems are
analyzed, and students are required to deacnstrate
mastery of assigned material. Course requiremeats for
grading vary frcm instructor to i~structor. Normally
there are weekly assigniteats frequently 10 iir~tten
form
and short, periodic quizzes.
formal ones derived fro= conteaporary symbolic logicÃ
Course topics include the natore of logic and the logic
of truth functions, monadic gaantifica tion theory, and
identity. Seqaired reading generally varies from
between fifteen and thirty pages per seek. Grading is
usually based on a midtera, a final examination,
quizzes, and assigned problems. Sections noraally
enroll about twenty-five students each. There are three
weekly neetings which are generally conducted with soae
informality and a good deal of student participation.
Discussion and questions are encouraged, particular
problems are analyzed, and students are required to
demonstrate mastery of assigned material. The
requirements for grading vary with the instructor.
Normally there are weekly assignments an8 short,
periodic quizzes. See also statement on introductory
logic courses.
-- - - P
231. Introduction to P h i l o m ~ Problems and
Principles* No credit granted to those who ha?e
completed 202, 232, 234, or 297. (3). (HU).
This course is open to students from all areas of the
University. No previous work in philosophy is required
or assumed. Freshnen are welcome. The course has two
principal goals. The first is to provide an
introduction to fundamental philosophical. problems
drawn from a variety of branches of philosophy. The
second goal is to develop the philosophical skills, and
more generally the critical and argumentative skills,
of those enrolled. Some of the topics to be covered
m i l l include (1) the problem of free fill and
determinism: (2) the nature of ~ i n d and its relation to
body;, (3) the problem of knowledge of the physical
world and* of mathematical troth; (4) the nature of
aoral reasoning. There will be a final examination and
a midterm exam. Philosophy 231 and 232 share a common
lecture for tso neatings per seek. Philosophy 231
carries four hours of credit and has two 6iscussion
meetings week. Students in 232 w i l l te assigned
three she!? papers. Students zho feel tiiey ~ 0 ~ 1 6
benefit from the additional hoar of discussion, or vho
need the extra hour of credit, are advised to enroll in
232 rather than 231. The readings for the course w i l l
be short pieces by both contem;orar; philosophers and
important figares froa the history cf philos~thy. The
232* Pmbleins of ghiloso~h?= Eo credit qra~ked to those
who have co~pleted 202, 231, 234, or 297. (4).
(HH).
See Philosophy 23 1.
- P
(Sklar)
296. Honors Int~oduction & Loqic. Ronors stuc3e~ts or
perfaissioa of instructor. 50 credit granted to
those ~ h o have completed 201 or 203. (3).
The parpose of this course is to faailiarize students
with philosophical thinking en the great questions that
have moved Isankind throuqhout history, and to discuss
possible scl~ticns to them. The course is tacght in
independent sections of approxi~ately twenty-five
students. Each section is taught by a teaching
assistant who selects the topics and readings. Some
sections esaaine the syste~s of such najor historical
figures as Plato, Aristotle, Descartes. Home, Kant,
Segel, and Bietzsche, while others employ primarily the
writings of contempocary philoscphers such as Bertrand
Russell, A. 3. Ayer, Iiid~ig Bittgenstein, and others.
The subject nattei generally includes ethics, free w i l l
and responsibility, philoscphy of mind, episteaology
and skepticism, and perhaps arguments for the existence
of God. The test is either a book of readings 01 a set
of larger selections froa separate editions of well
known philosophical ucrks. During the tent, each
stadeat is usually required to submit a total of at
least fifteen pages of critical disci~ssi~~ through a
series of shcit papers varying is .length from +hree to
five pages. Several short ~uizzes may &so be given as
well as a final examination.
203- Introducticn 2~ S~mbolic &&cs No credit granted -
to those who have ccagleted 201 or 296. (3).
{B.Excl),
This course is an introduction to the theory and
application of modern symtclic logic. It emchasizes
both a proper enderstanding cf logical principles ana
systems and the applications of these principles to
daily and scientific disccurse. Technigues used are
Logic is valuableà first, as a tool for theoretical
clarification. That makes it indispensable for eaey of
the purposes of philosophy, particclarly for the
purpose of analyzing the structures cf sciences,
matheaatics, and other system of thought. Logic is
valuable in the second place because it provides
methods for the evaluation of reasoning, regardless of
the subject matter with which the reasoning is
concerned. This course is designed to introduce the
student to the concepts and methods of modern deductive
logic. It w i l l deal with such key logical ideas as
validity and invalidity of arguments, entailnent
between propositions, and logical truth. It *ill
exaaine such properties of logical systees as
consistency and coapleteness, and ask which bra cches of
logic can be formulated as couplete, cocsistent
systeas. Examples of the use of forms1 logic as a tool
of clarificatio~ w i l l be discussed. Students, it is
hoped, will acquire considerable skill in applying
various logical techniques for evaluating reasoning and
for analyzing the logical status of propositions. "ere
nil1 be two exais, and satisfactory completion oÂ
homework w i l l be required. (McCarthy)
-- -- --
297. Eonors Intmduc-3 & PJQOSOII~Y~ Honors students
or permission of instructor. No credit granted to
those ~ h have o completed 202, 231, 232, or 234.
(3). (W.
Section a. X shall seal with some central questions
froa epistemology an6 metaphysics. Bcw do we know about
the external world, if at all? What is the nature of
mind and Batter anfl of the relation between the two?
What roles do experience and reason play In the

72 / PEILOSCEHI
acquisition of knowledge? Do abstract objects, such as
numbers or $mperties, really exist? The course w i l l
consist of lectures and discussion; the texts rill
include Berkelej-s &zs Eialoaues and Bussellys
Problems &Aloso~hy. Students w i l l be graaed on the
basis of both pagers and ax exaiination. trine)
-
Section 002. This couxse b i l l ccmpare phiLosophica: and
scientific theories of the nature of things., organxsms,
minds, and social-cultural systems- Both ancient and
modern authors w i l l be studied. He w i l l begin mith
Plato's idealistic account of man and the nature of the
world. Eis view w i l l be contrasted with Lnc~etius~
materialistic philosophy and with a ccmtemporasy work
on mechanical man. In the last part of the course we
rill study nasality from two quite different
perspectives, the traditioral philosophic approach and
the contemporary sociobiolcgical treatment. (A. Burks)
-- -
355- Contessggzl E~oblems~ No credit gzanted to
those uhc have completed 455. (4) {.B.Ul,
An exaiination of noral problems encountered in
private, social, and professional life. logics w i l l be
chosen from the f ollowirg: abortion, pref esential
treataent for minority group meafcers, medical
paternalism, legal ethics, business ethics, ethics
aaong nations, sexual morality. Two hours lecture, two
hours discu~sict. Three essal exams and one paper. {A.
Goldman)
35?.fEn& st. Ecolou~~ &
--- ~erspecCGe. (3). [En).
@ilosophicaA
e
In this course I hope to discuss a number of mays in
which philosophical distinctions and religious
considerat-ions can enter irio and (gerhaps] benefit our
thinkirg about ecclogj. The course is just being
developed, and EY tlans fcr it are still rather fluid.
I hope to discuss some distinctio~s relevant to ethics,
such as that between teleclogical and aeontological
principles, and corporate vs. private duties. I will
also discuss the ehtics of risk, the ethics in
sinations in shich all chcices are baa. i hope also to
consider various seligious views of man's relations to
nature, including Christian vieus of mastery and
stewardship, a Buddhist approach, perhaps American
Indian, etc. there w i l l ke 2 or 3 on+-hour exams, and
perhaps a tern paper. Texts have not yet been selected.
(Ravrodes)
C o a g & ~ n Philoso%& One Philosophy
~ntroduction. (4). (BW.
In addition to devising new analytical tools and
offering nev kinds of soluticns to traditional
philosophical problens, 20th century philosoph.ers have
tended more than did their predecessors to reflect on
the rature cf rhilosaph} itself. This course wil3
sample several of the major 20th century approaches to
philosophy, including logical Atowism, Smerican
Pragmatism, logical Positivism, Wcommon sensew and
"ordinary languagen philosophy, existentialisa, and
modern "Scientific realism", reading short
representative works Eras each. Classes sill be a
mixture of lectare and discussion. Students may choose
to write either 3 short patsrs (4-5 pages) or one short
paper and one longer one (8-10 pages). and there w i l l
be a final exam. [.Lycan)
This course w i l l be centered around several literary
works8 tentatively, including: Saauel Zeckett, &As=
m; Saztre, Kc Exit and xhe Flies; John Bath* End of
the Road; Jorge Xuis Barges* ga&g&m; 9hAlip Stevick
(edit%r), Anti-Story (a collection of experimental
stories byvarious authors) ; Slain Bohbe-Grillet,
-- Jealousy; Peter Iiandke, A g==& Bwgg Eranz
Kafka, Betamor~hos&; and Iukio Mjshiuta, =t& &
Bidsumm~~. There w i l l alsc be snppl.ementary readings in
various pbilcsflghical SGEXces, including selections
from Descartes, Berkeley, Hnme, Sartre, and
Bittgenstein. The literary çcrk w i l l be examineti for
their nphilosophical content," for what they have to
say on a variety of philcscphical issues, iacluding
ideas concerning morality, freedom. humaa nature,
~etaphysics, knowledge, and so fottii. lie w i l l
especially emphasize proklens of philosopby of miad,
problems about the aatore of the self, self-knoriedge
and self-decspticn, sincerity,'action and freedoi~.
la addition, pilosochical guestloas concerning the
suture, inncticn, and *aloe of literature itself w i l l
be iiscussed. is lig5t cf detailed exa&batiqs of tile
selected works. Some such questions have to do with how
it is that literary rorks express or ccimunicate
philosophical (social, political, etc.) ideas, compared
to how philosophical essays, or political tracts, do,
how literary works infota or illuainate readers,
contribute to their understanding cf theiselves and
their situations, and affect their lives in other ways.
Other questions to be raised concern the nature of ,
literary devices: metaphor, sybolisi and allegory, and
caricature. Ue w i l l also discuss the theory of literary
criticism. Students w i l l be asked to urite four short
(approximately 4-5 page) papers, and there w i l l he no
final examination, [ Ralton)
Eistory a ghiloso~& Seventeenth & Eiahteeuth
Centuries. One Philosophy Introduction. (4).
mOT .
This course examines the developaent of aoderu
philosophy in Europe during the seventeenth and
eighteenth centuries. The primary focus w i l l be on
Descartes, Huae, and Kant, the principal figures of the
period. In addition, we w i l l devote considerable
attention to each of locke and Berkeley, and some
attention to Leibniz. The primary emphasis w i l l he upon
the important philosophical issues xhich arise in -,the
historical texts. We m i l l also pursue in some detail
one or more examples of interpretative issues in order
to gain experience in interpreting historical texts.
The philosophical issues to be discussed w i l l be drawn
from epistemolog y and metaphysics (both broadly
construed), to the exclusion of ethics and political
philosophy. A good number of the following topics w i l l
receive considerable attention: skepticism. the
nature/sources/foundatious of knowledge, theories of
perception and of the nature of saterial objects, the
nature and limits of 3 priori knowledge, theories of
meaning, analytic and synthetic truths, necessary and
contingent truths, God, substance, the self, the
relationship between mind and body, personal identity,
causation, deterainism, free w i l l , and induction.
Students w i l l be evaluated on the basis of three papers
and a final exaaiuation. A l l the reauired reading
w i l l
be . i n . Steven H. Cahn, editor, - lassies of Gestern
Philoso~hx, Eackett Publishi&- paperback,
appro xi mat el^ $9.75. There w i l l be three hours of
lecture and one of discussion per week. [Loeh)
Underqraduate seminar & &ilosop hv. Open to
junior and senior concentrators and to others by
permission of the concentration adviser. (3).
(Ha) -
Touics in Koral' ~510sonh~. The garticular topics to he
considered w i l l be determined by the interests of the
students, but soae possibilities include: free w i l l vs.
aetermiaism, reason and desire, cbligaticn and the
concept of virtue, public vs. private morality, moral
motivation and the concept of the person, self-interest
and altruism, rationality an8 moral choice, tbc ¥ora
dimensions of friendship, and moral responsibility. The
structure of the course w i l l emphasize discussion, oral
presentation, and short written critiques with a view
to developing all of the students' philosophical and
critical skills. Requirements: one in-class
presentation, four short 3-5 page papers, one longer
10-15 page paper that can be an expansion of one of the
short ones. The English Composition Board (ECB) has
approved this course as a Junior-Senior writing course
for Winter Term, 1981. (Piper)
-- 406. Aristotle. One Philosophy Introduction. f3). (HIJ).
This course w i l l survey iristotle's major vorks. Be
m i l l concentrate on the Beta h sacs and on the ,
Nicomachean Ethics. Other r~a&ig: will' be primarily
from the ph~sics, &t&z~# and the Politics. Some
Platonic dialogues w i l l be read as background, and
conteaporary secondary sources w i l l be recommended. The
course w i l l include a sidtera quiz ard final exam, and
two 8-10 pp. papers. the primary text w i l l be The Basic
%larks of &&stotle, Richard acKeon, &. (~onlyi--

elation between waning and truth. There w i l l be one
15-20 page paper .and a final exasination. (S. Uhite)
-- 471. Philoso~h~ QZ Socis1 Science. One philosophy
course or social science background. 43). (HU).
This course till focus or the question: How should we
attenpt to understand humar beings, both indiridually
and in groups? Tie tain tcgic of discussicn w i l l be the
issue of whetber the human being is hest studied by
using the techniques and methods of natural science, or
whether human studies require a special method of their
own. Here ue w i l l discuss the aethod of Terstehen. And
we w i l l investigate the phencmenclogical approach to
the social sciences by both philosophers and social
scientists. In other words, we w i l l ask whether the
kuman being, as a unique kind of thing in the world,
needs to be studied in a urigue way.
Other parts of the course sill deal with some or all
of the following topics. (1) Is it gossible to
understand another culture, parta.cular1~ if that other
culture seeis to involve a different "conceptual
scheaen from cur own? (2) Can the social scientist be
objective, or does the very nature of his subject
Batter require that he sake use of values in his work?
(3) Is the huaan group a proper and irreducible object
of study, or is it the case that the fundamental
sub ject-matter of the social sciences consists in
individual behavior rather than in properties of
groups?
This course is intended for undergraduates, although
graduate students are welcoae provided that they
understand that the course is not priaarily foe thea.
The stndent w i l l be asked to trite two ten-page papers
on topics of his/her choice (with the advice and
consent of the instructor), the first to be turned in
at the middle of the term and the second handed in at
the end of the tern. There will be no final
examination. (Beiland)
Hathematical Loqic.
(3). (N.Exc1).
h study of the syntax, semantics, applications, and
limitations cf elementary logic. A B Q ~ I ~ the topics
included are: (A) Truth-furctions and sentential logic;
symbolization of troth-f unctional arguments;
completeness of sentential logic. [E) Syntax and
semantics of qaantificatic~ theory ; sx=bolization of
quantification arguments; C O B ~ ~ ~ ~ Q â ‚ of ¬
quantification theory; limitations of guantification
theory. (C) Formalizaticn of number theory; Godel's
first incon~leteness theorem (in outline). 'The text is
Porsal mi ky i?. Jeffrey. (Sklar)
4Jf&
Philoso~hy sz Lll$lpgg$&s: Phil. 414 or permission
of instructor. (3). (N-Excl).
This course w i l l provide a general introduction to
philoso&hA&al (.Â¥i&lea ps-rteiitiag tc the Daia&tims of
mathematics. Beginning wit* a survey of the emergence
of foundational probleis in nineteenth century
mathema tics, tke three mair schools of foundations in
the first half of the tuentieth century w i l l be
critically examined. Be m i l l then move on to consider a
selecticn of contemporary intergretations of
mathematics. Of particular concern w i l l be the
following guesticn: uhat is the nature of aathenatical
truth? What is the nature of mathematical knowledge,
and how, if at all, does it differ in character from
empirical knowledge? Does mathematics have or need a
foundation? Among the philosophers and eathematicians
to be discussed are the fclloring: Siege, Russell,
Hilbert, Von Seumann, treisel, Bouwer, Heyting,
Dunmett, Rittqenstein, and Putnaa. Method of
instruction: lecture/discussion. Begui~ements: TÈ
papers, 8-12 pp. (BcCarthy)
-- 429. - Ethical -- - Anal*: - Phil. 361, 363, 364, or 366.
(3). (flu)
This is primarily a course in twentieth century metaethics.
Be *ill exanine contemporary theories on the
nature and leaning of moral language; en the
possibility of toral knowledge; ana on the relation of
reason to moral obligation. Topics w i l l include
intuitionism, naturalism, eaoti~ism, and relativism.
Scne historical sources till be used ic tracing the
develcp~ent cf &articular-vieis. Previous knowledge of
moral philosophj is reccmmended. Students w i l l be
required to trite two short (5-Spp.) papers and one
longer S12- l5pg.) paper. (Conly)
Social Philoscph~. Phil. 363, 364, 366 or
431; or concentration in social sciences. (3).
(HW -
ha examination of basic theses and concepts in Western
social and political philosophy, including concepts of
authority, consent, rights, coimon good, and
distrihuti~e justice. Readings from both historical and
contemporary sources, including the social contract
theories of Hobbes, locke, fiousseau, and Rarls, as well
as selections from Kill, Karx, Uolff, and Nozick.
Prerequisite: one philosophy course. TWO papers and a
final exam. [A. Goldman)
442. Topics in Political Philoso~hv. Phil. 363, 364,
P
366, or 441: or permission of instructor. (3).
[HW .
Heqel and Social Contract Theorz. K€gel Philosovhy &
bears nany features in ccmmon w i t h the
conceptions of the State and its justification shared
Hobbes, Locke, fiousseau, Kant, and Euae, and
::verges from them in other significant respects. It is
often considered to be the culmination and final
refinement of central contract-theoretic notions such
as private property as the basis of individual freedca,
consensual sociopolitical relations, and the connon
will. On the other hand it rejects certain ethers, in
particular, the concept of contractual choice as the
foundation of the State. Taking as the central issues
the relation of the individual to the State, it w i l l be
the purpose of this course to examine these and other
features in depth and to subject them to an extensive
and systematic critique. Sequireaents: One in-class
presentation and one 15-20 page paper. (Piper)
-- 455. ConteaDoraa gzoblem~~ Sot opeu to graduate
students in philosophy. So credit granted to
those who have coapleted 355. (4). (HIT).
See description for Philosophy 355. The courses are
identical except that students registered in Philosophy
455 w i l l be asked to write an additional ten page
paper. Graduate students in the philosophy department
may not register for this course. (B. Goldman)
-- 465. ContemDoraq Continental Philosoph~. Ehil. 412 and
two other courses in philosophy; cr graduate
standing. (3). (HIT).
&n examination of the aajor figures in phenomenology
and existential philosophy in the Twentieth Century.
The method of~henonenological inquiry and the basic
doctrines concerning the unity of consciousness,
tenpocality, and consciousness of other minds, w i l l be
studied in HussexlTs Cartesian &ditations. Heideggeros
redirection of phenoaenology towards tore existential
themes w i l l be studied in mgg ae.- The
cul~ination of this ,3

74 / PHILOSOPBY
effective says of mobilizing the potu1ati.cn for goals
determined by the rulers. As is seen. in the second
course, there is considerable continuity ia these
matters even in ccrtemporary China. Chinese
philosophers have been soisenhat unusual in occupying
political office and in having an opportunity to test
their ideas in practice. This fact has affected the
character of Chinese philosophy froa the beginnhq, and
it makes the study of Chinese plitical philosophy
especially intriguing. Here is some background
consideration of the social and living conditions of
the periods in which the various philosophies emerged.
No knowledqe of Chinese is required. Beadings are in
translation, A l l students are required tc prepare an
annotated, critical bibliocraphy of secondary readings.
Other course requirements include a midterm and a final
exanination. [Bunro)
- 477. Theory & Enowledqe. One Philosophy Introduction.
[lecture cnly: 3; lecture and discussion: 4).
(HU).
This course till focus on the notion of a justified or
----- warranted belief, and deal with such gaestions as: What
distinguishes justified beliefs fron uwustified or
irrational beliefs? In what sense, if any, must
justified beliefs be based on evidence? What is the
relation between justified belief and knowledge? Does
knowledge have "fcundaticnsn? Is JLficuledge even
possible to attain? For that matter, are any beliefs
really justifies at all? And what is the relation
betseen justification and explanation? A recurring
theme w i l l be the further question of hos the action of
justificaticn, a normative noticn, can be fitted into
(or together tithi the psychological descript-ion of a
huaan beinq gcu$ &art of the natural order-
Classes w i l l ke a uixture cf lecture and discussion.
Readings w i l l te selected frcm both classical and
contemporary sources, including mcrks by Descartes.
Russell, Arsstrong, Gclduan, Quine, and Barman; the
principal cocrse test fill be Pappas and Swain (eds.) ,
Essavs Knoxledqe G Q ~ Justification. Students nay
choose to write either 4 short papers (4-5 pages) or 2
longer ones (6-10 pages), and there w i l l be a final
exan. [L ycan)
480. Philos~a gg Reliaicn. One Philosophy -
Tntroducticn. i3S. 1EU).
ay present Flare are to develop this course around the
topic of the existence c' God, using Bans Kung's recent
hook on that topic as the principal focus for our
discussions. lectures and supplementary readings w i l l
bring in ctbex approaches and argunents. He w i l l
prcbably have 2 cr 3 one-hour exais and one 12-15 page
term paper. (Havrcdes)
- --A-
487. Later Philoso&z ~g jiztaenstein. One Philosophy
Zntxo.ds- and m.cthe~ cfmxse in pk.iA~s~pjr~; TX
permission of instructor. (3). (80~.
This course w i l l he devoted to as intensive examination
oE Ludwiq Witt9enstein1s latex pbil~~~phi~al wo~ks: a
a d &r= gsg&, ~~~lcso~hical Investigations,
-- Zettel, and Cn CerrtaiGy. He wilJ discuss
iiittgenstein's ideas on larious topics within the areas
of philoscphy of language, philosophy of nind,
epistemology and metaphysics, including his notions of
"criteria," ''family resemllances," "private language^,^
and that he has to say about meaning, intention, and so
forth. Special emphasis will be placed on questions
about the relations letteer language, thought, and the
world, and Hittgenstein's cbservaticns on the nature of
philosa[hy--on the character and causes of
philosophical problems, how they are to be resolved,
how philoscphy is related to other disciplines SAC& as
psychology and the sciences, etc. Bittgenstein's
thoughts on the nature of philosophy and other matters
w i l l be compared to those cf, for example, the logical
positivists, "ordinary language phil~sophers,~ and
various contenporary philosophers [e. g.* Kripke) .
Background in any of the fcllcning areas is especially
desirable: philosophy of language, pbilosogh~ of mind,
epistemcloq 1, ietaphysics, history of philosophy.
[Halton)
- Phxsical Education
Physical Education courses nay be elected by LSA
students as part of their academic program, but these
courses generally do not carry credit or honor points
toward an LSA degree. Adult ictiiity Physical Sducation
courses are listed in the Schedule under the
College of LSA after Women's Studies or as Education f.
courses under the School of Education. Education 1200
and F304 do carry non-LSA degree credit for LS&
students. For information on courses or for Physical
Education closed course infornation call 764-1342.
Courses
Physics (Division
Since the Physics Department discourages students from
changing midstream fron Physics 140 to Physics 125 or
from Physics 140/240 to Physics 126, it is important
that students choose the first course of a physics
sequence with care. Prospective engineers, physicists
and chemists should elect Physics 140/240 rather than
Physics 125/126 because concentration programs in these
areas require the Physics 140/240 sequence. In the case
of some departnental concentration programs (zoology,
biology, etc.) or in special inflividual circumstances,
students can elect or are encouraged to elect the
Physics 125/126 sequence. Sose counselors w i l l advise
all students who have had calculus to elect Physics
140/240. Physics 140/24O can be elected by all students
who have had calculus, but it should be elected only by
students who enjoy solving difficult problems and who
think that they w i l l be good at it.
-- 125. -- General Physics shanics, SoundL Two
and one-half years of high school aatheaatics,
including trigonometry- So credit granted to
those who have completed 140 or 141. (4). (8s).
Physics 125 and 126 constitute a two-term sequence
offered priaarily for students concentrating in the
natural sciences, architecture, pharmacy, or natural
resources; and for preprofessional students preparing
for nedicine, dentistry, or related health sciences.
Physics 125 and 126 are an appropriate sequence for any
student wanting a quantitative introduction to the
basic principles of physics but without the
mathematical sophistication of Physics 140 and 240.
Strong emphasis is placed on' prcblea solving, and
skills in rudinentary algebra and trigoncsetry are
assumed. While a high school level backgronnd in
physics is not assumed, it is helpful. Physics 125 and
126 are not available by the Keller plan. Physics
corers mechanics and mechanical waves including sound
waves. The final course grade is based on three one
hour examinations, perforaance in the discussion
section, a final exaaination, and laboratory work (20-
25%) . Physics is a continuation of Physics 125; and
covers electricity and magnetism, the nature of light,
and brief intmdeees &a&c and..&ear +hen--
The final course glade is based on in-class
examinations and a final examination. (Peters)
& General Phvsics; Electricit1 9 4 Liaht. Phys. 125.
Ho credit granted to those who have completed 240
or 241. (4). (SS).
See Physics 125 for a general description.
--
7&&
(Bard)
general -&= & Prior or concurrent election of
calculus, Phys. 140 and 141 are normally elected
concurrently. 80 credit granted to those who have
conpleted 125. (3). [US).
Physics 140, 240, and 242 constitute a three-ten
sequence which examines concepts in physics fundamental
to the physical sciences and engineering. Physics 242
focuses on modern physics and is required of all
physics concentrators. This introductory sequence uses
calculus, and, while it is possible to elect Physics
140 and Batheaatics 115 concurrently, sow students
w i l l find it nore helpful to have started one of the
regular mathematics sequences before electing Physics
140. This introductory sequence is primarily designed
to develop a -1: the skill to solve simple problems
by means of mathematics. Developing this skill requires
practice and a sense for the meaninq of
statements and foraulas, as well as an awareness of
when one nnderstands a statement, proof, or prcblea
solution and when one does not. Thus one learns to know
what one knows in a disciplined way. The final course
grade is based mainly on exaaination perforaance (see
the Schedule for details), and exaainations
consist mainly of problems.

WINTER TEBB 1981. / 75
certain sections (see t he 29s Schedule) of Physics
140 and 240 are offered by the Keller Plan, a selfpaced
program tithout formal lectures, Aa information
sheet describing the format of Heller Plap offerings is
available in the Physics Department Oftice (1049
Randall Laboratory) . Students 'who want to elect Physics
I40 or 240 by the Keller Plan should read this
information bef ere registering.
gy&
Genera& g&y~&g zxz Phys. 740 or the equivalent;
Phys. 240 and 241 are. norm- elected
concurrently. So credit granted to those'who have
ccmpleted 126. (3). (8s).
See Physics 140. Sections 040 (lecture) and 041
(discus~ion) of Physics I40 for Winter term 1981 have
been reserved for Honors students. Physics
concentrators,, and cther qualified science
concentrators. Enrollment by pertission only. Honors
students get permission frcm Bonors Office (1210
hngell) . Others, see Prof. Riedenbeck, 1072 Bandall.
- 242. -- General Eh~sics 111. Phys. 240 or the equivalent.
This course w i l l deal in a quantitative Banner with
topics which nay be classified as nitadern" physics, and
shall include the investigation of: soecial relativity,
the relationstip of particles and waves., the
Schrodinger equation applied to barrier problems,
atomic structure and the interpretaticn of quantum
numbers, the exclusion priiciple and its applications,
structure of solids, etc. The class w i l l meet as a
lecture group en Bonday and Uednesday frcm 9-10 a.m.
and Friday from 8-10 a.m. Applications of the
principles sill be considered in the lectiire section on
a regular basis. (3. Krisch)
A second section has beer added and nil& meet BTTEF
3- 4.
The purpose of this course is to study the physical
aspects of the phenomena that make up tie practice and
experience of icsic, as *ell as to get a glimpse into
physics as a sental activity. Ho previous expertise in
either nusic or physics is required. The aain emphasis
w i l l be on lecture demonstrations w~th student
participation shere feasible. Topics to be covered
include:
musical
nature of sound; mechanics cf vibration;
tones aid intervals; scales and temperaments;
wave moticn, interference, and diffraction; propagation
of sound through pipes; physics of brass instruments:
physics of sood kind instruments;
instruments: physics of the piano;
physics of string
and high-fidelity
sound reproduction. A graduate-credit opt~on (Physics
489) is available by supplementing the regular course
with an appropriate indeperdent project. fleinreich)
Intermediate Eechanic& Phys. 126 or 240-241, and
Bath. 216; or the equivalent. (31. (8s).
This course is required fcr physics concentrators. It
includes a study of vector operators and vector
calculus alcng with their applicatioi: to various
physical problems. among the topics investigated are:
(1) harmonic motion in several dimensionai W notion
under tie influence of central forces; [3) nave motion;
and (4) rigid-body rotation. The aethods of LaGrange
axe applied to suitable examples. Examinations axe
given at various tines during the ten. flerwilliger)
a O ~ t i cLaboratorv. s
Phys.
structor. 12) . (NS) .
242 or per~ission
of in-
This is a laboratory course in geometrical and physical
optics intended for science '-nncentrators and
especially for students electing Physics U02. One
experiment every one or tsc weeks is performed during
four-hour laboratory periods; a short- report is
required for each experiment. The exgeriafnts are
designed such that they may be perforired without
students having a formal tackground in the topic
investigated. ?he experiinents include: ( 1) lens
equations; f2) lens aberrations ; (3) telescopes ; (4)
polarization; (5) diffraction; (61 interferometry; [7)
electro-optical effects; (8) light detection; (9)
fonrier optics; f 10) holography; and (11) spectroscopy.
Students Bay elso devise experiaents. Hie course grade
is based on the vcrh done in the laboratory period as
w e l l as written reports. (Eiemanj .
Iuter~ediate electric it^ Kaanetism. Fhys. 126-
or 2È0-24l an8 Bath. 216; or the equivalent.
(3). ms).
This course extends the naterial introduced in Physics
240 on the classical theory of electricity and
magnetism. It tries to develop further both the
theoretical ideas contained in flaxwell's equations for
these fields, as veil as their practical application.
It is a regaired ccurse for all physics concentrators,
and is basic to many of the courses and laboratories
which follov. Physics 242 is strongly recommended.
(Williaas)
406. Statistical and Thermal Physics. Phys. 126 or 240- -
241, and Bath. 216. 13). (US).
An introduction to the thermal and cther çacrcseopi
properties of aatter, their description in terms of
classical thermodynasics, and their microscopic
interpretation from the perspective of statistical
aechanics. Techniques from classical mechanics,
electricity and magnetism, and elenentar1 quantum
mechanics nil1 be used. Frequent hoaework problea
assignments, at least one hoar exam, and a final
examination w i l l he given. (Bretz)
This course is normally elected concurrently with
Physics 406 and emphasizes thermodynamics and heat
transport. Each section consists cf eight students
subdivided into groups of two with eacb grcup rotating
through five experiments: (1) use of the ther~oelectric
effect to measure temperature, (2) use of thermistors
for the measurement of temperature, (3) aeasurenent of
the viscosity of gases, (4) measureaent of the thermal
conductivity of
ice-water phase
gases, and (5) determination of the
diagram. Each experiment take? a
maxiaum of three weeks of laboratory tine. Grades are
based on the record of data taken, computation and
analysis, error analysis, display of results (graphs,
tables, etc.) and comparison of results with theory
and/or accepted values. Laboratory perfortance is
observed and evaluated by the course instructors.
(Uher)
Bodern physics r rat or^^ Cpen primarily to
science concentrators with junior standing, or by
permission of instrnctor . (2). (HS) .
This course is an advanced undergraduate labor at or^
course designed to acquaint students in the basic
techniques of experiiiental physics and to introduce
them to physical ghenoaena of modern physics. Stadents
select experiaents from among those which are
available. The results of the experiments are recorded.
These laboratory notes together with a .Britten
laboratory report are graded. The reports and
performance in laboratory are the basis for the course
grade. There are no formal examinaticns. Students may
aodify existing experiments or develop new experiments.
Topics investigated include: photo-electric effect;
diffraction; electron charge and charge-to-mass ratio
and others. Physics concentrators should elect Physics
459 or 461. (Uher)
Bacromolecular ~iouh~sics z& Bath. 216 and
Phys. 242, 402, and 417; or permission of
instructor. (3). (NS).
This course will provide an introduction to physical
techniques used to study the ultrastructure of
macromolecules and bio~olecales: characterization of
macronolecular structure; factors influencing
conformational stability; an elementary study of
structural techniques; scattering theory (such as x-rav
diffraction, light scattering, etc.) and spectroscopic
aethods (such as infrared, Ranan, OV, etc.) with
application to aacromolecules. (Krimnj
g& Sg. Kethods of Theoretical Ph~g&& Phys.
401 and
Bath. 450, or the eguivalent are prerequisites to
Phys. &Sf; Phys. 451 is preregnisite to Ehys.
452. (3 each). (HS).
0nly'~hysics 452 is offered Winter Terra, 1987. This is
a course in mathematical methods cf physics. The
textbook hy G- Arfken, Rathematical Bethoas &g
Ph~sicists, is used; approximately 855. of the contents
w i l l be covered. This coerse is considered a necessary
preparation for graduate school. (Beinreich)

76 / PHYSICS
- ----
453. Atomic ghvsics & Phys. 242 or the equivalent,
Phys. 401 and 405; or persission of instructor.
(3). (HS)
A brief review of the ucchanical, thermal, electric,
maqnetic and chemical proterties cf aattw w i l l be
given. The empitical fonndati.cn of atoaic physics rill
be discussed in some detail. The theoretical
developments resulting fxca the failure og classical
theories and early atcmic nodels %ill be discussed,
uherein gave mechanics rill be studied and a brief
introduction to the Schrodiager equation sill lie given.
Other topics include the exclusion princi~le and soae
quantum statistical mechanics. No specific text is
recommended. (Tcauzoita)
s- Elecircnic &gx&&$&gg sza mcessinq a Physics
Open to juniors, seniors, and.graduate
students; a basic kncwled~e of COBpZltet structure
is helpful. (3) (US).
The course consists of tuc credit-hours of lecturedemonstration
and one credit hcnr of laboratory project
uork. The course is orgatised and designed primarily as
a vehicle for the disseninaticu of inforaation on nhov
ton regarding the electronic handling of data in
experimental physics. The range is therefore very broad
and the coverage of each topic is of an introductory
nature. A single specific, in depth topic is required
for each student enrolled in the course. Emphasis is
placed en the use of commesciall~ available electronic
circuit elelteats and ccuputing equinment in teras of
their external s~ecificaticns without reference to the
internal resistors and transistors of which they are
coaposed. Integrated circuit technology is used. in most
examples. The totics introduced are: digital circuit
elements--boolean functiccs--gates--fjLslk flops; use of
the basic elements in ccun ters, storage registers,
decision naking, conversion and display: timing and
control circuits; computer input-output specifications
and tilting; external device interfacing~rules and
conventions; ccmguter progiamming for external device
handling; tasic analcg circuits-- operational
am~lifiers--ccaparitors--mcltipliers; analog tn digital
conversion; and digital tc analog conversion. The
project, or latcratory work, is established and appoved
on an individual kasis ard can be associated with the
student's research, cr with the ether research
efforts within the department. (Charman)
Buclear Physics. Phys. 453.
[3). (8s).
Topics of study sill include (1) nuclear structure:
blinding energies, size and shape, angular nomentam,
parity, iscpin, magnetic moments, eleceic quadrapole
monients, statistical, shall and collective nodels for
the nucleus; {2) nuclear decays, radioactivity, hairier
penetration and alpha-rarticle decay, the weak
interaction and beta-decay, electromagnetic transitions
in nuclei.; (2) nuclear interact.i.oas: basic properties
of the nuclear force, nucleon-nucleon scattering, the
deuteron, nuclear reactions and reaction models; and
(4) nuclear radiation: interaction cf charged
particles, qaama-rays and neutrcns with matter, nuclear
radiation detectors. The tasic elements of quantum
mechanics are used. [Janecke)
- 459. Nuclear Laboratory.. Ehys. 242 and any 455 -level
physics laboratory course, or permission of
instructoi. (2). (US).
This is an advanced latoratcry course designed to
accuaint stcdents with the techniques of experimental
nuclear physics and to introduce then -to physical
phenomena of modern physics. Included are experiments
in the follcuing areas: scintillation ccunting; gammaqamma
angular correlation ; Ccmpton effect; Rutherford
scattering; nuon lif etime ; nuclear magnetic resonance;
and nuclear fission. This course is nomallv elected as
a sequel to Physics 403, 4C7, or 409.
%& Atcmic Ph9sics 11. Phys. 453. (3) LES).
Physics 460 concentrates cr the aescripii.cn of atomic
and molecular phenomena using the tackgtound in guantum
mechanics acquired in Physics 453 or eguivalent. The
spectra (X-ray, optical, ard lticrouave) of simpl~ atoms
and mclecules are discussea in sone detail. The aethods
of spectroscopy (includiag optical punping, atonic
beam, and laser methods) are covered to show how the
concepts of quantum mechanics finfl their application in
real situations. The physics of atonic collisions is
giren considerable emphasis-to show how this method of
experimentation complements spectroscopic studies.
Three
exaBi.nations 12 hours each) during the term plus
a final exan. Text e inter Term 1979) ~nderson: B Q ~ X I
h sic and uantum echa ics plus selected repxiiits
$r:m tze ~ e a f c h literzturenihat w i l l be distri.bte-3
in class. (Uillia~s)
u' Atomic Laborakorv. Phys. 242 and any 400-level
physics laboratory course, or peraissian of
instructor. 12). [BS] .
Intended mostly for science majors. Conducted in a
manner similar to Physics 403, 407, 409 and 459, hut
more advanced. Emphasis on atoaic phenomena and
instrumentation. Experiments available include atomic
spectroscopy, Zeeaan effect, optical punping and
lasers, x-ray diffraction and Eoseley*~ law, Faraday
effect and others.
- 663. Introduction to Solid State Physics. ghys. 453 oz
permission of instructor. (3) . ( BS) .
Main topics to be covered are cohesion in solids; Free
Electron Theory in Metals; Periodicity in- Solids,
Crystal Stracture, Symmetry, Recigrocal Lattice,
Diffraction Methods, Electrons in Periodic Structures;
Baad Theory of Sol-ids and Permi Surfaces; Phonons,
Thermal Effects; Applications to Semiconductcr Devices.
Students should have a background in theraodyna~ics,
elementary statistical mechanics, plus a little quantum
mechanics. There are three lectures per week, one of
which may be a discussion period. Student evaluation is
based on midterm and final exams; occasional short
tests and ueekly problem sets. Text: C. Kittel,
Introduction g Solid State Phvsics, 5th ed., Uiley,
1976. (Clarke)
439. Physic% & Busic= Peraission of instructor. (3)
(NS).
Same as Physics 288. (Beinreich)
-- - -
Courses & ~ hvsioloq mvision
1t31. Intaduction to Haman P h ~ s i o l o Uo ~ prerequisite,
~
but prior exposure to introductory chemistry-is
helpful. ,Bo credit granted to those she have.
completed 102. (3). (83).
Physiology 101 is a course in basic human physiology
and is designed to help students to (1) know the
functions of the major organs of the hody; (2)
understand the basic physio-chemical mechanisms
responsible for each organ's function; (3) relate organ
functions to the qenesai concep.t OX regalatj-on a tAe
internal environment; (4) recognize pathophysical
stat-*- (disease) as consequences of altered aorrtal
funcsiou. Every Physiology 101 student must register "
for a conference section which meets once a week.
Conference sections offer students an opportanity to
ask questions and to participate in stall group
discussions on recent lecture topics.
Either of two textbooks miy be used: w n
a siolo : a Mechanisms a Function [secon&
edztion)?? Vander* Sherman# and Luciano; Ewi$u --
Function a& Stmcture by Lucian~, Vanaer, aria Shernan.
- Human Function 2nd Structure in addition to covering
physiology also includes a detailed discussion of human
aaatomy which till not be covered in the course. If a
student chooses to use &nction & Structure,
some selective reading w i l l be necessary to separate
the physiology and ancttomy. A Phvsidoq~ 101 Course
- Book is also available at book stores. The Course &&
contains (1) instructional objectives for each chapter
in Physiology; (2) review examination questions
for each chapter; (3) clinical cases which detcnstrate
application of various course material; (4) laboratory
exercises; and (5) course evaluation.
The instructional objectives in the Course &&
indicate the infornation which must be mastered for
individual topics. Examinations are true-false and are
computer graded. There w i l l be two exaainaticns during
the term and a final exanination. The hour exa~inaticns
are given in the evening from 7-8 p.m. (SherÈan

a t Proaram
xL a Jlisco~eu
gg Leg. (3). (Excl).
The aim of this seninax- is t;p help students gain a
better understanding of themselves, their needs, and
their values. Ideally, this w i l l facilitate more
meaningful choices and decisicn-makiag AH 'their lives.
These goals w i l l be approached through a coabi~ation of
keeping a personal journal, reading gers~nal accounts
and relevant li tera ture, participatiflg in selfexploring
exercises, and taking part in group exercises
and strategies. [Miller)
Social g& Et&& ~m~lications 02 science a
,'tBcknoE(3) (Bxcl).
Each student mil select a topic of interest and
present an introduction to the dass, including
assigned readings. The next week the cl~ss w i l l debate
that issue nith the student as modscator... Re w i l l
discuss soieticns and alternatives to the profelems TO
face in such areas as genetic engineering, nuclear
energy, agribusiness,- naif are technology., and the
chemical indastry. loo say include a fiela trip or
guest speaker, depending ugon the t0pJ.c you choose.
Take a part in designing ycur own course at. 0 of K!
(Konig)
-
I& pheoreticaz Bncevts cg &~q- (3) {Xxcl).
This seminar is designed to explore the theoretical
concepts of personal power: the pow% to 1Le, selfaffirmation,
self-assertion, aggression and ~jLoleisce.
Be w i l l also examine the kinds of ~eisonal power:
exploitative, manipulat ive, ccçpetitive atutritive and
integrative power. (Eobson)
&zgition4 Realth md Hunqe& t3) tExc1) .
An exa~ination of nutrition and health, .providing a
general knowledge of nutrients a&< metabolisa,
illustratinq the relationship of nutrition to health
and Usease, and probing tie ~clitics and econaaics of
food. (KralovecJ
a&&gx & &mgss- (3) - (E!cl). Ue w i l l
begin the course by looking at the nays cJiildren learn
to talk. Then we w i l l explore some of the lager social
issues and the ways in which language organizes our
actions and thoughts. Finally, we w i l l Lo-ck at speech
disturfcances associated with brain danage froa strokes
or accidents an3 examine tte effects of these traumas
on different aspects of language. In iddition to
readings, there nil1 be three short .papers, including
an observational study, and one more suhskaatial paper.
(Chandler)
EE.
xhe Pro~aw& (2). tExc1).
This seminar fill examine how the Soviets view the
United States, and how Xeericans view the Soviet Union.
It w i l l include a brief irtroduction to Macxisnà an
explanation cf the Soviet view of the twc Borld Bars
and the Cola Bar, and Soviet interpretations of
Aaerieaa teldsioa. new asdta. act, iwkh.s~.~@wats-,
doaestic politics, culture, etc. In .presenting the
Soviet viewpoint, the teacher rill employ Soviet high
school history textbooks. Soviet neispapers, and Soviet
reference works. fl lesser ancunt of tine till be spent
examining American propaganda. Every student w i l l give
an oral report. There w i l l be two exasinations. (Denny)
Enalish u.
The following sections cf English 125 (Ereshman
Composition) sill be taugit in Alice Llo$ Ball during
the Winter Ten by neuters of the Eilot Prograi-e
Residential staff. Override forms are required for
registration, Priority is given to residents of Alice
Lloyd Hall.
Section 0@8: Roots g& %& StruutsLe Aaainst Alienation
& Smerica.
The focus w i l l be on cultural and social i-dentitv as
they relate to the struqqle against alienation in
America. Our sulti-disciplimed approach to the subject
w i l l include fils, literature and biography. Students
w i l l ke invited tc pursue and to crJLtAca11~ examine
their own root^. (Sunaersj
Section 049~ s e Ideal Society.
Be w i l l read about, discuss an2 write on various
philo~ophical conceptions cf the ideal society.. Se w i l l
ask our~eltes çba ethical principles and p-hii.ogophical
assumptions underlie each author's conception of
Utopia. Be w i l l also seek out whatevei: re-levance each
particular portrait of Uicgia has for as today, aria
whether our cç society could and should try to acre in
the same flirectioa. Students w i l l also he incited to
write out and share their can concegtions of the ideal
society. {Stukllargj
--
Section Studs Terkel ana the EeS Oral Tradition.
Through an exanination o the works of Studs Terkel, ~a
w i l l look at the techniques and philosophy of oral
history. Then students w i l l compile and edit one or two
oral histories of their own. Students w i l l also sarire?
the differences between oral and written fosms of
iaerican English, and use the information gained to
help develop a lucid, eqressive personal writing
style .- (Fr ied)
Section & Aqainst thg w z Writina .%bout ke
sixties.
Proceeding chronologically and topically, we w i l l write
our way through a maze of histories, essays.
journalism, films, fiction, poetry and art toward an
understanding of a perplexing decade (was imerica ever
so conservative? was it ever so radical?) and of
oucselves. The many forç of expression we w i l l examine
w i l l provide us with a broad view of the sixties as
well as an array of insights about writing. lie w i l l
meet once a week en nasse to consider rhetorical
conventions and readings, and then once a week in small
editorial groups to review one another's writings-
(Pace)
Section The Cultural g gerica* A
Discussion g mxtional &c& Con~onents &a&
Colonial a Post-Colonial Flusic.
American ausical culture can be seen as a succession of
ethnic, national or racial styles taken up by the
larger coamunity. The purpose of this course is to
examine the overlapping cultural/susical traditions of
America as it noved from being a collection of foreign
colonial outposts to autonomous enclaves to a group of
"united states." The general goal of the written work,
including essays ana a personal journal, w i l l be to
help students organize and express their thoughts about
specific topics with clarity and coherence. (Riis)
Courses & Political Science jDivision
Pzimarilr for First and Second rear stuaents
- 101. Introduction $9 Politic,al'Theory. (4). (SS).
This course is intended to introduce students to %he
study of political philosophy through the reading of
soae selected classics in the field, supplesented by
works of fiction that deal with ever-recurrent prohleus
of po3.itics. The basic focus is Gn different inacres &
a &g& and the inplications they have for our
conceptions of human satare and humam relationships,
both actual and ideal. In every way, the caurse till
attempt to shoe that in political theory it is
necessary to cciriiine the cigorous observation 02 facts
with moral judgnents and artistic imagination. Two
lectures per week and two hours of discussion in
smaller discussion sections. Students w i l l be asked 'to
write a nuniber of short papers. 1 lengthier course-side
paper night replace the final exanination. (Beyer)
I $ ia Introducthn to h~erican Politics.
{4] . {SS).
This is a broad survey of governnent and politics in
the United States which explores a wide range of topics
inclmiing electionsy interest groupsy the presidency#
Congress, and the courts. The kinds of questions
considered might include the following: What iapact do
interest groups have on governsental policy? Am there
real differences between the two major political
parties? ghat accounts for swings in voting behavior
and electioa outcome froa one tiae tc another? Eos do
Beabers of Congress fl&ci&e how to vote? This is not a
comprehensive list but suggests the kind of issues that
are discussed in this course. There are two lectures
and two discussion section meetings each week. Although
the basis for grading varies for individual instructors
and section leaders, there is generally a niitterm, a
final exanination, and soae written tork. (Kingdon)
I~troduction to Com~arative Politics. [4). gSS) a
This course is designed to give students an
understanding of how several aa jor political qsfcess
outside the Unite& States operate and to faailiarize
thea with concepts that can be used to analyze politics
in these and other countries. Bach of the comtries
selected for special attention sill be discussed
separately in order to introduce its distinctive

features and to ensure that students understand how it
operates. As the course pzogresses, we w i l l be able to
draw increasingly broad comparisoas. certain key
concepts used in analyzing politics w i l l be iatdoduced
and used for cca~arative pcrposes. In ~articular, we
w i l l be ccncerued uith the social and ecowic forces
that influence golitical life ; political parties and
political competition; leadership succession;
personalities in politics; the role of political
institutions; and the analysis at cgntenporary
political conflicts. The course w i l l offer txo lectures
per leek, plus two meetings in relatively small
discussion sections designed to encQug-e a, two-way
f low of communication. (Inglehart)
a p&roducticn to World Po3itics= (4). [SS].
This course analyzes world politics from a broad and
general perspective, exsloring and e.i.plainj.ng the
princi~les that undergird the operation sf, the global
political sistem and illustrating them with
contempcrary material. The course begins by examining
the basic structural features of the global political
system. It considers the development of nation states
and nationalist and then assesses the contemporary
importance of ether actors, such as miti-national
corporations, international labor unions, the United
Nations, and of the European Economic Coamunity.
Several explanations of the foreign policy behavior of
states, for example, Marxist and Neo-Barxist theories
and propositions about the effects of pressures caused
by enviionmental pollution and limited su2pJU.s~ of nonrenewable
resources, are considered next. Attention is
then shifted to the techniques of fgtfiign policy
behavior, diplcaacy and ne~otiations, eccnomic aid and
sanctions, and the use or threat of use of dlitary
force. 'Finally, overall patterns OX conflict and
cooperation are studied. A text, selections from a
reader, and a short policy-oriented book w i l l be
assigned. There m i l l be tko exams (aidtera and final),
a 10-15 page essay, and such additional assignments as
individual section leaders may require. [~acobsoi)
zntrodncti~n 20 Eodelinq Eolitical grocesses. (43.
(SS).
This course is designed to introduce first aid second
year undergraduates to the method of constructing
model~ in order to understand, ey.viai~~ m predict
social and political events. Re w i l l be. warking with
four kinds of models: rational choiw, game theory,
adaptation (or learning) and diffusion.. Xn each block
of material re will be using a large number of examples
drawn from everyday life as well as looKing at more
formal public polity issues. The aim is to integrate
the models iiith your intuition so that you naturally
apply them in your efforts to understaad situations
arising outside the classrcem. The homencxk portions of
the course are very important and will count fcr forty
percent of tte diaa3. coums wade, Each flf Ae tito
examinations w i l l count for thirty percent. The
textbooks are C. Lave and J. Hazch, & Jntroductiog &
Eodels iu the Social Sac-, and H. Hamburger,
as podels of Phenoxs~. (Axelrod)
-
and the beginning of the tern. Course requirements w i l l
be a ten-page research paper and a take-hate final.
One-page discussion papers on each xeek's reading w i l l
also be required. Class format nil1 be primarily
discussion. (Kosaki)
--
320. Chicano Politics and the Chicano Couuunitv~ (41.
(Excl) .
This course is intended to be a critical exanination
into the study of Chicano Politics. One of the
fundamental assumptions on which this course uill
proceed is that the study of the politics of any group
must be approached within the context of the society in
which it exists. Thus, the focus rill be on the
relationships between the dominant and subordinate
groups rather than on the processes and structures of
the minority group itself. This interpretation stem
from the growing awareness of the need for an intensise
analysis that can explain the reality of the Chicano
community and help evaluate the direction and
effectiveness of Chicano political action. (Torres)
361- Current Xssues in Borld Politics. (2). (SS).
The course examines instances of subnational violence
linked to the deaand for greater identity--sonetimes
including secession--froà the ruling elite on the basis.
of ethnic, racial, religious, tribal, or linguistic
associations. The focus is global with specialists on
Islam, the W.S.S.R., East Europe, the Middle East,
Africa. Southeast Asia, China, Canada, and the U.S.
addressing problens and prospects for "Identity and
Conflict" over the next decade or two. Lectures are
supplemented by a special television series produced by
Professor Rhiting with experts fron the W-B catpus and
elsenhere. Readings are -in course-pack format f roÃ
contemporary articles and book excerpts. lno multiplechoice
examinations provide the basis for grades.
(iihitiag)
396lEcon.
396mEES 396/Slavic 396lHist- 333. Survev of
Eastern Europe. (41 . (SS) .
See Russian and East European Studies 396.
403 l4023. De~el~~meIIt of Political '$houaht: Rodern
Becent. Junior standing or two courses in
political science. ' (4) . (SS) .
The course attempts to survey the principal
contributions to Bestern political thought from the
17th to the 20th centuries. To the extent possible the
ideas and the theories examined will. be related to
contemporary ideas, problems, and familiar political
phenomena. The major thinkers studied include Hohhes.
the English Eepublicans (Hilton, Barrington), Locke,
.Hoittcsquieu* Voltairs* Rousseau, Bentha, H-aafi, WAe,
Kant, Hegel, St. Simon and Fourier, Coçte Harx, H i l l
and Green, and Bietzsche. In relation to
totalitarianism, Lenin, Stalin, Hitler, and Bussolini
w i l l be studied. Princioal readinas are: Hobbes.
Politics 02 l.ikeratiou. (4). (SS) Ha? be
elected far credit a total 08 three tines,
piovided that content is different.
Section a Politics sg &&beration. This
course w i l l be concerns3 iith locating. and analyzing
the major factors ia the struggle against racism and
oppression in the United States, although mipe example
may be drain f~cm the Third World as well. t h i ~ course ~
is ccncerned nith the Black Stuggle. Bidterm and final.
[B. Jackson)
Secti~g m. this course w i l l center on the
investigation and discussion of the various fxameworks
of analysis used to exaaine the roks of wojien in
politics. Bhat are the assuapt icns about iiomeng s
political roles? How do these assumpticn.a af.fect the
way me study koe!en8s ~olitical roles? Bhat might be the
possibilities for change isplied in the type of
analysis we choose? HOW useful are these f-onquorlcs of
analysis in explaining the roles of woaen in politics?
How convincing? The frameworks of ^aaAysis to be
discussed ifill include: biology and g8n.a~ roles,
behavioral social science, liberal and socialist
fetiuisa, and psychology. this list is by no means
exhaustive, and w i l l prcbakly grow a Xtttle between BOW
- -- -- ---
are a mid-term and final, a 12-15 page research paper,
and reasonable attendance. (P. race)
4OS (4043 Americs Political Thouabt. Junior standing.
(4) [SSS.
One purpose of this course is t o acquaint students with
the political heritage that iflfluenced Arerican
political thought from its beginning. Special attention
is given to the European heritage, especially the
thought of Locke, Calvin, and others. Bext, political
thought in the colonial era is considered, and then
eighteenth-century theories justifying revolution are
exaained. Other course topics include the debates
surrounding the formation and adoption of the
constitution in the 1780's. the federalist theory as
represented by John Adams and Alexander Haailton,
Jeffersonian political theory and ideas, the
development of the deaocratic idea, the thought of
Jackson, the political philosophies of the
transcendentalists, the question of slavery and the
nature of the relationship between the nation and. the
states, post-Civil Bar economic thought and its
relation to political thought, the Progressive Era, and
the Hew Deal and its significance. Finally, if time
permits, there uill be soae examination of America as a
world power, the new conservatism, the radical right,

and the new left. The course uses a text and selected
readings iron major political works. Students are
encouraged to read de 'Iocqueville*s pemocraqx j&
Amer2ca and the collected Eederalist pamra. Zhe course
foraat includes lecture, discussion, and question and
answer sessions. Course reguirements u-ually include
two one-"boas: examinations and a final* but a student
may be able to irite an optional paper instead, (Grace)
407{4C~69-~ Selec.tp3 Topics a &-A zheorvs (4).
(SS). May ke elected for credit twice.
E~~Z&C Policy. This conrse w i l l
eaglore the ethical issues raised by a variety of
public policies that are currently under debate. after
soÈ initial discussion of ethical theories and of the
relationship hetween ethics and deisocracy, the course
w i l l take up a series of ccncepts central to political
philosophy: rights, liberty, justice, and equality. The
classroom sessions w i l l devote approximately egual tiae
to discussions of the works of philosophers and
political theorists and to the applications of their
arquments to current public policy debates. particular
attention w i l l be paid tc tie concepts of paternalism
{and to policies concerning snaking, sotorcycle helmets
and seat belts, and state run lotteries whose main
customers are tie poor) and justice (and to policies on
affirmative action, justice fcetueen generations, and
Title I X and intercollegiate athletics), The course
vill involve loth lectures and discussions, with the
ratio between these two being soneihat dependent upon
class size. No particular background ail1 be. assured
for the course. There w i l l be a midtern.; a final, and
one ten page paper. Among the priiary texts w i l l be:
Fred Eeldaan8 Introducto~~ Ethics; John Stuar! Bille a
- Liberty; Bohert 2. Molff, z& ggvertx L~beralism;
John Ratls, Theorx gg Justice; Hugo BedauF gustice
Section 003; sj&s ~ 23
-
and Equality Marshall Ccken, et. dl., &a&i&x a&
Preferential ~rektaent. (Chaitberlin)
section BZ;
political Pkilosouh? and Poetry. Eost of
us would profcably agree that cne sign of a aood, society
is a flourishing cultural life. in particular as active
theater. But we seldom eiaçin this asswpkion, in
order to understand hoe (for that ~atter, whether)
cultural activity benefits social and political life.
This has been an issue of paramount icportance for many
of the most significant gclitical philosophers and
dramatic poets, tho were ccncesned both. to interpret
coral and pclitical life correctly, and also to
understand the inpact of cultural activity upon it. In
this course we w i l l examine sose of their writings
relevant to these questions. Headings uill be drawn
from Sophocles ~Oediuus &gj, Aristotle [ &&-)
fiachiavelli {Eandraaola, a comic playJ , qhakespeare
&oriolanus an3 &&B), Mcliere a& &am=$,
Rousseau (setter % DcAlembert on the theater),
Schiller {Q Aesthegk~ mcatio~ a n and
--- Hallensteink , and Hietzsche (The of x g u ) . The
course sill ccnsist cf lectures with" frequent
oflportunities fur guesticcs an9 fiscussion. Tear fivepage
papers uill be assigned, two of which w i l l be
revised an6 extanded. There w i l l be no examinations in
the course. The English Ccnposition Board (ECB) has
approved this ccurse as a Junior-Senior writing course
for Winter lets, 1981. (Schwartz)
fiaerican P ~ l i Processes- c ~ Any 1OQ-$eve1 course in
political science. (49. (SSj.
The objective of - this course is to help students
understand why governments produce the policies they
do, and what can be done about it. fie KAH first ,
consider variots criteria for pclicy outputs: bow
should decisicns be made? Who should benefit/ Bnat is a
fair cost? We sill then examine several donestic policy
areas (the eccncsy, tie environnent, ineguality, and
welfare policies) to illustrate the forces and
institutions which shape the content, upact, and
effectiyeness of policy. He w i l l use selected case
studies and knagetary materials to aet-ermine which
theories an3 nettods of pclicy analysis do the best job
of explaining and predicting policy outcoines. Rithin
this context, we w i l l assess efforts tc change the
policy process and to achieve social reforms. Coarse
requirements till include two essay exams and a term
paper (8-IOpp.) on a fclicy area of your choice.
Reco~~eIIded bcoks: Bobert Zinebezry, &ericaa Public
Poiicv: &~pment and ghat Ciffer~nce &
(Barper and Ron, 1977); lawe T. Leloup,
Eudaetarx Pclitics (King8s Court, 7977) : Saaes
Anclerson, & ~ g & auig Polict Xakinq [Praeger*
1976); Haveman and Bargolis, eds., Blitical
Zcoriomy -2s &&,&x. iAnton)
- 411. Sanesican - Political ProcessesL Any 100-l&el course
in political science, (4). (SS) .
The objectives of this course are: (1) Provide an
understanding of Anerican electoral politics from both
normative and espirical points of view, and from the
perspectives of the individual voter and the candidate
for office. In plain English: Hon and why 3 ordinary
Acerican citizens engage in political activity? How and
why a they engage in such activity? Eaw 2 2 and
how the ways that ordinary people participate in
politics affect that candidates do? (2) Explore the
extent, causes, and consequences of recent changes in
?sass orientations toward goyerasent. Or, is it true
that people are sick and tired of politic^,^ and if
they are, so what? (3) Introduce the modes of thinking
and the analytical tools employeii in the systematic
stud-y of mass political behavior. That isgr what do
political scientists do, and how do they do it? Sad
why? The readings w i l l consist primarily of recently
published work in scholarly journals. Two texts that
m i l l be used are: hsher* Presidential Electionq @
American Politics, and C~kzion, yhe LC& gg Collective
Ac~~oQ. Eidterm and final exams, plus a terK paper. The
paper w i l l involve original analysis of national
election survey data. No prior statistical or coaputer
experience is assumed. (Barkus)
ghe Politics of Civil Liberties and Civil Eiahts.
Two coarses in political science or per~ission of
instructor. (4). (SS) .
This is a lecture course which deals with the najor
issues of constitutidual law in the area of civil
liberties. The aajar'focus of the course m i l l be free
speech and equal protection of the law, although the
course w i l l also cover religion, privacy, and criminal
rights if tiae permits. The course m i l l inclnde both
legal and theoretical approaches, with an e~phasis ox
the relevant court cases. Students till be expected to
knoa the cases and to think about the cases ic tiecns of
issues of public policy and American de~ocratic noras.
Iccordingly, students nill be assigned readings in .a
constitutional law text [Lockhart, Kamisar, and
Choper's iimerican constitutional g-5 a -1
Libe~ties?, as well as outside readings which address
free speech and equality frcm wider politkal
perspectives. Students w i l l be evaluated on the basis
of writing performance and participation in lecture-
discussions. Students w i l l write a practice midterm, a
final exaa, and a term paper which concerns a topic to
be worked out with tie instructor. (Bouns)
-. 417. Leqislative Process. Tiro courses in political
science or pernission of instructor. (4;. SS).
This-course focuses on legisla-ti~e behavior in the U.S.
Congress. The first half of the course is flevoted to
internal operations fcommittees, rules, seniority
systm, and so on): the second half e¥sa.%zbm
congressional elections and their influence on the
representation of various interests. The course w i l l
have a midterm exam and a final exam. Students nill
also write a term paper in which the 1egisXative
history of a hill is analyzed. The reading loafl for
this course averages just unter one book per seek,
i.e., 200-300 pages. Students usually say that the
workload is fairly heavy but that they learn quite a
bit from the coarse. (Cover]
----
428. Women and the Political asten. T ~ J courses in
political science or pertission of instructor.
ÇI c=).
This course w i l l examine women's participation in the
political process and laws and policies which have an
impact on wonen*s lives. She bulk of the course deals
with women in the Q.S., hut there Bay be sow erossnational
comparisons. The coarse w i l l probably require
short weekly papers, but soae other sethod of assessing
progress in the course may be used. This course has
been approved by the English Composition Board (ECBJ as
a Junior-Senior writing course for Winter Term., 1981.
(Corcoran)
420/C0ti~ % Politics aad the Bass Eedia. Pol. ScL
111, 300, 410, or 411. 14). (SS).
The course is designed to expose students to the may
the news is made and the consequences for the operation
of the political syster. The central theme =ill be
shifting roles of the media as ot jective reporter of
events and as public agenda setter. Particular eaphasis
w i l l be devoted to the iaportance of the aeaia in

80 / POLITICAX SCIENCE
electoral colitics including the effects of the media
on the electorate, the use of advertising in political
campaigns and changing patterns of media use and
exposure. In addition to readings and lectures, guest
presentations w i l l be made by leading Touwalists and
political figures* There till be a midtera and a final
examination. (Traugott and Porter)
!i& tletrocolitaxi z&&&~& Two courses in political
science or peraission cf the instructor. (4).
(SS).
This course is designed tc familiarize students with,
political pIccesses and trends in SaerLcan metropolitan
areas. It m i l l cover scch topics as forms of local
qovernment and effects on who gets what in urban areas,
the place of the city in the federal systea, trends
toward metropclitan and local control solutions, levels
and trends in citizen participation, and the exercise
of power by pclitical leaders. The primary readings
w i l l be available at the Undergraduate Library. In
addition, the following becks have been ordered through
local bockstores and are reccmmended for purchase:
Martha Derthick, -&J Towns-in-TOWE; Jay S. Goodman,
Dvnaai~ g-f gghg Government g& Politics; Fxank Levy,
Arnold Eieltsner and Aaron Uil6avsky, Q&@ Outcones;
William Biordan, Plunkit? gg Uggg WL. There w i l l
be a mid-tern and final examinaticn. Other foras of
course contribution are recognized and encouraged,
especially in-class discussion and presentations based
upon student expertise. Class format w i l l generally be
lecture with scte time for questions and discussion.
[Goldenberg)
- --
435. Public Promg ~ ~ ~ Pol. & Sci. ~ 280, ~ 499, g s or
equivalent. [4). (SS).
The central issues addressed by the course are wnether
and how one eught to try to establish the extent to
which public prcgrams are achieving their goals. Are
the goals being attained? IS net, why not? A great deal
. of noney is actually spert tc answer these questions.
Is the research uorthwhile? Are the results important
in the policy process? A critical issue is the quality
of evaluation stcdies that are carried out, so that the
bulk of the coarse deals kith evaluation theory and
methods. Students w i l l learn how to tell whether
proqrans of any kind are having specified impacts upon
the world, which turns out to be an ey+resely difficult
question to anssier. the format is lecture and
discussion, wheie. the lectures mainly cover methods and
theory and the discussions coves: examples of actual
evaluations conducted in the past. Policies and
proqrams in a Iicad range cf areas are critique6 in
discussion, including health, mental health,
corrections, criminal justice, recreation, edacatio~,
anfi develc~ient. There are short-answer examsÑ
midterm and a final--and a final project in the form of
a mock evaluaticn. Students should have had at least
one semester cS- sAatisties. !Â¥e.ohr
442* Gosernnents ma Pc3itics ig Western 3uroDe, Any
100-level course in t-slitical science or
upperclass standing. (4). (331 -
This course focuses on politics in Great Britain,
France. Best Germany, and Italy, the four largest
nations of eastern Europe. It is appropriate for
political science concentrators; history concentrators
whc are interested is Bestern Europe; students
concentrating in French, Italian, or German who would
like to know lore about the society tfhose language they
are studying; cr students who are simply curious about
how the political systems of these countries work.
Primary emphasis is given to the bases of political
conflict: what the main points of conflict are, how
they originated, hoi they are expressed politically,
and how they are reflected in institutions. Course
topics include the influences of the cast on
contemporary politics, the relationship between the
social structure and political cleavage, the forces and
groups that affect government policy, protest movements
(including the revolt cf Hay, 1568, in France), the
contrasting pxcgrans and 1olic~-es of the contending
parties, and the forces making for political change.
Course requirements include a aidterm examination, a
final examination, and a tern paper of approximately
3000 words en scae aspect cf pclitics in cne or acre of
the countries studied. An opticnal feature is the
opportunity to learn how to analyze data using the
computer. Instruction in hcu to use the computer is
provided for students who are interested, and survey
data for all fcur countries emphasized in the course
are made available. Coaptter work is not reguired; it
is purely vclan tary. (Pierce)
Government and Politics the Soviet Union. Two
courses in political science or peraissioa. of.
instructor. (4). (SS) .
This is an intensive survey of Soviet politics and
society, designed to provide stadests with a knowledge
of the structure and dynamics of gowenmeat and
politics in the USSR, and an understaaaing of the major
successes and problems of the USSR in politics,
econoaics, and culture. The coarse hegins with
consideration of tsacist political culture and hog it
affected the evolution of the Soviet state, and with a
survey of the fundamental tenets of Mar~iSa-Le~iniSm.
Against this historical and ideological backqrcund, the
course then moves to the politics of modetnization,
analyzes the dynamics of Stalinist totalitarianism and
of de-Stalinization, and then shifts to a topical
survey of Soviet government and politics today.
Subjects treated include institutions, the role of the
Party, elite politics, interest groups, nationality
problems, political socialization and public opinion,
and political dissent and change, Beadings and lectures
are emphasized, with sone filas shown. There are
aidterm and final examinations. A short bock review is
also required. (2. Gitelaan)
45& Xsraeli Societx Politics. [a). (SS) .
Based on the precise that a political system both
influences and is influenced by the social context,
this course will focus on the dynamics of this
relationship. Guided by conceptual themes central to
coaparative political analysis, the Israeli sociopolitical
system w i l l be analyzed as we look at
Zionism, political culture, the party system, political
elites and leadership, socialization, religinn ana
politics, multiethnicity within the Jewish sector, the
Arab minorities, women, the military, and the Israeli
economy. the course w i l l be geared to lectures although
it is hoped that class-size w i l l permit structured
discussion as well. Students w i l l be responsible for
mid-term and final examinations as well as for a short
research paper whose topic w i l l be arrived at in
concert sith the instructor. When possible, guest
lecturers w i l l share their special expertise with as.
Much of the course reading will he devoted to articles
and selected chapters in books. Among readings to be
included are selections from the folloaina; Sachar;, &
aistorr Israel: Xertzberg tea.), The-Zionist iieay
Fein, Politics in Israel; Aronoff, 6 Ritual
- the --- Israeli Labor -- w: S ~ w h a Isrsel: ~ Pluralism and
Conflict; and Eazelton, Israeli Women. (Green)
%& gas% & Africa; Petroleua
political Change. Pol. Sci. 140, 440, or 150; or
peraissioa of instructor. (4). (S3).
This course w i l l provide an introflnction to the
politics and societies of tke Middle East. This ?ear,
particular a-ctenticn w i l l be paid to Syje, the Pecsia-0
Gulf. the Fertile Crescent, and Iran. Our priaary
concern xi11 be t-ith processes of sociopolitical
change. Totfari this end, ne sill be lcokiaq at Islaa in
some depth. Seeking an understanaiag c; the ~ c l e of
Islam in Middle Eastern societies, we shall consider
those instances in which Islamic values have led to
generalized redefinitions of national goals. Other
themes of the course w i l l include the ailitary,
bureaucracy, education, political elites, women, and
issues of legitimacy. A t thesane tiae, attention sill
be - paid to the Banner ia which Westerners have
perceived the Eiddle East as well as to resultant.
misconceptions. Course requirements include aid-term
and final examinations as well as a short research
paper. Class size permitting, papers w i l l be presented
by students is class. Various asserts froa the
University coamunity w i l l be invited to guest lecture
as w i l l outside visitors. Readings w i l l inclade:
Hudson, Arab Politics; Said, Orientalis=; Akhavi,
Reliqion 2nd Politics s-mp&ar2 w: *Rahman,
m; Tachau, Pa1.t-cal Elites and Polit'cal
Develome& &IJ ~~-il~d&e- m; ?date&zy, myit--
Burdens 02 the PasL Options &&g Tuture. (Green)
--- 455. Governsent a Politics of China* (4). (SS).
The Chinese policy process is the core concern of
lectures and reading in Political Science 455. HOW are
policies formed and implemented in China? Who has aade
what kind of aecisions. how, why, and with what effect?
Be sill examine the policy-making arenas in China. The
course w i l l be taught primarily through lectures nith
supplementary readings on each topic. (Okseaberg)

a Problems &a & ga &L&&& Any 7GG-Ievel cozrse
in political science. (45. {m Bay be elected
for credit twice with persission if the
iiistrsctox.
This cocrse ail1 be demoted to the study of the
military di~ensicn in internatioflal politics and to
various problems of arcs control sad disaraaaent. Se
hill deal, in scae detail, kith the topics of the
strategic ares race, the trace- in ccnveatioia.1 a s ~ and s
nuclear proliferation; we sill place these topics in
their political as veil as ecorcaic contests and
discuss past attenspts and future possibilities for
dealing tit& then. Some tise w i l l also be ievoted to
matters of nuclear doctrine. (Kincic),
- 464. --- Public International - 3s. TKO courses in political
science or peruissior of instructor. (4l. (SS).
The ccuxse deals with the develop~eat, use and
lisltations of la% in intemat~oaal relations. Topics
iisclade: natore, sources and uses of customary and
treaty 12s; the making, interpretation ana termination
of international agreetents; international organizations;
states and recognition; tem-tiri; the
individual in international lax: jaejLsc3ictloa an3
ianunities; la* cf the sea; state respoaslbilitj for
xrungs to aliens; and the use of force. Instruction
ni.11 be chiefly by Iectares s.s.3. &iscussioa. Each
student; writes a short research paper. The course craie
is based ca the research pacer, asd @idtern and final
examinations. There are nc special grerecaisits's,
thonqh sose bark ia international polit-~rs 5a-e
usefal. The ccsrse may heic students crnsideri~g lag
schocl, as veil as ttose interested -sn zcteznational
politics. Tee assigned text is S!a. B Bisflop.
Inter~~a~mnsl a> p g z&erials (3rd eZ- 197?G
Little-Ero-l E! ,, updated k i t h gagli~ated naL-~- ~ i s i a
distr-ibeteCi 12 classa £ecc~mended -houqb act required,
&s LOUIS Henkin, &&igs '2nd ed. i979,
:olnisb.~a Init'ersity Press; papercaeii used as a tes~ i.n
the co~ise last yzar]. [Bishopj
This course is a sarfey of current directions sitkin
the literature of political develogaeat;. It focnses on
both industrial and dev€l~p! cocatries vifb a
sciiewtat greater eaiphasis on the latter. The coarse is
structcred axcti~d four ffiajcr theses: £1 the fors and
evolution of ~cdein states; (2) the role of agrarian
change as6 co~flict in political development; £3 the
significaace cf state-formation in "toe expassion of the
global syster and i4) the role of revolutionary
covenants and revclutic~arf chaege in political
development.. {Gar-60s.)
- 471. - The - keexican -- -- Foreiar P~oce-& Two courses
in political science or peiffiissioa cf instructor.
The course focuses on the content, context, and conduct
of American fcieign policy. Sow lectures ri.'1 deal
with generalizations on the subject, but others sill
eabody the case approach, hnericafs experience In
Vietnan, for instance, cots right across the three
di~ensic~s cited above and is a practical exaaple of
policy in action frcm Soos~velt to Carter. Tine w i l l be
de~oted to discussion. Eurinq the first period of the
course the texts are: Balttr LaFeber, isesicas Bassiat
& co&2 ?9&5-?S75 {be sue *Q uez the thir6
---
Oxder: 2merican Foreis J=sl&~ since the s& .&a an8
-- k~ezics mi Qs Morld, 158GR sn up-to-aate . i s of ~ ~
FOE&~~ Affairs which c a n n c ~ & purchased aatil the
course ha.s startedc One short paper iiill he required
late in the course--an exercise is +.he =king of
national secarity policy alcng the lines of. a addel
used in Sashingtcn. A miatern snd a final w i l l tie held.
{Fifield)
- ----- --
472- I ~ternatio~al Securit~ Affairs* Tuc co~rses in
pclitical science cr perraissioa of instructor.
in). psj..
This coarse deals vith efforts t o promote international
security in the contemporary global political system.
The effects cf nodera ve&fcn systemsa the evolution of
nilitary doctrine, the nature of alliances- and efforts
to achieve disarffianent and arms ccntrol and collective
The purposes of this coarse are straightforvard. It
assumes that a knowledge of Soviet foreign policy is
esseatial to being politically literate in the 1st
ouarter of the 20th century. It assuaes also that the
study of Soviet foreign policy is as il~portant
3inensioa o'f the coaparative stufly of foreign policy
becaase there are fnn&aaental gays in which the
political culture, political institutioas and social
structure of the Soviet Onion differ or have differed
froa political syste ss more faei liar to kaerican
coliege students. Sll staaents gill be expecteci to
denonstrate that they have learned how Soviet elites
carry on the dialogue of politics in the Soviet
context. There w i l l be an hour esam aad a final. Texts
w i l l inclute 3rzezhski* The Soviet Bloc; Zi~ffierman~
--- So~iet ~ers~ectives gg Intemationgzi Eelsfionsr a d
Hoff~ana and Fler0E The eonauct of scviet Foreiaa
P o (Zimixernan) ~ ~
-
Africa as ZE international subsystem: the foreign
policies of African states; aid and trade in African
international relations; race and culture in African
6iploaacy; alliances and aliqnnents 55 iiori4 policies;
tae politics1 economy of depsndezcy ,; liberc~ti-ox!~ si^d
deyelopmect. :Gordon]
This course fo,cuses on (1) the formation aaa satare of
public opinion and ease political parfcicipatioa and S2)
the links betseea p&lic opinian an6 participatioa a.a8
public policy. It sill faaiiiari-ze students sith sBi:Èe
sad other methods for geaeratieg opinioa aa3
participation 3ata. Particular atteation will be gives
to the effects of socio-econoaic stractsre, religion,
sex, personality, life cycle, faeily, peer grasp,
school, cork en~iron~eat, groaps, and political
institutions on public opinion and participation.
Coarse requirements include a final exaa (69%). ah%-
tens (20% or 40% GepenG-ing on if a research paper is
writtea), anS an optional research paper (30%).
[Langton)
The eighteenth ceatary sitnessea the rise of &ZC
iadiriZnalist political philosophy, amis aot
coincidentallyt also the foundi~g of the United States,
the first political co~sunity explicitly hased upon
that political philosophy. Political society; it. was
for the first tine contended, should leave the
individual free to pursue life, liberty and happiness
as he or she saw fit, with no authoritative oral or
religious guidance froas the society's rulers, bet it,
was (and is) not bclear what the quality of life '
chzracteristic o such, a society aould be: whether it
would consist nore of. political activity or passivity,
of self-reliance or confocaity, of social ccticarn or
selfishness. Is this course we w i l l s'tiidy the wcitings
of three Enlightenaent political philosophers, all of
whom were concerned with the quality of life in an
indi~idaalist society. Be w i l l read wocks of
Eoniesquieu g& S~irit a -1 Boasseau
[3iscm1rse on i& Oriqins of X ~ e q u an^? ~ l IBB), ~ aad
Rant (varioas short moral, political, and historical
essays}. The coarse eill consist of lectares sit&
frequent opportunities for pesticns and discussion..
Course requirements sill iaclude two five-- t.0 ten-page
papers and a final exaainatiion. (Schwartz)
G89- A&vance& Topics ig conkemDoX1 Folitical science-
Two &GO-level conrses in political science. (@),
fSS). Bay be elected for credit twice.
--
Political S~mbols. The taost fu~dame~tal sy~hols in
political system corpcise the political aytb, which
ayy
is
used to explain aad justify the distribution of poser.
This course provides an iatroductioii to the general
literature with an exaeinati.on of the A~erica~
political fflyth as it has been expressed in (ace
m~fiifiea by) recent events, iscladinq Watergate an6 the

A-
82 / EOLIIICAL SCIENCE
energy crisis, the foraal requirements consist of
several short papers analyzing case materials, a term
paper, and a final exam. Students electing the course
should hate scme background in social science at the
upper division level. (Brurner)
-L Underqradw 5eainaz & mlitical Qgeo~:
Permission of instructor. Intsaded for senior
concentrators. (4). [SS) . Bay be elected for
credit twice.
Section 000 Revisicnism This seminar w i l l exaaine
orthodox and unorthodox Marxism, vith empkasis on the
latter. Unorthodox schocle of Barxisa wiU be analyzed
not only for content and, there applicable, £om but
also for the contribution they nay aake to coatani~orary
thought. Be w i l l also pay attention to the economic,
political, cultiiral, etc., circumstances under which
unorthodox interpretaticns and strategies were
generated. Af ter some introductory lectures-, the course
ill be conducted in seninar style with some comaon
readings assigned to all students but nost of the work
done on individual topics. Students itill be graded on
the quality cf their partic~pation and the tern paper.
A prior general acquaintance with Barxist theory is
highly desirable. [fleyer)
Section QQ& I& Philoso~h~ Civil Liberties. In this
course we w i l l exaalne the nature of civil rights in
terms of the historically evolving norms and practices
of American democracy. He will study the conceptions
and claims of rights in eaily liberalism, the American
constitutional period, America before the New Deal (the
"substantive due process" era), and the various "rights
revolutions" cf the post-Sew Deal period [~ncluding the
Warren Court, and the rise of the npahli~ interestn
movement). Be m i l l be concerned with the relationship
between these concepticns of rights .and issues of
political econcm~, legal theory, and pol^L.tics.

The DepartUeEt of Psychclogy offers three regular
introductory carrses shich differ in £ocas psychology
170, Psychology 171, wd Esychology 172, Esychology 170
is offered as a natural science an6 stresses
experimental psychology; Psychology 171 4-s flffered as a
social science and stresses social psychology and
interpersonal behavior; Esychclogy 172 is approved for
social science distrituticn but treats both
perspectives uith about equal seight. Students my
elect Psycholcg} 170 and 171, but stltd-wts may not
receive credit for Psycholcgy 172 and either Psychology
170 or 171. Any one of the three courses metsthe
prereguisite requirement for concentxation an6 serves
as a ~rereq.uisite for advanced courses. Psychology 172
w i l l not be offered Winter Tens. 1981.
Honors stadents, and others with pesaission of the
instructor, ma? take Psychology 1-32 scs their
introductory course. In Psychology 192 %be coverage of
basic saterial is rapid, leaving soae Cine for
specialized tcgics.
170. rntro&ucticn & Ps~chclo~
&s 2 Natural Science.
Seniors AT peri~issicc cnly. Credit is granted for
both psych. 170 and 171; no creditgranted to.
those who have coapleted 172 or 19ZÃ Pawl. 170
may not be included in a concentration plan in
psychaloyy. (4). (US). Students in S~~chology 170
are reqi~iired to specd three, hours outside of
class participating as subjectuS in research
projects.
This course presents material about areas of psychology
which ecphasize a; stufly of the brain and hftbavior from
a scientific perspective. It does g& emphasize
psycltotheragy and n.entm1 illness, such are incladed in
psychclogy 17TÃ It does cover topics such as
pencaption, BÇÇCE aniial behavior, and' the huizan
h~a&tt"-as- a biclcgica-1 system. The course neetiings (4
~OBES. per wek) are divided into three activities. At
Zea& we, honrs per week w i l l be dewoted $c lectures by
the pco-fessor with all students fleeting .m one large
qsoeq.. Bost seeks, one hour m i l l he devo_ted to sho~hg
as titab, and doing demonstrations of ezper-lnents. The
f5aa.t hour w i l l be devoted to disctssions that are led
bx graduate teaching fellous in individuai. sections.
Because these are great variations a~oa.~-sectLons both
in content and in teaching style, studeats are
encouraged tc sit in on several different sections
during the first week or tio of classes before making a
final section choice. Drcpping and aflfliflg sections
within the course is easy, and students may enter an
officially closed section ky requesting permission froa
the section instructor. (Jcnides)
-%&.
~ntroducticn t~ &?s~chclo~
&s a Soczal science.
seniors .by persiissicc cnly. ~r%it. is granted for
hotk sfsfcsh-i ??a .a& v-^; no ccs¤.i.t-.sft-wt? to
those who. have com~leted 172, 192., or Univ.
Ccurse 189. Psych. 171 nay oot be included in a
concentra-ticn plan in psycbolog~. 14). [SS).
Students in Esycholcgy 171 are x.aguired to spend
three hours outside of class partcipa.ting as
subject's in research projects,
This conrse typically covers such totics as child
develapteat. interpersctal relations. social
psychology, psychopatholcgy, treatiumt approaches,
learning, remry, ~otivaticn, enoticn, j+rs

w2this the contest of a field setting- Students work in
various agencies. institotions, and orgaaizatians: meet
regularly with a facnltj sponsor to discuss and to
conceptualize their experiences; read sater~als which
are relevant ta their eaperiesces; and create soae fora
of written pioduct that icrtrays their experiences and
draws then all together at the end of the term. This
coarse is coordinated by a fatuity and student
coauittee aad kj the Ccmunit? Ssychology area. A
maximan of foci credit hcurs can be earned during any
one tern. Erircfime~t in tie field practicua coarse
depends on a typed, informal proposal planned in
collaboration with a Department of Psychology faculty
sponsor. The proposal is then subaitted to the
Coaaunity Psychology Office (L-424, Best Qnadranqle)
which evaluates the proiosal and deteraiaes which
students are admitted tc the course. Interested
students should contact the Ccmaueitj Psychology Area
or the Undergraduate Psychology Office for further
inforaation regarding descriptions. of coarse
requirements and procedures to folio* in registering
for the course. Obtain materials as early as possible
as it generally takes students one xe-ek to meet
necessary requirements in order to register for the
course. (Price)
33Q/BelS a Ps~chclo~
@
Int&odactosy
psycho1og.y or senior standing. 141. JSS) ,
Psychology and Beligion is primarily concerned with
those experiences which lie at the tasis QX r~eliqious
or spiritual life. The experience of the sacred in
Western and ncn-iiestern cultures is exaaiaed not so
much in an effort to explain it, and csxtainiy not in
an effort to explain it away, but rather in an effort
to appreciate the subtlety, beauty, and power of sach
experiences and the literature cr traditions which are
connected with them. The cocrse nil1 consider
psychological ~eispectives cn healing, diverse states
of consciousness, syslscls and representations cf nonordinary
reality, and tie nature cf spiritual
develcpaent. Scae attesticn w i l l be gives to the
diversity of practices which various txaditiors have
developed, including Western rationalls~. The course
enrloys a variety of teaching and leacaing ~0deS. There
are tvo cae and cue half hcur lectures and one one and
a half hour 6iscassion section per meek, and the
written assiqanents include keeping a lournal of one's
efforts to understand the reading material and other
issues raised in t'ae course. There fill be a final
take-hose esaa en the reading and lectors aaterial. The
reqairad tests include a survey of traiasprsonal
psychology by Eec 'iilbue, ~sycholo$ical studies by Jung
and Grof, essays by Huxley, gatis, and Stendl-East,
narrative accounts of Uiiktananda and Teild, aad three
novels. [B. Bane)
372- Intmd~ctis
$0 CoaausiQ Psvch020~~ Lntxoductory
psychology. 13). {SS).
The course coders several topics ahich haye become
identified with the ne-a field of cc~munity psychology.
These topics Include the concept of prevention as
applied to, psychological disturtance; problems and
issues in ccaaunity care of troubled individuals;
ecological and sociegclitical conceptions of
psychc-lcgical disorder acd alienation; methods of
planned social change: empirical analysis of human
service organizations; organizational dynaaics and
probleas of alternative institutions; and eapirical
classification of neighborhoods. In studyinq these
topics, special emphasis is given to salient valae
issues. Class fosaat includes readings,, lectures, guest
speakers, and diecussioas. The final course grade is
based on the number of ~ciirts accuaulated during the
tern in weekly short papers and exercises. The text
The course w i l l review family theories and their
clinical application. In addition, asaessaeat models
and research cn current issues in faaily nil1 be
presented. Both lectors and discussion f oraats jiill be
used. mo examinations and a paper nil1 be usea to
evalaa te st aflent perforaance. (Barbarin)
400-409. Special Pmblems in Ps~choloqv. Introductory
psychology. (2-4). (Eaci) ,
Psychology 402, 403, aad !i04 are offered Sintar Sera,
1981,
Ps-fchoIo= W2: mcholoay of Sexisa and Aqeisx. {3)
The purposes of this course are: 1) to dereloc a
psychological and social science perspective and
analysis of sexisa (the oppression of and
discriaination against individaals and groups because
of their sex, gender, or sexuality) and ageisa (ditto
because of their age); and 2) to carry out a real-norld
project to deal with sexisa and/or ageisa (outside the
class). The instructor focuses on the situation of
women and young people, because of his ova interests
and skills. Depending on the interest and knowledge of
students, there is also substantial work on old people*
gay people, and other groups that are victims of ageisa
and sexism. There are occasional lectures (by the
instructor, students, and guests), sovies, and other
class projects: but the major porticn of class tiae is
spent on discussion and reports about individual or
group real-world projects-planning, critiquing,
reporting results, etc. There are 'no examinations.
Because there are fen assigned readings, lectures, or
papers, students need to be capable of working
successfully with ainiaal super vision and without
deadlines. Evaluation is based on the project, class
participation, and a "service projectn of use to fallow
class meabers. Coapletion of all the requireaents w i l l
result in a "BW grade. Superior work w i l l raise a
student's grade, while failure to coapiete the
requirements w i l l lower it. (Hefnes)
Ps~choloqy 403fXeliq.
Personalitx =& Reliqious
Dex+elopmeg&. (3). This course is designed tn help
students explore the psychological and religious
dimensions of personal change and growth. lectures w i l l
focus first on anderstanding various conceptions of
haaan developaent including Freud's personality
developaent, Junqss process of individuation, Erikson's
eight stages of man, and the Eastern systical view of
sadhana or the spiritual journey. Particular attention
w i l l be paid to stages of the life cycle sach as birth,
infancy, the adolescent identity crisis, the mid-life
crisis, and the experience of aqiag and dying.
Secondly, the lectures sill take a topical approach to
spiritual and psychological experiences of great
significance; aeSll consider Silliaa Jasss on
conversion and the take-bora soul, Baslow on peak
experiences, Tillich on being, anxiety, and courage,
and Jung and Perry oa sadness and systicisa. A fchiri
course focus w i l l evolve in saaller weekly section
meetings and more personalized reading and writing.
Here theobjective is to grow in understanding one's
ova life. First we'll read and present to the group a
spiritual autobiography such as the life of. Sandhi,
Thoaas Bertoc, Carl Jung, or John Lilly. Then negll
write our own spiritual autobiography in ahole or La
part. The final paper w i l l be an ctgortunity to reaork
and personally integrate selected, course sea-din*
Sidterm and fists! exaas sill be based on preparea
questions, and each w i l l cover half of the coarse-
(J. Bann)
Ps~choloq %& tionvezbal mganication. !3). This
course explores the ezpeiinental and theoretical work
on nonverbal coaauaication. Topics w i l l iaclaie
paralanguage, kinesics (boay aoveaent) , proxenics
{personal space), territor~ality, facial and emotioaal
expressions, cross-cultural and sex differences in
nonverbal expression, interracial interactions and
deceptive and discrepant coa~unication. lectures and
discussions focus on the social psychological
iaplications of noa~arbal behavior. Prior courses in
psychology and eleaentary statistics are helpful but
not requires. Students sill be required to sub&
weekly one page discussion questions, participate in a
group presentation and take a final exam. Required
texts: Knapp, B., Nonverbal Coa~unicaticz in Euaan
Interacti~n: qeitz* S., Bonverkax ~.sunication-:
Readin= Coaaentarx; Eall, E.T., Bidden
Dimension and a Sileni Lanqaaqe; Goffuan, L,
---- Relations *g Public or &gsatation g$ Evervdax Life. Eeccs~~eaded: Eosenthsl* R., Skills a
Enverbalxm~unication. Other required readings w i l l
cow from psychological journals. [L. coleign)
-@IS. Advances Laborator1 ig w p a t h o l s Psych. ~ 575
and permission of instructor. (See IS1 Course
Guide for policies in different sections.) (3).
tSS1.
Section m. This course is intended ?is an aavanced
laboratory experience focusiag on dynamic theories of
psychopathology and related psychodiagncstic and

psychothecapeutic aethods. Emphasis is on the raw data
of psychopathological difficulties, tAe kinds of
gcesticns clinicians raise about these difficulties,
the tocls and methods ty which thej attempt to
understand them, and the todes by ihich they interpret
and apply their naderstanfling therapeutically.
remission tc enroll may Ie obtained from Doris Strite
in the Undeigraauate Psychology Office {K-106, Best
Quadrangle). Enrcllment is limited to twenty students
who are graduating seniors. The goals of the section
are (1) to acquaint students with the various modes of
clinical inference, action, and research among
professicnals engaged in the practice of
psychotherapeutic intervention ; and [2) to provide
students sith a direct supervised experience which
elucidates the dynamic theories of the genesis,
meaning, and treatment of psychopathology. These goals
are implemented by a practlcna experience in wh-ich
students are expected tc spend at least two hours a
week in a psychiatric nard of tbe Beuropsychiatric
Institute at University Hospital. An additional hour
each week is spent in a nesting with a representative
of the regular ward staff. There are weekly two-hour
class discussions which corcentrate on integrating case
material, assigned readings, and ward experiences.
There are outside resource speakers, written reports,
and a final exaiiaation. The course grade is based on
the final exan-ination, mitten reports, and on each
student's invclvement as reflected in the practicum
experience and class discuesicns. [Heitlez)
--
Section 002. Coerses is Pyschopathclogy are helpful for
students enrolling in this section. This course focuses
primarily on research eethods i@ clinical psychology.
Includes both a wide range of problems such as
epideaiology, etiology, stress variables, efficacy of
interventions, prognosis, and follot-up; and a
substantial array of nethcdcicqical appl~acbes such as
naturalistic, experimental, qualitative, and case file.
Goals are to assist students to acquire competence as
investigators,, broaden students1 appreciation of the
wide range cf clinical research nethcds, increase
student sophistication as critical readers of
psycholcqical research, and acquaint students with
value issues and pragmatic considerations relevant to
clinical research. This section a ~ Q L include
patient care or contact. It is particularly suitable
for those students planning to enter graduate doctoral
prcqrams in clinical psychology, or seeking to enhance
their research training while explorlnq various mental
health careers. The section format includes classroom
lectures and discussions, with enphasis upon
collaborative class aualjs-~s of research problems.
There are required course readings, special research
exercises, and a small scale superv.ised research
project. So nidterm or final exa~ination. Grades as
w e l l as continocus evaluation are based cn a series of
exercises plus the final research project. Please note
bfferences kstween Section 002 and Section 001.
Graduating senior status is not necessary to enroll in
Section 002. Coirple te course materials for this section
a~ailahle at tfre clinicri, Esychelvqy Area_ office (K-iÈ1
Lloyd, Best Quad). [Cain)
uL Ph~sioloqical &y&cAcgy= Psych. 170 or the equivalent.
Introductory Biology,. Zoology, or
physiology strongly recominended. (3). (NS).
This lecture course surveys the field of physiological
psycholcgy, eaphasizing the study of central nervous
mechanisms of behavior, cognition and perception.
Following background lectures en oeurophysiology,
neurophariacclcg~ and netroanatomy, the course w i l l
deal with neuroiechanis~~ of sensory processes and of
motor ccntrol (iovenent and posture). Other topics
include brain nechanisms of sleep and vakinj states,
notiration, emotion, learning and meaory. (Such of the
material ccses from studies e~ploying animais. Bowever,
whenever possible, research dealing with human brain
function and behavior w i l l be discussed, as i n topics
dealing with the neuropharmacology of psychiatric
disorders and specializaticn of function in each of the
cerebral hemispheres. Prerequisites include
Introductory Psychology and Zoology CE Pb~sioloqy.
Several objective ezaminations -ill be given during the
term, as veil as a final examination. (Butter)
--
Q35- Sensm ~anctioris~ Psychm 770 or the equivalent*
and satisfactory performance ca an examination on
the rudiaents o f ticlogy. Studeats who have
credit for Biol. 100, Bid. 105. Bi-ol. 112 and
Â¥ni (or tie equivalent) or Pfa~siol, 101 are
exempt SICE the proficiency examination. (3).
(US) -
This
course studies how ue know what goes on about us.
Students are assumed to have had an introductory course
in Psychology, and soae knoitledge of biology and
general science. Lectures, discussions and
deaonstcdtions w i l l be demoted to the huean sensory
systems concentrating on chemical senses, hearing and
vision, although ether senses w i l l be briefly treated
by way of contrast. Written evaluation of progress w i l l
be ~ a d e by aidterms and a final examination. Eequired
texts: Sensory Processes, Alpern, Lawrence and Rolsk,
Brooks/Cole, 1968; Vision gn6 the EE, K.H. Pirenne,
Science Paperback; Fundamentals gg Eearinq, Xost and
Nielsen, Bolt, Einehart and ginston. (ilpern)
Eotivation and Behavior.
(3). (SS).
Introductory psychology.
This course presents a coatesporary view of the
dynaeics of action and eaphasizes human achievementrelated
motivation. It stresses the ~otivaticnal
significance of individual differences in personality.
It shows how moti~ation influences efficiency of
performance, sometimes detrimentally, and how this
factor has been ignored in the use of mental tests.! It
anticipates the future directicn of motivational
psychology. Lectares and readings (Atkinson and Birch,
&g Intzoductioa to Motivation: Bexisea Edition* 1998)
folios a topical outline, final grade based on several
exans and short essays. Lectures and discussion
sections. [Atkissa 2)
-- 443. Psychol~ a Lnkiriq. Introductory psychology.
t3). (SS).
Recognizing patterns in a complex and uncertain world
is extrenely difficult. The fact that people do it so
well is an amazing acconplishnent. The course begins by
looking at some ways this iapressive feat might be
carried out. To solve this theoretical challenge it
turns out to be necessary to lock at the way people
acquire and store knowledge about their environment.
The knowledge people have (and the way it is organized) "
provide a way of looking at net only hcs people
recognize patterns, but also how they think and solve
problems as well. Class sessions are soeewhat
disorganized discussions. The reading list is extensive
and doing the reading is essential if *hat goes on in
class is to make sense. Grades are based cn a miatern,
a final and a one-page paper that attempts to summarize
the pcinc~ples learned in the course. In addition to
diverse reading in the library, there are three
required texts: #. James, Ps~choloc?~ Briefer
Course; E.E. Eayer< Thinkinq aria Problen Solvinq; and
E.1. Posner, goqnitiox hn Introduc&~n. [S. Kagla~)
--
-
448- Learning & Meaorv. Psych. 170 or the equivalent.
(3)- (NS)
- The course till cover a broad range of topics in the
erea of hanan learni-ng and awoiy, inclufl-Lng-icoad-c.
memory, working mesory, long-term memory, retrieval and
forgetting, and inductive learning. The textbook w i l l
be Enman Memoq (2~d edition) by 3. Klatzky. The course
w i l l aainly involve lectures, but class discussion w i l l
be encouraged. Grades will be based on two midterms and
a final exam. &n optional tern paper Ray be written.
(Kol~oaic)
-- 452- Ps?chol~ 22 Personalitv. Introauctory psyciwlogy
and upperclass standing. (31. SSS) .
Eajor approaches to the understandi~g of personality
w i l l be reviewed and analyzed. Personality w i l l be
discussed as a concept, a field of studye and a basis
for intervention to ameliorate social and individual
problems. Lectures and discussion. Beauire3 croiect and
~xaminations. Text: Corsini, Qittt ie&ona.lit~
T i e s . (Sechrest)
- 454* Analysis gg Znterpersonal Eehavior. Intro~uctor~
psychology. (31. (SS) .
She parpose of this course Is for stcdents to gzin an
understanding of interpersonal relations as they
develop in an unstructured qroap setting, 4s seabers of
the group, students observe and attempt to u~derstani
the processes of their osn gronp. that caused the grcsp
to take the tern it did? Why is its mocd fiiffereat
tobay? ghat corm are enerqing? Rho are its leaders--
foraal and inforisal? ghat myth, fantasies, or
assumptions seem to underlie group soods or behaviors?
Bhat role does each of as play is the group? these ass
same of the auestioas we try to answer. In brief
pla.na.eQ sessions strdents analyze the previoes session,

86 / ESYCHCICGY
and apply concepts and insights froa the literature on
groups in the effort to understand this group's distory
and development. In longer unstructured sessions
students interact and reflect on the process. Three
papers during the tern each include: (1) an analysis of
a third of the sessions* key events, meanings, myths,
mood shifts, norms, leaders, etc.; 12) further analysis
of these sessions in terms of theories and concepts
from readings; 13) an analysis of one's can part in the
group. Psych 454 prorides in depth, experiential
learning about groups through participation in a selfanalytic
group liaited to twenty people. [J. Bans)
- 459. Ps~cboloq~ gL &&ggz Introductory psychology.
Credit for Psychology 459 is not granted to
students who have earned credit for Course Bart
363 [Dinensions of Hunan Aging), Public Health
595. or both University Course 435 and Education
H520. (3). (3.5). laboratory fee assessed to
defray the costs associated with field trips.
This course covers aajol behavioral changes in
adulthocd and old age. Special emphasis is given to
such topics as changes in biological functioning
including sensation and perception, cautiousness,
riqidity, and speed of response and changes in
cognitive processes including intelligence, learning,
memory, and protlea-sol~ing. In addition, psychosocial
aspects of adulthood are discussed. These include
family roles, work roles, use of leisure tiae,
personality and adjusteent, psychopathology and
treatment, and dying, death, and grief. The course also
considers ervironnental facilitation of psychological
adjustments in cld age. Students do assigned readings,
projects, class exercises, and take an examination.
Projects include interviewing an elderly person.
visiting a residential center for the elderly, and
writing a research paper. (BcKeachie)
$66 Gmg~ Bebavior ig Qzqanizations. Introductory
psychology or permission of instructor. (3).
(SS) .
This course is designed to help students understand the
nature of behavior in groups within organizational
settings. It is offered as part of a series..of courses
which include Psychclogy 363, the individual in the
organization, and Psychclogy 565, organizational
systems. Topics include the natnre of groups, group
processes, leadership, conflict and cooperation, and
other related areas. Emphasis is on the application of
qroup ccncepts to organization environments. The course
is oriented toward behavioral or experimental learning
with emphasis on developirg ccncepts frca lectures and
in-class experiences. Student evaluations w i l l be
determined by a combinatioz cf written examinations and
qroup exercises. Reading material m i l l come from
leading textbooks and relevant journal articles. (La
Roccoj
uL Deviant Indi~id~al. Introductory psychology.
Psychology Department prefers that concentrators
elect Ps~h. 575. Hot open to students with
credit for Psychology 575. (3). (SS).
This course deals with disturbed behavior, its sources
and treatment. It begins with a general theory of
personality and its dysfunctions, then discusses the
major foras of disturbance: the p ~ y ~ h ~ n e ~ r ~ ~ e ~ ,
psychoses, addictions, sexual disorders, and so ona It
concludes by ccnsidering gsychctherapy and other forms
of treatment. There nill be two aid-semester
examinations and a final, utilizing both objective and
short-essay questions. There ail1 be two lectures and a
discussion section each meek. as w e l l as voluntary
revies sessions before each exaaination. (Adelson)
- 481. ?s~choloq~ of International aelations.
Introductory psychology, Soc. 100, or Pol. Sci.
460 or 46 1. (3). [SS).
The purpose of this course is to increase understanding
of peace and %ar, world development, and international
relations, particularly eaphasizing a psychological and
social science perspective. The methods for doing this
are unique. The course focuses on the world role of the
People's Republic of Chira in order to break into the
narrow and biased. "Americacw goin't of view that we all
start with. Group and indivifiual student projects deal
vith docestic or international topics about China.
There are occasional lectures (by the instructor,
students, zed guests), sovies, and other class
projects; bat the major scrtion of class time is spent
on discussions and reports about projects - planning,
critiquing, reporting results, etc. Students have
options to work on topics of interest to them, and in
the choice of type of pro ject--library research,
survey, action program, etc. There are no examinations.
Evaluation, is in teras of the project, class
participation, and a "service projectn of use to fellor
class aembers. Because of the lack of assigned readings
or papers, students need to be capable of working
successfully with ainiaal supervision and without
deadlines. Satisfactory completion of all the
requirements w i l l result in a *Bw grade. Superior work
w i l l raise a student's grade, while failure to coaplete
requireaents w i l l lower it. (Eef ner)
486fSoc. 486. ltt'tades & Social Behavior.
1ntroductory psychology; or senior standing and
permission of instructor. (3). (SS) .
The course provides a survey of research on attitude
and belief formation and change, ¥wit special eiphasis
on the role of inference processes in producing beliefs
and on the role of social influence in altering
beliefs. The question of people's awareness of their
beliefs and inference processes is discussed at length,
as are questions of the degree to which, and the manner
in which, beliefs influence behavior. Psychology 280
and a statistics course woald be helpful, but not
essential, background. Lecture is the format;
evaluation is based on a midterm and a final. [Nisbett)
S~ecial Problems & m&oloq?. Introductory
psychology. (2-4). [Excl).
psycho lo^ 502. Section &g= BistoricaL Approaches
-- to && study of Personality. The aim of this new coarse
is to promote your ability to anchor theoretical ideas
about psychodynamic functioning and life-historical
development to the concrete examination of particular
lives. It is both an exercise in the application of
theorizing to biographical materials, and an effort to
reflect upon the Banner in which thematic inquiry upon
life histories generates certain ways of
conceptualizing the continuities and discontinuities of
inner, experience and relations with others. The seminar
w i l l focus upon meticulous study and discussion of
"casen materials. There w i l l also be lectures and
readings in theory. class participation and extensive
reading w i l l be expected. Student evaluation w i l l be
based solely on completion of a substantive paper
dealing with biographical investigation in relation to
a selected theoretical issue. Students w i l l be required
to purchase two or three paperbound autobiographies for -.
use in class. Enrollaent, which is by permission of the
instructor and limited to 15, w i l l be restricted to
upperclasspersons and graduates with an adequate
background in personality psychology. Although not
specifically a clinical course, this seainar might be
of special benefit to students considering a career in
the mental health fields. (Barratt)
- Psyct~olo~ 502. Section xi& Evolution of Ne~otisn.
Hepotism, defined as unreciprooated assistance provided
to individuals on the basis of kinship (genetic
relatedness), w i l l be considered within the framework
of evolutioaary biology in this discussion-format
seainar. Ve w i l l begin by discussing Hamilton* theory
of kin selection, its adifications and criticisms, and
then proceed to discuss empirical studies on a wide
variety of animals (e.g., insects, birds, aaaaals,
primates, humans) that focus on topics such as alarm
calls, cooperative breeding, systeas of kinship
aoaenclatare, and patterns of inheritance of wealth.
Faniliarity with basic principles in evolutionary
biology is assumed (e.g., Psych. 430. 2001. 475). A
course pack of research articles in aniaal behavior
nill be read with each class session devoted to the
discussion of particular articles. Each student w i l l he
responsible for coordinating one such discussion. In
addition, student evaluation w i l l be based on one tern
paper and participation in class discussions. Two hours
of undergraduate or graduate credits are given.
Permission of instructor is required for adaission.
(Holaes)
--
503. S~ecial Probleas in Ps cholo - Advanced
&@oratory- 1ntroducGry ~sycho~~~y. [2-4).
(Escl).
This laboratory course w i l l explore some of the -aajor
transforsatlonal procedares of tha Eastern and Bestern
esoteric traditions: hatha yoga as pestare; cle-velopen-t
of special nodes of breathing, aeflitatioa, chaatJng,
and self-awareness in the coarse of daily activities.
The pziinary text w i l l be x& Project by 8ilbere
bat other readings w i l l be assigned. The reguireaeats

WINTER TEEM 1981 / 87
include an hoar per day of practice, including writing
in a log, and three papers examining one's own
experiential research and its relation to the reading
material and course discussions. The prerequisites are
Psychology 370 or 403, Religion 369, 371, or 424.
Persission of the instructor is necessary and can be
obtained at 554 Thcapson Street (Comer House) on
Fridays from 1:30 to 2:30 p.m. She lab w i l l meet on
Hondays and Wednesdays from 3:00 to 5:00 p.a. (a. Bann)
a Advanced Laborator1 b m arative P 2 ~ h - m
Psych. 430 and 'penission of instructor- (3).
This course is designed to train students in the
observation and quantitative description of behavior in
order to understand its adaptive significance. Earwin's
theory of evolution by natural selection rill provide
the theoretical basis for the interpretation of
observed behavior. Several animal groups w i l l be
observed (e. g. ," insects, fishes, birds, manaals,
humans) during laboratory and occasional field
(outdoor) exercises. Exercises w i l l consist of a short
introductory lecture and a longer "hands on" lab in
which naturalistic behavior (e.g., aggression,
courtship, feeding) w i l l be observed and recorded. A
journal article related tc each lab w i l l be read.
Student evaluation w i l l be based on meekly lab reports,
and a research design Faper on some topic in animal
behavior. [Kclmes)
Course reguiresents include several brief assignments
and a final paper which is a for~al presentation of the
final research project and its results. Required texts:
F. L. Geisr personal it^ Research Sanual; P. Zirhardo,
Shyness. (Morris)
--
533. Human !Zeuropsvchol&v. Introductory >sychol'ogy or
persission of instructor. (3). WS) .
This lecture course deals prisarily with the cognitive
and behavioral effects of dysfunction of the hcaan
central nervous system. The first part of the course
w i l l briefly review basic neuroanatoay,
neuropharmacology and neurophysiology. This w i l l be
followed by an introduction to the neurological exam,
methods of neurological diagnosis, neuropsychological
testing and neurological disorders (including vascular,
demyelinizing and infectious diseases, tuaors,
epilepsies and congenital anoaalies). After this we
w i l l examine the concept of cerebral asymmetry and the
disorders of language, learning and meeory, perception,
personality, visuo-spatial functions and motor control
which result from human brain damage. A discussion of
possible sex differences in brain organization and the
use of psychosurgery in treating psychiatric disorders
w i l l also be included. Although we w i l l concentrate on
the effects of human brain daaage we sill attempt to
integrate relevant data from the "aninaln literature,
as well as studies with normal human subjects. Grade
based on objective type exams. (Robinson)
512. Advanced Laboratorx ig Botivation =& Behavior.
Stat. 402 G i 300, and prior or concurrent
enrollment in Psych. 442. (2). [SS).
This advanced lab is designed for students sho hare
already taken Psychology 442. It w i l l emphasize
computer si~ulation of salivation aad the role of the
computer in gianning em~iiical investj.gations and in
spelling out the behavioral implications of the theory
of notivation. Each studect w i l l have an opportunity to
explore sons urresclved ~roblem at the frontier of the
science. The work w i l l culeinate in a report including
the design for an empirical study and dan for
statistical analysis of expected results. Background in
computer prcqraitiring is helpful but not required.
Students with unusually strong academic records ray
request per~issicn to take this lab concurrently with
Psycholcqy 442. (Atkinson)
516.Goc. z& Advanced Iaboratogl & &ttitudes g@
---- --
Sccial Behavior. Stat. 402 or 300, and prior or
concurrent enrollment in Psych. 486. i3). (SS).
Students mock in small grcnps. Find a problem that they
truly care abcut. Construct an siainsl experiment in
that area. Invent original ways to measure behvior. Do
quantitative measureaents. fire graded on their uoik
throughout the semester. Absolutely aast attend &I1
class sessions and must work about six hours a week
with their grcup members outside of class. Statistics
402 meets the statistics prerequisite. [Ezekiel)
51 7. Ad-n L-tgl &g Develocmental gs~~zel-
Stat. 402 or 300, prior cr concurrent enrollment
in Psych. 457 and/or 459, and permission of
instruc tcr. (3). (SS).
This course ~iovides training in the skills necessary
to conduct research in developmental psychology:
investigation cf the cognitive, social and emotional
development of persons. This is a laboratory course;
students are engaged in the design, data collection,
analysis, and write-up of developmental psychological
research. Tuesday meetings are lectures and discussions
covering research issues and methods it developmental
psychology. Thursday meetings are workshops concerning
the different research projects. three to four
different research projects w i l l be conducted
(involving different methods and different-aged
subjects). Evaluation is based pritarily on
participation in the research projects and written
reports of this research. There is one exaa covering
research methods.
519. Advanced Laborator1 in Perscnalit~. Psych. 210,
Stat. 402 or 300, and prior or concurrent
enrollaeat in Psych. 452 or 559. (3). [SS).
This course provides an opportunity to carry out
research in personality. Ttere are weekly assignments
during the first part of the course leading up to the
design and execution of a small group research project.
552% Chila and the Institution: Fracticum. Prior or
concurrent enrollment in Psych. 452, 457, or 475.
(3). (S3) laboratory fee assessed to defray the
costs of field trips.
Students in this course are assigned t o an institation
in which they w i l l work with a grcup of children on a
we@kl~ basis. There are also weekly class meetings to
provide for the discussion of relevant aaterial and for
group supervision opportunities. fissignaenfcs include
readings about children and institationaiisation,
weekly logs, and a final paper. (Hagen)
--- 558. Ps~choloay a Ado~escence~ Psychology
concentration and psych. 053 or 457; oc
peraission of instructor. (31. [SS).
This course ifill offer a developmental-clinical
orientation to the study of aflolescence. Be w i l l spend
the first half of the senester exploring the
physiological, cognitive ami psychosccial co~co~itants
of noraal aaolescent developaeut i n the context of the
whole life cycle. The psychoanalytic theory of
adolescence and relevant research literatures w i l l be
examined as well. The second half of the setester w i l l
be devoted largely to the study of deviations from the
norm in adolescent development; i. e., psychopathology
and psychotherapy of adolescence as well as noraai
subcultural variations. Guest speakers and tilts in
this half of the course w i l l offer supplementary
clinical case material to the readings and earlier
lectures. The *labn section of Psychology 558 invol~es
each student working on an original research report for
which he or she has integrated theoretical material
with interview data on a topic of individual interest.
The instructor sill provide ssggestions and additional
consultations as requested for this project which
counts both as the term paper ana as the third class
hour per week. The remaining two weekly class hours are
devoted to lecture and discussion supplementary to a
variety of primary source readings and fiction dealing
with adolescence. In addition to class attendance the
course requirements are comprised of the aforementioned
research project, a midterm, and a final take-home
examination. The course is open to those concentrating
in psychology with a prerequisite of psychology 453 or
457; to graduate students as a cognate selection; and
to others by peraission of the instructor. (Hatcher)
565. Organizational Svstems. Psych. 363 or the equiva- -
lent. (3). (SS).
This course is oriented toward description snd theory
of organization-level activities including:
structuring, probles-solving, and inpleaentation of
technologies. Prom the perspective cf organizations as
systems, this course w i l l cover issues such as:
adaptation to environmental change, organizational '-
change and innovation, and growth. The course w i l l
involve lectures and discussion. Grades w i l l be
determined by performance on a midterm, final eim,
five-page term paper, and class participation.
(Bousseau)

a -onmental Disturbances of Childhood . Pgych.
452, 453, or 457; and Psych. 475 or 575. (3).
(SS).
This course focnses on basic knowledge in the field of
children's developmental disturbances and includes
basic points of view, selected syndromesB and
etiological concepts. It suggests fruitful ways of
analyzinq and ccnceptualizing issues and data in the
field, also alerting students to gaps in our kncwledge.
In addition, the instructor hopes to communicate an
inner, affective feel fcr the phenomena of childhood
disorders, to interest some students in this field as a
possible profession, and to encourage others to
incorporate certain knewledge, attitudes, and ways of
approaching issues into their own fields. This lecture
course includes assigned readings and practice
exercises. Student work is evaluated on the basis of a
aidtern and a final examisiation as sell as an optional
special project or tera paper. There are optional
special sessions which include films and clinical
presentati~ns. Text is Jane Kessler, ps~chopathology &
Childhood: numerous additional journal azticles and
book chapters are assigned. Complete course materials
are airailab le f cr review at the Clinical Psychology
Office (K-4 17 Lloyd, Rest Cuadrangle). (Cain)
5- The Clinical Pe~spective~ Psych. 452 and
psychology concentration; cr permission of
instructor. (3). (SS).
Psychology 574 is a small seainar [liait of 20) for
junior and senior psycholcgy majors who think they
might be interested in a career in clinical psychology
or a related field. The student is expected to have a
general psychology tackground, including
psychopathology. The purpose of the seminar (which
includes reading , class discussion, papers, clinical
diagnostic intervieuinq, and a final) is threefold: {I)
allow the student to consolidate his knowledge of
psychology and apply it to real clinical materials; (2)
to develop the student's capacity for aaking
disciplined clinical inferences; and (3) to introduce
the student to the realities of training and work in
the profession. fLohr)
291- Honors XI1 and & Psych. 39a and permission
of departmental Bcnors Co~mittee. (3 each).
[EXCl ) .
Only Psychology 590 is offered Uinter Term, 1981. The
purpose of the course is to guide students (1) in
formulating their individual research for the honors
thesis, and (2) in designing procedures for carrying
out this research. There m i 1 1 be a seminar for the
discussion of common probleas plus individual
tutorials. The students w i l l be evaluated on the basis
of a tern paper describing their pxocess in respect to
the above tuo issues. [Burnstein)
Courses &J ps?cho&gq=&& and Bearing Science
JDiv~sion 2 a
A s the title indicates, S 253 is concerned with
disorders of hunan ccmmunication. It is designed to
~rovide information concernina the characteristics of
the disorders and their etiologies. By the end of the
term, students have basic information regarding the
characteristics and causes of delayed language and
speech develcpient, articulation ffisorders, voice
problems, stuttering, cleft palate speech, speech 'of
the cerebral palsied, effects of hearing loss on speech
and language, and aphasia. Detailed descriptions of
diagnosis and therapy for these disorders are covered
in suceeding courses. Students also are introduced to
an over~iex of the ~rofession; the training necessary
to prepare speech-language pathologists and
audiologists tc ~rovide clinical services; and various
emulovaent cossibilities- The assianed text for the
co&& is s&ech. &anquaae* a aearGq, by skinner y d
Shelton, Addison-Sesley Co., 1978. Students receiveassigned
readings and are required to observe
evaluations and treatment. .in the Communicative
Disorders Clinics. Evaluation is based on quizzes, a
midterm examination, and a final examination. Course
procednres include: text assignaents, lectures and
recitation, observations. slides, movies and audio- and
video- tape presentations. (Daly)
a ~ntroduction & &udiolo% SHS 253 and 264. (3).
Introduction to iudiology is the first course in the
undergraduate-graduate offering in Audiology--the study
of hearing and hearing disorders. It is a surve? course
which reviews in depth "the basic audiological battery
of f1) pure-tone air-conduction thresholds ; f2) puretone
bone-conduction thresholds; (3) spondee
thresholds ; and (4) discriaination efficiency. In
addition, audiological interpretations are aade on case
observations, broad disorders of hearing are reviewed,
and an overview is aade on aural rehabilitational or
remediational approaches for subjects with irreversible
hearing disorders or deficits. Included in the
intervention discussions are hearing aids, hearing aid
evaluations and the role of aaplification in the
remediational process. (Tait)
Courses & geliaion fDivision
202/Chinese 22O/Asia& Studies 220jJa ~anese &&
?ntroduction Q geliaionsg =& .& mt
&&& J4) . (HU) .
See Far Eastern languages and Literatures: Chinese 220.
(Goaez)
See Bear Eastern Studies: ABS 281.
(Bailey)
A general survey of the religious experience of ifro-
Americans, concentrating on developçent in the
religious life of black people in America. Various
religious impulses within the black corunity w i l l be
studied, including traditional Christianity, Zslaa,
Judaism, cultic Christianity (as expressed in the
various Pentecostal movements) and other mo~ements
which have been described as "personality cultsn such
as those led by father Divine, Daddy Grace, Prophet
Jones, and Rev. Ike. A brief survey of the traditional
African approach to religion is given as a background -
for a proper understanding of the nap in which the
introduction of Christianity affected African people,
followed by a study of the development of religion
among black people in the ante-bellum America. A Study
of black religion since 1900 w i l l explore the social
and political cross-carrents which led to the rise of
separatist religious groups early in the twentieth
century. The role of mainline churches and their
success or failure in translating the needs and
aspirations of the black community to the larger
society w i l l be studied in relation to the civil rights
struggle of the 1960s and the development of new
social-action oriented religious move~ents. The course
w i l l conclude with an exploration of black religious
moods in contemporary society. (B. Biles)
zL Contemwran Xssueq & Science and Reliuiom. (4).
(HU)
Scientific discoveries throughout the modern period
have challenged traditional religious values.
Typically, the religious posture has been defensive,
and scientific discoveries continue to erode the very
foundations religious faith. This course w i l l
examine th:'challenge uhich mdern scieiitifLc
disciplines, ranging from Bewtonian mechanics to
sociobiology, present to traditional values.
Â¥Hi course w i l l begin with a historical surveyfi
beginning with the Sixteenth Century astronomical
revolution, and w i l l examine the philosophical ant
theological implications of Heiitonian mechanics. As the
conception of the universe changes, man is relegated to
the role of mere observer of a vast world-machine. Even
the confidence in the clarity of man's rational vision
is underlined by the scepticism of Hume. Finally, the
ideas of Darwin coaplete the scientific revolution: Ban
the rational observer of the Seventeenth Century is
reduced suddenly to a product of a meaningless, honever
dynamic, evolntionaryprocess. The course rill consider
briefly how modern existentialism attests to the
growing sense of alienation of man from the traditional
centers of value. which have lost credibilitr, largely
as a result of the scientific revolution.

WIHTEB TERM 1981 / 89
Once the historical challenge has been put into
perspective, the course w i l l concentrate on the
similarities of and differences between the respective
aethods and goals of science and religion. So what
extent must faith be "scientific," and to what extent
must science be "faithfulw?
The last part of the course w i l l deal with
constructive questions: BOW is the Judeo-Christian
tradition to understand nature as tie creation of God,
when science has demonstrated and requires the complete
autonomy of nature? Is it possible to be both
scientific and faithful in any meaningful sense?
Course reguirenents, including a midterm and final
examination, as well as a term paper, w i l l he based
primarily on lectures and discussion. Since the course
participants w i l l come ficm disciplines as diverse as
engineering and English, the instructor, in conference
with individual students, till deteraine hoii the course
requirements can be best adapted to the goals of the
student. (Hartman)
a Studies in g& Hebrew Bible 1OU Testament). (4).
(BU) .
This course is an eclectic investigation of the Hebrew
Bible tcuching en its backqiound, structure, history,
contents and meaning. The focus of the course is on the
interpretation of this cospus of literature in light of
the history of the people who wrote it. The objective
is t c provide students with the knowledge and skills to
understand and interpret the Hebrew Bible for
theeselves. It is designed for undergraduates in all
disciplines and areas, and intended to acquaint them
with scne aspects of the Bible which have figured so
importantly in the religions and cultural history of
the Western Wcrld. Although the course w i l l deal ~ i t h
historical, literary, anthropological, archeologicalt
and sociological aspects tc some degree, the particular
approach offered here w i l l not focus on any one of
these aspects ttt w i l l attempt to bring all of these
disciplines tc tear on the literature. (Freedman)
-
369,'Ps~ch. >zQa Ps~choloqy a & liqim. Introductory
psychology or senior standing. [4). (SSS.
See Psychology 370. (R. Baan)
280. Selected Topics Christian Stu6i.e~- [3). [ELI:.
Kay he elected for credit more than once. Only
one course from aEoag Religion 380, 387, and 487
may be elected in the same term.
Reliuig= bl~sticisa zhe West. This course has two
parts. First be w i l l look at a number of inportant
discussions of the religious mystical experience,
includi~g 14. Ja~es* Vaxieties of Re2iaicns Experience,
E. UnderhillEs E Y S ~ ~ C ~ S E , and a. ~uxley~s
PetcepLbn. T~IGU:~ these, and otEer studies He w i l l
search for a -~crkiq fsamewzk within which we CSB
study individual mystics and collective mystical
experiences. In the second part of the course we will
lock at figures such as Plotinus, Bonaventure,
Eildegard of Bingen, Teresa of hvila, Sckhart, Bicholas
of Cusa, William Blake, Kaincnifles, and Thoaas Herton#
and also at Voodoo in Haiti, the ceyote cult amongst
the North American Indians, and the Pentecostals.
Emphasis w i l l fce placed GFCS the careful analysis of
the zezts: JQ~ g ~ & 2 gre~axed
to read! There w i l l be
no esaas. TWO papers w i l l ke required: (ISan essay on
t-he nature and dimensions of the religious mystical
experience and {2) an ic-depth examination of the
mysticism of an inflividual or grasp. (P. Tri-nkaus)
A critical analysis of the relationships between
political/social resolutions and religious
idea/instituticns. The ccurse exaeines the bases of
such claims as that religion is inherently co~servative
(opiate of the sasses) or that it has been a major
factor in key re~olutiens [American, Vietnamese).
Illustrations are taken fro@ many societies an6
religions, covering epoqaes free the Baccabean Ee?olt
to the recent Islamic re~clution in Iran. Previous
introductory knowledge of world religions sill be ve-cy
helpful to students. The basic text is S. Lewy's
Xeliaics &volution, sug~le~ented by matezial 02
areas such as the Russian, Indochinese. Irish, an?
Israeli/Palestinian revolctions. There are to be three
tests, plus a tezs project to study, in-depth, the role
of religion .in a particular revelation (Chosen jointly
by student and instructcr). Class fcrmat incluaes
-ecture and discussion* Sore Isifonaation is avai-lable
from the instructor. Dr. Stanley Harbison. X i s hote
phone number is 483-8344.
WPsvch. Pemonalitl s g Reliaious Develounent.
(3). (H'J) -
See Psychology 403.
(J. Nann)
562/hner. Cult. 562. Reliaion & hinerican CeItcre. (3).
[HW.
See American Cultnre 562.
-----
(Kalefyt)
Residential Colleae Courses
most RC courses are t o LSA students g@ =av be
used to satisfy &lstribution requirene~ts~
-- Core JDivision
-- Written and Verbal EXB~~SS~O~
300. gritinq ang zheorv- Not open to freshmen. (4). -
(EU).
This course is designed for students interested in
improving their expository writing. It is not a
creative writing course; rather it emphasizes the
communication of ideas, insights, opinions, analysis,
and personal narrative clearly, honestly, and
effectively. Students sill be encouraged to %rite fsom
the first person point of v i e and in the active voice.
To help achieve satisfying imprcvement in written
commnnication, students W i l l look critically at
selected writing of others (e.g. Orwell, E.B. Shite),
examine carefully their own writing and that of their
colleagues, and write, write, an6 rewrite. Students
w i l l submit written material every week and w i l l
consult at least once every tec weeks with the
instructor for custom built help arid encouragement.
Students should purchase copies of Strank 5 White's
Elements of =Ge E-B. FhiteBs RSSE g &&
and GeoEge GrweUzs co~leeted~ssa~s. he ~ ~ g l i s k
Composition Board (ECB) has approved this coarse as a
Junior-Senior writing coarse for the Binter Tens, 1981.
(Robertson)
Foreign Language
-- --- --
190. Intensive French I. Ho credit granted to those tho
have completes French 100, 101, 102, or 103. (8).
(FL)-
Intensive courses Beet tsice a day ia lecture aad
discussion, four flays a week. Students say also become
involved in language lunch tablese coffee hours, and
other social @vests. There is a language laboratory ia
the College, and the langoage teachers are available
for counseling and additional help. If a student begins
a new language, proficiency is normally attained is one
year through the Residential College program. The goal
of this course is to provide the stadent eith a basic
but solid knowledge of gramiatical structures and
syntax, a functional vocabulary, a faiiliarity with
intocation patterns an3 native p~onunciaticn, aaf!
practice in speaking and writing, Upon completion of
this course the student can understand siaplifiea
written texts or short spoken passages without the aid
of a dictionary, and carry on a short, ele~entary
conversation.
The goal of this coarse is to expand ~0Cab@larj ami
masfcery of grasmatical structures and syntax fco the
level of competency required to pass the Proficiency
Exam. This entails co~~unication fc-ith some ease is
speaking and in li-riting with a native speaker an&

90 / EISIDEBIIAI COLLEGE
understanding the content of a text of a non-technical
nature (written and spoken), and presenting a general
(non-literary) interest.
291. 293. 29

assnaption of studio responsibilities and regular class
attendance are mandator y. The theory, practice, and
history of ceramics are integral carts of this study
and are used to encourage individual sensitivity to the
material. There w i l l be a studio fee. (Pozo)
--
385- Xnterdisci~l~~x
Phcto~ra~hic Au~lications. Arts
365 or the equivalent and ~emission of
instructor. (4) . (Excl) .
An advanced course in photography requiring the
application of the medium to problems or ideas in
another discipline of the student's choosing. Besearch
into the possibilities for the proposed
interdisciplinary work plus actual iaage production in
that area m i l l constitute the bulk of the-course work-
Existing student skills as well as newly introduced
ones w i l l be eaployed, depending upon the particular
problems to be approached. Close ccnsultation with the
instructor and other students in both laboratory and
seainai sessicns w i l l ke practiced. Simultaneous
consultation with resource persons in the area of the
student's second discipline w i l l be employed when
pertinent. (Eannum)
BIBTEB TEE5 1981 / 91
sill focus on art criticisn. Through readings,
lectures, and discussions me w i l l examine the role of
the critic in society., his relationship to the art
world and his audience, the history and concerns of
criticisn--judging quality, confronting social
concerns, and pioneering neu mays of perceiving art,
etc. Readings m i l l include selections by critics and
theorists such as Clement Greenberg, Lionel1 Venturi,
Lucy Lippard, and Susan Sontag. We sill also compare
recent reviews of individual shows to explore the
various styles, consider the audiences being addressed,
and determine which critics are better and 9y.
Finally, we w i l l learn by doing. Students w i l l write
weekly reviems or exercises on topics in preparation
for reviews- An hour of class time m i l l be spent
discussing these. If funds can be found, a small
publication w i l l be put together. Anfone interested in
art criticism and who has had sone experience writing
about art is encouraged to take this course. (Eohn)
452/Russian Survez & BussIan Litesature* A
knowledge of Russian is not required. (3). (HU) .
See Slavic Languages: Russian 452. (Herserean)
Soviet East European Cinema. During Hinter Tern,
1981,this course is joirtly offered with Slavic
Literatures and Cultures 212. Soviet and East European
cinema w i l l be studied against the background of the
artistic and pclitical revclutions which helped shape
it. The course w i l l span the period 1917-1970, from the
Russian pioneers of filt montage to the varied
cinematic approaches of ContenForary East European
directors. Films w i l l be viewed. analyzed, and
discussed, both ~ i t h respect to the cultural trends and
socio-political events of the period and country, and
with respect to their intrinsic aesthetic structure.
Topics w i l l include the avant-garde concepts which
Sergei Eisenstein brought to cinema; Pudovkin*~ use of
montage to link narrative, his "plastic material", and
his development cf film acting; Kino-Eye and cinema
verite as used by Dziga Vertov; the poetic cinema of
Dovzhenko; the socialist realist films of Donskoi and
Chukhrai; the Czech New Have (Xadar, Klos. Henzel,
- Forman) ; the Polish Ben Wave (Polanski) with its
symbolist and surrealist tendencies; the Yugoslav New
Have, in particular Dusan Hakavejev's collage of
fiction film, documentary and pseudo-documentary. The
course does not require any special background or
knouledge of Russian or Eastern European languages.
Instructional nethods nill consist of brief
introductory lectures, screenings of films, and
intensive discussion and analysis in class. Student
evaluation w i l l be on the basis of class discussion aad
four or five short papers. (Eagle)
257. Visual Sources. [4j. (HU).
Visual Sources nill explose the va.y ue see and how our
visual environment affects us. The course has no
prerequisites. Any student nho has the least interest
in such subjects as art history, perceptual psychology,
film, video, or the studio arts, is encouraged to join
us. He w i l l meet twice a neek for two hours each
meeting. The first hour w i l l usually be devoted to
lectures with the second hour giving way to discussion
or in-class projects (free time to time we w i l l try our
hands at the çedi we are discussing; no artistic
skills are required fox this). Guest lecturers w i l l
join us on occasion. lie w i l l also take field trips to
local museums and explore fie architecture of Ann Arbor
and the University. This course is intended for anyone
who wants to become acre visually literate. He rill
examine the visual arts fccn as many approaches as tine
permits: the physiology and psychology of seeing,
matezials and techniques, kasic design, art. history,
cultural history, and, at the end, a synthesis of all
these. Bequirements uill include a major paper and
project, several short papers and projects, and a
journal-sketchbook. [Rohn]
333. As3 8nd Culture. One Eistory of A r t or Arts an&
Ideas course, or pernission of instructor. (

Term, 1981.
(Bornstein anfl Sowers)
410- Uoperclass Literature Ss3i2ss (41 . iiiU) -
29th ang &lJ& Century Russian Civilization. Read:ng of
Russian classics in several genres--includinq fiction,
autobiography, memoirs, cclitical speeches, essays,
poetry and philosophical treatises~will serve as the
basis for discussions and tapers. Be shall debate the
existence of scmethiag called ""the Eussian mindn as we
encounter such repeated themes as East vs. West,
rationality vs. irrationality, fathers VS. sons,
authority 7s. freedom. The role of art in the
develoiiient cf Russian civilization in the last two
centuries w i l l be a aajcr topic, as w i l l Russian
ccncep ts of punishment for political heresies. The
English Com~csition Board (KB) has approved this
course as a Junior-Senior uritinq course for Sinter
Term, 1961. (Proffer)
-- 220. Narration. Per~issici! of instructor. (4). [HU).
Suqqested assignment: 1250 words of prose fiction every
two weeks. The class meets as a group up to two hours
per week. Collections of slort fiction and short novels
by established uriters are read and discussed. Ever?
student meets privately uith the instructor each week.
The English Cou~osition Eoard (ECE) has approved this
course as a Junior-Senior writing course for Winter
Term, 1581. [Hecht)
aependiag upon the background seeds of the individual
student. Tutorial stadents meet privately with the
instructor each week. Pemission of instructor is
required. The English Composition Board (ECB) has
approved this cousse as a Junior-Senior writing course
for Winter Term, 1981. (Hecht, f!Iikolonski, Balducci)
-- Drama
--
282. Drana Inter~retation I: Actor and =& (4)* (HU) .
The playwright, like the boataright or the cartariqht,
is a craftsaan. is such, certain tools and techniques
are available to him, the aastery of which w i l l greatly
benefit his art. This course in playwriting is designed
to faailiarize the novice playwright with the tools of
his trade to develop the skills necessary for writing
an effective play. Through lectures, classroom
discussions, and private meetings with the instructor,
the student w i l l focus his energies en the conception,
outline, and writing of a play fully suitable for stage
presentation. Weekly writing assignments w i l l be
augmented by analysis of dramatic aasterpieces and
attendance of current theatre productions. ill class
discussions w i l l treat the script as a blueprint for
performance and w i l l analyze the various effects of
performance on the audience. Towards this end, students
w i l l enact scenes from original and established plays
to illustrate the performance values of a script.
(Cumnings)
-- 381- - Shakespeare Staqe- tiums. 280 or permission
of instructor. (4). (HU) .
- 221. - The Britix £ PoetI~. Peraission of instructor.
An introduction to Shakespeare as a dcaaatic artist
(4). {HU) - through close study of nine of his major plays;
appreciation of the plays as draaatic experieaces; a
The amount of poetry each student is required to submit functional notion of the shape of Shakespeare's career
is determined t y the instructor. The class meets three as a whole; a basic grasp of the historical,
hours per week as a qrouo. Studentas poems are ohilosoohical, social, theatrical contexts of
presented to the class forappraisal and criticism. In ihakespGarean-drama- plays: Twelfth Biqbi, Richard
addition, each student received private criticism from ---- Ridsu~mer ?iiqht @g D&eag, Jalius Caesar, Racbethe
the'instructor every 'neek. Contemporary poetry is read ---- neasure ggz Measure, Baalet# m, and gintexas
and discussed in class for style. Students are ue. Attention Freshen and Sophomores: Within the
orqaalzed into small groups that meet weekly. The Residential College Drama Prograa "~hakes~eare oa the
Enqlish Ccmpcsition Board (ICB) has approved this - Stage" functions as Part I1 of riFundanentals of Dram
course as a Janicr-Senior writing coorse for Sinter Study", replacing nComedy and Tragedyn. It is open to
Twm, 1561. (Bikclotskij all interested students, however, with or without the
introductory course. (Slalsh)
- 222. -- Wrim Zg Children a2c lsg Adults. [4]. (EU).
Individualized instruction, qrorip discussion and
readings aim at the develo&nent of original story ideas
and the perfecticn of narrative techniques relevant to
the authorship of children's books. Preliminary
assignments--~icture book, folklore-narrative, and
media--prepare each student for a self-directed final
project. The English Cci~osition Board (ECB) has
approved this course as a Junior-Senior writing course ~
for Hinter Term, 1981. [Balducci)
a Advanced ~z=ariig& Bums. 220 and permission of
instrsctor. [4). (BO .
----- 389. The Eodern Theatre. Hums. 280 or permission of
instructor. (4). 1HU1.
--
Hodern ame~ican Drama. The course w i l l explore American
Drana of the 20th Century. Students ~ill read selected
plays of, aaong others, OINeill, Milder, Williams,
albee, alliesF an& Shepard, stadying them in context of
social, political, and artistic developaents. Thus such
factors as the first Actors Stadia, the Federal Theater
Project, and HcCarthy and the Bause Cosaittee on
UnAaerican Activities, w i l l be considered. Students
w i l l be required to take part in scene presentations
taken from the readings an3 to write a paper. Three
lectures and one lab. (Cohen)
This course is designed for writers of lonqer fiction
vho can benefit from instruction and peer feedback. -- 48 1. - Pis Froductiog Seainar. (4) a [XI).
Three 15-20 page short stories or three 20-25 page
segments of longer works are due at evenly spaced
Svnqeqs Me11 of the Saints. an upper-level seainar for
intervals during the tern. Everyone in the class reads
draiaa aajors, the course is an intensive study of all
everything subuitted. The class meets three times a
term, as a barkshop, to discuss everyone's work. Each
student meets with the instructor each week for private
discussion of work both completed and in progress.
Enrollment is Halted tc a aaximna of six students,
usually students who have completed Narration and/or
tutorials. Peiaission cf instructor is required. The
English Com~osition Boarfi (ICB) has approved this
course as a Junior-Seaicr writing course for Winter
Tern, 1981. [Hecht)
322 X?L =5& Creative &!rAGg Tutorial. Hums.
221 or 320, and ~eraission of instructor. (4
each) . (Ed).
Tutorials allow students whose citing has attained a
high degree of sophisticaticn to work in an extended
project under close supervision. Tutorials also provide
an opportunity for students who want to write, no
matter how sophisticated their work, to have their
efforts reccgaized both with ccnstractive criticism and
academic credit. Beading may or say not be assigned,
the essential activities preparatory to the realization
of a single f ull-length play in production. The aim is
to engage thoroughly and cooperatively in the
preparation of a dramatic text' for production, to
discover what the chosen text contains and how it
realizes its content, that is, achieves naeaniagn in
its intended mediun, the theatre. In late March of 1981
the Residential College Players, in co-operation with
the Teats Festival, w i l l produce a comedy by the Irish
Play~rigkt~ John Billington Synge, me
-- Saints (1905). In addition to detailed study of Syaqeqs
other plays pla?boy a the Westem ~orld-g Riders to
the Seg8 etc.) and a full-scale assesssent of his
position in the Irish Draaatic Rovesent, research areas
will include: Synqess poetic language and the tradition
of "stage Irish"; the landscape and peasantry of the
Best of Ireland; folklore'of saints and holy places;
the "Travailing PeopleM; medieval aaalcgues of SyBqeUs
story; the art of Jack EL Yaats, etc. One sa jcr pager
and one one-hour class presentation required.
Preraquisises: four drassa courses or per~ission of
instructor. {Balsh)
- -

Seminar & La= To~ics. Gpperc2a.s standing,
Enms. 280, and three 300 or 400 level drama
courses, or the eguivalent, or pernission of
instructor. (4). (BU).
i seainar-style course in specialized topics intended
for upperclass students who have considerable
experience in drama study at introductory, major
figure, and periodfplace leve ls. Subject matter
appropriate to students3 aed concentratic~s~ needs and
the instructor*^ special level of coapetency. Exanples
of topics, past and pro'tected: *Ben Jonscn and Jacobean
Theatre", "Ccu~arative Verse Dr'aaam, mEsychology of
Theatre", "Draea and Politicsw, "TQ S Pila Dramam,
*Operaw, "tros Heroic
Voaparative talk Drama*.
Tragedy to Beladranan,
Prerequisite: Junior-Senior
standing, Humanities 280 (Fundaaentals of Brasa'Study),
and three other 30/400 level cosrses in &ama tor the
eguivalent eipsience) 01 permission of instructor.
(Cu~iaings)
ill students sbo are interested in participating in
saall vocal and instruaental enseables can enroll for
one hour of credit. Ensenbles have included: madrigal
singers {neeting tine has been K &/or I 6-7:301; mixed
ensembles of strings and minds [meeting fl S/or T 7:33-
9: 00) ; brass quintet; intermediate recorder enseable;
string quartet; noodwind quintet; anfl some other duos
and trios. Ee~gonsibilities include 3-4 hours of
rehearsal tine per week [scse individual and some group
rehearsal) and participaticn in one or Bore chamber
music concerts per ten, if appropriate. (Eeirich!
a Oceiatic and Choral-Grc&&& wte~work& 3-
1% m. (HO) .
t
This course deals with an in-depth aesthetic and
musical analysis of several significant mastersorts in
which the composer has cctkined ona or more of the
other performing and crcative arts mith the art of
masic. Opera, orchestral, an choral works, oratorio and
song cycles are among the tusical forms studied. Open
to all underqraduates. (Ballace)
The "Seaideat ial College Singers" ensenbie is a
combination cf recitation and lab activities. The group
aeets fcr a three hour peiiod each seek. Besides
rehearsing and performing scme of the great choral
literature frcm 4600 to the present, the class studies
the historical significan~~ of each coispcsi.tioc and its
coeposez and the Èa in wkkh it reflects the period of
history that it represents. i ccaplete ausical and
aesthetic analysis is made of each work studied. The
coarse nay ie elected each teca for credit and w i l l
satisfy the arts practicoa regnireaent. (Ballace)
Tools an& Skills fox the Ben-Basic -. This mmic
tiieory-ccmp~sition coarse is Aeslqned to qive stadexits
the skillsnecessary to create andto nnde&%asd assic.
lothing is assuse6 in "the say cf ~usical background. .
Those apprehensive about ccmposition rill be kelcomed
and guided through a process that enables then to
create music of their em. Tseuty students vill be
accepted, including some who are already co~posIng
masic. Each student works at his or her cwn pace and
level aithin tie content cf the amsiaal eleneat under
co~sideration [rbythi?, ielody, haraony) . This course
eeets for foal class boars, and one should plan to
spend a iliciiium cf 10 hours per week preparing naterial
for class, the acconpanying lab gBuaanities 351) is
required ucless excused by the instructor. iiieirick)
Interdivisional fiivis.i&
&&
This seainar is tesiqned for students who are
consideriug,a future in one of the health-related
professions and who *ant to obtain sore perspectives to
aid in ~aking a career decision. Be shall begin the
seaester by taking a quick look at some aspects of the
medical school track. Followiag this È elan to spend
soae time on health care delivery nith sosie people who
vort in that field. Be then move on to consider soae of
the ethical qnestions most closel~ related to health
care; among these is the current issue of the uses of
DSÂ recosbi~aat research and the issues of death and
dying. Be w i l l try to get a aaxisua exposure to a
variety of service, research, and practice careers in
the health professions. Some of this exposure will be
froa visitors to our seminar, but sac& will come £80
naterial obtaiuad by stadents individually etploring
resources outside class time. Bhile the group as a
whole proceeds, indi~idual smdents rill be responsible
for taking definite steps toward the developmeat of
their om goals through a self-inventory and a
statement of individual goals to be accomplished in the
course. The English Composition Boar6 W'S) has
approved this cauzse as a Junior-Senior sriting coarse
for Bister Term, 1981. (Zorn)
Science has brought innuisersble renards: improved
contraception through the Pill, rose effective drugs,
new energy spurces. it the same time the side effects
of these developments and the associated lists confront
us with a dilemma. Desiring the benefits, we need
principles for regulatiug science. The mfalloutn of
scientific progress takes several foras. First, science
is a creator of hazards during the contact of research
itself, exposing workers and local commcnities to the
risk of accidents. Second, science creates risks as^a
result of new products gcowing oat of research. Third.
science has coae to be a vital source of data for use
in decisionaaking by -judges and laaaakers. Fourth,
science, in its various roles, is al'tiaately a source
of power to soda-be sestatlish~ents"--~e3ical,
governmental, isdustrial. This C~BESS w i l l slevelop a
ftaaework for legal control of science,, and a sense of
the strengths and weaknesses of the legal q &ea in
coping with science. Be still attempt to veme together
the threads whick link the Recoebinaat Ml controversy,
new reproductive technologies, and hama sabjects
research. The coarse rill use legal seterials--cases,
articles, statutes, aatecisis on the philosophy ear3
sociology of science, and fictional ~eafl+ngs to give
comprehensive coverage. (Furrow)
- 3%0- - Junios Seminar & Psvcholqy= Peznissioa of
instractor. (4).
Skudy oe &ires= Stu4ents in this cowse w i l l reaa
first-parson accounts, case studies and fiction which
illustrate persons in a variety of stressini or crisis
situations as th%y strive to aaintain, rebsil3 or
transfor% their lives. Be will fosas on the interplay
between the strategies through which people create
their worlds and thenselves. sad the forces which can
either work for or against them. Foe siaplicity, those
forces can be categorized as (1) the inaei biological,
a-~c sesaai maturation, disease; (2) the eatery
pkysical, e.g., natural disaster; (3) the individual
psychological, e. g., ~otives, personal deselapaeat ; (1)
the caltaral, sociological, em$., traditions, social
rules (Biegel). Students will w~ite several short.
papers base8 on the readings. In afldition, they w i l l
write a terr paper aad sake an oral presesta'ti.on t-o 1:h@
class on research of their Erexegsiisite: Sophosore
stansiag. (Evans)
This is a repaired let coarse to be taken nith
Haaanities 350. It w i l l deal with the three basic
elecent~ of ~osic {melody, hS.EÈCXiy rhythnj tkrougli
music, reading, ~eiting- singing, and the use of eartraining
taws. The class sill Beet together as a groap
and stadeats sill also work indi~iffaall~ and with a lab
psx'tnern Zt may 3e elected for either one or two
credits.

- Natural -- Science 1Divisi~n
During Winter Term, 1981, this course is jointly
offered with Astronoay 164. See Astronomy 164 for
description. [Haddock)
Social Sciencg [Civision gzzl
202/Rist. 202. The Twentieth Centuryz Global
(4) - SS).
See History 202.
[Geyer)
220/soc. 220. Political ECCDOBY. [4). (SS).
This course is designed to' develop a critical
ccmparative analysis cf mcdern socio-economic systems
from a political-economic ~erstective. Be begin with a
study of modern capitalist by examining the views of
both its defenders and its critics. Then we go on to
consider alternatives to modern capitalism, including
both existing systems and possibilities envisaged by
movements f or f urdamental social change. Students w i l l
be encouraged to explore their om interests and ideas
about alternative systems as well as to develop their
capacity for gclitical-eccrcitic analysis. [Beiskopf)
Probleits g Socializatigg a ~ Resccialization g &
Ccntemsorar~ Society. (4). [SZ).
--
Kistorl g@ Sccial Stxuctures @ as &&g z&gggzx. The
p-
course w i l l examine, both historically and
sociologically, the Betrcit automobile from both
management and lator ~erspecti~es, as me11 as
theoretical readings, including selections from Karl
Earx* Richazd Edwards1 Ccntested Terrain, and various
works on the process by çhic workers organize. There
w i l l be several field trips to Detroit. The key
questions we kill examine are: what were, and are, the
major pioblems faced by aaragement ana labor? How has
each group attempted to solve these probless?
Particular eaphasis w i l l ke placed on the conflict
hetaeen management and labor over the very definition
of the work process itself. Students w i l l "get into the
heads" cf majci historical actors, analyze how well
various theories enhance understanding of specific
historical developments, and learn how to frame
questions that are net only inter-esting, but
researchable. She course sill require initiative on the
part of the students, who sill participate in a lumber
of group presentations. Several papers #ill be due.
[Men)
353. Dealii-q vifh the paat: lie Third and U.S.
involve me^ in . Vietnam. Sophomore standing or*
permission cf instructor. (4). [SS) a
'We can longer afford to take that which was good in+
the past and call it our heritage, to discard the bad
and simrl~ thick about it as a deadload which by itself
tiae sill bury in oblivion." [Hannah Arendt) Both
Geraany and the C.S. have had to come to terns wi-th
national trauma. Ibis course investigates the nature of
the trarma and their respective adjustmeats. The course
is organized around an analysis of Sazi Geriaany and the
U.S. involvement in Yietnat. Major topics include the
following: U.S. and Gertan orientations toward the
past; the character of totalitarian Germany vs. the
nature of decision making in a democracy; the social,
econoaic and political causes of the rise of Bazism ?s.
the process isy uhich the Aierican engagement in S.S.
i-sia emerged; and the post-war reguirements of each
nation. The Eiglish Ccmiosition Board (ECB) has
approved this course as a Junior-Senior writing course
for Winter term, 1981. (Reiff, Earding, Simmons)
=& Social Science Junior Seminai- UppercXass
standing. 14). (SS).
-
Sect- QOO Pcmlar Pclitics 3.3 &merica. Ths course
explores the ~clitical cultures, organizations and
movenents that operate outside -the electcral system in
America. we develop a general framework for analyzing
popular politics and plitical mobilization in tiuerica,
then examine a series cf soveineats in some detail:
pcpulim, the nnemsloyed markers' movements of the
1930's. and the civil rights, feminist and anti-war
movenents of the 1960's. The origins, growth and
decline of movements are discussed, as well as their
organizations and strategies, the role of government in
facilitating and repressing moveaents, and the cyclical
nature of Smerican political mobilization. The final
section of the course focuses on the coma unit^ action
and worker's control aovements of the 19701s, the
crises that underlie the%, and their prospects for the
1980%. The course format is lecture/discussion.
[Bar ding)
Section 002: The Social Psvcholoqy of Rocas. This class
w i l l explore the personal subjective roots of social
noras. Social norms 6sually appear to us as standards
which are outside of ourselves~the rules, values and
expectancies which are part of the social world, from
groups of friends, to organizations such as the
University, to cultural norns that define good and bad.
However, we all interpret those objective standards by
bringing personal subjective categories into play. He
comply with or violate rules in a manner that reflects
who we are. Subjective factors introduce a limited
divecsitx into typical forms of socialization, but
those factors are under constant threat of erosion in
aodern societies. Social Science can help mitigate this
trend by drawing attention to those historically
declining--sub jective--factors. Students w i l l undertake
a collaborative research project, inter~ieminq
volunteers in art attempt to discover personal, lifehistorical
roots of shared, social knowledge--the
norms, rules and values mentioned above. Beraer and
Luckmann*~ Social Constructio~ a Bealitx w i l l iierve as
introduction. The social norm to be studied will be
chosen by the class on the basis of comaon interest and
feasibility. Prerequisites: Junior standing and at
least an introductory course in psychology, sociology,
anthropology, or BC Social Science. iRosenwald)
---- 460. Social Science Senior -- Semiuax. Senior standing.
(4). c=).
The Culture of lmuerialism. In combining ethnography
with history and fiction the aim of this course is to
explore the cnlturs of the Buropeans [including North
Americans) in the Third Borld and the contradictory
nature of the culture forged by iaperialisa, which both
binds and opposes rulers and ruled. Four (or possibly
five) areas w i l l be studied; the Congo, the Colombian
Caribbean, the Upper Aaason, Peru, (and possibly India
and Burma). Secondary aims of the ccurse include the
study of (1) Harxist approaches to the study of
culture, and (2) the epistemology of the social
sciences through the comparison of fiction with -
ethnography and history. Uaussig)
&& 068. Student-Facnlt~ Research Proiect 2
Per~ission of instructor. (2-0 each) {SSSm
zg&j&g go?: The Politics of &earnknq* Participants in
this section of SPEC w i l l explore the process thcough
which adults learn and change individually and
collectively and the environmental and institutional
facilitators in that process. Participants in this
group w i l l look at inforaal learning expsriesces for
adults in Sashtenas Coanty. Questions of ccncern here
include: How, what ansi wh~ do adults learn in voluntary
comaunity organizations and moveiaeats such as
workplace, arts, health care, celigious and political
organizations and settings? ahat makes these
experiences frnitful/~eaningless for acquiring new
knonledge and skills? Ho* So the ideology and structure
of these settings facilitate/iapede learning for
participants? How do teachers, resource persons and the
individual participants facilitate their own and
others8 learning in these settings? How are these
learu@g experiences related to the larger sociopolitical
environment in the United States? The English
Cosposition Board (ECB) has approved this ccurse as a
Junior-Senior writinq coarse for Winter Term, 1981.
(Kornbluhj
Section 002: Local Canirol of Resources. hnn Larinore
w i l l organize a research group centered an peopleis
renewed interest in relying on local resources which
they can control more directly to aeet their most
fundamental seeds: solar energy, wood energy,. water
power. home-grown food, food co-ops, local farmers and
other producers such as artisans. Questions arising
from this theme include: What motivates people to waat
to separate thesselves from the vast centralized
J'Siinerican production and distribution network? Ecw do
they acquire the krowledge and skills to change their
lifestyles? What kinds of enterprises are beinq started
around &na Arbor uhicil caa hel~ people to be acre
reliant on local resources? Are government agencies
helping? Or do they need-to be reoriented to these new

UINTEB TEBB 1981 / 95
needs? Is this happening jnst at the individual and
household level? Or are governments, businesses,
interested too? Shat about the University? How much
control can people take for providing the fundamental
necessities they need to support thcnselves? How does
taking more ccntrol affect the individuals themselves
and also the larger American society"?Larimore)
-- Romance Lanauafgs and Literatures
Courses is French 1Divisx.m 3711
Eiementarr Zanq uaqe Courses
Students who intend to continue a language begun in
high school are given a placement test to determine the
course level at which they w i l l start their college
language instruction. ,
ms
Xlementagx French: Credit is not granted for more
than two courses frcm among French 101, 102, and
103. No credit granted to those who have
ccmpleted 100. f4). IFI.).
Students with ~rior study of French elect this coarse
on the .basis cf the Placement Test cr by permission of
the Department. The sequence French ?01/1i.i2 presents
the essential elements of Trench grammar and vocabulary
which students need (1) to understand the French of
everyday life uhen seeker at moderate speed; S2) to be
understood in typical situations of everyday life; and
(3) to read non-techrical Preach of moderate
difficulty. French structures are taught in class
through many communication exercises stressing
listeninq and speaking. Readings on subjects dealing
with French culture and civilization are introduced
toward tie middle of .French 101, with an increased
amount in French 102. Classes meet four times per week
in sections of 20 to 25 students. Homework consists of
studying qrammar, writing exercises and compositions,
and latorator? work i45 minutes per week) on
pronunciaticn, structural exercises, dialogues, and
listening comprehension. Tt'eie are weekly quizzes as
well as course-wide midterm and final examinations and
speakinq tests-
mL Elementary Trench* zggtinued. Frsnch 101 or the
equivalent. French 102 may be f~llcwed by 231. No
credit granted to these nho have ccmpleted 100 or
103. (4). (FL).
See French 101.
Beview & Elefaentarx French. Assignment by
ciacement test. No credit granted to those who
have comcleted 100 or 102. (4). (FL).
Students elect this course on the basis of the
Placement Test or by permi~sion of the Department. It
is for those with previous study of French (nornally 2-
3 years in high school) whose proficiency is not yet
sufficient for second-year work. The course oblectives
and methods of instruction are identical to those of
Trench 101/102. It moves with a rapid pace, covering
about 60 per cent of the French 101 aaterial by mid
semester, and atout 60 per cent of the French 102
material by the end of the semester. Classes meet five
tines per week in sections of 20-25 students. Homework
is similar to French 101 and 102, bat its daily amount
is up to 60 per cent more than in either Trench 101 or
102 because of the rapid pace. Examinations are similar
to 101/102, and the final examination is identical to
that of French 102.
- 122. -- Elementary: Alieruate. French 121 or the
equivalent and pertissicn cf department. (31.
(FI.1
This course is part of the alternate first-year
sequence 121-122-123. The first-year naterial, covered
in 101-102, is spread over three consecutive seaesters
beginning with fall semester. The course objectives and
method of instruction are the sane as in the regular
first-year sequence. Classes meet four times per week
in sections of 20-25 students. Special permission by
the Department is required to enroll in the sequence
121-122-123. (Contact Fezsons: New, Bahler, or
Eagiwara)
- 206- Conversation --- -- far - Non-concentrators. French TOO8
102, or 103, or the equivalent. French 206 may be
elected prior to French 205. (1). (Xxcl). Offered
mandatory credit/no creflit.
--- Section -- 001. French 206 is an inforsal mini-course with
emphasis on self-expression in conversational French.
It is for students who would like to keep up with their
knowledge of the language. Class work consists of
studying the essential vocabulary, reading of simple
journalistic prose, and conversation based on the
reading material. The amount of homework is miuiaal.
Classes meet tuice a week in sections of 18-24
students. There are no examinations, and the grading is
Pass-Fail only, determined on the basis of attendance
and participation in classroom activities.
Section 002: Study &broad. This section w i l l be offere3
primarily for students who are -finishing or have
finished the first-year sequence and who may be
planning to enroll in a second-year intensive summer
course abroad. It will. emphasize conversations about
daily activities and discussions of custons and
manners. It w i l l lessen cultural shock while providing
the basic vocabulary necessary for living and studying
in a French-speaking country. Enrollment is not
restricted, however, to those planning to study abroad
this summer.
-- 230. Intensive Seconfl-Tear French. French 100, 102, or
103, or the equivalent. So credit granted to
those who have completed 112, 231, or 232. (8).
(FL) . -
This course combines the work of French 231 and 232 in
a single semester. Its basic objectives and methods of
instruction are identical to those of French 231/232.
The same amount of grammar is covered, butreading
assignments are about 20 per cent less than in French
231 and 232 combined. classes meet twice daily, four
times per week, in sections of 20-25 students.
Materials of French 231 are covered by mid term, and
those of 232 by the end of the term. The nature of
homework is similar to that of 23V232, but the amount
of weekly assignment is 80 per cent more than either
course. There are weekly quizzes, midterm and final
examinations, as well as a speaki-ng test and an outside
reading test. The final examination is identical to
that given in French 232.
&& Second-Year French. French 100, 102, or 103, or
the equivalent; or assignment by placement test.
Ho credit granted to those who have completed 112
or 230. (4). (FL).
&ggLz Z'L. The sequence French 231f232 is built
upon the work done in French 101/102. It presents
intensive and comprehensive grammar review, study of
finer points of French structure, and the reading of
journalistic prose, short stories, and plays. la
addition, French 232 has outside reading: students read
a book on their own, discuss it in class, and take a
reading comprehension test. The proficiency gained by
the end of French 232 should enable students to express
themselves in French on subjects of intellectual
interest, to understand oonversations on such topics,
and to read uuedited French text at sight with a high
degree of direct co~prehension. Classes meet four tines
per week in sections of 20-25 students. Hoaeuork
consists of gramiar study, uriting exercises and
oompositions, and laboratory work (30 ninutes per
seek). There are weekly quizzes as well as mid-term and
final eicaainations. In addition, French 231 has a
speaking test, and 232, an outside reading test, both
given toward the end of the term. See also the
description of Special Tracks.
Special Tracks. French 233 and 232 have oae to two
sections of oral French-emphasis sections. In this
track, the amount of reading is approximately 70 per
cent of the regular sequence, but classes are conducted
Â¥asclusivel in French for a maximum increase iu
listening and speaking proficiency. French 232 also has
special theme sections (theater, French Canada,
detective stories, etc.) , i n shich all readings and
cnnversatious center around a common theme. Classes
meet four times per xeek in sections of 20-25 students.
There are weekly quizzes, mia-term and final
examinations, as well as speaking tests in the oraa
track, and an outside reading test in French 232.
Consult the Time Schedule or contact the Department
Office for the designation of these special sections.

--
96 / SCMANCE LANGUAGES AID LITEBATDZiES
--
232. Second-Tear French* ccntinued. French ,237 or the
equivalent; or assignment by placement test. Bo
credit granted to these who have completed 112 or
230. (4). [TI.).
suecia1 Tracks: See French 237-
-- -
Section 008: Fre~ch Throuq& z ~n~s. The purpose cf this
theme section is to nse as many categories and levels
of French songs as possible tc impiove your knowledge
of Trench is tcth an educational and entertaining nay.
The fallowing repertoire h i l l be studied as a means to
stress some xeleyant gramiatical points and to develop
a better uudesstanding cf French civilization and
colloquialism: historic and patriotic, nostalgic and
sentimental, ailitant, literary, slang. ribald and
drinking. street, opera-touffe, pun-songs. Americaninspired
songs.. . The course-pack w i l l contain the full
text of all scnqs chosen for the course. About three
songs w i l l be studied and presented each week. In
addition, there *ill be a beck an French songs to be
read and discussed. The class may organize a production
of a few typical songs, to he sung at the end of the
term. A l l class meetings are conducted in French.
(Gabrielli)
- SssAg& ggne n t arz &~JQQ Courses
French 111 and 112 are designed for students interested
~ainly in the acguisiticn cf a reading knowledge of the
language. They are open to graduates, juniors, and
seniors; and to others
students, a grade of
by permission. For graduate
E or better in French 112
satisfies the kasic readirg kncaledse requirement for
the doctorate.
- 111. Firs$ s&& Reading course. Bo prereqiisite; may
n0.t he elected for credit by undergraduates who
have already received credit for college French.
Sc credit granted to those who have completed
100, 101. 102, or 102. (4). (Ixcl).
This course is fcr undergraduate and graduate students
who would like to gaio a good reading knowledge of
French in one semester. The essentials of French
qramaar as well as vocabulary and idiots are presented
for passive recognition, fcllowed by translation and
sight-reading exercises en materials taken from both
humanities and sciences. The skills gained in the
course should enable students to read technical
writings of mcderate difficulty. Tosiard the end of the
semester students select a short article or a chapter
of a book in their field of interest for outside
reading. Classes meet four times per week in sections,
of 20-25 students. There are weekly quizzes as well as
course-wide midtera and firal examinations.
112. Second spcial Rear35iq Course. French 133 or the
equivalent. So credit granted to those who have
completed 230, 231, or 232. (a). (Excl) .
This course is designed to increase the reading
proficiency gained in French 111. It begins with an
intensive and comprehensive review of grammar and
idioms, followed by special work for sight-reading.
Toward till semester students select several articles or
a book in their field cf specializaticn for outside
reading, and they complete their reading on their om
with frequent consultation with the instructor. Classes
meet in secticns of 18-20 students'. Ihey meet four
tines per week until Hid semester, and twice per neek
thereafter (~uppleaiented k5 individual conferences with
the instructcr cn outside reading). There are weekly
quizzes, course-tide midterm and final exaninations.
Other Lanauaqe .Courses
- 306. practical French. Fre~ch 230 cr 232, or the equivalent.
French 306 may be elected prior to French*
305. (1). (Excl). Offered sandatory credit/no
credit.
French 306 is a minicourse for students who would like
to keep up with their French in an informal atmosphere.
It is organized like French 206, bat cultural and
intellectual readings provide topics of conversation.
The aliount of hoaework is ririmal. Classes meet twice a
week in secticns of 18-24 students. There are no
examinations, and attendance and participation in
classrooa activities detertrine the Pass/Fail grades.
-- - P
323. Practical French Phonetics.' breach 232 or the
equivalent, -- 2nd permission .
of instructor. (2).
(~xclj. Offered mandatory credit/no credit.
This course is designed to help students iaprore their
pronunciation of French. i brief theoretical overview
of vowel and consonant systems, s~llable stracture,
intonation, liaison, and "mute ew nil! be included, but
the majority of class time ail1 be speat on auditory
discrimination of sounds and pronunciation exercises.
Group and individual corrections w i l l be given.
Students uiU take a diagnostic "test" duriaq the first
week and suggestions for specific review w i l l be giren
to each student. Tarioas styles of spoken French w i l l
be examined: poetic, forral, and casual. Materials w i l l
be available on tape in the language lab for students
to practice" on their own. Classes meet three times a
week and are taught in French. Regular attendance and
participation are required. To receive "Creditu,
students ~ust also deaonstrate iap~ovesent on the endof-term
pronunciation test, ability to use the
International Phonetic Alphabet, and adequate
pronunciation in the recitation of a short literary
text. (Beu)
261* Intermediate French. ~rench 232 or the equivalent*
No credit granted to those who have conpleted
360. (3); w b in A m Arbor f%cll.
The purposes of this course are tp help students
develop a proficiency in the spoken language and
improve their sriting skills. French grammar is
thoroughly reviewed, and a discussion of readings on
various aspects of conteaporary French life permits
students to expand vocabulary, to practice speaking
French, and to increase their understanding of French
culture. Through neekly compositions students are able
to make creative use of the readings and of the
grammatical review. Oatside readings include two
contemporary French novels. Students are expected to
write a short paper on one of the two novels and to
aake an oral presentation on the other one. Students
are also required to choose scenes from one assigned
conteaporary French play and to act them out in class
along with other students. Video taped interviews.
French popular songs, magazine articles, film, and the
like are used to stinulate conversation. Classes nee*
three times each week in sections varying between ten
and fifteen students. The class is taught in French,
and all sections take three common examinations.
- 362. -- Advanced -- French. French 361. No credit granted to
those who have completed 360. (3). (Excl).
-
This course is designed to develop facility in spoken
French and to increase faailiarity with French culture.
Through an analysis of recent interviews with French
people from all walks of life, students are able to
distinguish among various styles of expression and to
anters-tand h o ~ language rereals social class, poli-tical
leanings, and other cultural characteristics. Althouglt
there is no formal teaching ef French granmar, some
class time is devoted to grammatical difficulties and
to the correction cf coamon mistakes which are revealed
through
however,
the weekly compositions.
is on conversation and
Course e~ptasis,
discussion. Two
conteaporary novels are assigned for outside reading.
Students are expected to write a short paper on one of
the novels and to sake an oral presentation on the
other one. Dramatic reading of two contemporary French
plays is done by students in class. Recordings and
video tapes are use3 in class in aa effort to develop
an understanding of spoken French of various levels of
difficulty. Classes meet three tines each neek and are
taught in French. A11 sections take three common
exaainations.
-- Section 002: Georqes Sinenon; A Cultural m. In this
special section, we shall study some cultural
characteristics of French circles as G. Simenon
describes then in a specific plot. This Belgian-born
novelist is known world-wide chiefly as a detectivestory
writer and his concise and easy style lends
itself well to a cultural approach. Though most of
Simenonls works feature the famous police inspector
Baigret, the mystery and inner-workings of the
thrillers w i l l not be eaphasized, unless necessary for
the analysis of the characters behavior and of the
background setting. Rather participants' attention w i l l
be drawn to the literary strategy by which Simenon
creates an atmosphere using concepts of space, tine
and, of course, language, whether they apply to a
Parisian environment or to the French provinces.
Classes w i l l be handled in a conversational way. The
class w i l l also include a workshcp in which students
w i l l be offered the opportunity to develop a dramatized

adaptation of parts of tie novels which most appeal to
them, as a pastiche of'simencn*~ basic techniques and
goals but, again, from the above-mentioned angle only
(cultural aqects, crisscrcss patterns) . Occasionally,
there w i l l be opportvnities to review sone grammatical
and syntactic points withir the assigned readings, as
well as a fen translation exercises. one paper for each
book studied, one final exasination. All classes
conducted in French. Ho lectures. (Gabrielli)
-- 371. Britinq - French. -- -- French 361. (3). (Excl).
The primary objective of this course is to develop the
skills necessary for vriting correct Erench. This is
done through intensive iriting, and students are
expected to ccuplete a ¥tw tc three-page composition
each seek. The course alsc includes a gramaar review,
some translation from English tc French, in-depth
reading c literary and journalistic passages, and
workshop-style sessions centered on improveaent/correcting
of ccmpositions. Ibis course is a junior and
senior level course and is elected primarily but not
exclusively by French concentrators. The final course
grade is based on a final exanination' a midterm
(10%J, weekly compositions {35%), and class
participation (30%). The examinations are combination
essay and short answer. (Eilezikian)
a Problems Ln ~mnslation. French 361 or the
equivalent. (3). (KO).
This is a ccgrse in translation both from French to
English and fiom 'English tc French. The aim of the
course is to help students develop a sound nethod of
translation, Kith proper attitudes toward the task and
some knowledge of the tools of the trade. For
approximately tie first two-thirds of the tern,
emphasis is cn French-to-English translation, while in
the last third cf the ten the primary activity is
English to French translation. Scme tine is also
devoted to a discussion of the theory of translation,
as theoretical problems arise in the rendering of
assignedtexts. The class meets three times each week.
Primary emphasis is on translation of magazine and
newspaper artic.les, althouch at least one hour every
other week is deioted to commercial translation
(business letters). If the progress of the class is
sufficiently rapid, more sophisticated literary
translations uill be in troduced. Students w i l l be
evaluated on the basis of oral work in class, homework
--
and quizzes (75't), and on a final examination {25%).
[Hermiex)
Advanced Transla t i o Z~ench-Enulish: ~ ~
French 372
oi perisission of instructor. (3). (Excl).
Texts to be translated w i l l be drawn frois literature,
newspapers, technological, diplcmatic and economic
reports. Lite-ra-ture: (7 weeks$. Stort excerpts froa
Voltaire, Eonsseau, Diderct, Buffon. Stendhal, Balzac.
Baudelaire 1Poemes eA prosel, Gide, Cclette, Camus,
Sartre, Levi-Strauss, Barthes. .Journalism: (3 weeks).
Le l%ondec &g ?iaaroa & g&& $& Uouvel Observateu~~
Lv E x n r . ~ z a n o lo and Finance: (3 weeks).
LIExpam&&, technica?rep~~s from the 0.8. Economio
and financial forecasts from international agencies,
banks, brokers, etc. Instruction: Students will prepare
for each class a translaticn of some 20 to 30 lines
with possible variants. Be shall then go over this work
in class calling on as Èar students as possible. Each
student w i l l pick a topic cf his/her choice fcr one
major translation which w i l l count as the final exam.
By the end of the tern the student should: (1) Be able
to translate from French into an English that is
idiomatic and smooth flcaing while conveying the
message with clarity and accuracy; (2) Be able to
discern when an expression in French, whether
technical, idiomatic, a coinage, a uitticisa, a
literary allusicn or whatever lies beyond his knowledge
of the French language, and ke able to inform himself
adequately for resolving the problem. (3) Be able to
propose variant translations, all permissible, of key
phrases and tc choose among thea according to the
accuracy of the renfiition and the achievement of a tone
fitting to the source test. The course will be given in
English. The English Cotposition Board (ECB) has
approved this coarse as a Junior-Senior writ-i.ag course
for Winter Term, 1981. (Boitoni -
- 454. -- French Syntax. French 453. (3)- (Excl).
This course deals primarily with the syntax of Hodern
French. Selected areas of French syntax are presented
basically in the light of transformational linguistics,
but a side-by-side comparison with traditional grammar
is also included. The analysis of structure is also
combined with a co~prehensive review of grammar an6
exercises, progressing fron simple to complex sentence
patterns. The course is taught in French. Class time is
divided into lectures, discussions, and travaux
pratiaues. There are aidterm and- final examinations and
a short paper. Proficiency equivalent to French 362 and
371 is required. (Eagiwara)
417. French Culture-An Anthro~oloaica1 &unroach. French
362 or the equivalent. (3). (EO).
This course is designed for students who are fluent in
the French language but are still very much puzzled by
the communicational habits of the Fresch. The emphasxs
of the course is not on the description and study of
various French institutions, but rather on the
understanding of French culture, i.e. of the highly
redundant features and presuppositions of a (sonewhat)
integrated communicational. system. Communication anong
members of any group depends upon a large body of
learned, implicit, shared assunptions. Uhen these
assumptions are not shared, there is breakdown of
communication--with the ensuing misunderstandings and
hurt feelings all too familiar to immigrants, tourists,
and visitors. Cultural competence can, however, be
acquired by foreigners through the practice of nonjudgmental,
cultural analysis. The aim of this course
is to familiarize students with this type of analysis.
The first half of the semester w i l l be devoted to
reading and discussing selected interpretative
literature about the French. The second half of the
semester will be devoted to exploring certain aspects
of French cultnre through the analysis of various
primary texts. By "textn is meant any sort of primary
material rtich w i l l lend itself to cultural analysis--
films, in tervie ws, ads, literary texts, gestures,
humor, rules and regulations, TY programs, TV
comnercials, art, cuisine, newspaper ana magazine
articles, folktales, etc.
Grades vill be given on the basis of three short
papers and two oral presentations. Class participation
is essential. Students should have no difficulty
- understanding spoken and written French, but may use
English in their papers and presentations if their
field of specialization is not French, The class w i l l
be conducted in French. (Carroll)
Literature
387/3%8#33 £ntroductro
objective of this series
& French i,it-aratureof
courses is to acquaint
The
students with significant literary works and literary
theories drawn from the entire ranae of French
literature. French 387, 388, and 389 are offered tinter
Term, 1981. Each nork is analyzed (in French)
individually for its own merit and is then placed
within the context of its period. Students are asked to
read carefully the assigned works, to reflect on thea,
and to express their reactions and ideas in class. The
instructor holds class discussions, points out the
artistic values of the uork, and attempts in many cases
to show the evolution of literature as it reflects
various external factors. Grades may be based OB
discussions, papers, and a midterm snd/cr final
examination.
& zhemes 22 French Literature Gltnre. FK~BC~
232 or the equivalent. (31. (HO) . Bay be elected
for credit Bore than once.
Eeadinq French Poetry Throuqh Uritinq* The idea of the
course is to learn about poetry both by reading it and
by writing it. Bembers of the class w i l l select poems
for the group to study; we nil1 also explore the nature
of poetry by "rewriting" existing poem and by
experiaentinq more freely with the creativity inherent
in languageB Ho special * talentu is necessary, the
point being to examine the assuaptiou that poetry is
available to everyone. How do poems make ~eaning? HOB
do ue sake meaning with poems? These w i l l be the
central intellectual issues, and mare feech-aical pc~ints
(e.g. the analysis of risytha and structure) w i l l be
approached with these qaestions in sinS- Bost classes
w i l l consist of discussion and group xork, in French.
There fill be short writing assignments (czeative and

98 / FOflANCi IANGUAGES ANE LITERA-TTOES
interpretative), and a final paper. Half-term w i l l be
replaced by a short individual ccuference with the
instructor. Textbook: P. Seghers, @ lixe u r &
goesie f rancaise. (Chaabe~s)
d& Intraducticn Lg a g ~ Literatare k
U Q &2 i g m
French 232 or the equivalent.
(3). [Flu).
This course aill introduce students to the problems of
reading literature from the seventeenth and eighteenth
centuries, with emphasis on lays and ncvels. Its aim
is to train students to aralyze literary works that
manifest social and literary values differing somewhat
from our own. Texts xi11 irclude; Corneille, & m;
L?olierec mg3aie; Racine, Pbedra; Ume de Lafayette, &g
Princesse & Cleves; Prevcst, tianon Lescaut; Yoltaire,
Candide: and Diderot# Jacqees Fataliste. The fixst
six works w i l l be read in entirety, and short xeroxed
selections read from Diderct. Emphasis w i l l be on class
discussion, with the instructor providing necessary
background inf crmation on historical context and
literary techniques. Grades till be based on five short
papers and class participation. There w i l l he no
midterm or final. The class aill be conducted in
French. (0' Yeara)
- 388. - Introduction -- to -- French - - Literature ---
11800 9 3-
French 232 or the equivalent. (3). (HU).
This course is an introduction to four cf the principal
writers of nineteenth-century French literature. We
shall stud? the themes of ambition, avarice and
solitude in novels by Stendhal, Balzac and Flaubert. We
shall also read Toems from &s Fleurs 9% by
Baudelaire. Emphasis w i l l he placed on the analysis of
narrative techniques, imagery and structure. A typical
assiqnment w i l l consist cf reading some twenty-five
pages in a novel with "close reading" of some four or
five paraqraphs. These pages w i l l then be discussed in
class. Students w i l l be required to Ènt some six to
seven papers in trench of two tc three pages in length.
Each paper w i l l be corrected for grammar, construction,
choice of vocabulary and, cf course, for content. The
final grades till be kased on the results of the
written NOX'S arid on stedent participation in the
classroom. There is no firal exam. The course is given
in French. (Hortcn)
-- - - -- - - - - -
389. Introduction 2s French Literature mQ Q
present!. Trench 232 or the eguivalent. (3).
(BO).
The stress in this sectics of French 365 is oii the
works of miters born around 1670; poetry w i l l be
represented by verse coiapcsed 1:y Saul Valery in the
1890's and around 1920, and the novel w i l l be
represented by Udre Gidess &s zorte Etrcite (1909) and
by Combray by Uarcel Proust (1913) a 8e shall also read
- La ---- Sausee by 5artre and g&gt by Genet (1960). It.
papers of four to five cages and a take-home
examination w i l l he required. (Huller)
- --
410. Le ci~eaa francais. Erench 361 or the equivalent.
(3). (HO).
The course is conducted in French and is based upon
seven or eight French films to be shown in class. The
list usually includes two cr three classic films fron
the 1930's [ligo, Clair, Senoir, etc.), two or three
"new-wavew filas from the late fifties and early
sixties (Truffaut, Resnais, Godard, etc.) and a modern
film. Lectures usually concern directors* interests and
technical innovations, while discussions concern the
application of directors' theories to the particular
films seen. Students are encouraged to see and discuss
other French films that are being shonn in Ann Arbor.
Work includes a midterm exaaination, a ccurse paper and
a final examination (concentrators are expected to
complete this written work in French). The course seeks
to improve students' sensitivity tc motion pictures in
qeneral, to improve their ability for intelligent
viewing of fills made in the French cultural context,
and to provide insights into the contribution of French
directors to cinematogra~hic art. Beadings from
Eisenstein, Mitry, and other critics and theoreticians,
as well as from selected film scripts. (Nelson)
- 420. -- Sodern -
Theatre. French 361 or the equivalent. (3).
tw.
The purpose of this course is to practice French
dramatization, thus not only beconing more fluent in
the language but also speaking with asore confidence.
Participants should be able to master the various
aspects of spoken French such as pronunciation,
intonation and rhythm, and to faailiariae themselves
with the notions of space, emotional expressions and
gestures in a foreign language. This coarse does not
deal with the history or the theory of French drama.
A play, two short plays, an opera-bouffe (with songs)
or a collection cf poems have already been considered
and the workfs) to be rehearsed and perforaed forially
in April w i l l be chosen when the first classes meet.
Poems w i l l behandled draaatically; and aost of them
w i l l be acted out by more than one person. A s far as
the French musical is concerned, it #ill be necessary
to have a pianist to accompany the student-singers.
There w i l l be extra work available (costuaes, make-up,
prompters) for those with small carts.
No written assignments anticipated, no previous
knowledge of theater required. Grades w i l l be based on
progress in French as shown during rehearsals and on
individual creativity and participation throughout the
tera. Attendance at rehearsals mandator?. Quite often,
there w i l l be extra sessions, in the evening, besides
the official time scheduled. A 1 1 neetings conducted in
French. No more that 16 people may enroll. C~urse-pack.
(Gabrielli)
u& TOD~CS and Thenes & French Literature* French
387, 388, 389, or the equivalent. (3). (HU). Hay
be elected for credit more than once.
-- Franco~hong E&m Literature. This is an
introduction to modern African literature in French,
fron the colonial period to the present. A reading of
representative poems, tales, novels and plays w i l l help
us better understand how what had started as a
literature of protest and self-assertion has undergone
significant changes as a result of important political
developments on the continent. Lectures and class
discussions sill focus on such issues as the Begritude
movement, the perceived role of the writer in the
colonial and/or the post-independence contest and
problems associated nith the use of a non-African
language. The final grade w i l l be based on student
reports, general class participation and two papers.
Aside froa selected Doeas. books to be read w i l l
include: Cesaire, Disco&s & 22 colonialisse; Diop,
--- Les Contes dtAnadou Kounba; !iiane# unaiata
l*epop~g mandinque; Laye, LSEnfant &ir; Kane*
---- --
L3Aventure Am&gg; oyono, g~ 12s & 221; Lopes,
Tribaliques; Elebe* Ggg& Q terre/Shant 4% ms
[sqate)
=L e: atroductioz French Literature of the
--
Nineteenfi Sentwy. Prench 387, 388, 389, or
equivalent. (3 each). (HO).
Only French 464 is offered Winter Term, 1981. The
course covers the folloxing five uriters: Baudelaire
[@ Fleurs & &&I, Haupassant [m @ u),
Flaubert (Trois CoEtes) , Zola {Germinal), and aimbaud
(selected poeas). The lectures [two or three per
the
author) treat the author's esthetic and are intended to
make their works more easily intelligible. The reading
of the texts is the important thing and the hour tests
(4) require the analysis of quotes. Ho paper. Esans may
be written in English. Otherwise conducted in French.
(O*connor)
RoBan dsanalyse. French 3F17~ 388* 389, or the -
equivalent. (3). (KO).
The course is centered on the psychological novel as
developed in the French tradition froa the XTIIth to
the XXth century. It focuses on the evolution of the
concepts of love and self as they are incarnated in a
specific narrative form at a given tine for a concrete
public. The following books w i l l be discussed: Hne. de
La Fayette, &g Princ@sse ae Cleves; Abbe Prevost,
&-5; Choderlos de Laclos, liaisons Danqereuses;
Benjamin Constant, Adolphe; Stendhal, Armance; and
Proust, !3g &- de Swann. Students w i l l be asked to
write three papers. The course, given in French, w i l l
be a mixture of lecture and discussion. (Cariiuner)

48@. Literature & seventeenth Centur~. French
387, 388, 389, or the eguivalent. (3 each). (EU).
Only French 488 is offered Binter Tern, 1981. Hacine,
Mae de Lafayette, La Fontaine, Bme de Sevigne, Bossuet,
La Bruyere. Textual analysis, impact of Structuraiisa
on understanding of 17th century works. Lecture and -
discussion. Students will %rite either 2 (undergrads)
or 4 (grads) short papers (3 to 4 pages in length) and
will prepare a final paper [take-hole) in lieu of an
examination. (Gray)
-- Courses in Italian fni~ision 399L
x& Elenentarx Italian.
{4). fFL).
This course has as its primary objective the
acquisition of a fundaaental understanding of basic
Italian grammar with eaphasis as sell on conversation.
Speroni and Gclino, Basic Italian through Chapter 21 is
generally covered. Course topics include (1)
funda~ental sentence structure, (2) verb conjugations,
(3) adjectives, adverbs, and sentence agreement, and
(4) nouns, pronouns, and ccn junctive proncuns and their
position. Eethods of instruction include (1) grammar
drill, (2) conversation exercises, (3) translation both
oral and written, and (4) weekly quizzes. Grading is
based on quizzes, class participation, midterm or hour
examinations, and a final examination.
%& Elementary Italian. Italian 1Ql or the e9uivalent.
(4). iFI).
This course continues the presentation cf the
essentials cf the Italian language and attempts to
broaden student knowledge cf Italian life and culture.
Conversation in the language is also encouraged. The
course covers 5peroni and Gclino, gasic Italian from
Chapter 21 tc the end of the text plus selections from
a reader. Course topics include a continuation of
Italian graaaar; use c idicmatic expression; the
culture, geography, and everyday life cf Italy; and
conversation topics that encourage discussion, A
variety of instructional mcthods are used depending on
the instructor: grammar presentation and exercises,
readings is I talian (dialogues, short articles, Italian
- nesspapers, and magazines), criginal Èritin and oral
discussicn. Grading is tased on class participation,
quizzes, midterm cr hourly examinations, and a final
examination.
lJL Italian &= Yoice Yaiors. OFen only to students
enrolled in the Schccl of Basic. (4). (Excl).
An eleaen-tac-y Italiaa coarse stressing basic
conpretension and proncnciation of the language,
especially as it is used in musical literature
(libretti, etc.).
Special Elemen'tar~ Reading Courses
Italian 111 and 112 are designed for students
interested mainly in the acquisition of a reading
knowledge of the language. They are open to graduates,
juniors, and seniors and tc others by permission. Tor
graduate students, a grade of B cr better in Italian
112 satisfies the basic reading knowledge requirement
for the doctorate.
- --
112. Second S~ecial &&&g Coursez Italian 111 or the
equivalent. No credit granted to those who have
completed 230, 231, or 232. (I). (Xxcl).
A continuaticn of Italian 111, taught en a tutorial
basis. Advanced reading of critical materials in the
student's field of specialization, designed to teach
translating skills. Only Italian 112 is offered linter
Ten, 1979. Satisfactory performance in Italian 112
fulfills the graduate language reguirement at the basic
level (Eackham interprets this as a grade of B) .
m g
kanuuaue
Literature Courses
231.. Second-Xeaq Italian. Italian 102 or the
equivalent; or permission of course superrisor.
Bo credit granted to those who have completed 112
or 230. (a). (FL).
This course reviews grammar, introduces students to
standard modern Italian through the reading of short
stories, plays and poetry, and increases student
facility in writing and speaking Italian. Con~ositioas
are required and are based upon reading or other topics
of interest. Class discussions center on readings 01:
current events. Grading is based on class
participation, compositions, quizzes, a midterm, and a
final examination.
- 232. Second-Tear Italian, Continued. Italian 231 or
permission of course supervisor. So credit
granted to those who have co~pleted 112 or 230.
m. ["Â¥)
This course aims at a further development of each
student's reading and speaking knonledge of Italian
including increased facility in both conversation and
oral comprehension. There is a brief review of yranmar,
and the elements of composition are stressed. Various
genres of literature are read and discussed, and
occasional short papers are required cn these or other
related topics. Occcasional oral retorts on unrelated
topics are also required. Grading is based on short
papers, class participation, quizzes, a nidlerm, and a
final examination.
Ltalian* Italian 232 or the equivaLent.
(3). (Excl).
Intended to polish the skill students have acquired
through the 101-232 language sequence. (On approval of
the instructor, study in Italy can substitute for some
of the prerequisite courses.) The organization of the
class is flexible in order to accommodate the varying
needs and interests of students in each term.
Generally, the material presented w i l l concentrate on
the culture and the literature of modern Italy;
occasional lessons on grammar review. Grading is based
upon participation in class discussicns, oral
presentations and weekly compositions as well as the
midterm and final examinations. The guiding criterion
w i l l he the individual progress achieved by each
student during the coarse of the term. (Marsh)
%& Italian Literature& Seventeenth-Wineteenth
Century. Italian 232 or the equivalent. (3).
taw .
Ikalian Ziteratwe. Seventeenth to Kineteenth Centarz*
Examines the major currents in Italian literature,
within a European context, from the seventeenth century
to the First Borld Bar, concentrating on the original
contribution of Italy's greatest poets, draaatists, and
noveliststo Western literature. Some attention may be
given to the importance of the Italian literary
tradition in the developaent of modern opera from
Hontererdi to Yerdi, depending on the interest and
preparation of the students. (Harsh)
390. Dante in !t!ranslati& .4 knowledge of Italian is -
not required. Sot open to Italian concentrators.
(3). nnn.
Through lectures and slide talks, an introduction is
offered to the world of Dante and to his masterpiece,
the Divine Cosedy, read in the cutstanding Ciardi
translation. A survey of the culture and history of the
later Middle Ages prepares the nay for a critical
reading of Dante's poetic allegory. Slides of Italy
w i l l be used to illustrate the art and civilization of
Dantels world as an essential leans of understanding
this highly risual poet. Some attention w i l l be given
to Bantees literary influence in English poetry.
Students uith some knowledge of Italian w i l l have the
opportunity to read excerpts in the original. Course
requirements include several short papers, a aidterm,
and a final exanination. The English Composition Board
(ECB) has approved this course as a Junior-Senior
writang course for Winter Term, 1981. [Barsh)
'.
> *-

Courses 3.g Snanish JDivision 4841.
Elementary Lanauacie Courses
Students who intend to continue a language begun in
high school are given a language placement test to
deteraine the course level at which they w i l l start
their ccllege language instruction.
- 101. plementar~ Spanish. Bo credit granted to those who
have completed 100. (4). [PI).
For students with no previous study of Spanish, this
course provides a basic introchuction to Spanish grammar
and vocabulary, with eaphasis placed on developing
functional, conmunicative language skills. Extensive
practice in listening, speaking and reading Spanish.
Grade tased en three depaitmental evening exams, other
quizzes and written work, daily oral work. (Spanish 101
and 102 are the equivalent of Spanish 100.
s& Elementary aanish, Gsntinued. Spanish 101. No
credit granted to these who have cgmpleted 100 or
103. j4). 4FL).
A continuaticn cf Spanish; composition skills given
more practice. Grade lased on three departmental
evening exams, other quizzes and written assignments
[including several compositions) and daily oral work.
IQA &&?by of glementa~y Spanish. Assign~ent by
test or permission of department. So
credit granted to thcse who have completed 100 or
102. (4). (FL) .
A refresher course for students whose previous study of
Spanish did not occur within the preceding two years.
students cover the equivalent of two seiesters in one;
see the descriptions of Spanish 101 and 102 for an
indication of general course content and format.
206. Conversat& for on-concentratozs~ spani& 102 or
the equivalent. Sparish 206 nay be elected prior
---- --
to Spanish 205. [I) . [Excl) . Offered mandatory
credit/no credit.
Section 001. The purFose of this one credit hour course
is to develop confidence in the use of the spoken
lanquage and to encourage development of listening
comprehension and oral skills. Most of the course work
is done in class, but outside readings which are later
discussed in class are scaetimes assigned. Often the
class is divided into snall groups which then pursue
activities of special interest to the group. These
classes meet two hours each week; grades are based
solely cn class ~erformance. There is no standard text.
course cannot ke =& to satisfy S~anish
concentraticn requirement:: [~vcrakr
Section OQ& sl&l Abroad. This section w i l l be offered
primarily for students tho are finishing or have
finished the first-year sequence and who may be
planning to enrcll in a stccnd-year intensive summer
course abroad. It will emphasize conversations about
daily activities and discussions of customs and
manners,. It w i l l lessen cultural shock while providing
the basic vocabulary necessary for living and studying
in a Spanish-qeaking country. Enrollment is not
restricted, however, to thcse (lanning to study abroad
this summer.
sk Intensive Second-Tear S~anisb~ Spanish 100 or the
equivalent. No credit granted to thcse who have
completed 112, 231, or 232. (8). (EL).
This course covers in one semester the same material
that Spanish 221 and 232 cover in tno semesters.
Hormally, cnly students with grades of "An or "En in
first year Spanish (101, 102 or the equivalent) are
encouraged to take this ccurse. Students receive eight
credit hours, and the class meets tuo hours per .day,
four days per ueek. Arrangements are frequently ~ade
for interested class meaters tc meet during the noon
hour for informal conversation in Spanish. The course
is designed for students whose interest in Spanish goes
beyond the level of merely satisfying the foreign
language reguirement-
a Second-Tear Suanish. Spanish 100, 102, or 103, or
the equivalent; or assignment by placement test.
No credit granted to those who have coapleted 112
or 230. (4) . (TI.) .
This course is designed to review the fundamentals of
Spanish grammar; to provide conversation practice in
the language structures learned during the first year;
to improve the reading ability of students; and to
provide some insight into the literature. history,
culture, and outlook of Spanish-speaking peoples.
Generally a short novel or play is required course
reading. The class meets four tines a week in sections
of approximately .twenty students. Short compositions
are occasionally required.
a Second-Yea s~anish~ Continue& Spanish 231 ,or the
equivalent; or assignment by placement test. Bo
credit granted to those who bave coapleted 230 or
112. (41. (FL).
This course is designed to develop fluency in
understanding. speaking, reading, and writing Spanish
and to provide a deeper understanding of the
literature, history, culture, outlocks, and habits of
Spanish-speaking peoples. The course centers around
discussion in Spanish of selected Spanish and Spanish-
American
times a
works of literature.
week in sections of
The class meets four
approximately twenty
students. Compositions are frequently required. A l l
examinations are given by the individual section
instructors.
S ecial *mentar Readinq Courses
$anish 111 azd 112 are designed for students
interested mainly in the acquisition of a reading
knowledge of the language. They are open to graduates,
juniors, and seniors and to others by peraission. For
graduate students, a grade of B or better in Spanish
112 satisfies the basic reading knosledge cequireneni
for the doctorate.
Secon'd Suecial Eeadinq Courset Spanish 311 or the
equivalent. Bo credit granted to those who bave
completed 230, 231, or 232. j4). (Excl).
A continuation of Spanish 111 with tore individualized
instruction. Spanish 113 and 112 are designed for
students interested mainly in the acquisition of a
reading knowledge of the language. They are open to
graduates, juniors, and seniors; and to others by -
special permission. For graduate students, a grade of B
or better in Spanish 112 satisfies the basic reading
knowledge requirement for the doctorate.
Other Lanauaue cnurses
Practical Spanish. Spanish 232 or the equiwalent.
Spanish 306 may be elected prior to Spanish 305.
(1). (Excl) . Offered mandatory credit/no credit.
The purposes of this one credit hour course are (1) to
apply Spanish to real-life situations and (2) to
acquire the linguistic habits [phonological,
imorphological, and syntactical) necessary for mastery
of conversational Spanish. Rhile the instructor serves
as the leader in determining classrcon activities, the
class is often divided into saall groups of three or
four students. Students share their knowledge with one
another, and more advanced students help to maintain
the continuity of the course as well as to encourage
and to aotivate less proficient class members. The
class meets two hours each week, and the coarse grade
is based primarily on class work. There is no
standardized text. The course cannot be used & satisfl
concentration reuuizements.
362. Introductor~ Qm~osition a Conversation.
Spanish 232 or the equivalent is preregaisite to
Spanish 361; Spanish 361 is prerequisite to 362.
Bo credit granted for 361 or 362 to those who
have completed 360. (3 each) ; IIIg in Ann Arbor:
(2 each) . [Excl) .
These language coarses are the only required courses iu
the Spanish major. No other study of carrent linguistic
usage can be assumed-beyond these two semesters, unless
the student is a candidate for a secondary school
certificate. Consequently these courses are designed to
further develop fluency in current Spanish through
performance in real situations (or closer to real

- -
Spanish situations) and to develop skill is writing
expository prose. Spanish 361 takes as its first goal
to lay down a firm foundation in the Spanish grammar
rules, and to apply tiem in conversation and
composition exercises rather than to memorize then. A
general explanation on the fcr~aticn and combination of
the Spanish sentences is undertaken in this section.
The study of Spanish style and paragraph construction
are presented in Spanish 262. Every attempt is made to
insure that the discussicne, which usually focus on
aspects of Bispanic life, culture, society, politics
and literature, are conducted on a high level. Periodic
compositions in Spanish (a minimum of six per section)
are required in order to itprove each student's writing
ability. Classes meet three times a week in sections of
10-15 students, and are conducted in Spanish. Because
this course sequence is required and taught in several
sections by varied perscrnel, there is a departmental
mid-term and final grammar examinations. Individual
instructors prepare their CUD quizzes.
- Literature
37L xL Introduction g~ s ~anish Literature. Spanish
232 or the equivalent. ( 3 c h ). (HO). Bay be
elected for credit acre than cnce.
Only Spanish 371 is offered Winter Tern, 1981. Hou does
a literature begin? This part of the survey discusses
the development of a literary language, the themes and
forms of literary expression froa the fliddle Ages into
the Golden Agc cf Spanish literature in the sixteenth
and seventeenth centuries. Hcw does a femedievaIn period
become a nEenaissance,w much less a tgbarcque" period in
literary terms? The student who has satisfied the
lanqaage requirement sill learn how to analyze works as
diverse as the E o e ~ & g&d, a nedieval epic, a
dialogued novel, the ~ ~ ~ an s early m picaresque ,
novel, the Lazarillo & Tormes, courtlyc religious, and
lyric poetry of the Eenaissance, and tç plays by
authors, like lope de Vega, Calderon de la Barca, and
~irso de Polina, fro@ Spain's great seventeenth
century. These works, all tasterpieces, nill be studied
through leetires in Sparish, fliscussions, quizzes, a
term paper, and a final examination. Eegular attendance
is essential. [Hafter)
-- 373- Z s i ~
z&
[ED).
ig Scanish Literature* Sganish 232. [3;.
Hay beelected fcr credit sore than once.
m~ ig spg~as& ziicge&~. The fate of the
Spanish norcan as seen in literature. A history of
reclasicns and liberaticns. Great women in the
cultural, social and political life of the Eispanic
World. Poetic and prose tests of impcrtznt Spanish
women writers. (Lopez-Grigera)
Ja&
Introduc~~g~ % gaig Anerican &i&ggg&gs&
Spanish 232 or the equivalent. (3 each). [HU).
Only Spanish 382 is offered Hinter Term, 1983.
Section 003: Historical S a g
America$
--- Literature 120th-Centurfiz Covers the ~ain Spnish
American ccntemporary authors in poetry, narrative,
theatre and essay fisturias, Borges, Carpentier,
Huidobro, Valle jo, Neruda, Cortazar, Paz) . The
concentraticn is on reading of a selection of literary
texts. Second course in the sequence 381-382-463.
Conducted ir Spanish. Lecture and discussion sill be
the format of the course. The student's performance
sill be evaluated through grades obtained in: is)
reports, (b) mid term exaa, aad (c) final examination.
Reading list: Jcrge Luis Borges. Ficciones; Julio
Cortazar, Final de& -2; Jose Donoso, xges novelitas
burquesas; Vicente Huidobr c; Ecaatorial; Cesar Valle jo,
Tiilce; and Pabla Neruda, ZQ gem^ & gng~
(selections). [Gcic)
462. Golden iqe~ Spanish 361 and three courses chosen
from amcng spanish 371-308. (3). (HO).
-- Panorama - of SranZsh Gclden Literas.. Socioeconomic
tackground of the period. The rcle of
literature in the diverse ideological and artistic
moments of the 16th and 17th Centuries. Hain
expressions of lyric poetry, prose and theater.
Literature of ora 1 transni~sion. Metaphysical and
religious literature. Artistic and literary currents of
the rest of Europe w i l l also be considered. (lopez-
Grigera)
572. The nodern Svanish mL Spanish 361 and
three courses chosen froa among - Spanish - 371-388.
[3 each) . (HU) .
The course studies the novel as genre in relation to
other prose forms such as autobiography, short story,
descriptive essay; me w i l l read examples of all as sell
as some literary theory. Topics to be considered: prose
works and the reading public; literature in its social
and cultural context (for exanple, Spain's 40 years of
dictatorship); a comparison of male and feaale writers,
a comparison of prose in two of Spain's four languages,
Castilian and Catalan (Catalan works can be read in
Spanish translation). The course is conducted in
Spanish and students must have a good knowledge of the
language. This is the second semester of a departmental
sequence on the 19th and 20th century Spanish novel but
we do not assume that students have taken the 19th
century course. Classes are discussion and lecture.
Evaluation is based on several short analyses written
in and outside of class, an examination given the 10th
week of the senester and a final project. Beadings:
Kiguel de Unamuno, Niebla; Jose Eartinez Ruiz,
u; Arturo Barea, & && @ gn rebelde; Ramon Maria
del Valle-Inclan, Tirano banderas; Camilo Jose Cela, &g
-- fanilia @--
Pascual Duarte; Herce Bodoreda, La Plaza del
Diamante; Josep Pla, El Cuaderng m; Juan Gotisolo,
Senas de identitad; Luis Bartin Santos, T i e a ~ & ~
silencio; Pere calders, Antoloqia gs us caentos; J.M.
Caballero Bonald, Aaata Ojo de Gato. (Zyers)
-- -- -
487. Latin American Poet= g Twentieth Century.
Spanish 361 and three courses chosen from among
Spanish 371-388. (3). [KO).
The course concentrates mainly on the specific aspects
of poetic language through the most important poets of
the century: Gabriela Bistral, Hotel Prize Winner;
Ticente Huidobro. a great innovator: Pablo Neruda,
Sobel Prize Winner; and Nicanor Parra, the &nilpoets A
final excursus w i l l provide information arid analysis on
poets such as Cesar Vallejo, Octavio Paz, and Ernesto
Cardenal. The course objectives are, priaarily, to
study 'the main features of conteÈporar poetic language
and, seconCarily, to analyze a number of Foeas of each
poet, including four large poems : wRi~nos aaericaaos"
by Gabriela Histral, Ticente Huidobro@s malzatoz,"
Pablo Neruda's "Alturas de Sacchu Picchap an? Hicaaor
Parra's "Soliloqaio del Individuo." Leetare and
discussion trill be the format of the course., Stadents
sill give various reports on partial poetic language
analysis. The student performance sill be evaloated
through graSes obtained in the varicas repozts, a tesm
paper, aifltera and final esaffii~atio~s. Beading list;
Gabriela 8ist~aI~ Desolation; Vicerite B~idabro~
&ltazor; Eablo Herudac Canto General- [Goic)
----- 488- Lstin American Earrative ---- the Twentieth C e n u
Spanish 361 and three courses chosen from anong
Spanish 371-388. (3). (KO).
El curso este an0 estara centrado sobre el siguiente
tema: mFiccionalidad, literatura fantastic3 y realism0
maravillosa. 31 pcoposito es ioble: en priaer lunar, el
de especificar las nociones de "discurso ficticioa de
la atribucion He la propiedad "fantasticoR o "realists
~aravilloso~ a on discurso ficticio. En segundo lagar,
analizar textos signi ficativos en la literatura
latinoamericana, desde fines del siglo XIX, que se ban
prestado a tales clasificaciones en el exaaen eritico.
Entre 10s autores a examinarse se cuentan, Bolaberg,
Lugones, Bioy Casares, Borges, Carpentier y Garcie
Baqcez. On programa mas detallado pueden encontrarlo
10s in teresados, a partir de la piaera semana de
noviembre, en BLB 4222.,- Las clases se divides
exposiciones del instructor y de 10s alusnos. Se
contempla una distincion, en caso de necesidad, entre
estudiantes graduados y no graduados COD respects a las
monografias ("papersn) durante y a1 final dsl curso.
(Bignolo)

102 / RUSSIA8 ANI; EAST EUXOEEAN STUDIES
--- -- --- -- - --
Courses in Russian ard East European Studies
f U i r i s i ~
4541
1721Sla& plA a lirst-Year Armenian- BEE 171
is prerequisite to RIBS 172. (4 each). (FI).
See Slavic ~inguistics 172. [Harlan)
REES
171 or the equivalent is prereguisite to REES
271; BEES 271 is rer requisite to BEES 272. (4
each). [.Ell.
272lSlavic zas aL ss~@dsg& Ariiienian.
See Slavic lingnistics 272.
(Harlan)
- 311. -- The -- Arts 23 - East --- EurcEan Culture. 14). (HU).
By concentrating on visual arts (architecture,
sculpture, and painting), this course w i l l explore the
unique cultutal position of Eastern Europe between the
Best and the iiorJd of Russia and Asia. The course w i l l
not be a survey but rather an attempt to illustrate a
number of key ptcblems in the arts of Eastern Europe:
the presence of liestern and Eastern characteristics in
East European art and their creative integration, the
artistic contrikution cf Eastern Europe to other
cultural spkeres, the merging of East and Best in
Eastern Europe, the essence of East EUrCpean spirit in
art.
Since the course bill be accompanied by a series of
distinguished quest lectures from both inside and
outside the University, the discussion of the questions
listed above is expected tc provide a fraaework for the
student within which he/she could follow and integrate
information provided by guest lecturers in areas not
covered by the coordinator lnusic, literature, film,
theatre). -
The , course w i l l be a combination of lecture,
discussicn, guest lectures and visits to out-of-class
events. Course assignments include two in-class tests
and a final paces. Although there is no appropriate
single textbock, a number of surreys and monographs
w i l l be placed on reserve in the Tine Arts Lihrary.
Some introductory coursework in the arts and/or
humanities is seccmmeinled as background to this course.
[Goss)
c o n . Sci. Sss/S&&Tis =Hist:
Surva sg Eastern gnxo~e~ (4). (SS).
--
This course is intended to provide an overview of the
historical develcpment of Eastern Europe and an
introduction to ccntea~orary economics, social,
political and cultural forces affecting different
Eastern European states. The intent is to demcnstrate
the particuiac characteristics of Eastern Europe as a
region in contrast to Gestern Europe and the Soviet
Union.
The course may be elected for credit in the Center
for Russian and East Xiropean Studies or in the
Eccncmics, Histcsy. Political Science, or Slavic
Lanquages and literatures departments. It nay also be
taken for extension credit. The conrse has an in-class
midtern and a take-home final.
- - -- -
)e elected for credit twice.
Patterns ez Continuitx and Changs in &-&g=&y~
svstens. This course coZZneiY ixoZ survey of tke
major features of soviet-tjpe systems with a focus on
the ways in which these systens have changed over the
last thirty years. The approach is comparative and
thematic. Cca&ariscn of the social, economics and
political structure and operation of the USSR, Poland,
Czechoslovakia. Hungary and Yugoslavia w i l l enable
students to gain an understanding of the interaction of
historical, cultural, ideclcgical and institutional
factors in shaping the ratnre of these systeas. This
w i l l be followed by in-degth examination cf periods of
rapid systeuic change as well as of longer-tern
development. thile a tackgiound in social science is an
advantage, students without such knowledye w i l l be able
to tackle the course if they are prepared to dc some
preliminary reading. There w i l l be tvo seminars weekly
for which students sill be expected tc prepare oral
presentations. In addition to an in-class midterm and
final exam each student w i l l %rite a 20-25 page
research paper cn an aspect of the process of change in
one or acre of the countries covered. (Pravda)
43OlGerman 450. Eiunaarian Poetry Since 19@5. Permission
of instructor. (3). (HD).
Contemporary Hungarian poetry, principally since 1945.
Readings, lectures, discussion- part of a
departmental sequence. Some background in the Hungarian
language is desirable, but not required. Course to be.
conducted either entirely in English, or partly in
English and partly in Hungarian, depending on
backgrounds and capabilities of class. Basis of student
evaluation w i l l be the aidterm and final examinations,
and one major term report of 10-15 pages. Required
text: Modern Hunaarian Poetrx, edited by Uiklos Vajda,
foreward by William Jay Snith. Ben York: Columbia
University Press, 1977. Additional readings,
principally for outside projects, to be assigned-
Students who wish to work with original texts, rather
than with translations as contained in the textbook
volume, w i l l have the opportunity to do so. (George)
-- Slavic Lanquaaes & Literaturs
Courses in Russian tDivision
s& First-Year Russian. No credit granted to those who
have completed 103 or 111. (4). (FL).
In this course the student learns the basics of Russian
pronunciation and grammar. The skills of reading and
writing, as well as listening and speaking, are
developed rapidly through the use of humorous stories,
skits, and classroom rituals. The course naterial is
designed to be interesting and engaging, so that the
student enjoys the subject natter about which s/he is
comaunicating in Russian. In each class period, about
half the time is spent interacting in Russian: telling
stories and inventing huaorous skits using the grammar
and vocabulary which is being learned. Generally a nes
story is also told to the class each period. The second
half of the period is spent introducing new points of
grammar. A11 the stories told in class appear in the
textbook and are also on tape in the Language -
Laboratory, which is open 8:00 a.m. to 10 p.m. In the
Language Lab students practice listening to stories and
answering questions orally, and work on grammar drills
as well. In addition, personal copies of all tapes can
be made for the students. The text is A Russian Course
by A. Lipsou. Since classes are small (section size is
limited to la), students have ample opportunity to
speak each period. Evaluation is based OR classuork,
homework, unit exams (of which there are three or four)
and a final. Bote: Russian 101, Russian 103, and
Russian 111 are all beginning Russian courses. Credit
cannot be granted for more than one cf these.
- 102. First-Year Russian& continued. Russian 101 or the
equivalent. No credit granted to those who have
completed 103, 111, or 112. (4). (FL) .
This course is a continuation of Russian 101.
-- 111. suecia1 geadinq course. No credit granted to those
who have completed 101. 102, or 103. (4). (Excl) .
This course is designed to provide a reading knowledge
of Russian for purposes of research in science,
mathematics, social sciences and humanities. It is open
to juniors, seniors, and graduate students. The four
- hours of undergraduate credit offered for the course do
not depena upon subsequent completion of Russian 112.
Russian 111 may not be used to satisfy the LSA foreign
language requirement.
-- 112. S~ecial Readinq Course, Continued. Russian 111 or
the equivalent. Credit is not granted for Russian
112 and Russian 102 or 103 without departnental
pernission. No credit granted to those who have
completed 201, 202, or 203. (4). (Excl).
This is a tutorial course in which students increase
their reading knowledge of Bussian in their specific
fle1tS.s and improve the: r r a t e oi translation to the
level ragnirei for the doctoral language rsgeirese~t.

WIBT'EE TERM 1981 / 103
Russian 112 may not be used to satisfy the LSA
language requirement.
foreign
- 203. Second-tear Intensive Russian. --- Eussian 102 or 103;
or the equivalent. Bc credit granted to those who
have cc~~leted 20 1 or 2C2. (8). (?I).
This is a lively, team-tatght intensive course meeting
eight hours a week and covering in one term what is
ordinarily covered in two terms in Russian 201 and
Eussian 202. Given its rapid pace, Russ-lan 203 is
especially suited to studerts who have been enrolled in
Russian 103, but those who have completed Russian 101-
102 or the equivalent are also nelccme.
The course e~gloys a balanced approach with exercises
in gramffar, reading, writing, and speaking, including
extensive audio-lingual drill in class as veil as in
the language laboratory. Current texts are V.
Kostamarov, Russian Everykody and Davis and
Oprendek, Making Proqress Bussian. Evaluation is
based on classrccm performance, homework, quizzes, hour
examinations, and final.,
3J& J& Third-Year &~ssii~ Russian 202 or 203; or
the equivalent is prerequisite to Bussian 301.
Russian 301 is prerequisite to Bussian 302. So
credit qranted for 301 cr 302 to those who have
----
ccmpleted 303. (3 each). [N-Excl) .
Pussian 301. Third year Russian is a continuation of
Russian 202, or it can be taken with permission from
the instructor. It covers the following: (1) a review
of Russian gramar (book: Exercises by the university
of Michigan); (2) readirgs in Russian culture and
literature; and (3) modern conversational Russian
(book: Sceakinq g~zigg by Khavronina). It is a
recitation course and students are asked to participate
in class discussions. Students are evaluated on the
basis of review granmac quizzes in class, translations,
and compositions written at hcme. [Challis)
Russian m. Third year Russiar!, 302, is a continuation
of Russian 301, or it can be taken nith permission from
the instructcr. It covers the following: (1) a review
of Bussian graffimar [kook: ~ g ~ ~ by & the s ~ University
of Hichigan); (2) readings in Russian culture and
literature; and (3) modem conversational Eussian
[book: Speakinq Russian by Khavronina). It is a
recitation course and students are asked to participate
in class discussions. Students are evaluated on the
basis of review grammar quizzes in class, translations,
and ccmpsitic~s written at hcme. (Challis)
a - 2 2 Introduction tc Russian Literature. Russian
202 or the equivalent is prerequisite to Russian
351; Russian 351 is prerequisite to Russian 352.
(3 each). (Excl).
Only Eussian 352 is offered Winter Term, 1981. Helps
third year students make the transition from wtextbookw
Russian to the language cf great Russian writers, and
gives insight into the mair- trends of the 19th and 20th
century Russian literature. Basic concepts and
terminclog y c f Russian literary scholarship are
introduced. Conducted in Bussian, ccmpositions written
in Russian. Curing the first term prose is presented,
and during the second, poetry. Works by foremost
Russian authors read in the original. (Suino)
- 355. ----
Sugervissd Xeadinq Eussian Literature.
Permission of instructor. (1-4). (Excl). [INDE-
PENDENT). Nay be elected for credit twice.
This listing is exclusive3y for Russian majors who are
not able to attend required ccarses [practice teaching
during senior year, for example often conflicts with
Russian 451 and 452), and thus the content is the same
as some other listed course.
3QA Fourth-Year
Russian. Russian 302 or 303 is
prerequisite to Eussian 401; Eussian 401 is
prerequisite Yo Russian 402. No credit granted
fcr 401 or 402 to these who have completed 403.
(3 each) . (N. Excl) .
Russian 401 is offerefl Fall Term and Russian 402 is
offered Kinter Term ever? acadenic year. Prerequisites:
three years of Russian [sirimum). Course deals mostly
with Eussian verbs~that is the use of perfective and
isperfective aspect of the verb; reflexive verbs. Verbs
with close meaning or syncr!yms; verbs nith different
urefix; use and idiomatic meaning of the verbs of
motion without prefix and kith prefix; participles and
verbal adverbs. Students read short stories of
different Russian authors, write cospositic~s on given
topics and make oral reports. Progress is checked by
quizzes and final exasination in Russian 401; a tern
paper and oral repcrt in Rcssian 402. (Fischer)
g& Methods QL Russian uyigg Lnstruction.
Permission of instructor. (3). (Excl).
Recommended for teaching assistants and instructors of
Russian. This course provides a broad range of flata,
theory and techniques designed to take Russian teaqhing
as effective as possible. Specific topics include: the
A-L method and other theoretical approaches; how to
improve student's pronunciation; types of drills and
exercises (oral and written); teaching aids and
specialized reference works; tips on maintaining
student interest, etc. The course till be conducted in
quasi-seminar fashion, but with a final exam. Each
menber w i l l also give periodic demonstrations of
teaching methods. Several guest lecturers w i l l be
featured. Text: Nelson Brooks, Lanqnaae and Lanacaae
Learninq. Theory and Practice [any edition). [Dewey)
$% Analvsi~ of Contem pa= S~0ken Russian
Russian 402 oT403, or Eeraission of instructo:
is prerequisite to Russian 415: Russian 415 is
prerequisite to Russian 416. (3 each). (N. Excl) .
Russian 415 is offered Fall Tern and Russian 416 is
offered Winter Term every acadeaic year. Russian 415
and 416 emphasize difficult aspects of the Russian
language, such as colloquial Russian, idioms and set
phrases, use of the polite form in Russian speech, and
practical stylistics as an instrnaent of style,
synonymy of short and long adjectival for=, use of
pronouns, and analysis of different styles. Progress is
checked by quizzes, oral reports and a tern paper.
Students read short stories by different Russian
authors, plays, articles from newspapers and magazines,
and write compositions and give oral reports. (Fischer)
Literature
-- 450. pentieth-Centurl Russian Literature. A knowledge
of Russian is not required. $3). (HU).
This course features readings, lectures and discussions
all in English. The major authors w e deal with are
Solzhenitsyn, Pasternak, Sholokhov and Bulgakov but we
discuss others who are less well known to American
readers. The course covers about four decades of
Russian literature from 1930 to the present. Be shall
begin with work written in the Stalin perioa which
ended in 1953. These inclufle such works as Sholokhov's
epic novel of revolutionary turmoil, Qaui m,
which were actually published in the Soviet Onion at
that time as w e l l as brilliant underground novels such
as Bulgakov's Ilaster and naraarity and Pasternakss
Doctor which the authorities would not allow
to be published. The second half of the course is
concerned with works written since the death of Stalin.
Some of. them, such as Voinovich's and
Extraordinarx Adventures of Private Ivan Chonkin
Solzhenitsyn*~ p g Bit ciT:le are a continuation of
the stream of underground literature. Bany of the works
we read in the second half of the course, however,
represent the literature which has actually been
published in the Soviet Union. Here the euphasis is on
poems and short stories, representing a variety of
styles and points, of view. Since the literature studied
in this course has great conteaporary relevance,
considerable attention is paid to its social and
ideological implication. But the ffiajor emphasis is on
the aesthetic qualities of the works and their place in
the Bussian literary tradition. (~rown)
452/RC Eums. Surve of ussian Literature. A
knowledge of Russia: i~no: reguirea. f3]. (KV).
This course, a continuation of tussian 451, covers the
development of Russian literature from 1870 to the end
of the century. major authors read are: Tolstoy,
Dostoevsky, Leskov, Garshin, Korolenko, Luprin,
Checkhov and Gorky. The course demonstrates the
development of Russian Realism from its peak years to
its decline on the eve of the appearance of Sytbolis~,
thus ranging from the broad novels of Tolstoy (m
Kareaina) and Dostoevsky (m Brothers Karanazov) to
the miniature views of the short stories by Chekhov.
Nonconceutrators sill find parallels and contrasts with
developments in Bestern European literatcres, and all

104 / SLAVIC LANGUAGES AliL LITSRATURES
students w i l l be instructed in literary analysis,
although not to the exclusion of the formidable
thematic content of Russian literature in the period
under discussicn. Two exaiinations during the term and
a final essay examination are take home. A knowledge of
Russzan is not required. (Fersereau)
be taken as tatorial.
[Èelsh
Courses &B Serbo-Croatian
(Division
471. 472. Modem Sgsssg t$wz A knowledge of Russian
is required. (3 each). (HU).
Only Russian 472 is offered Hinter Term, 1981. The
course, a continuation of Russian 471, surveys Russian
poetry from the Civil War rericd to the present. Topics
treated include revoluticrary romanticism, socialist
realism and the post-Stalin "thaw*. Prinary focus is on
the evcluticn cf the poetic language, trends in verse.
technique and elements cf continuity. (Suino)
l&li- 242. Second-1ear Czech. Czech 142 or the equiva-
lent is prerequisite tc Czech 241; Czech 241 is
prerequisite to 242. (4 each). (PL).
Only Czech 242 is offerefl iinter Texm, 1981. Supervised
reading of Czech-language texts. Knowledge of Czech
qrammar assuned. The course sill alternate general
discussicn cf tie problems of reading and translating
various types of written Czech nith individual,
tutorial consideration of specific texts. (Suino)
-- UM-. -- :u~ez&sa cm& Beadins* Permission of
instructor. 11-4). (HO). Hay be elected for
credit twice.
Readinqs in literature and special subjects, according
to the students* needs and qualifications. Readings are
done in the Czech language. (Suino)
-
Lanauaas
121. 122% First-Yeaz Polish: Pclish 121 is grezeguisite
to Polish 122. (4 each). (FL).
Only Polish 122 is offered iinter Term, 1981.
Introdactory ccuise presenting basic granmatical
information and vocabulary. Constant oral drill and
practice. Regular use of language laboratory. Euring
the second term short Polish stories and poems are read
as part of the classwcrk, and conversations and
discussions in Pclish are intrcduced at an elementary
level. (Pec)
zal 222. Secgad-Year E Q ~ & Pclish 122 or the equivalent
is prerequisite to polish 221; Polish 221 is
prerequisite to Polish 222. 14 each). (FL),
Only Pclish 222 is offered Winter Term, 1981. The
course is designed as a ccrtinuaticn of Polish 221 and
assumes a good knowledge cf structuxe, vocabulary, and
qramnar of contemporary Polish. Considerable
participation is encouraged. The study and analysis of
contemporary Polish literary language (in the form of
texts drawn frcm a variety of sources) are the primary
objective, mostly achieved by means of translation from
Polish into English. [Welsh)
--- "Literature
si 31 Polish Literature Lx znqlish. [3 each). [HU) .
Only Polish 426 is offered Winter Term, 1981. this is a
continuation of Polish 125, although there is no
prerequisite. Ite course surveys the developnent of
Polish literature in terns of individual authors and
major literary novements. Individual critical analyses
of texts required, A krawledge of Polish is NOT
required, A l l ieadings in English translation. Can NOT
132% First-Year --Croatian. Serbo-Croatian 1.33
is prerequisite to 132. (4 each). (Ft).
Only Serbo-Croatian 132 is offered Winter Term, 1981.
Serbo-Croa-tian 132 is the continuation of Serbo-
Croatian 131. Instruction w i l l be in the 'form of
lectures and drills with emphasis en grammara
conposition and conversationa Student evaluation sill
be based on a number of examinations, compositions and
class participation. Successful coapletion of Serbo-
Croatian 3331-132 sequence provides the student with a
sound base for reading a aide range of materials with a
dictionary and enables him to speak the language for
everyday purposes Required text: Slavna Babic, Serho-
Croat for Foreianers. (Emedi)
-- - -
-- 439. Directed - Readins g Serbo-Cxoatian Literature.
Permission of instructor. (2). (Eicl) . [IHDEPEB-
DEBT). May be elected for credit twice.
This course is designed to proviie an opportunity for
extensive reading in Serbo-Croatian of a variety of
materials at an advanced level. the amcunt and type of
subject matter covered is dependent upom preparation
and interest of the individual student. Texts range
from belles-lettres [short stories, novels) through
jonrnalism and history. (Stolz)
--- Courses & mainian fDivision 4741
I& a First-Year Ukrainian. Ukrainian 151 is
prerequisite to Ukrainian 152. (4 each). (PL).
Only Ukrainian 152 is offere'a Winter Term, 1981. The
second half of the course is based on the continnatioa
of the introduction to the Ukrainian language offered
in the first half of the year. Bajor emphasis is gi~en
to the learning of grammar and to oral recitation.
Daily homework assigaments are supplenented by weekly
quizzes and two or three major exams per senester. -
(Samilenko)
Slavic Linquistics IEivision
aL 172/REES First-Year lkraenian. Slavic
Ling. 171 is prerequisite to Slavic Ling. 172. (4
each). (FL) .
Only Arnenian 172 is offered Hinter Term, 1981. The
second semester of First-Tear armenian sill continue to
give a balanced presentation of grammar and
conversation, as begun in Armenian 17 1. Successful
completion of Armenian 171 is a prerequisite to taking
Armenian 172. Hethods of instruction include lecturing,
oral drills, and work in the language laboratory.
Student evaluation w i l l be based on examinations of the
aranmar covered and vocabulary quizzes. The requirea
Gext is Arnenian gol. I 11975) by-2areh
Kelkonian (Harlan) .
z71k 272fREES 271* Second-Year Armenian. Slavic
Ling. 171 or the equivalent is prerequisite to
Slavic Ling. 271; Slavic Ling. 271 is
prerequisite to Slavic Ling. 272. (4 each). (PI.).
Only Armenian 272 is offered Uinter Term, 1981.
Armenian 272 is a continuation of Armenian 271 and is
designed for those who have completed Armenian 171, 172
and 271 as well as for those nho have mastered the
fundamentals elsewhere. The coarse features
conversation, reading and composition. Student
evaluation w i l l be based on class participation and the
quality of the uritteu work. The required books are 4
Textbook g Bodern Hestern Armenian by Thomson and
Bardak jian of Harvard Oniversity (1977) and Armenian
!lade Val. I1 by Zareh Kelkonian (Harlan).
--

---- 311. --- The ---- Arts in East &ropean Culture. !4). (HO).
See Russian and East European Studies 311. (Goss)
- 372. - - Soviet -- - ggd ggsg &'p;~~s2 Cinema. A knowledge of
Russian is not required. (3). (HU).
During winter Term, 1981, this course is jointly
offered wifh Fiesidential College; Humanities 255. For
description see Residential College. (Eagle)
See Bussian and fast European Stud-ies 396.
---- -- -- ----
101. Person and Societ~; &g Introduction to Socioloqy
Throuqh Social Ps~choloc~~.
-
f4) . (SS) .
This course introduces students to sociology by drawing
on the concepts and perspectives of Social Psychology.
It seeks to develop more systematic ways of viewing and
understanding social life. Readings, discussions,
films, and lectures w i l l be used to present and
illustrate a variety of useful conceptual frameworks.
Three broad content areas w i l l be examined: how people
become socialized, how they interrelate and influence
each other, how they relate to the broader social
environment in which they live. Specific topics
include: the development of perscnal identity and
especially gender identity, processes of interpersonal
influence and attitude "change, conformity and
rebellion, deviance and social control. The course w i l l
meet for one hour of lecture and three hours of
discussion each week. Grades w i l l be based on small
projects plus a midtern and final. (Hodigliani)
Sot. Sci. 220. Political Scouonfi (4). (SS) .
See Residential College: Social Science 220.
(Beiskopf)
-- For Vnderqraduates
L
-- Primarily zor tnderclass Students
ma Princi~lss gg Mg&gxc Open to freshmen and
sophomores. Juniors and seniors must elect Soc.
400. No credit granted to those who have
cctpleted 400. (4). (SS).
Sectiogs 001-007. The course has £o seFarate nodules,
each one built around a gane simulation of the relevant
social processes. Ibe first module uses The Barriaae
w, and foccses on sex roles and the family. The
second nodule uses CLUG (Ccmmunity lane Use Game) and
focuses on the social organization of the city. The
third model uses Shat*s Eva, and focuses oil the role
of the mass nedia in society. The fourth nodule uses
SIfiSOC (Simulated Society) and focuses on the
managenent of large scale conflict and the naiatenance
of social order in a society. Each module nil1 be used
to illustrate a more general theoretical perspective in
sociology such as social exchange, human ecology,
social ccnstruction of reality* and political economy.
The course utilizes a conkination of labs, discussions,
films, reading and lectares within each module, and
work on each mcaule is separately evaluated, (Gamson)
Sections --- - 008-013. ------
Bhy dc all societies have the
institution of mamage? Is it possible to have a
society without inequality. Shy do people commit
suicide? Are loner class people last? This course deals
with these and similar questions about the basic
workings of a society and social life. One of oar goals
is to answei; these qnesticrs; another, tc suggest how
socioloqical answers differ frcm psychological or
common sense answers (when they do) a The tsxe weekly
lecture periods w i l l feature guest speakers and films
alcuq with Iectcres from the instructor; the once-aweek
discussicn section (enrcllment of 25, led by a
teaching fellow) w i l l emphasize guestions raised in the
readings and lectures. Grading w i l l be priiaarily by
examination {cb jective and short-anssrer questions
eaphasized), with one or acre short projects or papers.
Texts to be selected. (K. Cascn)
-- 016-020. this version of Iitroduction to Sociology is
organized for students xho prefer a suall size group
that allots and encourages discussion,. Each section
w i l l have a ~aximua of 25 students taught by a single
instructor throughout the term. The five sections
differ sotethat in etphasis depending upon the
orientation of the instructor, but each provides a
broad introduction to tie field of Sociology. Classes
meet in two tic-hour blocks to ai-low flexibility for
scheduling class projects, films, and active
discussion. Piof. Howard Schuman su~erv-l-ses this course
and individual sections are taught by 3- Een-Baruch, C.
Chertos, E. Ice, H. Lnrdgren, and 3. Hothenberg.
(Schunan)
g~eaentar~ Statistics% (3). tSS).
The purpose of the course is to provide literacy in the
evaluation of quantitative evidence as it relates to
the world of alternative, testable ideas. Stnaents are
faniliarized with a variety of descriptive statistics
(interpretation of tables, measures of association,
regression, etc.) , inductive statistics [theory of
sampling, significance tests) and the empirical origin
of decision making based on quantitative ana nonquantitative
evidence are compared and contrasted. No
special background cr preparation is needed. Students
capable of handling arithmetic have all the
mathematical skills required for the course. Chere are
two lectures and one lab scheduled each seek. Problem
sets are routinely assigned to illustrate the concepts
of the course. Student grades are deternine6 by
performance on three examinations, tç given during the
semester and the final exan. The text used in the
course is: Blalock, Social Statist2cs- [Goldberg)
a& Introductio~ to American Societb [3).
tSS).
The major objective of this course w i l l be to
critically evaluate the contemporary American society.
The following areas w i l l he explored: class, race, aria
gender inequality; the role of large scale
bureaucracies and corporations; the ways in which
Aaerican educational institutions are structured to
produce inequality; and, the emergence aad development
of social moveneuts (i.e., Civil Bights, and student
novement) intent on changing American society. Current
sociological perspectives and literature w i l l be used
in our attenpt to get a handle on these coaplex and
diverse issues. [a. Borris)
- -- - --- ----
303. Racial and Cultural Contacts. Bo credit granted to
those who have completed 503. f31. -(SS).
In the United States ami nany other countries, there
are major social di~isions between racial-, ethnic,
language or religious groups. This course w i l l focus
upon ine'qualities between blacks and whites in the
United States although some attention sill be derotefl
to ethnic, linguistic and religious divisions in this
country and abroad-. The course sill ccssider the
origins of prejudice and discriaination. It w i l l also
examine legal, social and econosic differences between
the races, how these differences have changed over
time, and nil1 then explore some reasons for changes.
Attention w i l l be given to the social novements and
forces likely to lead to future racial change in this
coant~y. The fornat of the coarse w i l l depend upon
enrollment. However, it is likely that the classes %ill
primarily be lectures with sone time devoted to
discussion. Xt is probable that the grading w i l l be
based upon several in-class tests and a final
exanination. The readings w i l l include sociological or
psychological descriptions of racial issues and
prejudice, decisions of the Supreme Courts, and various
popular accounts of racial topics written by nowelists
or journalists. (Parley)

106 / SOCICICGI
a Introduction to Research Methods. Soc. 210. (4)-
(SS) -
Sociology 310 prcvides students with an opportunity to
develop sociclogical ideas on their own, to test these
ideas in field settings, aid to analyze and report the
resulting data. The course is built around a two hour
practicum in which students help plan and carry out at
least one substantial research project. As part of this
research, students gain ysrscnal experience in some
form of field observation or interviewing, are
introduced to the University's ccmputer and discover
that it is really a friendly beast, and write a paper
on a personally chosen prcblem using data collected by
the class. Individual assistaece is provided for both
the computing and the data analysis pager. Grades are
based on participation in the class projects,, exams,
and Gapers. Students shculd have had at least one
previous introductory sociclogy course, and Sociology
210 .or its eguivalent, or obtain the instzuctor*~
advice tefore registerinq. Sociology 310 is not a
statistics course and parts of it have little to do
with statistics, but parts w i l l enable students to make
practical use of some single statistics. The English
Conposition Bcard [ECB) has approved Sociology 310 as a
Junior-Senior uriting ccnrse for Winter Term, 1981.
(Schuman)
- 389. ----- Practicum &a Socioloav. Permission cf instructor.
Hay not he included in a concentration plan in
sociology. 12-41. (Excl). offered mandatory
creditlno credit. (IXPEHIES'TIAL). Bay be elected
for a total of 8 hours credit.
The practicum in sociology provides students with the
opportunity for experiential learning through volunteer
work in a variety of ccmmn~ity crganizations. Field
placements for students are arranged through the
proqrams of Project Comaunity at the University of
Kichigan. Project Community includes the Inmate
Prolect, and the Innovative Tutorial Experience, as
&g& gs several =aJ&g a~ggggs which ESX m x a
- texm. In addition to %&& work in the comnunity,
students keep logs of their wcrk experience and write
short papers integrating their field activities with
sociclogical analyses. Speakers, weekly seminars and
outside readings also are used to pronote learnkg of
general sociological principles and tc broaden the
student's understanding cf the setting of their field
work. There is nc pseregistration for Sociology 389.
Interested students shculd contact the Project
Community Office at 763-2548, 2204 Eichijan Union.
[Chester)
!g& Socio1oqical P~&AJ~E gad Problems. For stndents
withoat gsevions tackgraund in sociology. No
credit granted to these who have completed 100.
(3). [SS).
Principles of Sociology for the Hinter Term nil1 be
presented from an analytical and macrc-sociological
perspective. Thus, the focus w i l l be on the
characteristics cf social systems yiesed in both an
historical and a comparative perspective. The course
w i l l e~pha~ile theories and theorists of macrosociology.
Students till be introduced to the general
theories of such figures as Enile Dnrkheia, Karl Marx
and &ax Sleber. Ihe course w i l l begin with a unit on the
nature of explanation ii the social sciences. The
remainder of the term w i l l be partitioned intc units
dealing with 5a jor forms of social organizations:
conmunity, class and hierarchy. The course sill be
primarily lectrre and discussion oriented. Evaluation
w i l l consist cf 2 major pagers and a final examination.
The major readings w i l l include: Durkheim, Suicide;
Harx, &&s pi2 Cauital; seiected essays by Heher:
and other source readings. (Thcmas)
!&!A ScntemEgzsxI S&gJ Issues us (2-4) [SS).
Credit is granted for a combinefl total of 8 hours
credit elected through Soc. 202, 203, and '401.
Sec ion 001- Besearch Methcds gg= Sccial C m s . This
cou:se willxreview various meth cds of cond&ting social
research that might be cf use to groups mobilizing to
create social change. Gathering and analyzing strategic
intelligence is a prime factor in all social change
efforts, and the use of sophisticated social research ~
methods nay im~rcve the quality of local groups* data
and information about their enviro~ment, their own
group and resources, their targets cf change, etc. Some
of the research methods ue w i l l examine include a focus
on: bank and insurance company redlining progxams.
social and political networks cf power in local
coninunities, property tax and land use procedures,
public and private economic and political interlocks,
etc. The class w i l l be run as a seminar, including both
theory and practice, reading and field experience.
Student groups w i l l work on various projects and report
results back to peers. Some general acquaintance with
sociology and social research methods, as well as a
background in social change, would be useful. [Chesler)
---
Section QQ& 2s Anerican Societx. In this
course we w i l l examine heroin use in sociohistorical
perspective by considering those conditions which led
to its emergence as a social problem and variations in
the nature of the problem over time. Be w i l l also be
concerned with those social factors which lead to
initial drug abuse and explain the escalation from drug
use to drug abuse. [Covington)
- 420. Comulex sg&3zations. (3). (SS).
This course w i l l be designed to faailiarize the student
uith the many faces of complex organizations. Be w i l l
explore the origins of complex organizations. Be w i l l
then examine complex organizations as power
instrunents. The course w i l l also be concerned uith the
ways in which complex organizations function as
conservative instruments of the status quo. Finally, ue
w i l l turn our attention to the ways in which social
movement organizations (e.g., NAACP, SCIC, SSCC, COBS,
SDS, etc.) functicnea as insturments of social change.
Tentative texts: Perrow, Charles, Complex
G ~ ~ I & Q S C~itical ~ -; Domhoff, Uilliam,
Hiaher Circles.
-- 423. Social - Stratification. (3). (SS).
This course w i l l provide an introduction to the causes,
and consequences of socially organized ineguality, and
research experience in studying social stratification
in the United States. The first pcrtlon of the course
w i l l involve a lecture format and a review of
sociological theories and research dealing uith such
topics as (I) the nature of social classes, status
groups, and strata, (2) factors influencing
inequalities in income, life chances, and social
mobility, (3; social inconsistency and class
crystallization, (4) the life styles of social classes,
and (5) the effects of stratification on people's
attitudes and behavior. Uhile ue w i l l briefly review
historical and cross-national differences in
stratification, the primary stress in this term w i l l be
on the United States. During the middle portion of the
course, the class sill be divided into groups, each
doing independent research on stratification in the
U.5. This research can involve either computer analysis
of data from national surveys [I w i l l provide guidance
in this, although previous experience in' Soc. -310 would
be helpful) or intensive personal interviews with
persons froa particular social backgrounds, dealing
with their perceptions of social stratification. The
last portion of the course w i l l involve presentations
and discussions of research findings. The course
requirements include a midterm exam, a class
presentation, and a research paper. (Siakus)
441. Social Assects a Economic Developsent. (3). (SS). ,
--A--
The course is broadly concerned with the large scale
social changes that are associated with modern economic
development--or the sustained increase in human
productivity and welfare. Much of the emphasis is
placed upon the long historical processes of
imperialism, colouialism and nationalism, which arise
from western economic development and expansion, and
upon the nature of the world economic system that this
expansion has produced. He exanine the aajox
theoretical positions that currently attempt to
interpret the system and the dynamics of its nationstate
members. Specific attention is given to the
measurement and social meaning of economic development,
and to the variety of modern forces--including foreign
trade and aid, national development policies, national
administrative systems, and population growth--which
today appear to hold central positions in determining
the course of national and uorld-wide develcpment. Much
of the substantive national experience is drawn froa
Southern Asia, but comparisons are also made witk Latin
Aiaerica and Africa. There is a midterm and a final
examination, and an optional paper. (Ness)

This course till emphasize five main areas or topics
concerning tke family: tibe interrelationships between
the faiily ard tie larger society, the division of
labor and authority within the family, the processes of
courtship and marriage, patterns of marital
dissolution, and childbearing. These aspects of the
faaily w i l l fce studied ~rimarily using material from
the United States and iestern Europe. However. a
considerable ascunt of tine w i l l be spent in comparing
patterns within these twc areas. In addition, the
historical setting and social changes that produced the
modern western family w i l l he examined. The student
should be faniliar with fundamental sociological
concepts and principles. The course w i l l use a
combisation of the lecture and discussion methods. In
addition, a set of ieadings w i l l be assigned.
Evaluation cf tie student's performance in the course
w i l l be aade thxough the use of exaainations.
450. Political - - Sociology. (3). (SS).
delinquency, violent crimes, corporate crimes. A
An exaiination of the relationship between economy and
portion of the course w i l l also be devoted to student
the polity with particular emphasis on social classes
projects entailing analyses of the autobiographies of
and class ccnflictB Tie course w i l l examine the
deviants of the student's own choosing. (Hodiglianii
historical develcpment and golitical effects of the
core economic instituticr of the contemporary world,
the large and cften multinational corporation, in two - 467. --- Juvenile - Delinauencv. (3). (SSI.
related contexts. (1) The rise of the capitalist world
eccnomy and its ii~pact on third world societies through
In this course, we w i l l examine traditional
colonialism, imperialism, and dependent development.
sociological conceptions of the causes of delinquent
The growth cf revolutionary political movements in
behavior. We m i l l also consider those punitive and
Southeast Asia, Southern Africa and Latin America and
therapeutic approaches which have been used to respond
local elite resgonses tc these movements. (2) The
to delinquency. Course requirements include a midterm
developlient cf the concentrated corporate economy,
and a final.
including tie develcpmen-t of. multinational
corporations, in the United States in the twentieth
-, century. An exasination of the gclitical and social -- 468. Criminology. -- (3). (SS).
consequences of corporate concentratior and control
in~luding political capitalism in the oil industry,
One of the most common assertions in the study of crime
oliqo~cly, sirplus and the rise and fall of the
and crime control is that the culture and social
American autcmcbile industry, defense contractors and
institutions of the United States cause the patterns of
the military industrial complex, Social and political
criminal activity in the society. In this course we
movements of students, workers and others organizing in
w i l l critically examine these ideas exploring theory
reaction tc corporate power w i l l also be considered.
and evidence about the relationships between patterns
Readinijs include Edwards et al., The Ca~itahst System:
of crine and crime control activity and the social and
Kooze, Social Criqins of lictatorshig ggg & ~ ~ cultural ~ institutions ~ of- ~ American : society. specific
Geertz, Aq~icultural Invclu~~g; Baran and Sweezy,
topics include the social theory of criminal behavior,
Kono~oLx Capital; Rot hsckild, Parad~se Lo&; g&
the behavior of the crime control system (police,
Decline eg && & & ~ = @ ~ & ~ us; ~ g ~ Blair, ~ & 2% ss2sg&
courts, and prisons), economic conditions and. crime,
-- of Oil; and Bills, The golfer El&. (Paige)
capital punishment, gun contro 1, mandatory sentencing,
- 452. Law ----
and Social Psychcloqv. (3). {SS).
This is an upper-level cousse designed to cover topics
of shared interest to lavyecs and social pjvchologists.
It is open to students vbc have taken Sociology 100 or
to students with psychology or pre-law backgrounds.
There will he two lectuit sessions per weak., each one
, and a half bocrs. A number of these sessions w i l l be
devoted to discussions, fill's, and guest speakers. The
course till cover at least five areas of intersection
and conflict between law and social science: (1) the
aemory and perception literature in social psychology
and experimental psychology, applied to testimony aud
eyewitness identification; i2) the attribution of
responsibility literature and the clinical psychology
literature 0s insanity, applied to the issues of
diminished respcnsikility tefore the law; (3) the small
groups and group dynamics literature, apphed to jury
decision-making; fl) public opinion research, applied
to the capital punishment debate; and (5) the
literattie CE total institutions, applied to the
operation of grison systems. (1. Hanilton)
-- 458. -- Sociolgg~ cf Educatic~. (3). fSS) .
This course ccncentra-fces on the role of educational
institutions ia. Bodern industrialized societies. The
, major gn~pose of the course is to develop an
appreciation for current scciclogical p?rspecti?es on
schools and schooling processes. She readings and
lectures w i l l elaborate the role of educational
insti'tutiorss in the allocation, socialization and
certificaticn of individuals for adult social roles. An
emphasis w i l l be placed cr bcth theoty , and current
research findings in that area. Se w i l l also discuss
the implications of current social policies that use
the school as a tool for social se'form. A list of
readings and assignments nil1 be available at the first
scheduled meeting of class. Students w i l l be eraluated
on the basis of four con-cumulative examinations.
[Èlwin
-
Behavior. (3). (SS) .
.."----".*" < 7"-
UIHTEB TEBB 1981 / 107
465flsvch. !@& sociolo~ical analysis Deviant
An advanced undergraduate or graduate level course that
addresses the broad question: bcà do people becoae
social deviants? Films and simulation games w i l l be
used to concretize various types of deviance and
deviance-producing processes, and readings w i l l provide
theoretical frametorks as w e l l as further case
naterial. Discussions mill be the primary vehicles for
bringing these elements together, with lectures playing
only a minor role. Students must be prepared to raise
questions or else to resolve for themselves the
inevitable loose-ends associated with such a
discussion-oriented course. Substantively, the course
has two major parts. The first w i l l examine in detail
the social processes by which individuals are
"off iciall yn designated deviant: specifically, how
social rules are created, enforced, and adjudicated by
legislatures, the police, and the courts. The second
sill examine some major theories about the causes of
deviant behavior by focusing on a series of more
specific types of criminal activity: e.q., theft.
and the relationship betseen pornography and violent
crine. There w i l l he two lectures per week. Evaluations
are based on a research paper and two in-class
examinationsà (Loftin)
-
4?5/KCO fpublic Eealth) . Intrcduction 3 Kedical
- Sqioloqv. (31. (SS).
Kedical technology and medical thinking are of
increasing importance to modern man. Sot only is it
true that previously considered nsocialm problems like
alcoholism and anti-social behavior are now seen by
many to be -medical" problens, but modern medicine is
also creating new issues that could herald a
fundanental shift in our conceptions of the wery basis
of human society; issues like defining when an unborn
infant is "alive", for instance. In this course ire
shall consider from a sociological perspective these
new issues as well as the energing and traditional
roles of medical men and romen and of those ccnsidered
ill either by themselves or by others. (Kessler)
--- -
476. S o c i o l ~ 22 Social gelfare. Soc- ltJk?, ?il?r or
102. (3). (5s).
This course w i l l examine the social processes which
give rise to social welfare institutions, the
organizational characteristics of these institutions,
and their impact on the social structure, particularly,
the reduction of social inequality. Among the -topics to
be covered w i l l be: the rise of the welfare state;
becoming a client of the welfare industry; the societal
impact of the uelfare state sith reference to
inequality, poverty, family dislocation, anfl tire status
of oppressed minorities; the future of the welfare
(Hasenfeld)

WS / SOCICICGI
406/Ps~ch. Attitudgg & Social Behavior. solving. The course format includes three lectures and
Introductcr~ psychology; or senior standing and
a lab. There are regularly assigned homevork exercises,
permission of instructor. (3). (35). two hour examinations, and a final exanination.
Applications are mainly drawn from problems in
See Psychology 486. (Sisfcett) engineering. [Hoppe)
gzz Special Ccurses. (2-3). (S.S). Hay be
elected 2cr credit acre "than cnce.
-- 402. -- Introduction - to Statistic= and Data Analvsis. No
credit granted to those whc have completed 412.
(41. [MS).
Only Sociology 495 is offered Winter Tern, 1981. This
seminar w i l l examine the way in which class interests
This course is designed for students with an interest
and pressure grout interests are brought to bear on
in the application of the scientific method and in the
state ~olicies regulating industry and institat~ons. A
use of Michigan Interactive Data analysis System
central issue is an examination of the relative
autonomy and effectiveness of the state and its
(HIDAS). Statistics 402 has no prerequisite and has
been elected' by many students whose mathematics
administra'tive agents. The literature on policy
background includes only high school algebra. The
implementaticn, state and class, and pressure groups
course is "applications orientedn and is appropriate
w i l l be drawn ucon. Najos focus mil be upon the
for students from all academic areas. The coarse
Anerican case, although scie cciporative aaterials ell
focuses on the general problems associated with
be used. A paper w i l l be required. (Zald)
conclusions drawn on the basis of observation- Examples
vhich reflect student interests are chosen, and all
concepts are illnstrated & these examples. The course
- For Sociolcqy Honors Sg&aQa Seniorsa and Graduates
format includes three lectures and a laboratory (1.5
hours) each week. The laboratory introduces the use of
587/Psvch. Advanced Iaborator~ Attituciss &
----- Social -------- Behavior. Stat. 402 or -100, and prior or
concurrent enrollment in Soc. 486. (31. {SS).
See Psychology 516.
-
[Ezekiel)
30L Introducfi~ to Stat5sticgL Reasoninq.
(3). INS).
This course is designed to prcvide an cverview of the
field of statistics. Course topics include approaches
to the ccllection of numerical data, methods of
analyzing and summarizing such data, statistical
reasoning as a means cf learning from observations
(experimental or sample), and techniques for dealing
with uncertaixties in drawing conclusions from
collected data. Basic fallacies in common statistical
analyses and reasoning are discussed and proper ipethods
indicated. alternative a~proaches to statistical
inference are aisc discussed. TAe course eiuphasis is on
presentinq. tasic underlying ccncepts rather than on
covering a vide variety of different tethodologies.
Applicatiou~ are drawn frci a vide variety of other
disciplines. Evaluaticn is based upon class
examinations, a final exanination, and veekly
assignments. the course format is lecture with some
discussion. [Hamizerstrom ard Staff)
Elements 92 ggobad&&&y2 Prior cr concurzent
enrollment in Math. 215. (3). (US).
This course covers the lain ideas and uses of
probability: eacectation, variance, covariance,
distribution functions, bivariate, narg.ina1 and
conditional distributions, the binomial ana related
distributions, the Poisscn process, the exponential and
qamma distributions, the ccrtal sasgle statistics, the
law of large nuilers, the central liait theorem. There
are regularly assigned hcreiicrk exerciws, two in-class
blue book exaainations, and a final examination. The
earhasis is cn problem solving and applications.
(HoPPe. xuo)
HIDAS and serves as a recitation section. Course
evaluation is based upon a combination of class
examinations, a midterm, a final, and class discussion.
(Bothman and staff)
566/Po12 &c& 5Eb/IPPS && Public grqanization and
----------
Administratiou Zoc. 585 or permission of
instructor. (4). (SS). - 403. --
Sntroduction to Statistics and Data Analvsis &
Stat, 402. (41- iBS>.
See Political Science 586. [U. Cohen)
This course surveys some intermediate topics in
multiple linear regression an& the analysis of variance
and &variance, &.ressing applicatio&s rather than
theory. 9e particularly emphasize residual analysis in
multiple regression and cover such topics as the least
squar& estimation and tests of hypotheses, prediction
analysis, ~ulticollinearity and variable selection.
Fixed, random, and mixed models are all discussed in
the analysis of variance. Bxperimental designs studied
include randpsized complete block, hierarchial or
nested designs and the latin square. Some resistant
techniques more robust than the least squares procedure
are discussed if time allows. Three hours of lecture
and one and one-half hours of lab per neek. (Bong)
205/Econ. 405. Introduction to Statistics- Bath. 115 or
permission of instructor. Juniors and seniors may
elect this course concurrently with Econ. 201 and
202. Uo credit granted to those who have -
completed Scon. 404. (4). (5s).
See Economics 405 for description.
--- --
(Starr)
412. Introductb $9 Probabilitx md Statistics. Prior
or concurrent enrollment in Math. 215 and either
CCS 274 or Engin. 102. No credit granted to those
vho have completed 311 or 402. (3). (KS).
The objectives of this course are to introduce students
to the basic ideas of probability and statistical
inference and to acquaint students with some important
data analytic techniques, such as regression and the
analysis of variance. Examples w i l l emphasize
applications to the natural sciences and engineering.
There vill be regular homework, including assignments
vhich require the use of HTS, two midterms, and a final
exam. (Hoodroofe)
425/Rathx 225. Introduction ts g~obabilitv. Math. 215.
(3) . (N.Exc1).
This course is a basic introduction to the mathematical
theory of probability. Course topics include
fundamental concepts, condom variables, expectations,
variance, covariance, correlation, independence,
conditional probability, Bayes' Theorem, distributions,
random walks. law of large numbers and central l i m i t
theorem. By- itself the course provides a basic
introduction to probability and, vhen follcved by
Statistics 426 or Statistics 575, the sequence provides
a basic introduction to probability and statistics.
[Huirhead and Staff)
31 l/I.O.E. [Enqineerinql. &&eerinq sz&isticss
Bath. 215 and Eng. 1C2, or the equivalent. No
credit cranted to those who have com~leted 412.
(4). tixC1). -
-- 426. -- Introduction fiathematical statistics. stat.
~his course psovides an analysis of engineering data 425. (3). (BS).
associated nitb stochastic industrial processes. Topics
include: fundanentals of distribxticn analysis: process This course covers the basic ideas of statistical
model identification, estimation, testing of inference, including sampling distributions,
hypotheses, validation procedures. Students are estimation, confidence intervals, hy~othesis testing,
required to use the HIS computer system for problem regression, analysis of variance, ncnparaaetric test.

and Bayesian inference. The sequence of Statistics
'425/426 serves as a prerequisite for more advanced
Statistics courses. Weekly ~roblem sets, one cr two
hourly exams,and one final exam. (Evirhead)
-- 501. Applied Statistics as Stat, 500 or permission of
instructox. (3). (X£)
The course covers continuous multivariate analysis.
Topics include: inltinormal and Wishart distributions,
partial, multiple, ant canonical correlations,
Eotelling@s l-squared, profile analysis, linear
discriminant analysis, EAMOVA, grincigle component
analysis and factor analysis. (Hammerstrcm)
510. SIT* grobakilit~
and Eathematic& Statistics 2 2~3
- II. Bath. 450 or 451 and a course in probability
or statistics; or peritission of instructor. (3
each) . (U 5).
Only Statistics 511 is offered Minter Tern, 1981.
Basic topics in mathematical statistics including:
introduction to decision tlieory, estination,
sufficiency, ccmpleteness, maximum likelihood, and
Bayes estitatcrs, interval estimation, OKP tests,
untiased testsà sequential tests, Ba yes tests,
likelihood ratio tests and introductions to the
analysis of variance and regression. (Keener)
-- 531. Statistical &g&y&g cf "isa Series. Stat. 426.
(3). iÇ .
The purpose of this course is to introduce students.to
both time-and-frequency-dcmain a~proaches te time
series analysis. The use cf covariance and srectral
density functions to characterize statiorary stochastic
processes is cousidered. 1Centif.icatioq and estimation
'of autoreqressive, moving-average, and sized nodels is
covered. StudecU are expected to conglete a short
paper. [Honrey)
- - 576/Econ. 776. Econometric ~ & I. ~ Econ. y 775 or the
equivalent. (3). [US).
This is a course in advanced econometrics. It includes
a thorough treatment of statistical prohleas in dealing
with t i m e series and cross-section data, a development
, - 02 si-multmeous equation techniques, and formulation
and estimation of special ffodels. Other topics nay also
he included depending on time and interest. (Kmenta)
This course introduces the non-theatre major to the art
of theatre. Its purpose is to develop in the student a
critical awareness and ap~~eciation of theatre as an
art foxn. The course focuses on theatre as performance
and emphasizes plays as they have been realized on the
stage. Topics include rial writing, directing, acting,
scenery, costumes, makeug, lighting, and sound.
Students are required tc atterd ard to review current
productions given in the Power Centel;, Trueblood
Theatre, and tie ArenabTheatre. These performances are
as much a part of the course as the printed tests.
There are two written critiques and twc ezamina'ticns.
[Eeynolds)
This course serves as an introduction to the process of
play analysis. The course csoceeds cn two basic
premises. The first presise is that a play text is not
the same thing as a play. "Tis course, then, focuses on
play texts as scenarios fcr theatrical production and
not on plays as literary Cocuments. The second premise
of the course is that play analysis is practical and
not merely an exercise of the critical faculties. Thus,
the course attempts to provide a method of play
analysis that is useful to directors, designers, and
actors as sell as to theatre-goers. The course format
includes both lectures ard discussions focusing on
plays which are read as me.11 as those which are seen on
the stage. Students are required to attend, at very
much reduced prices, assigned performances. These
pertozmances are as tach a part cf the course
i
WIHTEB IERK 1981 / 109
rrequirements as are assigned texts. Course requirements
include two papers (one in the form of a productio~.
critique) as w e l l as one examination.
230 ($pee% Xntroductiog & Oral Intersretation.
(3)- (HUI-
The structure and content of selected prose, poetry,
and drama is studied with the aim of communicatiag
through oral reading .the special qualities of both
structure and content. The class format consists of a
combination of lecture, discussion, and performance,
but emphasis is placed upon the interpretation of
literature through performance in class. Course
requirements include a midterm examination and a final
examination.
231 (Speech 280). Acting && Radio* Television and
Theatre. Uo credit granted to those who haÈ
completed 236. (3). [HU) .
This course is intended primarily for the nonconcentrator
who is interested in a course in acting
which focuses upon the means of communicating character
by the actor and upon the distinction of perforsance by
Beans of the stage, radio, and television. Beginning
with pantonime, monologue, and exercisess the stude~t
progresses through scenes for theatre and television.
Texts include Charles RcGawes hctinq 22 Believinq and
Gassnerss Best &.uterican E ~ E (Series 6). Written
midtern andfilial examinations.
233fsveech 2691. Black Theatre Worksho~: 11- {3j. [EtU).
This is the second half of a heginning course in acting
taught from a Black perspecti~e. Like Theatre 232, it
focuses upon the development of acting skills for the
theatre and relies largely on lecturep discussion,
exercises, and performance of scenes fcr instructional
sethods. Black plays, for the utost part* provide the
basis for the performance of scenes.
236tS~eech 265>* hctinq pi.@~mentals. 80 credit
granted to those who have completed 231,
Concentrators should elect Theatre 236. (3).
(HfJ).
This course serves as an introduction to the practical
skills of acting for the theatre. It is a prerequisite
for Theatre and Drama 334 and 336 ahich are in turn
required for 400 level acting courses in the theatre
curriculum. Instructional nsthods are largely those of
lecture, discussion, theatre exercises, and performance
of scenes. Plays are read from a recommended list and
serve as the basis for the performance of the scenes.
Some instractors may also recosmend or require other
readings.
- 25U[S~eeCh mL grodnction Practicum. il) . [Exel). Bay
be elected for a total of 4 hours credit.
Special laboratory work in theatre production. Bo text.
Eo exams. Grades are based on the performance of
assigned crew uork. (Section 001: golf; Section 002;
Feisfeld; Section 003: Chambers).
25lfSpeech -, Introductiog &g Tecknical Theatre
Practices. Concarrent enrollment in Theatre 250-
(31 - (HO)
Introduction to the basic principles and practices of
stagecraft: costume and scenic materials, construction
and painting, stage lighting. Bast also elect Theatre
and Drama 250. Lecture, exams, projects. Text: Parker S
Smith# Scene Desian F& zss Liqhtinq. [Rolf)
31 1 (Speech 3801. Drama to Theatre: & Theatre 23 1 or
permission of instructor. (3). [HU).
To teach the student good theatrical form through
understandinq the interrelationships of the visual
elements as they relate to play analysis and
interpretation. To learn to create style in production.
As part of the theatre area sequence for all majors, a
knowledge of play analysis (Theatre 2111 is assumed.
The play is then studied in terns of its relation to
reality and the visual aspects of that reality. The
various visual aspects, scenery, costuae, lighting,
dressings and makeup are studied w l t t a view towards
the successful integration of all of thea with the
acting style, language, etc. Students are evaluated

110 / THEATRE AND DRAB1
through written examinaticrs and a final analytical
paper on production of a particular play. Inst~uction
is thrcugh lecture, disccssion, demonstration, with
visuals (slides, film). About 12 plays plus
Departmental ~rcductions are read and used. Texts:
Eeffner, Selden, Sellman, nodern Theatre Eractice; and
Theodore H. Hatlin, Qgigntation & %& Theatre.
( Heisf e ld)
33GlSpeech slL Fundamentals of Vaice fgg Le Actor.
Theatre 236. (2). (Excl),
This course is designed tc provide the actor with a
workirg kncwledge of his voice with emphasis on voice
and body ccnnection, breathing, fclacement and
pronunciaticn. Sound and iiovement exercises along with
concentration on language aid the actor in expanding
the expressive means of his voice. (Section 001:
Connors: Section 002: J. Cantu)
336fS~eech =la Actinq 23; self Anal~sis. Theatre 236
or periissicn of instructor. (3). (Ha).
The second cccrse in acting, required for theatre
concentrators. An intensite course in self-analysis
aimed at enabling a student to evaluate his strengths
and weakness as an actcr. Emotional inhibitions,
ability to analyze, vocal and physical technique are
reviewed. Reccmmendations from this course required for
permissicn to elect acting courses beyond this level.
(Section 001: Reynclds; Section 002; Cantu; Section
083: Connors; Section 004: Reynolds)
a Intxoducticg &Q -&@kg Desim. Theatre 251 and
311. Concnrrent enxcllment in Theatre 250. (3).
(Bxcll.
In introductcry course in the theory and method of
visual design of stage scenery, costunes, and lighting;
analysis of the play in terms cf design, and the
procedures a designer fcllows in designing for the
stage. The course grade w i l l be based OÃ mitten exams,
a design project, and prodection crew work. (Chambers)
422fSpeech 4551 . Eistory 92 Theatre;
(3). (ED).
This course deals With the development of theatre as an
zit form in its historical context from 1700 iso the
present. Topics include theatre structures, production,
drama, theory, criticism, and social histocy relevant
to the art. lie preceding course, Theatre 421, serves
as a useful basis for understanding these last three
centuries, and students nho irisb to take this course
out of sequence should disctss their plans with the
instructor beforehand. The ccurse is primrily lecture
oriented with scme time set aside for discussion.
Juniors, Seniors, and graduate students (with a
deficiency in theatre history) are encoqiagad to take
this course; it is not designed for freshmen and
sophomores. Icur quizzes, one comprehensive
examination. and a research paper form the basis of
evaluation. (Eilkinton)
423 ISueech Eisto~~ of Americau Theatre.
Upperclass standing. (3) .(Bo) .
The many facets of the American Theatre from its
beginnings tc the present, not simply its drama,
provide the subject matter cf this course. Theatre as
perfor~ance--its actors, drama, production methods, and
manageaent--are all a part of the scope of interest.
Popular theatre, such as the minstrel show, burlesgue,
vaudeville, and the musical, is interwoven with the
development ct "the legitimate tileatre." A l l are
related to the tmerican cultural and social scene. As
these conditicns have changed, so has the American
theatre. Ibe course is based on lecture and student
reading. The text materials have not been chosen.
Grading is lased on twc hourly examinations, a final
ezamination and a tern paper. (Bender)
435 {Speech six Boyement x a Ahe Actor. Theatre 336.
(2). (EicJ.).
This course is designed to provide the actor with a
sorting knowledge of his body with emphasis on
relaxation cf body tension, flexibility., ami centering.
.
section El. Xxercises a ~ improvisaticnal d
techniques
w i l l aid in developing the awareness of the body as an
expressive means. this section is for underpaduates
only. [Tan Kuiken)
--- -- - -
Sections 003 and Q04: Sta~e Combat. An extension of the
actor's body awareness, balance, flexibility and
concentration through an introduction of some of the
basic techniques of (largely armed) stage combat.
(Tredrickson and Eysselinck)
437tSpeech 466). Actinq IE Character Analysis. Theatre
436 and permission of instructor. Prior or
concurrent enrollment in Theatre 435. (3.). (HO).
An advanced acting course which carries forward the
work of Theatre 436 in text analysis with special
emphasis on characterization. Intensive analysis and
performance of scenes from Chekhov aed other
playwrights noted for richness and complexity of
characterization. For Binter Term, 1981, prior or
concurrent enrollnent in Theatre 334 pJ 435, or 436,
and permission of the instructor are prerequisites.
(Fredrickson)
-- 439. Actinq Practicua. Theatre 236, 334, 336, 436, and
permission of departnent chairman. Concurrentenrollment
in an acting course. (2). [Excl). Say
be elected for a total of 4 hours credit.
This course provides credit for advanced acting
students for the rehearsal and performance of major
roles. Hen course. Tor detailed and specific
information in individual cases consult the department.
(Eysselinck)
441 [Speech 473). Directinq & Princiules. Theatre 211,
251, and 336. (3). [HU).
This course surveys the process of stage directing froa
the selection of the play through opening night. Course
requirements include the presentation of two scenes in
a classroom laboratory situation, the developsent of .a
production book foe a play, a crew in stage nanageaent
or assistant directing, and special exercises performed
in class. (J. Bartin)
442E~eec4 Directins Problems. fheatre 436
and 441. (3). (XB).
Script analysis, stage movement, style, the psychology
of the actor. Intended for advanced Theatre students.
Evaluation based on weekly presentation/discussion of
playscripts with specific application to the above
mentioned production concerns. (Hartin)
445fS~eech 477). Staae Hanauemeq%= Theatre 251 and 441;
and permission of instructor. (2). (Excl]. Hay be
elected for a total of 4 hours credit.
This is a course in practical stage aanagement for the
theatre. Each student serves either as a stage manager
or an assistant stage manager for a full-scale ibeaAte
production. There are no ex'asinations, papers,. or
projects except for those projects directly related to
the student's production. The course meets for tUo
hours one day each week. (Wolf)
Productios &
Theatre 232 or 233; or permission of instructor..
(3). (HOI.
448lS~eech ma a&
This is the second half of a txo semester sequence in
the history of Black drama and theatre in the -United
States and treats the subject froa post Horld Bar I1 to
the present. Reading from James 5'. Eatchls
--- Theatre USA provides the basis for lecture and
7
discussion. Performance of scenes in class, a ~id-term
examination, a final examination, and a paper serve as
the basis for evalua+ion. Black Theatre Rorksbog or
(Theatre 232 or 233) is recomnended as a
prerequisite, but students may seek permission of the
instructor in lieu of this prior election. (Collie)
- 464. -- Scene Painting for the Theatre. Theatre 252 and
311; or permission of instructor. [3). (Excl).
An introductory study in the techniques and methods of
painting scenery for the stage. Class demonstration,
critiques, projects. The coarse grade vill be based on
assigned painting projects. Students are required to
serve on one paint crew for a Theatre Dept. production
during the term. No specific text, but reading in the
library w i l l be assigned. (Chambers)

---
-
472 (Speech m2 sm - 2 ~ Theatre 311 or
permission of. instructor. (2). [Excl) .
Onivers&
Courses

112 / UNITEHSIT? COURSES
oral and written contributions w i l l be developed during
individual tutorixq sessions. 1m oral and two ~ritten
contributions %ill be, expected of each student..
Assigned readings nil1 Ite with the ccllecta.on of
articles in gexedit~ &ng Societya edite4 by Adela 5.
Baer (2nd ear, flacmillan, 1977). (Foster)
- 202. -- Drawins 2~9 Paintinq &g ZverYone. (3) [Excl].
The course encourages and develops creativity in Art
and increases ileasure in the Euseum of Art. Even
inexperienced pecple have lore talent than they may
imagine. The course greatly increases that talent, as
students personally experience the prcblems of the
artist and becone familiar with the museum collections.
Instead of jest looking, the student is taught to see
like the artist ~ h searches o
for deeper vis~cn, the
design beneath the surface of life. "The deveioyment of
the sensory experience is the greatest good one can do
for the people in the worldn Er. Rene IIUDOS, Prof-
Eneritus, Rockefeller University.
Instrncticn is in a series of problems in (1) Design
and Drawing, (21 Color as theory and practice, (3) A r t
History and the A r t Uuseum as sources of knowledge and
inspiration, i4) A Visual Dictionary of symbolic
feeling, and (5) The Psychology of the Artist. A finalprehlem,
over the last three weeks, ccnstitutes an
exam, calling for understanding of all the earlier
material. Grades are given on the basis of a portfolio
of daily class work plus tte final exam problem. Tn the
classrocm four pieces of work are performed every day
so that the portfcl3.0 contains 104 pieces of work. The
student has studied about A r t but has also created Art
in abundance. The supplies are chcsen sc as to be
easily handled by the inexperienced: lead pencils,
Baqic Barkers, colored paper. The text is Daunies from
the flaster Eraugttsman series.
This course fills a gap between History of Art and
the Art Schccl. Bistory of A r t shows and discusses Art,
the A r t School trains eyes and hands to be skiUfu1. Hy
course in ccnnection with the Euseum is' a practical
experience for those nhose specialty lies elsewhere but
who feel the need of A r t to complete their educations
and their lives. The ultitate ideal is perhaps that
tcmorrow's leaders with their expertise in the
professions and finance sill also be ccnnoisseurs of
Art. [Prendergast)
- 265. --- Values - and Science. [I). (HO).
Science and Values is a team-taught couise [with no
prerequisites) focusing on the relations of values and
science in ceneral and a~proaching this by a tocus on
the history of nuclear power safety standards, selected
probleiss in bioethics, eeclogical problems and public
policy, and tte image of science in the Bass media. The
course w i l l be coordinated by Eric S. Babkin (English)
acd David Lux (History) and aided by Gordon Sane
(Physics). Andrew Xatscn (Zaw), Bobbi low [Natural
Resources). a-wi Charles E5semdxstb (Coam~'~icatio~J. The
method of instruction w i l l be a coakinatJ.on of lecture
and discussica; evaluaticn nil1 be based on studentst
papers.
a %Q& Anerica zz Uppezclass standing and
pernission"of instructor. (3). [Excl).
The central theme for Rork & America & is how the
turbulence of this swiftl~changing period required
flexibility and comprehension from those who w i l l wake
business decisicns. The course is nu1tidiscipl-i-nary and
covers aspects of the psyci*clogy and sociclogy ef work:
work and the law, the inpact of technology, the quality
of work life, corporate social responsibility,
organizational structure and its effect on problem
sclving. Students are helped to explore the
significance of different factors as they try to make
decisions and generate sclnticns to problem cases. The
course is a lecture-discission format, with i aidterm
and a final.
This course is the first sequence of the LSA
Internship Progxan and is followed by a full t i m e job
and Rork in America XI. Juniors and seniors are
eligible with perçissio cf the instructor, "Texts:
Uanaain9 Zurbnlent Tiaes, Peter Drucker; yorki~q,
Studs Zerkel; & ~ g ~ ~ Peter & , Drucker; x&? Social
~svchology of oxqanizations. Daniel Katz; w g g j
Orqanizations, Douglas Hall; Shanqinq && ~sructure and
Functionina of Qrqanization, Stan Seashore; assorted
readings, assigned meekly. (Eardnick)
The aain objectives a the course are (1) to acquaint
the student with the contemporary social/culturai
situation, specifically to analyze the causes, as&
consequences of technological society; (2) to make the
student aware of the variety of alternative approaches
to the futare (often called utopias), and to prepare
the student, to a degree, to envision an alternative
future; (3) to enccuraqe the student to see the world
in global and comprehensive terms as opposed to narrow
or partisan approaches; and (4) to bring to the
student's attentiou ideologies, value systems, and the
concepts of humanity which underlie various alternative
futures. Both approaches to problem and required
reading reflect the methods and materials of several
disciplines. [Skolimowski)
Courses in Homen*s Studies jDivisi03
%
- 200. Introduction to Women's Issues Open to all
undergraduates7 (See Tiç - -Schedule for
information about the required organizational
meeting. ) (2). (Excl). Offered mandatory
credit/no credit.
Students enrolled in all sections of the course MUST
ATTEMD I M OSGlNSZiTIONAL BEETIBG on January 12 in Aud.
3 BLB at 7 pa. THIS BEETIBG IS IBSOLUTELI BANDATORP for
everyone to reserve a place in the course.
Sections 001-012- Homenss Grouus. This is an
introductory coarse meeting in small groups formed at
the organizational meeting at 7 pà cn Uonday, September
8, in HLB Aud. 3. Host of the groups m i l l seat for two
hours one evening a week in the dormitories--ti~e to be
scheduled for naximum convenience of those involved.
Students must attend the organizational meeting to hold
their places in the course, .Course goals are: to
increase self-awareness, to increase amareness of other
women and their options, to increase knowledge of
women's resources, to stimulate an open examination and
sharing of values and attitudes relating to self and
women, to stimulate an analysis of aonenqs position in
political terns as part of an owsrall perspective, ts_
stiaulate action directed toward social change and
personal change, to encourage wosen tc be suppartive of
each other, to personalize education, and to establish
a non-hierarchical learning structure. The topics we
w i l l discuss are education and work, health, rape and
domestic violence, minority wonen, sex roles and
socialization, sexuality, lesbianism, legal issues, and
fewinism. There is a special emphasis on integrating
and relating the course readings to personal
experience. The texts are Bodies. Curselves b~ the
Boston Wonenes Health Book Collective; Xellow Rall~a~er
by Charlette Perkins Gilaan; g&yg&g& aundz by aita
Bae Brown; and a course anthology prepared by the
facilitators.
Section Co-ed Group. This section focuses on
personal sharing and social/political analysis by the
women and men in the groups. Course goals are: to
increase self-awareness, to increase awareness of cther
wonen and men and their options, to increase knowledge
of women's resources, to stimulate an open examination
and sharing of values and attitudes relating to self
and women, to stimulate an analysis of wen's position
in political terms as part of an overall perspective,
to stimulate action directed toward social change and
personal change, to personalize education and to
establish a non-hierarchical learning structure. The
topics are education, work, legal issues, health, rape
and domestic violence, minority issues, sex roles and
socialization, sexuality and feainisa, gay issues.
There is a special eaphasis on integrating and relating
the course readings to personal experience. The texts
are Bodies, Ourselves by the Boston Homenls Health
Collective; !tellow Wallpa~er by Charlotte Perkins
Gilman; Rubvfrui& 4- by Bite Mae Brown, anci a
course anthology prepared by the- facilitator.
Section Awareness m* This section
focases on raisiig men's consciousness in the belief
that it is t ine for men to become aware of theaselves
and their place in the culture. The goals of the course
are to increase awareness of the probleas and issues
related to sexual identity, to increase seIf -auareness,
and to stimulate action directed tonard social change
and personal change. Tentative topics to be covered are
those of sections 001-013. Emphasis is ox women's
issues and their interrelationships with male
awareness. Class format includes discussion, movies,

and quest speakers. There is a special emphasis on
integrating and relating the course readings to
personal experience. Eeccmended books for the course
are $94 & &asculinie ly Pleck and sawyer, ae Bale
-- Eachine by Pasteau, and the course anthology prepared
by the facilitator'3.
24WAme~ 240. Introduction tq Uosenss studies.
Open to a11 undergraduates. (4). [HU) .
Designed as an introdactior to tne Bes Scholarship on
Wonen, tomen's Studies 240 acquaints students with the
key concepts, theoretical framenorks and
interdisciplinary research on women's status and roles
in male dominated or sexist societies. The course w i l l
involve extensive cross-cultural and historical
analyses as well as consideration of major issues
relevant to ccntemporar-y American nomen. The course
w i l l seek to prcvide the student with an explanatory
understanding of woinenls cppression as w e l l as avenues
for change. The course is structured around weekly
lectures and readings which pxcvide iuaterial for
discussion groups. Students are encouraged to
participate fully in discussion and assume
responsibility for sharing their knowledge and
insights. We are concerned with academc as veil as
personal qroiith, and want to explore alternatives for
women in contemporary Auerican society. The course
grade is based on writter assignsents. Bzdterà and
final exam inations , and participation in discussions.
Please note thgt sections Q04 & g&s sgggs &u
other sectzons gre for wc~sn cnlx.
Facilitating so men*^ studies Discussig2 GKOUDS.
Ucmen's S.tudies 200 cr 240. (3), ($3). [TUTO-
RIAL).
. This course introduces students to the fundaaentals of
qrcup process and facilitati.cn skills. Its purpose is
to train students to facilitate small discussion groups
on women's issues. Enrcllment in this course is
determined by an intervie* procedure and permission of
the instructor. Facilitators enrolled in this course
- must attend a group skills seminar -1 Eonday froa 4
-- to 6 p.m. tor more infor~ation contact the Uoments
Studies proqran.
340. Interdisciplinar~ mg~sstives on Women. Uomen*s
- Studies 240 or the equivalent; or permission of
instructor. (3). (HO). Hay be elected for credit
^y
more than cnce.
'ghe Eedical Anthro~~Lggy sg Mmg. This course explores
how the methcds and theories of Anthropology can be
applied to the study of woffen and medicine throughout
the W3Zld. It w i l l present the richness of cultural
beliefs and practices relating to medicine in the light
of theories of gender differentiation. Topics include:
female lifce fierce, ideas abet& gender differences 51%
physiology found in different cultures, the life cycle
as viewed by different cultures, women as patients in
western and non-western society, uosen as healers in
western and non-western society, and how Medical
Anthropology can be applied tc practical problems in
women*s health care. Students with some background in
Anthropcloqy, and students in the health sciences are
especially welcome. The course is a lecture/discussion
style class with varied readings fion mhich students
may choose. Evaluation sill be on the basis of 3 short
exercises and a final essay (or exam option), as well
as class participation. (Kasnitz)
350. Laen and t& C>ss&.t.?. Women's Studies 240 or
the equivalent; and permission of instructor.
(3). [Excl). (E3PESIENTIAL).
The goal of Ucmen~s Studies 350 is to combine community
work experience with an academic analysis of wcmenls
status and experience in crga~izations~ Students can
choose from more than 20 internships in areas such as
health care and reproduction, media and ccamunications,
counseling, law reform, governmeat, advocacy,
edncaticn, day care, and momen in the labor force. In
additica to five. hours at their placement, students
attend a twc hour class session aeekly. The weekly
seainar/discussicn covers topics such as wluntaris~,
women's coicmunity activism, sexism in the work place,
feainist social reforms, orgaaizaticnal structures and
processes, power, leadership, and stress nanagement.
~ead-ings as+? pertinent to the class topics and
internships. Students keep an analytic jocrnal ct their
internship experiences and course aaterial. The course
eagiiasizes skill developient to help students form and
attain their career goals. [Bcmbyk)
--
351. Wonen Commnnitr & Wonenls Studies 350
and permission of the instructor. (2). (Excl}.
(EXPERIEBIIAL). .
This two credit course is a seqaence to Women1s Studies
350 for students who wish to continue their internship
froa Roaen and the Coaaunity I an additional ten.
Students 'work five hours per ~eek in their internship
and have monthly meetings with the instrnctor. A
written project is contracted tetween the student and
instructor and is evaluated at the end of the tern.
(Bombyk)
-- 360. Cross-Disciplinary Studies, Women's Studies 240 or
the equivalent; and permissicn of instructor.
(4). (SS). Hay be elected for credit nose than
once.
~ictorian En land. This course w i l l use
literary and historicai 'sources to examine cultuxal
prescriptions regarding the role of women and the
reality of nomen*s lives in Victorian England. Topics
to be discussed w i l l include Èome as daughters, nires
and mothers: women as workers--writers, governesses,
factory operatives, and prostitutes; soaen in reform
moveaents; woaen and education; and the 19th century
feminist movewant. Beading w i l l include ,
Barton, Eid~lemarch, The Odd Hosen, and Essavs
Sex Equality. '-he course w i l l meet for lectures and
--
discussion, and i.s requireaents are six short papers.
There are no prarequisites, although a background in
history, literature, and/or women's studies would be
helpful. The course fulfills the upper division English
Coaposition requirement. (Jacoby)
310. Women and the Law. (31. (5s) .
*Uoaen and the Lawn is an overview of American
constitutional and statutory law as it affects
differential treatment based on gender. Students are
introduced ts several major federal statutes in the
areas of employment discrimination, credit, and
education. In addition, the course discusses
affirmative action in education and employment. Any
discussion of differential treatment based on gender
nnst include the fourteenth axendaent to the United
States Constitution and, in particular, its equal
protection clause. This constitutioaal issue being the
single most iaportant subject in the area of genderbased
discrimination, it recurs throughout the course
in discussions of family law, criminal law, abortion
and contraception, and other topics. EEQOIREE: aidtera
and final examinations, and term paper or project.
STfiOiiGL? RECOBBEHBED: introductory government course.
mColleue Honors 300. History and Current Eolitics of
-- the Riqhts Amendment. Open to Eonors
students with at least sophomore standing; or
Uomen's Studies 240 or the egui~alent; or
permission of instructor. (4). (SS).
See Honors 380.
--
(Borrow)
A i r Force Officer Education Courses
- 102. -- The -- O.S. - Sir -- Eorce Today. (1).
division
This course is a continuation of the study of the
growth and development of the United States Air Force
begun in Aerospace Studies 101. The course relates the
mission and responsibilities of the various Air Force
major commands to the 0. S. defense posture and U.S.
military strategy. Emphasis is placed on the A i r Force
contribution to General Purpose forces and the
dynamics, interaction, and cooperative efforts of all
the Services in the General PurFcse role for the
national security posture. Teaching me thods are
primarily lecture and lecture-discussion. Guest
interview are conducted with meabers of the Arsy,
Haq, and U.S. Barines. Short files and visual aids
enhance the presentationsa There w i l l be a midterm and
a final examination. Text* a s & & m,
publishefl by A i r Oniversity. (Col. Seeder)

114 / AIR FORCE OFFICER HUCATIOB EBOGEAB
202. Ll& Aviation 2nd Its Develosment into Air
Power. {l).
Aerospace Studies 202 ccntinues the study of the
develo~aent of airrower begun in Aerospace Studies 201.
Through lectures and grout discussions, trends, and
ideas, central to the concept of airpower in the post
World War I1 era are developed. Particular emphasis is
given to the impact and ramifications of technology on
the employment of airpower. The Berlin Airlift, the
Korean and Vietnam conflicts, the Arab-Israeli mars,
and the 1968 Xarsaw Pact invasion of Czechoslovakia are
examined in relation to the use of aispewer in these
conflicts. The current strategic and conventional arms
balance is discussed, with emphasis placed on air arms.
Grades are based on perfcrsance in a tera paper, class
speech, mid-term and final exam. Text: && &@powerE
K g SQ Deterrence. (Capt. Ztytz)
-
Aerospace Studies 311 discusses the traditional
management functions of planning, organizing,
coordinating, directing, ard ccntrclling iu the context
of a junior manager in a ncn-profit. cost-oriented
organization. There is particular emphasis on ~roblem
solving and decision making, with an overview from the
user's standpoint of linear programmiag/resource
allocation, inference ard Baysian decision making
techniques, critical path nethcd, and network analysis.
Teaching methods include lecture, seminai di.scussions,
and case study analyses. Evalnaticn is based on a
briefing, written case analyses, and three exams. Texts
are Massie and Douglas, j@u= 4 &mmcorary
---- Introduction, and several Air Force supplied texts.
(major Een j amin)
National Securit~ ggsss & Contemporary American
Socie tv. (3).
This course begins with a Irief survey of the context
of American Defense Policy as rart of the current
international system. This is followed by a review of
the developnent of strategy in the post brld gar IT
era through the Carter Administration. At this point
the theme w i l l center in theoretical and political
aspects of General gar. and Arms Control, United War,
and Bars of Insurgency. The course w i l l be both in a
seminar and lecture format. There w i l l be a ten paper
and mid-term and final ezaias. Texts: American Defense
Policx (19771, Jahns Hopkins Press, and Coat.em~~fig~
Strateqj (l97S), Holmes and Heier Publishers. [Major
Duval)
z& Methods ~nstructiou/Bilita~ S~eakiaa~ (1).
This course begins with a discussion of the Army
instructor's role in military training and the
developaent of the characteristics of a good
instructor. The studeat vill become faailiar with the
nature of learning, the basic instruction process, and
the general principles and guides for creating an
effective teaching-learning situation. Presenting oral
instruction, questioning techniques, and the use aÂ
speaking aids vill be emphasized, with students
conducting practical exercises in planning and
conducting presentations. Problem solving in the
decision making process w i l l be aiscussed along with
the staff study format for reporting solutions to
complex problems. Finally, the purpose of briefings,
steps in planning and organizing, and presentation
techniques w i l l be discussed in detail prior to the
presentation of student taught classes. (It. Blair)
& Militart Laboratorv. Reguired for all cadets.
(0).
See Military Science 104.
This course is an interdisciplinary approach to the
study of organizational leadership and serves as a
capstone to the ROTC student's education in the
leadership process. The course provides the basis for
understanding: the relationship of individual
differences and the leadership process; group dynamics
and their relationship to the leadership process; the
impact of the leaderas behavior on the leadership
process; the necessity for effective conmunications in
the leadership process; and formal organizational
constraints and the impact of society on the leadership
process. AS a result of class discussiaus and readings,
the student m i l l be able to conmunicate the terminology
necessary to explain theory as well as to be able to
synthesize the aspects of the leadership process as
outlined above. Practical exercises w i l l allow the
student to aoolv -- - academic theory to specific military
situations. The class text, &-~tnd? Gf oraanizationai
Leadership, is a collection of articles by prominent
authors on the leadership - - process. The course grade
m i l l be based upon quizzes, a mid-tern, and a £in& -
exam, and in class discussions. (Baj.
Laage)
--
-- 304. militarx Arts Laboratorv. Required for all cadets.
(0) -
See Military Science 104.
The objective cf this course is to develop an ability
to accurately utilize maps, aerial photographs, and a
compass so as to navigate ever unfaiiliar terrain with
confi.dence. Students w i l l be introduced to the methods
and techniques of terrain evaluation thrcugli the use of
a map's marginal inforaaticn, topographic symbols,
scales and relief. Individuals w i l l be taught the basic
stills in determining their precise location. Each
student m i l l receive practical experience in the use of
a lensatic compass. Particular emphasis, throughout the
course, w i l l be placed on practical application. The
assigned student .texts include a &&a La& 22
3, and &g:k && && published by the US Asmy
Engineer School. the final grade m i l l be based on
homework problems, quizzes, final examination, and
class participation. [Capt. Pearson)
104. militarr Arts Iaborat~rl~ Zequired for all cadets.
10)
The Military Arts Lab provides a learning experience in
which teamwork, leadership, esprit de corps and
managenent skills can he developed. Subjects of
instruction include rapelling, orienteering, first aid,
rifle mark-smanship, physical training and drill and
ceremonies. The training develops self-confidence and
leadership ability. The final grade is on a pass/fail
basis and is a result of class participation and
practical proficiency. (Cgt. Pearson)
a Fundamemtals gg tl&litarx gustice sA
Convention. Permission of chairman. (2).
GeneTa
The course begins w i t 5 a study of the history of
military jastics and explores the philosophy behind and
structure of the military justice system. The court
martial system and alternatives to it, military crimes,
international Iaw, nonjuaicial putishnent, the Geneva
convention an3 code of conduct are all topics of
discussion and study. (Capt. Pearson) 466; 396
See Russian and East European Studies 396.
-- 404. - ailitar~ Arts labor at or^. (0).
see Military Science 104.
Ravv Officer Education Proqram Courses iZivision 898L
-- 202. -- Naval Ships Svstems 11% f3).
in introduction to naval meapons systeas and all phases
of the fire control problem. The principles of sensor
systeas operations are investigated with primary
coverage given to radar and sonar systeus and with
attention also given to infrared and electronic warfare
sensors and scanning techniquesa The fire coirtxol
sequence ana computational aspects of the system
icvolve an examination of digital, analog and hybrid
computers and simple control algorithas. Problems of
frames of reference, relative notion and parallax are

UIHTIE TERM 1981 / 115
developed in the context cf integrating tracking sensor
inpat with weapon orientation. larious protulsion,
guidance and explosive tyges of ireacons are; introduced,
with emthasis aiven to surface-to-air missile midance
systems: ~ e & are Intsoductio~ & & & ~ - ~ e a z m n s
and ainci~les ,of gaval xea~ons S~stems. Gzades are
based on three one boar examinations and a
comprehensive final exanination. (It. aachalal
Studies in the piloting of sea-going vessels including
multiple ship relative motion problems, tactical
positioning of warships and optiaal allocation of
resources problems.. Computer solutions cS optimization
problems w i l l be incorporated into tins course. The
tactical positioning tcric covers capabilities of
weapons and &la tforms ard tbeir aqsimila tion into
workable task groups. the course has students use a
remote operated model in tie ship basin, lexts include
nodern @amanstii~, ms Eandlinq,
O~eraticns. Gxades are based on examinations, bomeifork
problems, and a paper. (Lt. Neljsan)
Introduction to the principles of management science
and the application of these principles by Naval
officers in the operaticnal Bavy envixonment.
Particular emphasis is put u&cn resources management,
including handling of alcohol and drug related
problems, equal c&portunitj, and counsel..ing of enlisted
Wavy aembers. Information is presented> AB. the form of
case studies, by lecture, and through classroom
discussion. {Ca pt. Hall)
Exploration of the history, develo~ment, and techniques
of amphibious operations to enable the student to
acquire a general backgrcund in amphibious operations
and explore the doctrinal origins and evoiution of
, anphibions operations. (Getz)